 Welcome all to this dynamic coalition webinar. We're very happy to have you here and we have very, very distinguished guests with us and speakers. So I'm giving the floor to use a nap for the official welcome. Okay. Thank you very much for joining us. It's been the long this is day four of Open Education Week. So I think some of you have been to a lot of these webinars and we're very appreciative that you've come in taking your precious time to join us today. We're going to speak about the OER dynamic coalition. We have some distinguished speakers for distinguished three distinguished speakers for distinguished speakers, and Mr. Miguel. My colleague will be giving you a proper introduction and they will be presenting on a number of different issues related to the OER dynamic coalition and the OER recommendation. And with that, I'm going to give you a brief overview of the framework of the OER dynamic coalition. So I'm going to share my screen. Here we go. Okay. I hope you can see the screen. So the OER dynamic coalition. What is it? And what are we talking about? First of all, for those of you who know UNESCO is, I'm sure you're doing, if you've been to these other talks, you're probably tired of this shop. But just in case, it's the UN organization is a specialized agency of the UN based in Paris with 193 member states and field offices in 50 countries. We work everywhere except Antarctica. We're all over the place and we work at a global level where our work is based on UN commitments in terms of that. Specifically the UN Universal Declaration of Human Rights article 19 and 26, 19 being about the right to import and receive information through any media regardless of frontiers and the right to education article 26. It's also the constitutional commitment to the free exchange of ideas and knowledge to support sharing of knowledge using technologies. And UNESCO's particular, though written in the 1940s, it's extremely relevant today as we speak about open education resources, which has only been in existence since the turn of this millennium. What's the recommendation UNESCO has adopted a unit, a recommendation on open educational resources, and a recommendation in short is what it's the word semantically it recommends that member states take a certain number of actions in a specific area. And while it is the word recommendation semantically is not very strong in terms of a normative instrument, it is one of the strongest instruments in the UN in UNESCO. This process is the screen that's colored in yellow and has a little halo around it is when member states, 193 member states agreed in the first instance to move forward with the development of a recommendation. And in the second instance that they adopted by consensus this document. The category two meeting is the moment in which the text was agreed upon down to the last comma by the member states and their nominated representatives with the and at this time we also had observers from civil society. So this is an instrument that's agreed upon internationally. And this is another the two other instances are when member states have officially agreed upon this and the pink ones signify moments in which the text was developed and you'll see, as some of you have been there it was the second world away our Congress in Slovenia playing an important. So what's the recommendation looks like this. And it's one of 12 recommendations adopted since 1989. So it is a very important document and it's available you can go into Google legal instruments UNESCO we are recommendation and you'll get it in the six languages. So, the recommendation what's interesting about it is that there is a there's a definition of what we are is Mrs particularly important today, because there has been a lot of talk about free resources, and free is not an we are a free resources is not necessarily an OER and we are is an open is an educational resource which is available on an open license to that allows for no use, no I'm sorry no cost access reuse repurpose and adaptation and redistribution by others. There is a definition of open license. As it refers to it outlines what we mean by open license and right now I think it's really very, very significant because it's the lines are getting blurred a little bit between what has been offered for free by certain entities and what is actually an open educational resource. These are the stakeholders that are part of this of this that are recognized in the recommendation what I'd like you to recognize is that there is a very long list. And it is very diverse, and it's really important that it's so long, and it's so diverse, because it outlines the fact that open educational resources are a value to a large community of people in terms of the, and it requires a large community of people to in terms of being effective tools for knowledge sharing. And in this list we have the educational stakeholders of course educational providers educators leaders governmental bodies parents etc. But we also have cultural institutions such as libraries archives and museums, and their users. And of course, ICT technology professionals student associations publishers, authors media's broadcasting groups and funding bodies. So what have we done with this well this is what's inside it already. We have five areas. The first one is that what came across is that a lot of people think that we are is a great idea actually I've never met anyone who said it wasn't a great idea. But a lot of people don't know how to actually use we are to access them adopt and redistribute. In terms of the licensing