 I'll see you and I'm the first to welcome you here to OER 23. And for many of you, this is the first time we're back together since 2019. And for all so many of you, this is the first time you come to OER at all. So a very warm welcome. In about 10 minutes, we'll get underway with our first keynote. But first, we put some welcomes and some introductions and introduce you to a little bit to all the people behind the scenes here who are making this wonderful conference happen. So in a moment, we're going to learn about our host institution. We're also going to meet the team behind GoGN, who brought so many of their emerging researchers here. So a big welcome for GoGN and everybody. And then we're going to have housekeeping announcement, which are obviously eating near this morning before we head over to our wonderful keynote speaker meeting this morning. And just before we get started, and just so in case there is any unforeseen emergencies, there's no fire drill plan. So if there is a drill, so rather if the fire alarm sounds, it is a real alarm and we do need to evacuate the building. So please do follow staff on site in case there's any emergency. Right, without further ado then, we will get on the way with our presentation. And I just wanted to give a big shout out to all of our sponsors and partners. And in a minute, we're also going to meet some of them, but also be here to help you in case there's anything we can do. Every room this morning, we'll have a room moderator, one of our colleagues from UHI who will help you get set up. There's a USB stick in every room and a friendly face. So please make use of them. Now, it's a very special occasion for us to come all the way to the stop silence and to be here at Inverness. And I'm very excited that so many of my colleagues are joining us. And you know who you are here in a brilliant moment. We'll ask you to all stand up, everybody from UHI, and just make yourself known. But please now put your hands together for Keith, Mike, one of our conference co-pilots. Thank you. University of Taiwan, welcome to Inverness, welcome to Scotland, and welcome to college for joining us online. It's a real pleasure. We thought we'd all be up for you to say a lot about Inverness. But most of just introducing yourself and Keith, Mike, I think I've done here at UHI and also I'm Vice-Chair of ALT. So I've been actually wearing a couple of hats for bringing the OER to Inverness. Just to say a little bit about Inverness, I'm sorry, UHI to set this thing and explain why it's important for us to host the OER 23. University of the Highlands and Islands is quite a unique institution, certainly in the UK. We are a tertiary institution. We cover further education and higher education. We have students coming to the university to do an entry-level educational qualification and go all the way through to a tertiary education scheme. And that's happened. So we have a really strong, wider-than-access e-bots. We're here to provide higher education in a region where, and so we were crazy that there wasn't a dedicated university presence and we provide access to further higher education across the Highlands and Islands region. So from Perth, not really the Highlands, but again, we're from the Highlands as you call it. All the way up to Shevin, all the way across to Hebrides. In terms of some of the facts and figures of something Sheridan and Gilles Chai, we cover a geographic area that in terms of landmasses, but with the size of Belgium, so a pretty big campus. We have to draw some comforts around this whole area. We find it's about the size of England. So we provide access to further higher education in geographical and strategic distribution contexts. We're a federated university. We're made up of 12 independent colleges and special research and educational institutes all made up of the University of Perth. So it campuses across the region. We're here today to be independent of the city of U.H. and from there, it's one of the biggest lands of our partners. We'll also have around about 70 regional study centers across the whole region. Some of them are rural areas, providing access to education where our streets are without the necessarily need to be able to honor our country. Our next year's federated university has had it been about 120 miles away. So we're here for a very specific reason. And it's not just about formal further and higher education. It's about what will contribute to local communities to be a part of, the local economies to so forth. In terms of a liberal education, we have a range of ways of doing this online, where indeed, increasingly with the open. And that's all part of that and a wider bigger picture in trying to provide access to education for those that otherwise would be able to access them. Apologies to those that have a little bit of a chestache. In terms of open education factors, we're committed to developing open educational practices. It's about ESOL, PICOS as an institution and our wider mission in trying to really possibly access to tertiary education in our public interest. We have a learning education strategy. Within that strategy, we have a set of end values which we co-design with our staff and our students. And these values essentially say to us, it's a slow commitment to buy into you, regardless of whether you're studying FE, or a chain, whether you're online or on campus, whatever level you might be studying, whether this thing you're studying. These 10 bins, these 10 values should be experienced by all our students who have time with us. Particularly important, the context of what you're up to in grade, is harnessing open educational approaches. We'll do more of that, and we'll do that across the next few days for UHL speakers. But for this, and for many other subjects, it's really important that we be able to ask the clinicals to what we're trying