 It's great to be here and being recorded and let me continue here, all right? So it's a pleasure to be able to present to you the last advancements and results of the Open Educators Factory project, which is particularly relevant, we think, at this very moment, because of a few things happening, not only the UNESCO OER recommendation, which has put OER in Open Education, especially, and especially, I would say, Educators Capacity Building in the spot, but also, of course, considering the role of Open Education and OER within the wave of online teaching that is following the COVID emergency. So we think that things will never be the same, because this emergency will actually change the ways already changing the way we do things in a rather long-term perspective. So we think it is time to try to make things better and more open. And actually, this was the starting thought of Open Educators Factory when we started the project already back in 2016. So it's a rather, I would say, sustainable project hosted and funded by the Institute for Technology and Education in Yonir. My colleague Daniel Burgos will give a few words later on presenting the importance of this project within Yonir, I said, and actually the focus of this project, as the name says, is the Open Educator. It is an applied research project that has developed an online platform that I will show in a moment with more than 1,400 users. Actually, they are growing quite quickly, especially in the COVID pandemic, so this is already outdated. And actually here, I'm briefly bringing you through the main results of the project in these four years already of existence and then focusing on an invitation to all of you. So first of all, and you can see the paper, the link to the paper down below, the first thing that the project has produced has been an attempt to define what an Open Educator is. As you can see there, we spotted four components of activities of educators and we tried to look for openness in design, content, teaching and assessment. And we, let's say, we discussed a lot with experts and practitioners, some of which are also attending this conference these days. And we came up with this definition and I'm happy to see this definition actually being used quite a lot in different papers coming up. So it's, I think we left a minimal trace of our reasoning in the community, so very pleased with that. And then the same is true also for the framework that follows and is built on this definition. Again, this has been described in a paper which you can see in the slide and here basically we tried to devise different levels of openness depending in the four different areas. Again, design, course design, teaching content, teaching methods and assessment methods. And let's say this tries to be, wants to be a way also to say that openness is not either yes or no. It's not binary. You can be more or less open. Educators have all the right to be as open as they want and in all the areas they prefer. And then to get in a moment more open, in a moment less open depending on the context. And this, let's say, is also, this framework is also being used. It's a pleasure when we see this being used in other papers, analyzing different dimensions of openness. A third piece of work we did was to look at the relation between OER and open teaching. We know this is a bit of a chicken and egg problem. The more you use open OER, the more you tend to use open teaching. And the same is true. The more you use open and collaborative co-creation approaches, the more you tend to look for OER. And here we sort of demonstrated based on the OER data that actually there is a clear correlation. The more educators use OER, the more they tend to adopt open approaches and vice versa. So, and also here we have all the data and all the results in the paper down below. But this is possibly the most interesting thing for this presentation that is the OER platform for teachers, for educators. Basically, the platform is something pretty simple. So educators take a really quick questionnaire describing how they teach, which kind of materials they use in terms of open license, in terms of assessment approaches. So it's like, I think, 10 questions pretty straightforward. And after those questions, the platform is positioning the educator, as you can see in the picture, in the framework. So you can already see how open you are, or at least the following our calculations, how open you seem to be in the different areas of your work. And this is already an interesting reflection. So you can see where you can improve, you can see what you're doing well, and so on. And then at the end, you can just click and get some tailored recommendations for you, depending on your level of openness. Of course, if you are new to OER, you will get just some initial things and initial capacity building ideas and tools. If you are very good in open design, you will get an advanced link to an advanced course open, of course, in this specific area of your work. Now, I was telling before that both the UNESCO recommendation and other recommendation and a number of other policy guidelines, including the recent by the JRC on open educators and higher education, are pushing for higher capacities of educators in using open approaches. Now, this platform is not a course. This platform is a sort of an appetizer, is a sort of a self-reflection and self-evaluation tool. Again, we wanted to make it super simple and super short, also in terms of use, because it is something that can actually be used by professors and lecturers in any discipline and can, we hope, stimulate a bit the reflection and the first thoughts about how to get more open in one or more specific areas of action. This is interesting also for university leaders or managers, because if you have enough participants from your university, you can see all of them in the platform, in the framework. So as you can see in the image there, you can see, for example, this is a university from Palestine who has 34 professors who have filled the questionnaire and in this case the leader, so the person in charge, can see who is performing better, or at least this is an indication, of course, who is performing more or less openly and this can help you also in designing some internal capacity building actions. And there is also a graph, an automatic graph capacity that can tell you how open your teaching population, at least the one who has filled the questionnaire, is like you can see in the graph here. Now, we have been presenting this many times, including at OIGlobal, and we are collecting, of course, critics and limitations. We are very much aware of this. So first of all, each educator is different. We try to keep this difference in the platform, but of course some level of generalization is needed. The institutional context matters a lot. So when we went into quality analysis of the results, the first striking result is that, of course, the context is almost everything, so all the results should be looked at by keeping this in mind. The third point is that the educator's time is precious. This was the main outcome of quite common sense, but in such an exercise is very important and when you want to build openness capacity. And also that the educator's motivation for training is not granted, especially in this period of, I would say, overload and stress also due to the need of teaching and going online. And so this is how we are now working to improve the OES work and the OES platform, actually. So we are trying to make it more tailored. So pushing on the idea that openness, as many entry points, you can be more inclined to enter through the OER door or through the open teaching methods door. So you should be allowed to enter openness from