 I just wanted to say before I start into my little slide deck that I wanted to I wanted to do a couple of thank yous so I definitely wanted to thank you Daniel and Nicole and the other organizers of this conference. I think I was highly impressed that you pulled it off not that I doubted any of your persistence or abilities but for a couple of reasons right so the most obvious is that there is a little bit of chaos in 2020 and a lot of things I think probably were not what we all expected, but mostly because the OER community is such an interesting and diverse and strong community and these kinds of communities really do require very persistent and understanding sort of leadership and organizers and so I think I think that I am so excited that this conference is happening that it is community led, but that the organizers really did a good job of getting community voice and participation so what a really fun conference and I also wanted to thank everyone for actually not because you know coming and sitting in front of the zoom screen is, you know, hard or not hard but I think, you know, continuous professional development, you know, refining your craft, being better instructors, thinking about policy. After all I think because all of us in this community are really committed to serving students in the US better and so thank you for persisting through this crazy year, being here and actually, I think, still bringing a lot of fun to this. So what I'm going to do now is I'm going to share my screen, and I'm going to run through about a dozen slides very quickly. If any of you who know me know that I do tend to talk very fast and so I will apologize. Please ping me in the chat or let the queue and let the moderators know if I am going too fast or not covering the right topics that you want to hear about so what I think the topic that we proposed was just how to think bigger about OER and I'm a very simple kind of person so we'll go with big bigger and biggest. And let's see how do we know. Okay, so great. So I just want to sort of add on I don't know who writes those I guess I wrote that at one point the little bio feel a little old, because I wanted to I think what Nicole had written, had, I think, believed me into there is that it's my actual third presidential transition. I started my career in the federal government at the Department of Labor right when the Bush Obama transition was happening. I was around for the Obama Trump transition and now I think at some point there will be a Trump Biden transition which I will also be part of. And it's been a really interesting and rocky ride. I think interesting is a better word than rocky because it always is rocky but rocky is not either good or bad. So recently I was actually having a conversation with some new staff that I onboarded to my team, who were actually asking about sort of periods of uncertainty and unstable instability. And the piece of advice that I gave to them is that, no matter what the circumstances are, you know, even if there wasn't an election this year and it was just the pandemic. There will always be things that we don't predict our plan for. And the key thing to I think surviving or weathering all of these is to stay focused on work that has lasting impact. Leveraging the opportunities that do present themselves to you and making sure that you use the privileges that you have to provide opportunities for those who do not. So that's sort of on point with the theme the office of edge. I am a senior policy advisor in the Office of Educational Technology. And our key values here are that we believe that educational opportunities should be available to all learners. And what we want to do is make sure that the technology that is available can have its greatest impact when it focuses on equity so issues related to broadband access, accessibility of materials, open education and the myriad of other inside the classroom, outside of the classroom infrastructure questions. And in post-secondary education in particular, we think that technology when it's applied systematically, collaboratively across programs and institutions can really help address long standing issues of access, affordability and success, and profoundly impact outcomes for students that we serve. So with that, let's jump into open education and the big ecosystem that is that I guess is the impact of the five Rs. And this is a reflection I think of how the policy programs and funding of the Department of Education has been sort of over the last few years has developed. So initially, obviously through programs like the tact program that a lot of that Daniel referenced and that a lot of you participate in, we created a large number of content and resources. We've also focused on developing the materials necessary for complete courses that are around the content that's open. We've started to think about pathways. Like I know that there is a lot of investment outside of the federal government as well as inside on like Z degree programs, for example, and then thinking about the ecosystem of credentials. Through some work through the early success of like all of your work actually related to developing content and courses and pathways and credentials we've been able to build some policies in the federal government that either require encourage or enforce the need for educational materials to be that are publicly funded to be available to the public easily. So I so when we talk about open education ecosystem at the Department of Education, we are thinking about all of these things. We know that our work is primarily in the blue in the policy programs and funding where we support the work that all of you are doing in the purple boxes the content courses pathways and credentials and I have to apologize I am not like very artistic