to do with open education to get to course this event. So we will thank them, our own GGM, bringing the event to each other next. And thank you for being here. Thank you for coming. We'll talk to you in a minute. If you've pulled it, UHL colleagues, could you give us a quick wave or get up just so we can learn. So if you see folks around the conference, please do find out more about our wonderful host institution. Now, when we started planning this conference, we thought, well, probably most people will come online, and those die-hard fans of this wonderful event, they will make their way to M&S. On actual effect, the majority of us are actually here in the room today. But that doesn't mean that the 50 or so participants who've dedicated time and effort to join us online aren't really the key focus as well. So for all of you online watching us live or watching the recording, a very warm welcome. We are thrilled to have you, and we're very proud that thanks to Kerry and the team here at UHI and the invisible team of ALT that is working very hard behind the scenes, we can make this a hybrid conference. And with your permission of all the speakers, we do record as many sessions as possible, all of which will be made available via the online platform. And as a delegate, we'll get access to that, and we will also openly publish the materials from the conference after the event. So today is our first time really in trying to capture as many parallel sessions and recording them so all the UHI team and Kerry's team play a crucial role if they can be online experience happened. This call is our social hub, so please do share your experience online and don't forget that there's a full host of participants to network with as well. So I'm going to ask you to put your hands together one more time for all of you from the conference. Okay, now for the next few minutes, we welcome a very special organizing team who have brought a very special delegation here to the OER conference. I think you're going to meet all of them in a minute as they come up onto stage and then we'll hear more from one of our colleagues back here to learn more about GOGN. So GOGN team, please come up. Woo! One, I'm Mark Muller, I'm the Director of GOGN. And so thanks to DEEF for organizing this session because they've done such a great job with the OJ to bring members from all over the world. It's as we have a spring, more people than we've ever done mentioned, so set up a room for them to spend the day. And last month, Mark, in the top 10, which is March, is in Recording District, you might. So if you come from overseas, get here, beautiful sunshine, even if you're in Vanessa. And I think I've been coming to all for like that, I've been coming to OER for 10 years and the sun always shines on the OER. I think that's the difference. So I'm going to allow my colleague, Matt Bitt, to talk a bit about what GOGN is. Thank you so much for asking. Welcome everyone. It's so wonderful to be here in Vanessa and bringing you all here at the OER. Thank you so much to the OER. So my name is Bet Bitt and we're the global OER graduate network funded by the Puget Foundation and we're celebrating our 10th anniversary this year. We're focused on supporting cultural researchers who are working on educational topics, raising their profiles, supporting them on their doctoral journey. We're focused on extracurricular diversity and inclusion, promoting that through open education research and then also focused on open research and developing openness as a process of research. So as I mentioned, this is a team. I'm Bet Bitt and I'm here with my colleague, Martin, Cathode, Rob and Kylie and we've got Carina as well in the team with Carina's purpose, particularly in our DVI work as well. You can find out more about the team and what we do with them. We're supporting more of how to get involved for the work as well at the end of next. And most importantly as well, we have a number of our fantastic GoGN doctoral researchers and alumni here at the conference as well. We had a fantastic workshop yesterday with around 15 students with our colleagues from around the world coming together talking about their research. It was really, really a fantastic day. And we've also got many of our GoGN alumni and members presenting at the conference. So please do keep a lookout for our GoGN's research at the conference. I don't know if people wanted to get up or give away. Oh, my, yeah, my, yeah. GoGN alumni. GoGN alumni. GoGN alumni. Oh, thank you. Thank you. Thank you. Thank you. Thank you. So, yeah. Anyway, I just want to say it's real privilege and honor to be here. Thank you so much. It's really wonderful. I'm now going to hand it to my colleague, Rob. He's going to talk to people all about the research. Thank you. All right. It's waiting. It's just a... It's not that big a slide, actually. It's just a... Hi everyone, I'm Rob. I leave the collaborative writing and research efforts for GoGN. I'm very pleased to be with everyone today. It's very exciting. Wanted to just bring to your attention our most recent publication. So just publish this week. Have our open research handbook. This is a kind of like, you know, like, you have to sit calm and then there's like, well, it's a fairly good episode and then there's like the kind of compilation episode. It's been like that, right? So it kind of brings together stuff that's been published over the last three years into one volume. So we have our research methods handbook in there, a guide to using conceptual frameworks and also a collection of reviews, recent research papers which are written by our researchers. That's a kind of collective understanding of sort of contemporary research that has been published. So the idea is all these things together are kind of a resource that can help anyone, support anyone who's doing research in the open