 So, we are now with that approaching the last segment of this part of the conference. This is kind of the rest of the afternoon essentially synthesis work, trying really to bring together the insights from day one, where we had a broader discussion about conceptual issues and perspectives on OER with empirical and the case studies from day two and this morning also the wonderful and really powerful narratives and a first start for this kind of synthesis work will happen in this room. So we'll start with the plenary, Kathy Casterly is already here and we'll do the magic I hope to bring it all together or close it together, that's fantastic and I think the template that the Hublot team presented on day one, the pillar model, that's kind of a helpful framing and in my view we could try to feed back our inputs into that model that we got presented but without further ado over to you, Kathy, thank you so much. You know, let me try this so I can see what's behind me, it's also in front of me. Alright, so it's been I think an amazing day and a half that we've been here, it's not over but what I want to do is give you a frame to think about the OER ecosystem, it's not complete, it's the beginning, some of it's obvious, some of it's not obvious to the fundamentalists particularly that's Jonathan just spoke about and then what I want to do is make sure we have 15 minutes at the end to add to it so we can add the additional elements of the frame, so this should be 15 minutes, I know my timer is here somewhere, he's right here, he's keeping a good watch on me and we will keep it moving. So let me get used to this clicker, so the OER infrastructure, these are the questions I was asked to focus on, what are the required elements? Alright, so as we think about the infrastructure it's complicated, infrastructure lies underneath everything else, it's kind of the plumbing that makes buildings work but it's invisible, so how do we build it for OER, what's critical? The first required element is to teach people, this may seem simple particularly to the group here in this room but there are many of us, many who do not know about OER and they do not know what it is and you can't adopt what you don't know, you have to begin to understand, you have to understand copyright, you have to understand where and when it could apply. This is all because the age of the internet, Jonathan spoke about it, we all know about it, we know about the age of people coming together with the computer, with the distribution of the net, we now have affordances we never had previously, we need to talk about these affordances, we need to let the world know, we need to let educators and policy makers know and those begin with conversations, so how do we do that in a very effective and efficient way? Element number two, how do we think about what the open definition is? If I were to ask each person in this room, would you all give me the same definition of open and then do we go out to the broader community and talk about what that definition is? So what is the open definition? I would say the definition is free, no cost, access and as I was putting this deck together I really think I'd like to just kind of eliminate free and perhaps we should just use the word no cost because there's a connotation that's been carried forward from the very beginning with the word free, that free actually doesn't mean high quality. So that may be something that we want to talk about, is that something that we just may want to think about? And the second is we have to make sure there's legal rights to reuse, revise, remix and redistribute. That goes to Hal's point yesterday, it goes to the point about the recycle, right? It goes to the point of using data to improve. The vision has always been about optimizing access to these high quality materials, but it's really about the rapid improvement cycles which we haven't really hit on yet that will make all the difference. Required element number three, how do we think about open repositories and refractories? We need to have quite a few of these. They need to exist, they need to be out there. These are just the bunnies exemplaring the OER repositories. We need high quality repositories, they have to have strong content. A lot of this exists. How do we continue to evolve it as we go forward? Number four, machine readable metadata. How do we find search and discovery continues to be an issue and a challenge? How do we think about it? CC license are expressed in three ways. This is part of the uniqueness of the space. Number five, how do we think about open policies for governments and foundations? We have a number of leadership organizations who have stepped in. We need many more. This is where the power of the money and the power of policy comes into play. ULIT obviously has been an early leader. The Gates Foundation has stepped in. This is just some of them. Shuttleworth Foundation, 20 million minds, Department of Education, Department of Labor, Utah State, at all different levels, national departments and ministries, federal, state in this country. We have to think about the open policies overall. Certainly as we think about foundations and other funding institutions, as an example I met with Jess just last week in London, or maybe it was the week before, they're doing a lot to promote OER as an example in London. Through their funding policies, they're really calling it into play. How do we continue to spread the word and knowledge about that? How do we think about data cycles? This again goes to the point that it's been a bit of a drum beat certainly in the community. As we think about the data cycles, how do we bring in the data? So we know what's happening with students. We know where the student learning is. We know how to improve the materials and we can continue to recycle, improve it over time and do it in a very rapid way. So in OER infrastructure, how do we think about some of the gaps? And again these are things that have been discussed. Some of the gaps, again, around knowledge. Again, we have