in terms of actually doing it using it sharing it. Second part is policy how do you ensure policy that is supportive of the of it. We are and third of all issues related to equitable access for persons with disabilities or vulnerable groups. And of course quality assurance. The fourth one is on sustainability models if you have resources are available. And legally, then how do you maintain the sustainability element what are some of the strategies. The fifth one is on international collaboration cooperation. So what have we done with all this well we developed the dynamic we are coalition which was launched a year ago, almost exactly day for day. And this is a mechanism to support the implementation of the of the recommendation by leveraging regional collaborative networks, supporting the creation of communities of practice, establishing partnerships and resource mobilization. And examples of this are translations and leveraging international initiatives, etc. concretely. This is what we've done since we launched. We have in this area in terms of capacity building we have started a mapping of our capacity building courses everywhere. What we found during our discussions is that there are a lot of different courses out there but we're not quite sure people are not aware of everything that's happening out there and where it is and where the links are. And what's happening. These are courses about how to make we are. That's what we're looking at. We're looking at regional policy development activities in sub Saharan Africa and we're about to launch something in the Caribbean region for small island developing states. We're developing a checklist on using open solutions to ensure accessibility for persons with disabilities to open and distance learning. Open solutions is includes open educational resources. It's, it's, we are fast and open access to scientific information. We're supporting the French translation and contextualization of a course done by the open or we are you, which is in New Zealand into French. I'm working with ICD and with the investment return on this. And we're supporting the ICT CFD harnessing or we are network, which supports synergies and partnerships between teacher training institutions globally. Now, this one is a different color and it's for a reason, because we would like to call upon, this is an open invitation to actually contribute to this. I put up this, this one is linked to the capacity building and we're doing a survey right now. And my colleague, Eleni, who's, who's on this call is the contact person you have her email here. If you would like to access the survey, which I don't think you could write down if you wanted to because it's a little bit hard to strange address, please do contact Eleni, and she will. She will provide you with further information that we're doing a survey on existing open educational resources capacity building courses worldwide. So please this is an open invitation. And with that, there's one last point that I have, which is on what we did about a year ago, was a call for it to support learning and knowledge sharing through OER. It's important a year ago, and it's important today. A year ago when we did it, it was when the pandemic started and we didn't know that it would go on this long. And now it's still going on, but there will be a future after this. And so this calls for joint action to integrate open educational resources and open educational practices to systematically to increase knowledge sharing for the post COVID-19 future of learning and for now. So with that, I'd like to thank you. My email is here. And thank you very much. And I think we have a very large lineup now who's of different colleagues who are going to speak about other activities that are being done worldwide on what's what is on issues related to the recommendation. Thank you. And I'll stop sharing my screen. So, I said to do you want to take the floor. Thank you so much for presenting the UNESCO recommendation on OER's and the content of the recommendation we're going to move straight into our presentations starting with Dr. Cable Green, who will be focusing on the impact and relevance of the UNESCO recommendation on OER's with respect to open licensing and open resources. Dr. Cable Green is in charge of open resources at the creative comments. So as you know, this is a global NGO, which is focused on sharing of information and culture to take up the key challenges of the world. Mr. Cable Green, you have the floor. Okay, for me to jump in. All right. Thank you. Excellent. Thank you very much. And it's a real pleasure to be here. I have a few remarks. I'm going to keep them short. I'm eager to get to the panel discussion later. It's been my privilege to work with the UNESCO recommendation on OER since its inception. And I'm really honored to continue to work with UNESCO now on the implementation phase through the OER dynamic coalition. I'm with Creative Commons. I'm the director of open education and Creative Commons licenses put the open in OER. As Zaneb said, OER are not just materials that are free, they're materials that are free, and you have legal rights for your learning environments. OER are either openly licensed or they're in the public domain. And it's this open licensing which empowers us all to legally share our knowledge and to reuse, revise, remix, and share others' educational resources. I think the impact around the recommendation on open education and education more broadly has the potential to be profound. The recommendation is a guide, a set of specific actions that