and so this is the highest level of achievement that I will like have on slide design. Okay, so. So I'll give you some examples. We mentioned the tax grant program skills commons is a result of that some of a lot of the content that was created in during that program is still available on the skills commons.org website. And in our existing open textbook grant program and I know that can we'll be presenting later on in this conference. We have three main investments the open RN projects. The Libra text project as well as the open active textbooks project that we have currently funded. And just because everyone is probably thinking about this right now. Nicole did mention in the chat applications are due on November 16, which I think is plenty of time to still go to OER karaoke. I think I said that wrong. But essentially, in addition to the textbooks themselves. I think there is an acknowledgement this time that there are actually large gaps that are not just in the content themselves. In bringing sort of whole courses into the open education marketplace, providing technology based strategies for personalization, continuous improvement of teaching, promoting student success. And again working in collaboration with other institutions. Maybe to take specific questions about this, either now or in the probably not now but in the Q&A. But yes we would love for everyone to apply for this grant, which is due on November 16. So then what do we mean by bigger if this is actually a lot, right, just those four things alone is entire careers for many of you which is excellent and thank you for doing that but when I say bigger am I saying that you are not doing that and I actually want to say that that's not exactly what I mean. But when I say a bigger open education ecosystem at the department, we started to think a little bit differently about things so what is the sort of evolution or the, the biggest potential of these five hours. In addition to the content and the delivery of the, the resources themselves like is there a way for us to promote experiences for students. If it's just a course in one institution. What if it was a course in multiple institutions so what if the experiences could extend across platforms regardless of where you are currently enrolled and where you will be enrolled later. In addition to one pathway, a lot towards one goal, you could have multiple pathways, and that the achievements that you have obtained along these pathways, could extend across multiple institutions and not even just institutions but what if they could extend to the achievements that you have obtained through your working experience or other sort of life experiences. And what if you could take those achievements and in form of credentials with you, so that you can access opportunities throughout your entire life. And part of why we think about this bigger open education ecosystem in this way is because more and more and especially because of this pandemic we, I think that it's becoming very, very real that education for for individuals is not one size fits all individuals over a lifetime. They learn in many different places at many different institutions and in many different types of organizations that provide education. And in addition to just all of the content being free and easily available. We want the experiences not to be locked into one particular platform, so that if you transfer to another institution or you learn in a different place, those same types of immersive personalized accessible experiences can be available to you there too. So then in that case we have to ask ourselves the question like what are the technology standards that we need to enforce in order for content to be interoperable. So if we want achievements to be to be mobile with students across institutions or their workplace and we need to start thinking about whether they're open transparent quality measures. So that when courses are evaluated for transfer credit, for example, that we know that students have received and we acknowledge that they can have achieved these same types of skills in a different context and we can allow students to then progress without repeating. And if students then have credentials what are the credentials that have value in either pursuing additional education or in their workplace and are there ways for us to have like ascribe value to these credentials. So that they have meaning both in the work in point for employers and for other educational institutions and how can we allow individuals then to take these credentials with them. So that they can continue whenever they need if they need to pause and that would be fine too. So these are all projects that the department is currently investing in and I'll give you and that are, we're also very interested in and I'll give you some examples of some of these so the department is co chairing a digital infrastructure working group through the American workforce policy advisory board that thinks about learning and employment records. Pilots that allow you to take the skills that you've learned in a workplace and translate them into educational credits or educational credits along a pathway can be supplemented with and lead to further employment opportunities. And and across platforms as well so if you attend one institution that uses a particular LMS it you are not limited in the portability of your records through an applicant tracking system at an employer. Something like related to that that we're really interested in something called the open skills network which is a coalition of education providers and employers etc. That want to create open text on these and frameworks for discussing what our skills and what contributes to skills and what skills contribute to credentials so that when someone says I am a