 And then also you may have seen a note when you logged in that this is being live streamed and the reason for that function is that you can enable closed captioning if you want to do that. So, welcome, welcome. This is the first webinar in our webinar series this fall. We are talking about global open education. From a global perspective on open education we've got some really great panelists to join us today. What we're going to do is give you a little bit of an overview of CCC OER. I'll introduce the panel. We actually have an announcement about some upcoming upcoming event that's relevant to this topic right at the beginning. Then we'll, we'll hear from our panelists where they give us some background and perspectives on OER. We've got for Q&A. And I want to close with a reflection on this question. So if you haven't thought about this before, maybe just take a few minutes to think about what does it mean for you to be a global open educator. We'll close with some opening events and then some ways that you can stay in touch with us. My name is Nathan Smith. I'm the OER faculty and residents and a philosophy instructor at Houston Community College. So it's nice to see you. What I always like to do, sorry, before we get started is for you to let us know where you're from. Let us know what state you live in, what college you're representing. Go ahead and throw that in the chat. We like to see kind of the range of places where people are coming to us from especially with today's session where we're really putting a global focus on our work and trying to see how we have an impact around the world. It's kind of fun just to see where everybody is from. So if you can do that. We currently CCC OER has 94 members and 35 states in the continental United States and in Canada. And we're always growing, always bringing on new people. We have a mentorship program for when new members come in. So please consider joining if you haven't already. I'm going to come back and just run through and introduce our panelists just one by one. I'll go ahead and just say your name and where you're from and and what you do. So, John Ocawale Ocawale is a system analyst and instructional designer at Yaba College of Technology in Nigeria. And on a Rada I didn't see if she had joined us yet so hopefully she jumps on. It would be great to hear from her she's a lecturer and open and distance learning at the Mauritius Institute of Education in Mauritius which is an island off of the coast of Africa and the Indian Ocean near Madagascar. We also have Rosalind Warren who's an instructor at Enterprise State Community College. We have Paul Blackman who's the director of the Barbados Language Center and e-learning coordinator at Barbados Community College. And we have Mary Robinson who's a professor of English at Montgomery College. So we have some folks from the States we have some folks from around the world. I think it'll be really interesting to hear their perspectives. So, and I'm looking in the chat and we've got folks from Canada we've got folks from all over the United States. So it's really fun to kind of see where everyone's coming from. The mission of the Community College consortium on OER is to expand awareness and access to high quality OER open educational resources. We also support faculty choice and development of open educational resources, and we foster a regional OER leaders, we foster regional OER leadership by connecting people and providing them with roles of leadership. So the ultimate goal for all of these efforts I think is to improve student equity and success. So we want to keep that at the front of our minds. Okay. I want to sort of briefly mention and kind of turn this over to Una Daly to talk a little bit about this. We also have Alan Levine on the call from OE Global. And just because of our focus for this webinar I want to just take a moment to mention an upcoming event that I think is a really great opportunity registration is ongoing so you know consider, consider attending. But you want to talk a little bit about the OE Global conference. Thank you so much Nathan for giving me the time at the beginning of the webinar I think many of you know me I'm Una Daly the director of CCC OER and I have the pleasure of working with many of you including Nathan who's on our professional development committee and has been. This is his third year and does an excellent job. So I want to talk about the Open Education Global Conference which is our annual conference on it's coming up in less than two weeks. It's September 27. And as Nathan mentioned there's still time to register it's going to include live webinars, prerecorded events and social activities. Each of the days will focus on one of the UNESCO OER recommendations one of the five signed by 191 countries in November of 2019, and it will feature open educators from 40 different countries including CCC OER members. On the Monday morning, it will open with the dynamic OER coalition, which is a group that was that consists of national leaders and OER from across the world, who are part of the UNESCO support structure for this OER recommendation and it will be broadcast publicly live in multiple UNESCO languages it will start at 7am Pacific. So if you get on the schedule there you'll see it adjusted for your time zone. And there's some social activities throughout the week, including two talent shows. One in the reason being is that there's different time zones we're trying to accommodate multiple time zones as you know we're, we have people attending from around the world, and this collaboration is really encouraged. There's also a translation hackathon by the francophone OER consortium