governments can take to advance universal access to knowledge in furtherance of fundamental human rights. When governments and education institutions implement the recommendation, open education increasingly becomes the default. It is closer to reaching fundamental human rights exemplified in SDG4 and Article 26 of the UN Declaration of Human Rights. Everyone has the right to an education. So what does this process look like as governments begin to implement the recommendation? What does progress look like? This is on how to implement the recommendation will be created and openly published. We will have handouts on the benefits of OER, templates for open education and licensing policies, slide decks, case studies, research, stories of transformation, open policy and procurement guides, videos on all of these topics, FAQs, blog posts, and more. Governments and education institutions will begin to implement sections of the recommendation and will seek assistance from one another and from civil society to work on more of the recommendation. Educators, government staff, librarians, and others will be empowered through in-depth capacity building activities to help them navigate the legal, technical, and practical aspects of opening up knowledge. Education institutions, educators, learners, and others will be equipped to make the knowledge they build and steward openly accessible in the public interest in an ethical, sustainable, and equitable way. Creative Commons has worked with UNESCO for almost 20 years now on open education, and this recommendation provides the framework to guide our work into the future. Creative Commons has prioritized this work in our strategic planning, and we're really looking forward to working with UNESCO, its member states, and civil society to support widespread implementation of this critical work. Thank you very much. Thank you very much, Dr. Green for this presentation. We're going to move now to the next speaker. Dr. Jehan Osman, Dr. Osman is associate professor in educational technologies at the Comparative Education Center, amongst others at the University, American University of Cairo. She holds a doctorate in educational technology from Bloomington, Indiana, and master's degree from the American University of Cairo, and a BA in English from the University of Alexandria. She's going to be focusing on the implementation of open educational resources in ICTs. Dr. Osman. Hello everyone. Delighted to be with you all. Some old friends and some new collaborators, we hope. I'll be very briefly talking about our experience at AUC in integrating the ICT CFT and making that available through an open course. Could someone please pull up the PowerPoint? Okay. So, it might be important just to say that although a school of education exists at AUC, which is a private university, our university is not a major teacher preparation program. But we worked with UNESCO Regional Office in Cairo in creating that open course, depending on materials that already existed in the OER hub created by UNESCO and curating other materials for teacher development throughout many countries in Africa, Asia, and elsewhere. Could you please the next slide? And so our main, so we started with creating that course and our main activities for that time was really reviewing and updating the Kenyan OER course and contextualizing it to the Egyptian context. We also Arabized it and tried to find more local content to update that. We had to orient different stakeholders who took part in our project about what OERs are and what open education is because when that course, when we started working on that course in 2018 concept was very new. And then we implemented the course with public school teachers in Egypt and evaluated that experience and you wrote a couple of pieces to kind of share the lessons we learned from that. Next slide please. So we started with orienting different stakeholders in the ministry and in public schools through an OER workshop to identify, you know, to kind of acquaint them to what that is. Next slide please. And that was at the American University in 2018 and the panelists or those who helped us do this orientation were really a mix of like people interested in OER and ICFT from Greece, Lebanon, Egypt and Jordan. Next slide please. And the aims of that workshop was raising awareness, giving teachers a voice and a sense of agency, giving them hand on training on how to find and adapt OERs and building enthusiasm and community. And next slide please. So that was, these were the workshops, this is where it took place. Next slide. And we had kind of like a good mix between, you know, male and female teachers, different years of experience, but of course the majority of our teachers were with over 20 years of experience. Next slide please. That was very important for us since they support younger teachers. So we enhanced knowledge in different areas of OER and this helped create a community, a WhatsApp group that is still active today among those teachers and workshop attendees. Next slide please. And that was, yeah, and so there was interest in knowing more about OER and expressed interest in becoming trainers and advocates. Next slide please. And after that we actually implemented our full-fledged course in ICFT framework and its integration tools with public school teachers and these were our first graduates. And next slide please. And we were happy that because the course was blended that we were able to reach more female teachers and teachers from farther away, governorates like the Red Sea governorate. So here