education space. And although, you know, we have several hundred members, our publications have been manoeuvred thousands and thousands of times. So there's a much bigger audience for this sort of stuff but just a very shared network. It's all open access. It all seems to buy and you're welcome to make use of it in a general way, you know, it suits you. Also, let's give a shout out to Brian who's sitting over there. Brian is the artist. He's basically created the sort of visual identity and visual style for these reports. And making it accessible and making it kind of easy to get into and understand what's going on is really important part of this. So please check it out. You can find it on the website. It's also on the OER23 hashtag online. And if you find it useful, you can do something with it. Let us know. We really need your help to hear about it. So thank you. Thank you very much. All right. We have one more welcome to say. So we've already met the OGM in UHI and many shout outs I wanted to give as well to our platform partners Kaltura who are bringing the online element of OER tonight. And many of you have met in yesterday the orientation session and they are running a session as well during the conference. But I wanted to give a shout out to one of our event partners who's probably the most dedicated supporter of OER. And we only call them sponsors because I think it's far beyond that. So a big shout out to Reclaim posting who will have sponsors event as Reclaim Video and Reclaim EdTech and I'm not sure Reclaim Arcade as well. So please give it up for Lauren Hanks. My name is Lauren Hanks. I'm the director of operations at Reclaim posting. I'm joined here today and tomorrow with Jim Groom for Reclaim as well. For those of you who don't know us Reclaim we are entering our 10-year business this summer. And since the beginning we set out to really just provide students and educators with sustainable and portable web hosting where they feel supported and cared for as our mission. So we'll be talking about that more tomorrow in our session and other things that we're working on that we're really excited about. In the meantime, we're really just excited to be here. As Mary was saying it's just the first time I've been to an in-person conference since we are 19 and if the last few years I've taught her anything it's just that we really need to appreciate that time to be together and connect. So with that in mind I've got a fuller already camera. Jim's has to be the turn of the light so I'm not sure if that's possible at this moment. So once the lights are on on the count of three everybody do your hair. We're going to say OVR 23. So get ready. One, two, three. Selfie like no others. It'll be a click this item for years to come. So before we go over to the keynotes now we don't want to keep you much longer. I just wanted to make some more quick announcements for us to give a huge shout out to our 12 scholarship participants who are here enjoying OVR 23 with us. We work very hard for all of our partners to make it as accessible as possible and we're very excited to have you all with us. And there is so much in store today and Tom Farrelly is here the one and only ladies and gentlemen this afternoon because that will be a moment to remember and also towards the end of today we obviously have a wonderful keynote and music from a prolific musician and speaker here at UFI under Wendy Stevenson is joining us all the way from one of the most remote parts of this wonderful institution and she's bringing students along so straight after her keynote we will be going across campus if you're having coffee and you're looking towards to see your seat at wonderful building for music and post if I keys Academy drinks some nibbles and then more entertainment to go. I think there's a whiskey tasting in your thing too so please don't miss that very very special evening. There's some room changes and house keeping changes and we have got all of these on Notesports and also all the free helpers that have been free and have one very special announcement regarding a certain quilt that many of you are familiar with so as you know at least half of our wonderful quilt has travelled all the way up very carefully guarded by it's current custodian Francis Bell and at lunchtime you have a unique opportunity just at the top of the stairs on the second floor to meet the quilts in part of it in person and many of its creators so for those few in the audience who want to pay homage and it is a look but don't touch homage I don't know if that's in the head but that's for preserving this wonderful aspect so please do join us at lunchtime at the top of this but now slightly over time I will give Rika a moment to set up before we put our hands together for that welcome and anybody else who needs to see anybody else who's waiting outside please do make yourselves comfortable because you're in for a very big treat so just give us a moment to switch over and then I'll introduce our keynote speaker if you have any shuffling to do now is the time if anybody's waiting outside so here we're all ready then we will get started and I'm very grateful that the co-chairs have been able to introduce the speaker a wonderful thought leader in our area that I've long admired but I've already seen always on stage and this year thanks to our colleagues we've reached out and made it possible to have fun, creativity and hopefully a lot of inspiration to kick us off with this wonderful conference I'm not going to waste more time and make sure you get to hear Rika Toploga I hope to pronounce this correctly and for as long as possible so please give a very warm welcome to our opening team thank you so much hopefully you can hear me let me know if this goes crackling again I won't spend much time on telling you who I am as well because that's boring and you can read