and various other asynchronous activities for those of you attended our virtual conference last year you know about the postcards, there'll be lots of opportunities to share with others. And we hope that you can join us. And I, Alan did you want to add anything Alan is our strategic engagement director at OE Global. I think we should get to the panel. I would like to mention that make sure once you register to sign up for the OE Global, you'll get registered for OE Available Connect, and that's a nice platform for kind of remaining in touch with folks throughout the year so Thank you, Nathan. Okay, cool. Excellent. So, I've asked our panelists each to just kind of think about these four things and to kind of introduce themselves we have about five to seven minutes to talk. But the basic point is for them to let us know who they are where they're coming from what their role is, how they became involved with OER, and the ways that they have collaborated or would like to collaborate globally with using OER. I think that that's kind of, so let's, I want to hear it from our panelists now so I'm going to turn it over now to Paul Blackman. Paul. Thank you, Nathan. Good afternoon all from the sunny Barbados city sunny isn't raining at the moment, even though we are in the middle of the rainy season. As a slide stress I'm Paul Blackman, I'm the director of the Barbados language center of the Barbados Community College. And I have a dual role I also serve as a learning coordinator, so that you have a nice shot of the main entrance to the campus where you're seeing the commerce building. And just behind that you have the liberal arts or auditorium. So in my first role as the director of the language center. I run this now will also be small department basically 15 another down to eight. And we service the college in terms of an associate degree in French, Spanish, German and Italian for business and tourism. We teach English as foreign language we do continuing classes in those four languages for people who want to learn to speak French, Spanish, German or Italian. Obviously, the divisions of commerce and hospitality for their language needs. And we are a language service provider, teaching entity. So we offer interpreting and translating services and we, and we do tour tour guiding as well. All those hats I rear so occasionally you might find me on a tour bus, you might find me in a conference booth, either virtually or physically. And you'll find me in the in the classroom on my other job as a learning coordinator I'm responsible for supporting faculty and students who are working online in the past year I've been very very busy. I service the model platform I provide training I provide mentorship support. And of course there's a role for we are in our program I also need the policies so I'm fairly busy. And just before this meeting I was enrolling students in the, in the model platform. The next slide gives us idea of where I am so if you think of North America in the North South America in the South you draw straight line between Florida and the tip of North and South America. And then you go a few miles to the east of the island chain and you'll find Barbados 21 miles long and smile like as I say in my in my island tours. We are located and this is where I am at the moment chatting chatting with you. But to the meat of the matter, my my journey into your start out really with an interesting in distance Ed. Yes, it is a great place. I started up with an interesting distance and one day my principal said whether you're there or not your students should learn I had this brilliant idea of using the internet to have my students get in touch with with my material. In those days learning management systems that didn't exist, but my research led me to the MDE the MD is science for a master of distance education, then run by University of Maryland University College, now called the South University of Maryland global global campus. And so I did my masters in managing distance head because I'm very interested not only just in in teaching distance but in making sure that the process is properly managed. The MDE two things start with me there's PLA besides our prior learning assessment. And nowadays it's called recognition of prior learning RPL the also PLAR and learning management systems at the time. You know we didn't have campus we didn't have blackboard we didn't have FCT or all those things but UMUC had its own learning management system. In terms of access initial member of my interest isn't isn't access. Initially I had access to advocacy because that's where I am now, but then I said no let's go back to the idea of open because I'm looking at how I got into into a year. So the MDE then got me into PLA which is access because you didn't need to have qualifications you could just go in your life experience and then learning management systems which allow students to access material online. So that led me to Moodle, which is free and open source and because my work with with Moodle, one day I got a phone call from a chap called David Pyle and he was starting an organization called FOSC bar FOSC bar stands for free and open source Society of Barbados. So I was invited as a model expert to join you with these, you know, these real computer people. And then I learned about Linux and all the free stuff available. And so I was doing my computer into Windows and then Linux. I don't have things open office and Libre office so I was then fascinated by the fact that there, there was no material out there that you could access freely. Somewhere in there I'm not quite sure where I came across the word we are open education resources and