software engineer and I'm sort of or I'm certified in this trade or I have a bachelor's degree in molecular biology that has meaning and it's a universal language that allows me then to access my next opportunity whether it's educational employment. You know other really interesting projects I think are the open syllabus project. And which will I think help. I think this is part of the session so I am not qualified to talk about it but I think it's a really interesting approach so. This is how we've sort of thought about it when we when we were. I think creating our cares act discretionary grants and we called it the reimagining workforce preparation grants this is a lot of what we thought. This is not a grant that's open right now but I think that there are still opportunities for you to participate particularly if you are in one of the seven states that received one of our grants. In all of these states the workforce boards had to partner with employers as well as education stakeholders to create short term education and training programs that were a long career pathways. Now because this is one of the discretionary grants that are that the Department of Ed issued. They are required all of the materials all of the courses and training programs are going to be openly licensed according to the regulation. But in addition we introduced a new sort of open requirement which is that there would be linked open data on the credentials that would be issued so. I think there's a link on the bottom of this slide, please feel free to ask me more about these, and I think there's contact information as well for who you might talk to within some of these states. But I think we're really excited about that is similarly, we have the rethink K to 12 education models where states could propose a virtual learning and course access programs. Now again because these are discretionary grants from the Department of Education they are required to have open licenses on any of the materials that they produce. In addition, again we, we didn't introduce this for K to 12 into entities as a requirement but a strong recommendation again that they use linked open data on the credentials that they issue. And I think we'll have the privilege of hearing a little bit more about the Texas project in just a minute. And finally, we have one open funding opportunities so after you've karaokeed and written your open textbook grant. Please take a look at the career education pathways exploration system program sorry this is a mouthful but we love the long names. And essentially it's, you know technology based or technology enabled career and education pathway systems for high school students. Now this isn't a direct high school to post secondary connection it could also be a high school to career connection, but it is an opportunity for us to partner with a lot of the different projects that are ongoing that are related to open data on educational outcomes on return and investment. And I think pathways. So the applications are due the ninth so again the order is karaoke open textbook grant and then look at the career educational pathways exploration system programs. Okay, and so I'll just wrap with saying what is the biggest and I think the biggest is the growing community of the five hours. So the question I want to ask is what if everyone in all of the world had all of the ER that they could ever want. Would we have fixed all of the systemic issues that exist in our society in our education system. And obviously I think the answer is probably no but I think that we are plays a really critical part in this and I think that like we've talked about it a little bit. This is and I want to like, I think I'll put a fine point on it by saying it like this so this is a slide that I presented at open ed four years ago, when things were also very interesting right so November, four years ago. Where were you. So I was giving this presentation about federal policy on open education, and I gave these five bullet points on how people can continue to do this work. I said in order for you to be engaged in national policy you should do good work and you should do it together. You should tell your story and use lots of data. You should participate in your democracy. You should buy coffee aka get to know people that work in the federal government and you should persist and be patient. And I think that now four years later, I'm not sure I would change very many of the talking points and I just wanted to say a big thank you to. I think so many of you who have known me for the I think 12 years that I've been in government that have taught me so much about open education and that have continued to share with me the results of your good work. I think that when the federal government and the I think people that are in this are stakeholders in the field who are actually doing the work can talk with each other and have clear lines of communication that is when I think on a national level we begin to make real impact and so without all of your hard work and all of you. I think giving me updates on the great things that you are doing telling me and showing you the data and helping us do this. I think we would not have made the progress that we have. And I would can, you know, encourage everyone to continue doing this. There is a new team that is coming to the department. I think many of you have seen the list and know that there are some familiar faces. And I think it isn't just say that this is, you know, open education will automatically be a priority. I think we have to continue to tell to do the work and tell the stories, and to continue to participate by getting to know the new team, and to be really patient because I think that good things are coming so with that I'm going to stop sharing and turn it over to you.