about it online but I am associate professor in education design and technology at the Danish School of Education at Ocean University and you can find me on mail Twitter linked in and usually I post my slides afterwards so if you want to grab them you can go there and grab your copy also I'm just like thrilled to be here at the heart of the Scottish Highlands I think the heart term here is important for today's lecture I also sense it's important for the community with heart filled openness and also I'll try to talk perhaps I don't know if it's metaphorically or abstract but talk about advancing education practices and specifically focusing on the openness, the futuology of it all perhaps if something needs to be switched up and down just come and grab me and I've been browsing through the program and the talks and the people and I'm just really thrilled to be here and so happy that many of you are here in person so I can experience this as well I've been asked to do something that's called broad philosophy so that's probably keeping it a bit abstract throwing in some juicy concepts trying to provoke a bit of thinking speaking a bit strangely stuff like that but given the conference and the community I can also shout yeah I'll shout instead can you hear me stop? that was great so hear me switch like that so given the conference and the community this talk we'll probably not be saying something totally radical brainwrecking because I think you are kind of there with me, hopefully so interestingly if not then please come and fight me afterwards or in the questions but hopefully something will still provoke a thought or inspire for future adventures to theory method practices on your own terms these are all our adventures but it's also all each and every one's adventure then there's also a lot of 10 years of adversaries and this is also actually my 10 year anniversary for handling my 15 and starting my assistant so this is kind of also a 10 year anniversary with thinking about the future and how to future hire a patient in very open ways I made something up I don't know if it's true but it's an idea so I did something focusing on hybrid futures working with hybridizing futures and recently talked a bit about that on hyper hybrid futures did a lot on future environments the philosophy of place and space environments and how to feel alive about education and how education environment should also have an atmosphere which is something I recently started working with and talking a little bit about and then future speculation that's kind of all the placeships thinking thoughts without data stuff like that, what's the point what's the value, what's the work why we're doing this what's the purpose of hiring a patient and so on and so forth let's you know I'm not sure where we'll end up time will probably run out as it usually does but where we'll end up will hopefully have some value I think that's how we should break this try to take OGAR 23 on an adventure into hyper hybridizing whatever that is so I've been showing this side a lot I really like this in 2030 emergencies with our walls that came out of QA because it's quite value laden value grounded vision driven in a nice non-cooperative way and what they the vision they share for 2030 is re-posed on the collaborative co-operative spirit of institutions so co-operating being co-creative being collaborative with others with the world, the society, the students not thinking so much about the money we're talking about with our walls and open boundaries which I think fit the OGAR 23 theme quite well and this is actually also the theme of the vision and then this talk about the hybridization of roads practices, spaces and cultures and I think that's quite important because often when I hear talk about hybrid education in the context of technology, I think this education would often be in the high place model and that's not actually where it comes from and what it actually means and how it was used up until the pandemic kind of, it was also used in that way, but just to say that's not how I use it I use it to kind of cover this spirit, so how we can complicate internal roads, practices spaces, cultures of academics, students, institutions, world societies and how we can see institutions as a sort of practices. So, for that thing, what does it actually mean to the hybrid if it's not the high place model, if it's not someone online and someone outside of it like now, but it's actually something else, how can we understand this term? So these are, well this is a towel, so that's a tiger owl and when the towel becomes a recognized species we will not think of it as a tiger owl anymore but just a tiger owl and so that's the idea of hybrids as a water fan and we can make up names for them but they're not mind-taking, so I'm still interested, but you can find them online if you look for hybrid animals there, so this beautiful metaphor for how streams vegetation might become and if you want it, there's a lot of cool stuff about it, but just to kind of jump forward here, hybrids so hybrids in philosophy and theory not native to the digital field, the tech field refer to new species, forms of culture created with fusion or dissolution of separate paths so we have like alchemists kind of trying to mix together stuff in new ways to create new species and species understood really broadly here that's hybrids to create hybrids we engage in hybridization which provides an intentional project of dissolving, of using dichotomies to create these hybrids and where the hybrid is still a very unstable species so that's kind of engaging in intentionally designing for future hybrid and species in hybridization and I think that's what many of us are doing listening to what is happening and trying to create something of worth of value then the notion of hybridity that's what captures the relation