 We're going to start with Marcus Diamond, and he's going to present to us here. Thank you, Richard. Good morning, everybody. I'm Marcus from Germany, and you forgot to mention the university. Fern, it's Fern University. It's a distance teaching university. It's not an open university because our gates are not so open than in other open universities. And as Richard was already mentioning, this will be very interactive, so I will be most of the time, I'm not speaking. But we had preparation in advance, which I will show you in a minute. So first, unfortunately, Jöran could not make it here. We have four people from Germany. Jöran, Sonja and Gabi are both, all three are working in Hamburg at a small company, and I'm from the Fern University in Hagen in Germany. And the title of the presentation is, Won't Somebody Please Think of the Learners How to Overcome the Helen Lovejoy Syndrome of OER. Basically, then it's up to you to discuss this question. So what we're going to do is... It's an open space. That's what this format is called. And so I did a little research, what does open space mean? So it's now you're lucky and you're invited to focus on a specific important task or purpose, which is to discuss this Helen Lovejoy Syndrome. And this will be done that I will show, present a video which we produced in advance, which explains everything, so for me it's more easy because I can be quiet and see you watching the video. And then we will discuss three questions. They are meant as suggestions, so you don't need to stick to them because we are all adults and we are free to discuss all other questions as well, but we thought that it would be good to focus on three questions. And the method then will be think for yourself, pair with somebody around you. So please make sure that there is somebody available next to you, which you can discuss with him or her. And then we will all be happy to hear what you have come up with. So it's share, so it's think, pair share, the method. And we also will use Twitter, so we have a back channel online with a specific hashtag. And we also have my colleagues in Germany monitoring, moderating the Twitter thing. And we want also to provide a summary, a wrap up of the discussion. So you can also use Twitter and we will try to collect, because it's live recorded, we also try to collect the question, the answers and the suggestions, the ideas. And we will later provide a blog post or even a video. So I hope you're ready to kick off and to start this thing. And so with our further attieu, be ready for the video. Want somebody please think of the children? This famous outcry by the Simpsons character, Helen Lovejoy has become emblematic for situations in which adults pretend to think not of the children, but for them, meaning patronizing them. There's also a Helen Lovejoy syndrome in open education. We tend to think not only of the learners, but we intend to think for them. What do you mean when you say we? We refers to educators and educational institutions that design and provide or we are. We tend to think of learners as target groups, of learning as usage, scenarios and of motivation and interest as demands. That is okay and probably inevitable. It is quite impossible to not think of concrete instances of learning and types of learners when we create open educational resources. So what's the problem? Well this, even less designers and providers of OER simply cannot think of every possible learning situation in which their OER might be used. This would be a form of ignoring one of the basic ideas of open. It is up to the learners how to use OER and that they might know more and know better than the providers what's good for them. This is somewhat confusing. Not knowing about the learning context of OER is not a bug. It is a core feature of open education. Consequently there is a paradox for us in designing and providing OER. We cannot not think of a concrete usage of our materials. But we should also constantly remind ourselves that this is only a small representation of real world learning situations. There are many unknowns out there that we simply cannot know about. And being aware of these unknowns and taking these into account, this is what we call untargeted openness. What is the meaning of untargeted openness? Untargeted openness means open for people and purposes that we cannot know about. So in the context of open education resources? For OER it means a resource should also be open for people that we could not think of and purposes that we could not imagine. That's untargeted openness in the context of OER. Can you provide any examples? Well, it's easy when you look at Wikipedia. Wikipedia is a resource which is meant to address anyone for any purpose. Maybe this is why it was not invented by a traditional institution in the educational system. Or think of YouTube videos. Many YouTubers provide education videos that do not address a specific group. But more interesting are the examples that are not so clear. And that's the topic of our session on untargeted openness. And who the hell are you? You cannot know. I'm just watching your video. Here I am, Gaby. We want to explore the idea of untargeted openness together with you. In our session we want to address questions of untargeted openness with explorative discussions and a collection of concrete examples and activities. We'll bring these two questions. First, can you share a story in which a resource was used by someone or for purposes that the creators of the resource did not imagine? Second, how can we provide openness also to those unknowns, unknowns individuals, unknown situations, unknown institutions, unknown context? We'd like to hear your answers. First, onsite in Galway on April 11th. Second, and on Twitter. Please share your thoughts using the hashtag untargeted openness. See you. Bye. Thank you. Thank you very much. And you saw I was even wearing the same jacket in order to make it more easy for you to recognize me, but I should. Now I'm wearing the white shoes. Okay. Thanks for your applause. So back to the business and to the discussion. We would like to invite you to discuss three questions with your peers here in the lecture theater, which is not very suitable for