we have a STEM teacher, female STEM teacher from Hurgata. Next slide please. And so there were quite a bit of challenges, some were general challenges relating to a finding OER, cutting edge Arab content, finding open content and finding contextualized materials and data. That was a general challenge and then we had a lot of more specific institutional challenges. Next slide please. First the idea of open content was very alien. At that time, conceptually, very few people understood it and very few people saw any importance to it and that was partially of course because this is a private university where there are a lot of other issues related to copyright. And it interacts and conflicts with many other concepts and ideas and then also technically the idea of technically opening up the infrastructure for people external to the university to have access to knowledge that is on university servers. So that is that was another change. And of course finding all the time like it was a challenge to find support in terms of finances or time to to establish that course and to sustain it. And this really shows how difficult it was to introduce the idea of open educational resources within the institutional at the institutional level. Next slide please. But we were able to use materials from the OER hub created by UNESCO and we uploaded our course to the hub. And we are still this course was pre version three and we have not integrated it yet, but we'll hopefully will in the very near future next slide please. So our plan is to further expand on the idea of using using open resources at the institutional level and beyond and promoting more OERs and teacher professional development based on openness. I think that will be all for now and I'll leave the rest for questions later on. Thank you very much to Mrs. Osman for this presentation. We're now going to move on to the fourth presentation of this webinar. Mr. Colleen from Igüera will tell us about the organization of. Mr. Colleen is a teacher at the University of Nalt. He was involved in a number of research themes in particular on algorithms, the theory of formal language and shape recognition. He's very interested in the area of grammatical interference and he's the author of more than 50 articles on this particular point as well as a monograph that was published in 2010. And he's also published a book called a grammatical interference computational linguistics. He's also served the community as the chairman of conferences expert and reviewer and he has co-organized a number of workshops and tutorials. So Mr. Colleen, you have the floor. Good afternoon everyone. Can you all hear me and can you all see my slides? Yes. Let's say that silence means consent. So I'm delighted to be with you. I'm delighted to take the floor after a number of people who have already explained what OER is about and how important it is and concrete cases of organization of these OERs. I'm also going to be very concrete because I'm going to tell you about something that's taking place now, the preparation, namely of the next conference of open education global, which will take place in Nalt in the coming weeks. So the work that I'm going to present now is a collaborative work with colleagues from Nalt, but also people from open education global more generally. So something a little bit personal to explain the situation the way I see it. When people ask me the question, okay, you have convinced me open education is a wonderful idea. What is it that I should do? Very often my answer is, okay, we have to succeed with two approaches at the same time. The top-down approach and a bottom-up approach. The top-down approach is to generate the context to be able to share in universities trying to convince the dean and the teams of the dean to encourage teachers to do this. And for me, this is the role of the dynamic coalition to look into this top-down approach and to work to see how we can convince everybody. But top-down, the top-down approach is not enough. You also have to have a bottom-up approach, okay, saying, okay, there are many, many things that are happening in the field. The teacher, because of his very nature, wants to share things. That's his primary role to share knowledge. The reason that why he can do it sometimes is because there are obstacles, but he really wants to do it. And so there are things happening in the field and we have to really report on these things. And this is where Open Education Global does wonderful work with reports, with presentations, wonderful presentations every year, which really show that everywhere in the world people are conducting experiments with things that are very sophisticated sometimes. Because sometimes you have people with more than 10 or 15 years of experience and sometimes it's more recent. And so that's the objective through the conference of really reporting on these two worlds. And I'm sure that the people in the dynamic coalition will say that they're also very much bottom-up. But same thing for the Open Education Global people who also want to play a top-down role. So maybe my vision is somewhat simplified, but I think that it really explains things a bit. Now what is the Open Education Global conference? It was a wonderful conference which now for years has brought people together over several days, everywhere in the world in turn. This year for the first time it will be in a French-speaking country, but all continents actually hosted the conference one after the other. In 2020 of course the conference was 100% virtual with over 700 people who enrolled, more