between a new hybrid and its solvent so the hybrid here might have some qualities from the tigers and qualities from owl but it brings them together in new ways that creates this hybridism of the baby and if that's not present in what we're trying to create here as an OER, as a learning activist as a learning designer, well then it's not hybrids and if you're not able to point to it and see it unfold in some way or another as a felt emotion and to see whatever, well then the hybrid is not stable and unstable in an unproductive way then there's a notion of hybridity I'm just looking up again yesterday and I had some stuff out there, but I kind of made that up hopefully, or luckily it's not on clash with what's already out there I think but hybridity is then if you imagine mixing together all these pieces and that kind of monster then happening and that's probably how I crack this dedication to the great frustration this pair of my students have over time so hyper hybridization dissolves and fuses multiple hybrids and hybrids I mentioned as one to create this hyper hybrids and that's what I want to talk a bit about today until someone stops me then you can fight them and then it's spent four days on them so I really like this quote from Jesse Stommel it's also kind of a 10 year anniversary saying that as a philosophical concept hybridity suggests this hesitation at a stressful, it's simmering it's shimmering, something new is happening, we are not quite sure we understand it, it might be a bit scary but also kind of fluffy so hybridity is not an attempt to neatly bridge the gap and build a fixed structure and shine in your hole but it's then this moment of presentation so everything is always opening up rather than being finished so hybridity is about the moment of playing with two sides of the binaries begin to dance around so that kind of dance is that kind of processional way of thinking about learning the science or whatever we are thinking about connectivity engaging students trying to aim for that is what hybridity is about and then bringing together new paths and new ways then the notion of rather than thinking about hybrid learning again as I mentioned multiple hybrid dimensions but I'm facing hybridized at the same time so here we are not necessarily only kind of playing around with the online side to use them in a new way not necessarily a high base model or create a new type of campus by thinking differently about a student and a society life but trying to make that but mixing like a meeting is that the right term meeting bread and putting in more creating a new kind of bread so that might be playing with time playing with space playing with the role of the student and the role of seeing yourself as a species or a planet and all trying to have that kind of if you're seeing that mean a radical a constructive series so there's like all these aspects going around and there's like all these things that are interconnected and just standing there like mad men pointing in all directions so so so all we ask now I think it's very needed now because we really need to reimagine authentication within these systems or in machines and close projected futures that we find or something that releases policy systems institutions sometimes even ourselves when we talk about distribution so our current and future machines are still at all talking about an anticipated indication and some space shots of brilliant articles talking about the current situation describe this particular modern way of being, thinking and living towards the future there are not only something we imagine but it's kind of disappointing us we already know the future we just need to discipline ourselves so we get that we know from the 10,000 engineers we know that this kind of technology will be needed in the future we know AI will play this kind of role we just need to discipline ourselves or our students or our training systems should get there along the corridor so this is to minimize the risk of failure to minimize the risk of the future unknown we need to plan for the future and that then creates the sense for students, teachers, institutions that the future is irreversible in the present already and we just need to write skills we just need to write competencies knowledge, understanding and then you'll get there so this kind of closing down of the future is very, very problematic and we need specific methods and frameworks and ways of thinking that will kind of allow us to stay in this very unfair space of being open to all sorts of futures in the preposterous one so I'd really like the adaptation of preposterous futures and futures cone that some of you might know which is actually from something very orderly like foresight starters studies, future studies, future studies or whatever they thought it was was kind of came off with this and then it's in a prominent role or some speculative framework so understanding now it's really within this kind of narrow corridor where we talk about the future, we talk of something that will happen so that's the future in the future, the projected future where we're standing now we will know in 10 years this will be needed by one year tomorrow part of our future so this is probable so this is probably the way we should go this is where we need to go, we need to get ready as an institution and to get our students ready to get ourselves ready to get our OERs ready for one so called very narrow corridor but still and so in the regional model it was the possible futures the role set that was needed we need to kind of open up way more when thinking about what is possible but when you went to companies industries, institutions what they were thinking oh we are really in the wild now we're still going in here so that's why we added preposterous futures we said okay we actually need to think about preposterous futures