a workshop, but we want to try our best. And also online. I know many of you are here very active on Twitter. So please don't be shy and share also your ideas and thoughts, whatever comes to your mind using the hashtag untargeted openness and OER19. So as I was mentioning, the method we will use is think-pair-share. So we watched the video together and you probably and hopefully have some basic ideas or what about this session, what we want to transport the idea. And then we will pair up with colleagues here in the room and then we will share our, because we all like the idea of sharing is caring. So we will try to share our ideas here and on Twitter. So the first question is have you ever produced OER without usage and audience in mind? And I think you have five minutes for that. So first you can think for yourself, but also it would be great if you pair already up with somebody next to you. It doesn't necessarily only mean two people. It can also be three or four, whatever is suitable or comfortable for you. So please, if there are any questions, don't be shy to ask the audience or me. So this is the first question. All right. Sorry to interrupt, but judging from the amount of volume, it seems to be a very good lively discussion. We will have two more questions, but I would like to hear what you came up with, any ideas and thoughts. So, you know, the sharing culture thing and we are the OER conference, so who would be willing to share an answer or an idea or comment or it could also be if you like the idea or the questions or it's totally irrelevant for our field. So who wants to go first? Yes, please. Sorry. Yeah, he's running up the hill. Hi, we felt very strongly that there's kind of no point in producing an OER if you haven't got a usage or an audience in mind. It kind of defeats the point somewhat. Okay. There's immediately some replies or comments. Yes, we agreed with that. We thought of examples of creating our own experience of creating OERs that we always had an audience in mind, but sometimes had the experience of the audience who turned up after the design where it was not exactly the audience we planned for. Right, and yes. Yeah, my immediate answer to that question was also no, but also bearing in mind and you're strongly understanding that there's a difference between that question and has the usage of an OER you've produced always been that, originally in mind and very often the most significant usage of an OER that's been produced is not the one that was originally in mind. All right, thank you very much. And also it's a close question so you can answer yes or no. I thank you for your elaboration on it. Oh, you want to, sorry. No, please go ahead. One of us we also kind of agreed with what everybody's been talking about except we split a little bit in the two of us were kind of puzzled by the question because it was like, we found it difficult. How do you write without at least an implied audience or viewer in mind, but then one of us was actually talking about, well they'd actually done a lot of writing and putting materials out on the web as kind of a diary as a note taking. So in other words, they were just not writing for anybody other than to get it out of their own head. But again, in all three cases, we all found, like you mentioned, unintended audiences finding use for it. Okay, thank you. So let's keep discussing, let's keep thinking, let's move on to the second question. Have you ever encountered examples when OER, that's related to the first, when OER was not used as intended? And what happened and OER were not used for the purpose intended by the producers? And what happened there and what did you think about it? So please, again, discuss with your peers. We have four to five minutes and we'll collect the answers. Okay, in order to stick to the schedule because there are other speakers next to me, unfortunately I have to play the bad guy and interrupt the lively discussion, but please be sure to use Twitter. It's 24-7 available. You can, every time you can share it. So just, again, would be anybody willing to share comments, answers to this? Or should we go to Twitter, Richard, if there's something interesting? Yeah, there's a lot of good discussion on Twitter with the folks already. Okay, but there is also, yes please. Hi, you have to excuse my voice, it's almost gone. When YouTube first started out, I was creating parody music videos based on, if there were history lessons, intended for history students and teachers, setting world history. And we had this massive feedback from different people, people learning English. Oh, we love that you put subtitles on them. That helps me learn English. People hard of hearing, same reason. But the best story was that one of my songs was adopted by a drag queen review, and they did this whole Bastille Day celebration in Philadelphia and saying it, and someone sent it to me. So you never know what would happen if you just put stuff out there for people and who might use it. Thank you. All right. I think we move on to the final, to the third last final question. And once again, I would like to motivate you to discuss this question. Have you ever been surprised by the use of OER because it did not take place in the context you had in mind or because it addresses a different target group? And also just say yes or no, but please specify. So the last question, here we go. Yes. Sorry, folks. My timekeeper Richard just gave me the signal. So I think there's no room for interpretation what this means. So, but I have, so thank you for your lively discussion. And yeah, once again, just to wrap it up, here's the final snide. Please make sure that you use the hashtag Unpacketed Openness and there is also some good discussion on it. So thank you very much. It was a great pleasure for me and also on behalf of my dear colleagues back in Germany, Yoram Gaby and Sonja. It was a great pleasure to discuss with you and also do not hesitate to approach me to discuss other questions related to that or whatever you have in mind. And I hope that you are not out of energy for the next session because it will be also very interactive. I hope there is motivation left to go on to the next session. So thank you very much.