to let policymakers and know, understand, has to be debated. When we do have some of the policymakers who understand what we're trying to achieve, then they have incredible influence in the system and I think we have some exemplars of where that's really happened. We need exemplar policies. Again, talked about this a little bit yesterday. We have to make sure that it happens again at the national, state and federal levels. How do we think about this? This is the lever points. We can do a lot of individual things, but we really need some of the big plays. How do we think about it? How do we make that happen? How do we search by open license? LRMI? How do we think about the tagging? How do we begin to all tag in a way that makes sense? So that the content can be found? We continue to use the open license. And how do we track use and reuse? This in particular has been a challenge for the OER field when I think about the Creative Commons overall. We track, we have an estimate, we think it's a conservative estimate of 500 million items, but really it's not sufficient. Particularly in the education space we need to be able to track use and reuse much more efficiently. We need to be able to understand how the derivatives are created, what they look like. We decided and backed off in the Creative Commons license and we moved to include the attribution license at all time, the attribution. Because people wanted to get, you know, acknowledge for their work, their creators. But they also want to know what happens. And so there should be a freedom for folks who create materials or governments or institutions if they want to. And again I think that's a freedom. If they want to track use and reuse, how do we begin to do that in a systematic way? Because we can begin to tell the story much more effectively than I think we can do right now. And we need connected open repositories. How do we as the OER community connect with each other to make sure the content is much better organized and found? How do we think about solidarity? How do we think about it for this community? Because beyond, this is the core community, how do we think about reaching out to others beyond us? On OER supportive policies, I'm turning it over to Cable Green. He's going to speak at two o'clock and I want to make sure I don't duplicate some of the talking points he has there. There'll be many more obviously coming out as well. For research, we need compelling economic metrics. I often say that there's been nothing better for the OER movement than the downturn of the economy. And that is not a good thing. But the downturn of the economy makes sure that we can't just play as usual. It's time to innovate. It isn't business as usual when we don't have the resources. And particularly when we don't have the resources and the public coffers. Everyone's now trying to think much more efficiently than they did previously. So this is the opportunity for innovation. This is the window in many ways that we've been preparing for and we should be ready to step in. Seems to have a life of its own. Here's David. David's not your happiest pitcher for some reason. Why didn't you choose that niche? Because it was ultimately licensed instead of a creative comment. So David is really great. He's made some great economic arguments about why textbooks and open textbooks make sense for Utah. And he's been able to track the cost of what it costs less than 1% to make a copy of it less than 1 cent to distribute. And so essentially for OER in particular in this case example of textbooks to copy and distribute is essentially no cost. And he brings that argument to the legislators in Utah and they begin to adopt it. So these are very simple examples but they're completely compelling particularly in these times. And why we need research on student learning and we need research on the efficacy of openness. And we need research on the efficacy of collaboration in these open communities. At a baseline we also really need to just be able to explore the social value, the social welfare and begin to bring that forth. And I think there are many examples that exist. I think we have to think harder about it as a community. And so I point to David as an example with this photo he didn't like so much. For the OER infrastructure, where are our innovation opportunities? There are many but let's I think the yet untapped which we have always thought about in the OER movement overall is the rapid continuous improvement cycles. Again this goes back to the data. This goes to some of the work that's already been underway certainly at Carnegie Mellon. They have some of the strongest data about the efficacy but we need more of that data as well. We need more of the stories about openness and how it improves teaching and learning. The early goal was always about creating the precondition to improve teaching and learning. The precondition was the repositories. It's being able to search, it's being able to find it. And then having students, teachers lifelong learners use the content, be able to track the use, begin to put together OER that's searchable through metadata the open licensing, have students use it, collect the data, find out how that data is being used by the learning registries and other places like that who are beginning to collect the data. And then actually bring that back to a rapid cycle. We don't have that now that's in many ways the missing piece. I think this is the Holy Grail Candice if she's here she calls it the killer app. We all might have our name for it but essentially that's what we're all trying to get to because that's the distinctiveness of what open and open educational resources is about. Let me just end with a slide of the face of a child. Someone encouraged us yesterday to make sure we don't have enough students in this classroom. The face of students, students everywhere around the world, students certainly in this community here in Boston, it's in the community of the United States but it's also very much worldwide. And so what we're trying to create