wherever door you want. Then of course, we try to make it gradual, as I was saying before, something easy and quick, also not really a full course, but more an appetizer to openness for a reflection of openness. We try to make it embeddable. For example, in a course that they are running at the moment in Brazil, we had like, I think, around 400 participants from Brazil because this is one activity of a course which is running at the moment in Brazil. And of course, we try to keep it as open as possible, in terms of data. So we hope that others can use this data for their own research and to dig deeper into the different levels. So as I was saying before, before giving the floor to my colleague Daniela, we think that things will never be the same due to COVID and due to the big push that COVID has given to, of course, online teaching and together to the need of being more open and more equitable. And so we think that things can be done better and in a more open fashion. And this is why we invite you to take the questioner there. You have the link. And again, this is, as a minimum, is an interesting self-reflection on your capacity, of your openness capacity and your openness practices. And if you're interested in working with this and in implementing this and using this tool within your university to build capacity and to facilitate this sort of reflection, please get in touch with us. You have our email address is there. Now I would like to, after this quick run through, I hope it was not too confusing, but the presentation is there in the session page. I would like to call in Daniel Burgos for some reflection words on what it means, this specific project for us at Unirated and so on. Daniel, are you there? Yes, I'm here. Hello, everyone. Thank you for the presentation, Fabio. I hope you can hear me properly. I had some trouble to join. It seems that my computer decided to restart everything today, including devices and I don't know what else. So I'm in an alternative device, so hopefully everything works fine. So this project is part of the strategy of the university about open education at large. We work with resources, with policies. We have an open policy in fact in the university. Also with access and with data results. You know that open means many things and has a number of threats there. It's not just about resources. One of the things that we do is the competence building and the competence achievement of university faculty members and also students and open educators factory fits perfectly into this overall policy. It's not just about content, it's about also awareness. It's about competence. It's about being open to work with openness. So we have a very clear strategy to do this and in fact we is part of our business model. We recently published our work along with a colleague from Beijing Normal University, Dr. Ahmed T. Lilly, focused on the revenue models, meaning the sustainability models. In our case, we've been a private university. This means a lot because we don't get any public funding at all and whatever we actually invest in openness means that we are taking from a further revenue. So these are a very clear conscience that we do part of our social responsibility, university social responsibility. So I encourage you not just to go there to this project, which is really nice and we like it much, but also to know a little more about what we do at the institute and also at the university. Go and explore. There are things that we have done. It's in English and Spanish so you can easily navigate through and hopefully you can join somehow and we can do work together. So thank you everyone for joining today and hope that you find the presentation interesting enough to collaborate with. Thank you. Thank you very much, Daniel. Just one small thing. Actually the OE Global is one, let's say, dissemination partner of this project together with other partners. So we feel part of the OE Global. I think we still have the OEC old logo in the side so we need to change that, but we feel a pretty part of this family with this project and that's why we encourage you. This is something at the total disposal of the community and as Daniel was saying, it's part of a larger set of initiatives that we are doing and so feel free to be in touch with us to get to be part of this. I think we made it with the time. We might still have one minute for questions. Yeah, no, we still have time. We have three minutes left for you and also you are very efficient. Thank you both for your presentation. So I'm just going to get right into it. There was a first question from Barbara Klaas and she was asking how do you define open teaching and then that question was followed by another one from Glenda Cox from South Africa and she's asking how do you define open evaluator. So back to you. Well, with three minutes, that's not easy to reply to this. What I can tell you is that in terms of definitions, let's say in the papers I was showing before, we have a deep into existing definitions and try to provide our own view. I would like to mention, since we're talking about open teaching, another open education related project that we are currently running at Unirite Ted, which is called Open Game, which is actually focusing on open teaching and Daniel is the project coordinator, so you might want to say more. And there we don't have the time now to go in detail, but what I can say is that we're taking an approach as open as possible to open teaching, meaning that we try not to fall into the trap of definitions of limitations or open teaching. Is there only when you teach the year? Is there only when you do this on that? But let's say any strategy, any idea, any practice, actually any technology that can help teachers bring down any possible barrier for us is open teaching. And actually in the Open Game project, you can find a rather freshly published handbook with 24 open teaching practices where you can see, I mean, this approach, you can find there even very low tech practices, even I would say some are even no tech practices. And this is our, let's say, approach for the definitions. I don't think we have time. Daniel, I don't know if you want to shoot a definition. I think no, no, no, of course you said the right words. It's an attitude to me, it's an attitude, because it's very difficult just to combine everything there. And you have to be open, not just to work and to use, but also to share. It has to have some reciprocity and also means sharing and also working in a number of layers. So it's the attitude, meaning everything, not just the content, not just the consumption of the content being like a provider or a vendor machine. Also, you have to be aware that open teaching and open evaluation means that you work with other people and also the open mindset. And along you can also provide things back, you should provide things back. It should be a mutual beneficial for everyone, okay? So in fact, is what we are saying also along with this project. I have taken, also believe it to add some links to the chat. So you went over there about the project that we got. Open Game project that Fabio was mentioning right now. And also we have an open repository on Videolaterals, TVUnit, another open repository on courses in various languages, OpenEDM. And we also have the open policy in English, if you want to go there, please just check is part of what we do as an integral service to openness at the university. Thank you very much to both of you for the clarifications. I know that this is a bigger topic to discuss. And I'm sure that Glenda and Baba and others would like to continue engaging in these conversations. So I do encourage all of you to actually visit that space, this session space on OEG Connect.