to stay within the possible futures way more possible than you think we need to have some crazy thoughts crazy thinking here about how in case you could look how institutions could act and how students could feel, experience think with innovations but this is something I've been working with recently as well I really like it's not I can say that it's not my I really like the subtitle of this book hopeful futures for higher education and the ambition of the book coming from philosophy theory is okay what kind of frameworks are needed to kind of believe in hopeful futures for higher education and how do we, and my question that begs philosophy was that's very nice but how do we design for the arrival of hopeful futures in these kind of dream dark times so that was kind of my response to the insistence on the schemes that the need for some frameworks for imagining that's your soft philosophy and that's what philosophy turned good at but also manifesting more local future higher education institutions by materializing what Rona Barnett in the Ecological University calls feasible utopias so that's within the possible even though they might seem preposterous to people looking from the outside so that's also where I kind of gained in this notion of hopepunk so hopepunk and dream dark are very used concepts they're not actually from philosophy might have been able to settle that by the names but they're actually from like the media and cultural studies and go about you know some kind of fiction, some kind of movies that are the dream dark of hopepunk so Adria Romano here is kind of introduced the concept not in a research article box provided online it says that hopepunk signifies an insistence on hope humanity, virtuousness and possible futures not as this kind of purely naive, optimist or utopian state but as an active, political choice made with full self-awareness that things might be big or even frankly hopeless but you're going to keep hoping to sign nonetheless I think that's really what is needed when you create educational materials think about coming up with teaching sessions designing futures institutions that kind of attitude because otherwise we might as well give ourselves over to the dream dark this future in the single essence so in this way hopepunk here signals generally sincerely the spirit of fighting for something not fighting for and demanding this kind of world time harder desirable futures or what the robust futures cone called preferable worlds of preferable futures futures we want to arrive at and we cannot lay the tracks from the present because then within the particular problem of futures we need to kind of jump there so this is the future we want and then backwards engineer our way back to the present by thinking about choices could we then need to make to be able to make that jump I don't know if that makes sense in any way but that's the way of thinking about valid thinking or what will happen tomorrow let's jump to that preferable futures and then see what kind of heart or the choices we then have to make but you want a more kind of philosophical philosophical take on it we wrote this book on envisioning real utopias here can also hear the things of physical utopias hopepunk futures and so on and then we made it to this I have no idea of time so what we have left like ten each minutes that was five ah okay so how do we manifest them so what I've been looking is a speculative design for unrealistic futures so we go into another kind of design tradition and then leading it into learning design or medication piece of design or whatever it be but we need to find other kind of stances approaches methods that we are going to think differently about what we're actually doing so for me design is really nice design is even social dreaming that's the way what we're aiming for without design and as I say well we need to experiment with ways of developing new and things involved with design and again these are coming from kind of industry innovation and entrepreneurship so if they can do it they should probably also be able to do it and again they say well we're not talking about space for experimenting with how things are made better or different but about other possibilities also you're more interested in designing for how things could be the jump we talked about with unrealism because it's within the possible so again following from this we can see these kind of two pathways standing forth the pathways towards a single future prediction trying to predict what we'll have trying to predict what we need to be all this kind of vision in a way trying to make some jumps trying to envision a desired future state and then look backwards to the crispy building a new corridor between the states as Bell talks about so again this is if you are hungry for more you can look into these two light readings they're not probably helpful but they will have some concepts and thinkings trying to introduce theories and then it's up to you to build that future but again there are some things there it's all one action to think about is so if I'm this kind of alchemy trying to create a hyper-hybrid beast for a preferable future that are out there in the wild 20 years of getting time what kind of obedience am I mixing here in what kind of order of composition what does this work even mean am I trying to create a new composition of getting different about people on the planet am I thinking different about the local in the local, the local shop has been kind of roaming around how education brought some time am I thinking differently about the connections between study life or education world and then again this crazy conspiracy theories what are all the lines and how am I kind of weaving this together now I think I have like five minutes left I might you know I'm speaking very fast it's all on video or something we