than 270 speakers and 183 sessions. So lots of materials and lots of exchanges. In 2021 we are fortunate to be able to organize this in Nantes with the dean of the Nantes University who agreed to be the co-chair. This is something that's really important because it means that in France a big academic institution really brings to bear its political weight on this particular cause, which is very very good. Another institution also which will bring in weight to this event is UNESCO. And this is something that's really important for us because it will legitimize the fact that the conference can actually really move to this top-down approach that I described before. This will be a blended conference. In other words there will be an inline part and hopefully we all hope so. We're going to have a face-to-face part as well. The virtual part will take place in September and October and the face-to-face part will take place from the 5th to the 7th of October in Nantes. This will all be explained on the site of course. And so the people with whom we work at Open Education Global have said, okay now that UNESCO wants to support us, let's also support UNESCO. So how can we support UNESCO? Well actually we can support the approach adopted by the Dynamic Coalition and say, okay we are here to get the various messages across and to also tell you about in the field, on the field experience that support these messages. So this is our objective to report for those during those four weeks of online activity to report on examples throughout the world. Discuss these examples with people from the Dynamic Coalition in Nantes then face-to-face from the 5th to the 7th of October. Now these are objectives which might take of it. So we have an international objective which is to contribute to the implementation of UNESCO's recommendation. So this is what Cable Green said, we are here to get the message across to make sure that this recommendation applies in as many countries as possible. As far as France is concerned and the French-speaking countries are concerned, we also have an objective. France is different, I think that normally we say Spain is different, but France is different as well and we have special objectives and we're going to take advantage of the fact that this is the first time that we have this conference in France. We're not going to do something completely different, we're not going to have a French style OERs, not at all, we want to share with our practices. And then Nantes is a very beautiful university town and the university chose everything that's open as the red thread of its policy. So it will be a good way to progress as well. So then we have a number of specific objectives. Multilingualism is the first thing. I'm currently making my presentation in French and I saw in our exchanges that the Spaniards regretted that we didn't have Spanish subtitles. So when we're talking about global, we're really talking about global, but for a number of reasons so far, the financial historic reasons, the conference took place only in English. This year we won the conference to take place in the six UN languages. In other words, everyone will be able to share in the reflection in his or her own language. This will be made possible through the webinars. And we're trying to look for ways to allow this to happen also in the face-to-face meetings. Of course, we have to be reasonable. We don't have that many. We're not going to have interpreters teams to have an interpretation for six weeks, but we have the ability to use the digital tools to do this. We want to integrate the French speaking community more. And I'm a UNESCO chair. But contrary to others who are looking into social sciences, I'm a scientist. I'm an IT specialist. And I believe that artificial intelligence should help us solve problems. And here again, I would like to invite artificial intelligence researchers to come and help us. And this is one of the objectives of the conference. So we are launching a call to contribution. This is going to be published very soon. We have the call for the conference already. But the call to contributions will take place in a few days time. And we call on everyone from France, from the world of French speaking countries, but everyone else as well outside of France, the various players in documentation, libraries and so on. I wrote to the various local and national authorities. I talked to educational players. I talked to publishers. How can we get publishers around the table? That's a very good question. We hope that they'll be here. So if you want to help us, help us in participating in the webinar, because this will be what we'll be able to exchange upstream and take a role in the webinars, organize webinars or agree to be a rapporteur, come to note, organize a session, organize a round table, participate in a session or a round table. And also, of course, any attempt to provide us some financial backup will be welcome. So thank you very much. I will leave it at that. And of course, I'm quite prepared to answer questions afterwards. And I'm very, very proud to be able to work with wonderful people on this great project. Thank you very much to all. Thank you very much, Mr. Colin, for all of this information that you shared with us on this conference. We have now come to the very last presentation of this webinar. This will be dealing with a project which is called CREA. And this presentation will be made by Mr. Miguel Anjan Pereira, who's a 48-year-old Spanish teacher. He worked for 10 years at the National Development Center. He then joined