and that was just the, you know, I, that was my lot of the kid, I felt as if I'd one model. That led me to creative commons and their institute of open leadership I was one of the first cohort I was in 2015. I was in Cable Green because cable, who was one of our facilitators is he's he was my mentor he's not my very good friend he works with creative commons I'm a creative commons T shirt I love to share. So, you know, I can call it in, you know, the night cable is always, it's always open so it helps to have to have an and an upline. I have since gone on to do this certificate in creative commons which allowed me to understand the world licensing you will notice that this presentation is licensed CC by, which means that you know you're free to use it. And my last for in the field now because I'm not interested in advocacy was a course offered by the OS last summer in open government. And that was for me that the icing on on on the case so that really essentially is my, my journey to we are. I started out with a desire to have people access education as reasonably as possible, but there's no more move to the ways in which people can can can access material using the the OER. So I started out in my final slide. I've run about five minutes so how do I connect with people. I actively seek out, you know, groups like this, whether it's a webinar, it's a forum, it's just a meeting to find out what's going on out there. It's not a very popular thing in this part of the world. And therefore, I allow my work is then outside of Barbados. I'm active in creative commons. I remember the open education platform. I recently took part in the global in the committee for the global summit which is going to start in a, in a few days. And for me conferences are critical so I was in Paris in 2018 at the open leadership summit viruses is my son lives there so it was sort of a dual a dual purpose. And last year, I participated in the open education conference. Can you say more portable like we are not appreciated in your location. It's not appreciated. It's not known. People don't know that when I run my seminars and every every year I do run at least one seminar on a on a year. You know, people are fascinated what things are free but you know, there's there's Q&A, and there are others to talk so we can come back to that later on. I connect then by global for like, like, like this one. And I meet new and interesting people I met Nathan purely by chance he posted in the open education platform group, and I thought hey that was something that I could, I could get involved in. I wrote an email. And to that. Here I am. That's who I am Paul Blackman. I'm a language on the one hand. This is educational on the other. I'm able to marry my two interests in language and technology. And I use we are, and I encourage the use of we are in in course development. I use it in, in, in my own courses. So I'm going to I'm going to pause there, and then I'll be available for for questions in the Q&A. This is John. I met John only recently because John was also on that global subcommittee, John Jones in Africa, you can see where Africa is in relation to the Barbados. So, it's this kind of an activity that I want to be to be to be involved in and so I'm very glad for this opportunity thank you Nathan, and I'm happy to answer any questions that you have during the Q&A. Thanks so much, Paul. That's really great and thanks for giving the shout out to the CC, CC open education platform. You know, follow that link and to learn more. This is how most of us kind of got connected. So I'm going to I am going to hand that over to John Okawole. And John, if you just tell us a little bit about yourself. Thanks. John, you might still be muted. I think there we go. All right. Yeah. Okay, sorry for that. Thanks Nathan for getting on, getting us on this and thanks Paul for the shout out here. I've been doing a lot of things with Paul and the Creative Commons. So, quickly, I'm going to never mind. I didn't have a slide on what I could actually say a lot of what's within some couple of minutes. I got in just a little bit similar like Paul, I got into open education, I mean, into education technology from being a technology person using free and open source software. You know, so I've been way back, I've been using Moodoo and all that. So I got into educational technology like a decade ago. And two things are very, very important. I posted in the chat. One is the fact that I learned about Milo, the California State University of multimedia educational resources and learning online and teaching. And it's actually an open education system. So that was where I started to get the understanding of what open education and open learning is. And from there, it happened that in 2011 and 2012, I really saw Milo and I started to use, I joined them, I became a peer reviewer on Milo. And then I got to know about the University of Central Florida's BlendKit course, you know, so they are these BlendKit for blended learning. And most of the resources were actually open available that we could use. So I joined the program and I was able to kind of contribute. The two platforms that launched me into open education. And interestingly, by 2013, I joined the Yaba Coif Technology, the University Center there. Okay, so University Center is actually a liaison to the UNESCO Univoc in Bonn, Germany. UNESCO Univoc is a project of UNESCO. And they are into TV technical vocational education and training. So one of the things that they now started to move so much was open education. So it's kind of like I got the experience and learned about it and I started to use what I learned in forums and discussions and also