can go back so it makes sense yeah so mentioned there's like a couple of chapters in the book talking about this but in the end taking us on this adventure I'm actually from Nordic language and literature so there's a narrative model of beginning little end so now we are nearing the end in home again so in the wild nothing really makes sense there's a lot of scary animals we didn't know what was happening going home but it's a different home because I think there are some really big questions challenges wicked problems that are kind of facing the patient in a very strange way when we think about future OER future education future institution and that's the question of of these three both punk hyper hybrids so the place with futures how do we have more spirit to build an environment through perhaps using something as atmospheric design this is a design tradition from the sign philosophy building on the concept of the atmosphere and an historic design how can we actually like why are we here why are we not online because we are not really good at creating homes online for education and homes for people that can live and feel and sense and touch each other in a reciprocal sense meaningfully people around futures so often we talk about equality and we talk about student center but what does that really mean so within the sign at the moment there's a turn against human center design understood as human is this kind of we think we know what it means but we actually envision a certain kind of humans in our head when we talk about it there's lots of other humans out there that we then not see the same student center who's that student I think who's that person are we actually thinking students has other humans and they're not like us I know that's a really traditional term but taking it way more radically like at least in Denmark we are not really taking it seriously like different cultures different genders different economic backgrounds but we're saying well a higher education is equally open to all everyone can equally study at the university they didn't but that's not really the same as ethnicity in a certain way and it's not really the same as pre-reversal design which is against inclusive design so I can really find out about this I don't know anything about it but in a sense that's really different it's important to work against inclusive design this doesn't really make sense but this notion of pre-reversal design really makes sense I think it's a world for each student or something like that but keeping the community it's not like students have ways of doing their own thing everyone is working together last one planed by futures so I think that's the most valuable one I don't have no idea how to do this but these end up open education going from egocentrism to egocentrism so how do we have education for the glaciers or for the blackbird or for the fox but education is not for the planet no one wants to care for the planet except in what's in it for us that kind of valuable position from the human-centric perspective and how do we make education that are not human-centric or not egocentrism but actually egocentrism so again these are the slides I'm just trying to carve out some of the driving concepts within these notions so for place for design, place for OVR we can think about does our OVR does our open education online practice actually have atmosphere are they emanating worlds and cultures do they create do they tune people for and create a certain mood is it a felt place it's like having a home is it not anywhere but decided somewhere I think that's the most important notion here and I would think about it in architectural time, architectural terms or in lift place terms I think that's one thing to think about are we actually designing staging atmospheres and dream place making so people can actually take place second thing to think about and I think they are connected but I don't know how I really don't know how to start to think about this I'm really excited as you can tell there's a lot of philosophy here what it means for design open pedagogy open OVR OVRs and so on and so forth I don't really know yet but I know it's important to start thinking about OVR cultures for other humans that term is coming from design from Escobar and what it means to design folk with other voices Sean Bain a colleague he said well that's actually majority design because the majority of people living outside the wide northern hemisphere that creates most of the occasion how do we do other real OVRs how do we come from what Kevin S talks about as totality and sameness to infinity and otherness if you want to have the most of it last one so the panel by OVRs how do we think about multispecies education how do we think about communication in with or from the planet when OVRs that cares about the world what does that mean how do we create these cultures for the more than human and you have trees and you have bees here how do we create education that are for them or with them and how do we enter OVRs and think about entity and think in tech I'm really struggling when I'm trying to do this and think about this because I don't know how to make sense I just know it's important to have it because otherwise we're kind of really lost I think if we are turning the panel then might be there in tech for you practice in March and now we're just turning stuff for the rest of the year we'll be solved by next time so, last slide I decided last slide so as we help bring into being if we want to these new hybrid OVR environments and the equity its eccentricism to be imagined at least for this panel's education we must really make sure these hybrid are not sinister machines or systems but a kind heart of bees honoring the perfect experience opening up or opening the cater and I think we're the crowd doing that so over to you look out sorry if