the department in the Extremadura Ministry for Education. And now he's working on the development of OER in Extremadura. He also develops his own OERs. He participates in a number of training initiatives supported to teachers. And he participates in projects related to new ways of learning, like the project-based learning project. So Mr. Pereira, you have the floor. Thank you so much. Well, hi everyone. Good afternoon. I think in some way I'm the new guy. So for me it's a real pleasure to share the floor with this amazing group, reaching from Extremadura, as you know. And as you can see at the slide, Extremadura is a little region south-west of Spain, very, very close to the Portugal border. So it's from that place that we are talking to you in this day. And of course, I want to thank you to NESCO for giving us the chance, the opportunity to share our CEA project, CREA project, in this event in the open week, 2021. As it was said, I am Miguel Angel Pereira, difficult to recite for some people, especially in English. So Miguel, it's enough. This time a member of the Extremadura's Minister of Education. As you know, Spain has a specific system that makes the region can take their own decision about some policies, like education for instance, so I'm working at the Extremadura's Minister of Education. We have been working in open educational resources filled from the year 2017. It's actually from the year that we came back from Slovenia. And obviously it's for that it's a real pleasure to be here to be part of this webinar and share with you our experience, how we have put on the ground the OER recommendations and the OER policies. As you can see in the present slide, CREA, CEA, is the acronym for Creation and Application of Open Educational Resources. I would like to note that CREA is not only a project or a program, but a strategy, a policy, a complete policy of our government focused on the goal of making OER an essential part of our educational system. As maybe some of you know, Extremadura, I have said in the south-west of Spain, has the worst levels of development, not only in Spain but in all the European Union. So for us, OER policies and OER strategy are our opportunity and we consider OER essential to improve our educational models. Our CREA project that we are presenting now, it started four years ago, as I mentioned from 2017 and in this time I think we have helped and encouraged teachers to use and to create OER. The results is in this slide. As you can see, we have published more than 300 OER days in our official repository and we have made all these developments aligned with the UNESCO recommendations in the five areas. Now we are going to make a little review about the way we are running these five recommendations on the ground in our educational program. We start with the first area, UNESCO, building capacity to stakeholders to create access, reuse, adapt and redistribute OER. We make these in different ways. First of all, we give all our teachers tools, free tools to use, adapt, create, of course, share with their students open educational resources, and at the same time we work with our teachers giving them a permanent training. We have a specific support team part of the Extremadura's Ministry of Education that is always available to give teachers support, guides and to include their recommendations, their ideas in our process to create and make the development of different creator tools to principle first of all, EXE learning, maybe one of you in this international tool, another specific art, but free, Scholarium Creator Tools. Obviously, we are clear from 2017 that technological tools are important, are very important for the teachers, but are not enough to ensure that we give them enough skills to work with OER. So our idea is connecting us with the second area, developing supported policies. For a teacher, we call create teachers, the professional development working with OER is what I did. They can want to do this development, professional development in the OER field, working in two ways, creating OER or applying using, making the experiences with the OER there or our other mates have created. You have in this slide that to improve this way, every teacher has a personal mentor to get him or her in the way of OER. We see that encourage, motivate teachers in the use of OER's essence to keep our teachers involved in create. You say, this year, for after we start with work, working in our CREA project, more than 75% of our teachers, our create teachers, came involved in the project. Four years before, four years after, sorry, they keep creating, they keep using the game, and I think of course, of course, creating OER is easy, but for us, in our experience, the complicated thing is to change the way the teachers and even the students think and use OER. In our project, in CREA project, OER is of course, absolutely open to all the teachers. From Extremadura, from other regions, we have people using OER from Colombia, Argentina, Mexico, and other South American countries, and of course, any of them from Extremadura, out of Extremadura and even out of Spain, sorry, can adapt, use and modify these OER parties by our project. So, in addition, in connected with the encouraging and inclusive, I mean, the OER, we work with the reference framework of the UDL. As you know, that means the universal design for learning, and all our teachers creating or even using the OER have to follow this guy, have to follow this framework, okay? And at the same time, we collaborate with several private and public institutions to improve