we got acquainted with the comments of learning. That was very interesting because I was part of the Commonwealth Forum. And they did one in a joint in 2013. And I presented actually about Milo because I've actually gotten so much into Milo and I was like, this is going to be a very good one. That my community should be interested in, because the fact that you could see qualitative resources that are actually free and open for people for educators to use in classrooms is a very, very important thing that I talked about. And I presented about Milo at the Commonwealth Forum in Abuja in 2013. So that has actually been my movement. So when it comes to being a global educator, I guess I got into education being aligning to educators around the world. And from Milo, Milo gave me the platform that I was able to kind of like see, look at materials and meet with people that wouldn't really not have been able to meet up with if there was not a platform like that. So then being part of the UCL's blank key made me to understand so much about what blended learning is and how it's definitely going to be used. It's so amazing that when we look at the progression from that blended learning to moods, and then everything started to come up like that. We got what we, the essence of that through what the pandemic showed us in 2020 and the fact that there's a need for people to really put all of these things into perspective and design things for it. So now, in my own setting, we had a lot of policy discourse with the Commonwealth of Lening. I have facilitated a lot of that because of my relationship with Commonwealth of Lening, my institution. So they went up to the extent that there were trainings for policies to be done, institutional policies for open licensing and open learning and open educational resources in the institution. But, you know, one thing that I would say is this, this is a continual process. Being an educator, the definition keeps getting updated right now. You don't say that, okay, you're an educator and you went to school, you went to college and all that, and that's the end of it. Now, a whole lot of things are changing within the system, within the environment, with the course that you're teaching that you need to keep on moving and open education resources as a way of helping to reconnect into the updated system that we are into. And that's very, very important. I could actually tell you a whole lot of things, but I don't want to bore you with all the details because I'm part of the Creative Commons group of network. I know about, I know I learned living very well, and I met, I started to make with Una to through the middle system. So, but precisely, it helps you to be able to get the best of the best in the educational system, get to understand something more about the updates going on in the educational system. And finally, Nathan was talking about the fact that I should talk about OER enabled pedagogy and I think that was a discourse that I engage with a colleague with the office this past week. Now, one of the challenges that people have is this, getting to understand what an OER is and what's open licensing and how you kind of like marry that effectively. OERs, they are based on the five hours according to David Wally, they are reusable, they can be retained, they can be revised, they can be remixed and they can be redistributable. Now, what that means is that for OER enabled pedagogy, then it has to have all these qualities, all these five qualities in it for you to be able to say it is an OER enabled pedagogy. I wrote something, I presented at the PCF 2016 in Malaysia about creating an open pedagogy. So what happened is this, the more we started to focus on how this is going to be beneficial to the system, the better we'll see the understanding, a whole lot of opportunities will start to open up. I wrote something down here and it's something that I'm looking at because there was a conversation I was going on through the education platform. OER cost savings calculator, we need something, a design like that for institutions to start to understand how this is very, very important in our system. Thank you very much everyone, I'll be around for questioning and all that, thank you so much. Oh, that was not meant to cut you off, I was apologizing for hitting the screen and basically the slide, please finish your sentences, I think it's great that you're talking about OER enabled pedagogy and getting beyond just the license. Go ahead and finish your thought, John, and then we'll move on, you're okay, sorry about that. Okay, okay, thank you very much. So, like Debbie Wally said, OER pedagogy is the set of teaching and learning practices only possible or practical when you have permission to engage in the five hour activities. And the five hours I've talked about is reuse, retain, revise, remit, and redistribute. Now, one thing is the pedagogy, as we all know it is the process of instruction in the classroom. And one thing is this, that needs to, in fact in this day and age, that needs to continually revise and if you adopt an OER enabled pedagogy, now it helps you to be able to look at not, you're going to look at just a fixed system for operation because now with technology, you don't have to say, oh, this is how I do it. You don't have to have one single methodology for you to get things done. You can always change and look at, get feedback on the process. That includes very much the materials and the content that OER supplies you, that your content needs to continually be changed to reflect the system and the updates that are going on within what you're teaching, whatever subject it is. And that's very, very