that's taken a bit no, you weren't perfect we have five minutes for questions they are actually microphones in the ceiling all above you so we don't need to do running around at night today so please do raise your hand if you would like to ask we can't see you all that well from where we are so when we come to use that question please just tell us who you are and Amaree will kick off with you go ahead thank you Ann Marie Scott gamefully listening to your talk I want to go away but I'm very struck by the last point about OVR's to the planet what particularly strikes me are conversations we had at the Commonwealth Forum in Calgary last year talking about resilient education and the role that Indigenous knowledge can play in a lot of this space where there are different perceptions and relationships in the environment the name we are are Northern NSV or Western conceptions but there's also an inherent tension between that kind of knowledge and open education that's knowledge that has a huge impact as well so I don't think I have a question so much as I see attention in that space that some of the answers in terms of burning our planet are a conflict potentially with some of our feelings around openness and exploration I don't really know what to do with that I think actually what you're talking about is kind of a connection between the other human Indigenous knowledge I'm saying it in the first sense again and then how that might help us in the best way to find ourselves and there's some really I don't know how to put it there's some really nice writing I think but also Tony Fry it had an article called Design for the Global South we are half critique of Modernism and the North and how we really put things up not only ourselves but the whole planet because then we exported that kind of thing and eradicated Indigenous knowledge or at least pushed it out of our education and education institutions and that might actually help us and now it seems really strange because we are so incarcerated in a certain way of thinking but there are some really nice examples so in the Ganges the river in India has been granted personhood and again that's really working for the world in human and the thing that helps help with bestowing personhood on the Ganges river and also on the Amazones and another river I can't remember the 5000 Zealand I think it certainly becomes a person but needs to start somewhere and by being a person we can then sue people not for putting something in the river that will hurt the river because it's a person and so we would kind of extend that to trees and a lot of Indigenous knowledges are doing that like having to deliberate even Iceland that's kind of the north when they are building roads and new structures they have to go and check if there's any various experience living in the rocks and if not the road has to go around it and it seems so silly but perhaps it's that the question is that I think there's no to us at the moment but we're insisting on having this conversation in the river when we are if there are friends yes I think we have one more question at 10 years and then that one will come to the very end hi I'm Antonio from the Knowledge Equity Network and the University of Leeds so I have a difficult question how do we communicate all this utopia this philosophy very ideological as well lovely metaphors and I think it resonates with everybody's ambitious aspirations here how do we communicate all these and engage with alternative or other discourses from a lecturer in history in the University of wherever a lecturer in biochemistry or even more difficult when you think about the global south there are many places where they don't have a repository they were to block things something that we are kind of deriding as very 1990's repository they don't have repository the majority of the universities in the world don't have experts in OER like we have here how do you engage with those communities with these visions that are very much away from the truth reality of not having places yes now I want to jump to another slide I just want to say yes I can so one thing is to to start not building stuff for others from our own standpoint I start kind of listening and team up and go places or allow them to build their own futures and not us coming to many in a certain way in certain cases but the answer to the first part of the question the difficult question how do we do this with all the tools we get support and that's why I ended at this slide this is a design project that I was trying to create a new future by creating these train wagons with mountains that can drive around the country creating mountains everywhere which are not cheap or something so that the quick answer is not against it we need to start materializing them so we need to build construct those buildings build a kind of other humans oh yeah and then for someone not for everyone particularly someone that are not ourselves and that we acknowledge as not ourselves as those who in the United States say we can never understand each other or another person and as long as we think we can understand another person then we are in the vicinity of doing harm stuff because we then start to design based on the understanding we think we know who that person is and what they mean something else is needed here so starting to materialize these meaning in the talk if you say oh we are for the bees I don't know what that means but I'm really interested what would that mean to have open application of these sources what's that I'm really interested I know I want what is the know we are for I don't know now Ganges has persons who are for robots it's only for robots that's also a lot of degrees if a river can be what would that be for the know we are only for robots but I think maybe that's a margin for us to know why he put a ton for us to discuss with him