the accessibility of our technological tools. At this point, the goal is to ensure that all our work or our contribution contributes to give education a complete and passive perspective. Finally, we can affirm that CREA, our CREA project, remember, a project developed in a Southwest region of Spain with the worst levels of development all around Europe. It is a sustainable project because it's supported by teachers and supported by our official policy and is linked with international projects. As I mentioned before, we have been collaborating with people at Columbia, to Hawaii, South America, and these people are using but also creating OER for our project. However, as I said before, the key for this for this part or this sustainable needing is supporting and helping teachers in everything they need to create OER. That has been our work, our goal from the beginning to make sure that any teacher using OER from the CREA project has enough support to create, to use, to adapt, to know about the tools they have to use and to share their creation with other teachers. This point, helping teachers, supporting teachers will ensure that CREA continues for many years. We have been very successful in these four years and we're hoping to be successful during the next four, eight, or 12 years. On the other hand, of course, we are absolutely open to cooperation and collaboration and obviously I would love, I would like to invite you to visit the official webpage repository you have in the slide, in the bottom side of the slide with a direct link. I think it's the best way to know what we are doing and what we are going to do during the next year. So we are finished presentation has been obviously a review of the CREA project. Thanks again to all the people that is making this webinar possible. Thanks to all of you, thanks to all the team that is working in Extremadura to make CREA project. And of course, we would you at Extremadura see CREA project be part of our OER repository, be part of our project and that's all. We team from Extremadura, thank you so much and I hope I can share with you more spaces like this. Thank you. I see some very interesting questions coming up in the chat . So one is from Richard Rogers to panelists. How can librarians in small island developing states influence our policy development? Does someone want to answer? I can say just a few things to start us off. Librarians increasingly are critical players on college and university services. Librarians tend to be before any open education training or before any open licensing training. Librarians tend to be the best at understanding copyright and understanding the fundamentals of sharing and understanding the importance of retaining and keeping a copy and really understanding the core principles behind the college and resources. When librarians first learn about open education they say of course that's the way it should be. They tend to be leaders on their campus. Increasingly we see roles like OER librarian at a university or college and they're really pivotal players. My answer would be whatever policy you're considering I would make sure to include the librarians in that. They are probably some of the best experts you have on campus. Yes, I second what Cable says and I agree with it fully. I think librarians are really the unsung heroes of OER and I think one strategically one area that would be helpful perhaps for them to be able to come forward a bit more and to be recognized for the important role they play is if there would be a ways to have some sort of to bring together the different stakeholders and the stakeholders that speak the most on this area are from the education sector. So to approach to bring closer the librarians and the education sector together and there are debates going on on open educational resources in SIDS particularly if the colleague would like to reach out to me they were going to be in the Caribbean and we can make sure that we include the librarian community my email I'll put into the chat so please do please do reach out to me I can actually help you to get involved in the debates but I would encourage that there is reach out that the community that there's an interaction between the librarians and the educational community that's much closer in terms of the OER work. Thank you Jean Colin Yes I fully agree but I feel strange speaking French but I play with by the rules of the game since we have translation but there's really a challenge for librarians and documentalists that we saw in a recent discussion but it's okay we agree to share knowledge with a point where we have some difficulty has to do with the principle of revision in other words a librarian doesn't like us to take a book and change the sequence of the pages or change the content this is a change to work but somewhere in OER the idea is that we want the work to continue living it's not the traditional idea of a library for instance and so maybe I'm wrong and maybe the thought has evolved on this but here I think that something has to change because we really need to convince lots of people on this change of paradigm that namely when you prepare a class you have to be able to change the course that you have to be able to improve it whilst still respecting someone else. Thank you Colin another question regarding the open education global conference in Nantes Vincent is asking who is the target audience? Well everybody of course in fact still with this top down and bottom up principle that I described during the first four weeks we're going to have some webinars so