important. So, I'll say more about that in the question, if you need anyone to ask more questions. Thank you very much. Thank you, John. Excellent. Okay, I'll turn it over to Rosalind Warren who's instructor at Enterprise State Community College. Go ahead, Rosalind. Yes, my name is Rosalind Warren and I'm located in Enterprise, Alabama. So, I am a computer information science instructor here at the college and I became involved in open educational resources in several ways. First I've always been interested in open source software, because that is my background. And once I became an instructor, you know, teaching at a community college. I had one course where the textbook was almost $300 and I felt, I felt bad by having students pay this amount and I was looking for an alternative. So, I didn't know about OER at the time. So, once I started working on my dissertation that was in the area that I explored open educational resources. And I wanted to provide my students with a quality alternative. So, the way that another way that I became involved with it was like I said I worked through my dissertation which led me to, you know, of course I did a lot of research, but one thing I worked with the University of people I like what they were doing. And then I also volunteered with peer-to-peer university or to help them when they were working with the badge system. So, one way that I would like to collaborate globally using OER is looking at different assessments, making sure that the quality is on par with commercially available content. And then I also like to work with the content like develop content in a way that it is flexible so it becomes a living so that it becomes a living thing because a lot of time, when I was researching OER content to use in some of my courses, the information would be outdated and it would be like maybe in a PDF format, something that wasn't easy for me to update as I wanted to. So I really would. So I really wanted to have an alternative that's flexible, that's high quality, and that can be easily adaptable for my students and like sometimes I just want to use a piece of maybe like a chapter or a section of a textbook and maybe not an entire textbook or digital media. And what have you found, Rosalind, that works well for you in that respect? Well, I like to use, I think Google Docs is a good format to share resources and I've used that. And so then it's easy for me to update it modify it in a way that works well for me. But a lot of times just when I'm searching for content for my courses that fit me, that that fit what I need my students to learn and then I'm looking at the learning objectives. It's not always built in the OER content. And so, I think, so, so I would like to make sure I would like to work to make sure that it's scalable, that it's dynamic, you know, so it can be easily updated or change as becomes a living thing in a sense. That's excellent. Thank you so much. I'm going to go ahead and turn over to Mary Robinson, Professor Montgomery College. Thanks, Mary. Thanks, Nathan. Mary Robinson, Professor of English and Reading at Montgomery College, the Germantown campus. I originally became interested in OERs as a result of a professional development information session offered by our Center of Teaching and Learning. Now it's called Elite on Open Education Resources. So I took several of those sessions to kind of learn about open education resources. And the first thing that attracted me of course was providing students an opportunity to use materials with no cost. Secondly, to use identifying materials that were beyond the standard textbook. And I believe I had a slide there that included. But secondly, I just really excited about my second launch into using open education resources was a result again of professional development offered through our elite system elite center for professional development, a teaching fellowship for the United Nations Sustainable Development Goals. One of the core components of this was to be paired with another faculty member. So an opportunity to work with another faculty member from another discipline. We met and we came up with a common assignment and that was a business proposal. Together we researched open education resources for our classes and actually launched the same lesson in two different disciplines, but using the open education resources. It was an innovative business proposal across the bottom line was classroom presentations. So using materials, all have had a Creative Commons license. Most importantly, for the student experience, we were able to link culture and community finding literature and instructional materials that kind of related to the diverse student population that we serve here at Montgomery College. It was an opportunity for learners to create an opportunity for them to create proposals and I'll place that link into the chat box for our learners to create innovative business proposals and be invited to obtain their own Creative Commons license as well. I like most about this particular activity. It's almost like a dance, because not only am I just a teacher but I'm exchanging information with students as well. And the final proposals become the curriculum for the next semester that I'm using. So it is a dual role between a teacher and a student learning about other different open education resources. And that's the link of some of those proposals that have been developed into the chat box for you to review. Excellent. Thank you so much, Mary. That is really helpful. And I love I think the idea that you have of of it being this dynamic interaction between the students and the teacher is just a really helpful reminder and