in the ecosystem is to reach each of these individuals at all phases of our life. We're not learners from the very beginning. At only the beginning we're certainly learners lifelong and so we need to be thinking about this and thinking about our community overall. So with that let me stop and take some questions and input for other infrastructure issues that we should be discussing as well. Since you all have your mics. We have time for about three or four questions. Where's that voice? That was me. Thank you. With the existing publishing world. What are the accommodations with the existing publishing world and the American Association of Publishers. Is there a dialogue that's going on at all? I think there are multiple dialogues and some of the dialogues are going on with individual OER entities and repositories. The discussion that's going on particularly with Creative Commons has been particularly around the Learning Resources Metadata Initiative. So that actually is a grant that's been supported by the Gates Foundation and it was a technical working group that would pull together both the open and more of the proprietary community. So we were the technical lead but sat around the table. Cable and provide more details around it but it was very much a joint undertaking. The two communities as a result of that have at least come together in a more I think task oriented dialogue. That continues to this day so Creative Commons will now participate in their big actually upcoming conference as well. They participate obviously in our activities and so that dialogue is important. I think part of it the door has always been open. This was from the very beginning. Many of the OER entities did come to many of the early OER conferences and certainly have been tracking the work over time. We're looking for something more detail? Okay. Though if I could so LRMI is actually a partnership with AEP. Oh yes if I didn't speak clearly on that. It's AEP, American Education. We're asked about AAP. Right. And so at least in the world that I've inhabited more in the policy front that dialogue has been more confrontational than collaborative. Right. And so my most recent interaction with AAP was at a hearing in California about open textbooks where both Barbara Chao was there talking about the work of ULIT. I was talking about the options available through open licensing and AAP was there and definitely we were clearly not on the same sides but we were sitting at the same table. Doug? Well so along that vein though because there are particularly for the aspects of OER we're talking about changes to the publishing industry. I mean there is dialogue that is occurring. I think AAP is probably a little further to the extreme than say a group like SIIA which is the digital publishers. And so while that's not necessarily always been a sort of arms around the shoulder, a collaborative dialogue, it is a dialogue that is evolving over time as their industry is evolving as we get to know each other better. And I think that there is at least communication there and I think there will continue to be communication and I think it's been increasingly productive and constructive. Still have work to do but everything is still moving around quite a bit. I mean our doors are very much open for figuring out where the synergies exist. Obviously just like all industries they need to evolve. This is a bit of a threat to them. That isn't why we're doing it. We're trying to emerge a new model. We think there's multiple models that can exist but how they coexist is a point of conflict and intention. Jerry? Look at these type of partnerships. We've been working with the e-textbook distributors and Barnes & Noble has put in what we call the OER Finder that enables you to find all the OER connected with the textbook or related to subject matter so it's built into their tool. And so you have to look at what relationships will bring OER value to the businesses. The publishers look at it as a threat but the e-book distributors look at it as a significant value of adding free materials that can augment their book. There are businesses and we're making money off of that. That's the Marlowe project. Very good. Excellent. Thank you for that detail. Yes, Patrick? I noticed in the research you're looking for compelling economic arguments but actually I've seen you give a very good talk which has got a lot of compelling creative arguments, sort of the creative spur that's given by free and open. And I wondered whether you were saying we've moved on to economic or whether you're still looking for those sort of creative elements as well. So Patrick's catching me. We were at a CC salon in London about two weeks ago. I think that, well I had two actually slides but because of time I was trying to be succinct. So one is there is the stories of the power of open where we've created stories of kind of the economic impact and the creative impact of what openness means in many different realms for artists and musicians as well as publishers and those are some of the stories that Patrick talks about and that I spoke about just even two weeks ago. But in trying to cull this, I think it's a combination of stories but I think if we want to shift policy and we have anecdotes that's helpful and it's helpful to have the face of the stories and have the compelling stories but we do need data and so I think what I feel compelled is that we do need some of that data particularly in these tight financial times because that's a bit of the wedge in. It's not the end and it's not instead of but it's in addition to and if I had to prioritize at this point in time then I would say that some of the economic stories are the ones that are going to open the door the furthest. They're going to provide the inroads into both governments and into foundations who are investing and trying to obviously maximize benefit and that's where at least we can begin to see some of the early multiplier effects. So with that my timekeeper says I'm done. Thank you very much. Thank you so much.