these will be things where we realise that wherever you sleep on the planet you don't sleep at the same time you don't speak the same language you don't necessarily have the same cultural references so we're going to have webinars that are going to be positioned geographically using different languages as well so to allow all of the practitioners to give us some feedback on what is happening in the field whether these are positive or negative experiences we're going to have a rapporteur based system so that this information is really vital and essential to be able to analyse things is fed back to us so the practitioner part is really the webinar part then we're going to have a second part which is the face to face meeting in Nantes where we're going to have to analyse the feedback from these webinars we're going to have to analyse the feedback or the work of UNESCO and of the dynamic alliance the dynamic coalition we're going to have to analyse where we stand we're going to need to have people who are closer to the decision makers to be able to come up with recommendations not like the 2019 recommendation but recommendations as to what it is that works and in what context it works so roughly speaking we have the various players of open education which at the various levels will be able to find things that are of interest to them Thank you Colin another question to all panellists from Alexander and Kerli it sounds like a lot of the OER effort is on the production side are some regions more active in providing support funding training professional rewards in adopting and adapting OER in other words are there inequalities in supply and demand well I can talk about the Extremadura's way of work and I have presented during the presentation we are working not only in the production of OER but also in giving some teachers the support even in the professional career to use those OER so I think that the way that many some regions are adapting is giving the teachers in one of the two ways creating or using adapting the same the same rewards in the professional career and that's our way even there are some regions I can't mention a specific name because I don't have the knowledge that are giving them some economical rewards for the creation but not now for the experience of using OER so this could be a good way but it's a difficult way because obviously the public funds are limited so like what I wanted to say is that one way is giving teachers making experiences with the OER the same privileges and the similar rewards that teachers creating OER sorry Miguel Angel another question from Vincent what should be done to help teachers in developing countries to produce and share their OERs who would like to take the floor I could take it I mean I think one major issue is always the policies that support teachers in creating and using OERs and if policies are not supportive of that teachers are less likely to consider OERs as an alternative at least this is what we've noticed with teachers in Egypt and I think it would probably be the case in many different countries and so it's very similar to what Miguel was talking about like our teachers supported in terms of getting credit for OER our teachers rewarded for that are they encouraged to use that in their classroom or are they not so this whole dynamic is probably a policy matter at some level but also on a different level it's capacity building related to whether they know what OERs are and know how to create them and have them and share them and so I think there are some basic concerns at this level to me these are the two major elements but I'm sure that some of my colleagues might have additional answers for that I would like to add another suggestion at the end of our presentation about the specific tools in our experience it's very important if we gave them some we give them some tools for creating and adapting open educational resources at this time we can use in many other devices our personal computers our school computers that could be a a good way to improve the use and creation of OER in our teachers they have very clear which is the tool they have to use the people guiding them to use those tools that could be a good way and of course there is another idea the connection with other teachers in other countries making the same thing having some reference could be a good way to improve their desire to get into the OER world Thank you Miguel Angel there are no open questions left so Jeynep you have the floor for the closing remark Yes, thank you very much Rene Thank you very much to our panelists to Colin de la Hégre Cable Green, Gianno Osman Miguel Angel Perera and for your very valuable inputs, thank you to Elenif and Elenif Bostino and I said to Dabou for your very able handling of the session it is a great honour and thank you to the participants for your time and your very valuable questions and the discussions that we have had over this period we would like to invite you to stay involved if you would like to receive information about the OER dynamic coalition we will send you a form that you can fill out part of the mailing list in order to become part of the mailing list to receive information about what we are doing and upcoming events and thank you again for your time and wishing you a very happy open education week and a very nice continuation for your afternoon, thanks very much and thank you also to the technicians and to the technician and technician in room 6 and also of course to our very very valuable interpreters who were able to make this session bilingual thank you