kind of goes back to john's notion of the. Oh, we are enabled pedagogy the way this can transform our teaching and learning. With that, in mind, I think on Arata hasn't joined us unfortunately yet. So I'm going to go straight to the q amp a and we've got plenty of time to talk so I definitely have a bunch of questions myself, but I'd love to hear from what other people have to say if you want to write something in the chat, or raise your hand I can. You can unmute and and ask a question or panelists also love to encourage our panelists if you have something you want to respond to someone else with that would be that would be great. Can I can I just kick it off with this thought and see what you all think about this idea of transforming the way we teach and learn or think about teaching and learning once we enter the space of open, whether that's openly sourced software open life open licensed educational resources. How does that transform our understanding of teaching and learning. How have you seen people change in your experience. I have one thing about it is I learned. Well, I know that I teach in a certain way. And when I first started teaching my students weren't really. I wasn't getting the desired results, but once I started bringing in different perspectives using open educational resources in different formats. So maybe they didn't understand the way that I was presenting the information but bringing in different perspectives help my students to understand the content and then, once we had a starting point. It was much easier to move forward. And that that's been my experience. For me the initial assignment of building a proposal was intimidating prior to using OERs. But after using the OERs and redistributing the curriculum and the examples to students. And now the assignment down more, you know, enlightening more importantly that they could select one of those 17 goals, and then connect a idea to their very own community. So even if they were here, attending Montgomery College but originally their birthplace could have been maybe, you know, Ghana or India, they were still able to develop a proposal idea that related to their, their native country. And I would say resistance because it's a 30 page paper, but afterwards of seeing what other students were doing. It's been less, less, less anxiety. I think one of the things that I like about OERs and I did this for the conference that I presented at some point back. I took three of my favorite books and held them up. And I said, you know, these are three great books. And if my students want to use these decks. They have them by each of them. If these are an OER, I could take chapter one from this one, chapter five from that one, and then the last chapter from this one, and boom, I've got my own book. But what I think really fascinating by students was when I was when I once told them, somebody came up with a very interesting way of explaining a point. And that is fantastic. I want to take that mission. I want to include that in the next iteration of this class and the student was just, you know, blown away by the fact that at age, but I was 16. His idea was going into a textbook that other people were going to use the following year. Yeah, that's one of the joys, one of the beauties of OER that the flexibility, the ability to mold to match because there's one book that I've used to have that I really liked, but it was a British textbook, all the other references were to England and so on. And I actually wanted to go with the publishers to create a Caribbean version of that text, but if it weren't OER, I didn't have to do that. I could have inserted all my stuff to make it relevant to the students. That's been my experience really. Thank you. I'm going to jump into a related question by Judith. Judith asks that what has been your greatest challenge in maintaining OER at your respective institutions. In 2013, I presented a paper at the PCF on seven, and it's about the fact that education was changing. That was in 2013 now, you know, what we are in 2021, but I figured out that technology was presenting a huge option that we all need to look at. And part of that was that what open education resources had actually started to become at that time and what we could benefit from it. But like Mary talked said, the resistance from faculty when it comes to change is one very important aspect. In my own institution, one of the things that the faculty enjoyed is the fact that they were able to kind of like design, write their own textbooks that they are using for a particular course, and then it should be sold and all that. Now, when it comes to kind of like OER and it's kind of, they're going to make this material available in the open and all that, it didn't really get on to them quickly straightforward because they look at what they are going to, what's going to be their own part, you know, savings and all that. But besides that, besides that, it's military against the fact that they will do even try some things because they feel, well, it's not going to really go the way I want it to be. And that's where professional development is key. We had an opportunity of meeting with the common of learning and they did a whole lot of professional development and policies were kind of like developed and then the faculty were encouraged in different ways and schemes to make sure that they develop OER. And I think one of the things that very, very important about making of that is getting to be relational with the students to present like Mary talked about the game that bringing these materials to the level of the student and making students to be like our co-creators in whatever you are doing in those areas. And if we start to look at things from that perspective, we start to see a lot of opportunities in developing so many things from whatever pre-existing materials that we have, that's why a lot of systems like, yeah, you may know is that we have, you could actually check out, there's a whole lot of open educational systems that you could draw on from and there are going to be a lot of materials that are going to be openly licensed that you can actually start to use to build yours. And that's the beauty about open educational resources. Thank you. It's great. Thanks for turning the question to Judith's question, which was in the chat. I wanted to shout out a couple of nice comments on sort of the transformational experience as well and Alan Levine shared a story. You can follow it on his at the link to his blog there. But yeah, does anybody else want to address the issue of challenges I'm sure that challenge there are similarities and differences from where we're coming from. I didn't say a lot about that, but just for that just respond to a question in chat someone asked, why are we are not appreciated. It's not that they're not appreciated, they're not known. And even when you, they are introduced, and this is where a bit of a challenge comes in. And certainly in my area, tend to be a little skeptical because they associate freedom with not good quality. And I'm sure that's the question that we've all had and I remember when I was doing a sit at the University of West Indies. And I invited cable cable green from creative comments actually speak on the notion of the quality of we are, because there's this feeling that because it is free. It is not good. And, you know, I'm often able to demonstrate that not very often not only are they good, they can often be better than some of the things that that you know that come out as as as textbooks. And that that has been I think my from my own from my own role, my my challenge will be to make the resources known one and secondly, to have people appreciate that because they're free. They are not of poor quality or low quality they're as good, or better than the so called published stuff from the huge public that caught a lot of money. Another question in the chat about just does anybody have any stories from their own students about how they how their learning has been impacted using open educational resources. I do I've heard back from former students that have been accepted into four year universities by also submitting their student example of their proposals. I've also had the opportunity through center and Mike Mills at the college of presenting with a student at global conferences to highlight the materials of being co creators as you said, of the work that they're doing in the class so indeed we hear back from students because these types of assignments using open education resources you're you're making them practical you're making them you know relevant to what they plan on studying in their future careers. So I've had some pretty good, you know, reviews. What I like about it is that, even if you're dealing with students who have ADA accommodations because it's important to talk about that to students still get to develop a proposal meeting the learning outcomes, and using relevant OER materials in order to assist students with ADA combinations to meet the common goal at the end of the class. Yeah, that's excellent. I mean it really goes back to Paul story about the student being feeling so empowered by having their words incorporated into the textbook similarly, you can empower students by having to present stuff and carrying you know work product in a portfolio, you know to their college application and that's so powerful. Anyone else some other stories. I guess I can I can jump into that. I did a presentation about a similar scenario of the PCF in 2016 I've actually dropped a link on the chat. It's about an art class. So the, the teacher is very good at what we talked about that it comes to it she comes to class she says okay fine. We want to do this but I'm not going to give you anything. It's an art class so now I'm just going to give you the directive then you go. Search out materials I'm going to give you leads, and then you come back and you give me a presentation of what you have been able to see so now a she brought brought the class into different. topics, and then the learners will go, go search online, pick up materials and all that, and then they would now tweak and design deaths. So from that, she tend to kind of like engage the learners into the system of learning, and then make them to see that okay yeah. There are resources available. We need to you need to understand that yet you go out and be be a researcher yourself, be able to kind of like get all of us and those are those are the beautiful things that are using like. OER or open OER enabled pedagogy that it brings or present into the class the fact that now you're going to be static into a particular system, and you would be moving in, you know, kind of like yeah what's the latest thing that's happening in this area go search out the material the latest content is actually been released on this so now it impacts the learners to always look out because now what we need to understand is educators right now is that so many things have changed after the global pandemic, and we are not going to be running on the system or the formal system that everything has to kind of like yeah it's going to be the same and all that. There will definitely be a continual change that we're taking on even the system so it has to start from the, it has to be reflected in the classroom and whatever it's been taught so. I thought that I timed that creating to creating. Yeah, there's good there's good contribution there's collaboration in the process of making sure that you're able to design and OER enabled pedagogy now keep on changing and getting better thank you. Excellent. Thank you so much, and I want to just point out in a daily in the chat notes that they CCC OER publishes OER impact stories and would love to hear from students. There's a link there you can send them an email to CCC OER at oe global.org. Send your stories out because these are the kinds of things I think that motivate people and also give people ideas for what they can do this is a great. You know point of this is why collaboration so powerful. So with that, I want to we have about five minutes before I need to kind of wrap up and and I was wondering, you know I asked the question at the beginning. And I want to pose it again. And, you know, if anyone in listening in and anyone here has some reflection on what specifically does it mean to be a global open educator what does that mean in your practice in your teaching in your or administrative positions that you have. And, and maybe just share thought with us in the chat or if you want to unmute or anyone the panelists you have a you have a thought on this. That'd be great to hear. Yeah, I did address it in my presentations I'm just going to touch it quickly but I want to hear from from from the audience, but for me it speaks to a willingness to reach out to others. So to give, but also to receive, and most importantly to share, hence my t shirt, I love to share, and I genuinely do. So you know, and that's one of the reasons why I, I've gotten involved in OER because I have a product that I can, I can reach out I can use I can modify it but then I can let somebody else have it, and they don't have to worry. My closing words, long before I got involved with OER I used to be training seminars and I would give my material away and nobody could understand but Paul how could you do that. It's not for me, it's for my audience so you take it you use it in your institution. And I had actually invented CC by without knowing about it, but anyhow, my, my, my closing words so the global of educator one is who was open to sharing to giving also to receive it. Thank you, Nathan. For me it's just really being intentional about an intercultural content and cooperating that into the curriculum and having access to create with materials with creative common license immediately, so that students can begin again to see themselves within the curriculum and like you say be co creators with the professor and just being open to change as a professor. If let me come in there. Being a global open educators actually opened me to a lot of opportunities in fact my educational education journey wouldn't have been possible without being an open educator and when I saw Milo I was very excited because I could give and I was receiving more than I am. I was given been a peer review I see a lot of resources and I'm kind of I would not have seen if I'd not been peer reviewing so that was really fantastic for me so and then when I joined blend kid cause I had to contribute to the next edition of it and it's actually been like that and being part of the creative commons is really really beautiful because now you meet people, you are able to contribute into the global discourse. Paul and I, we're part of the global CC summit that's going to be taking place next week. And also we are part of some other working group because we are we understand what it means to contribute. But at the same time while you're contributing you're getting more knowledge and getting more connected with all the details of what is happening within your system and it's very very important. Thank you. Excellent. Thanks so much y'all on great. Thanks for the shout outs in the chat. It's a lot of fun to read. So, you know, one way obviously I think that you can think of yourself as a global open educator is just to get engaged with consortia. We've, we've heard several mentions of the creative commons work groups. There's a professional development work group. There's also the open education platform group, which is where some of us connected. But obviously our own organization CCC OER is a great way to connect with people to learn more to share. And one of the ways the primary ways that we do that is through our webinar series. And so we've got it several excellent webinars lined up this fall. You can find out more information on our web on the website and register to zoom conference like this for an hour. And then definitely, you know, stay in the loop right so a lot of this stuff happens over email list serves. I'm sharing of the CCC OER community email is one of the best resources for finding and sharing new materials. OER wins and and kind of and troubleshooting things that you are facing that are challenges at your institution. So definitely get involved through the list serve. And then, you know, again, another reminder about the student impact stories. These are the things this is really where it matters. We at CCC OER about equity and access and success for students. And I think, you know, as we've heard today, OER does that in so many different ways and our community can help support each other as we provide that kind of support for our students. So thank you so much for joining us today. I really appreciate always the attendance at these events. Thank you. Thank you. Thank you to all the panelists really appreciate your time and efforts. And, and that is it for me. Thanks for having us, Nathan. Thanks for the time. I really appreciate letting you all.