 I'll stand here and not pace. That was just so lovely to hear from Vivian, I wish she was here for, I just immediately thought of a couple of threads from her work into mine, which I'll no doubt weave into this and maybe I can tweet her later, how lovely. So yes, so my presentation today is building on some theoretical work that you may have heard about for open education and social justice and I want to present today some empirical results that are still in publication. So I have a book chapter accepted and is in review process and that'll be released towards the end of the year in a book about inclusive education as a human right and so this is one slice of the PhD study and it's looking at some good news about some work that really is making a difference and I'm using the lens of social justice to explain why I think progress is really being made. If you tend to look at it through that lens of social justice there is some reason to be happy and so to begin with I want to also just recognise the help I've had from GOGN through the whole course of my study which continues but also specifically funding me to attend. Otherwise I would be remotely speaking to you from Australia. Also I want to acknowledge how supportive the Twitter community has been contributing ideas and feedback on the work as it's developed and I welcome that. I'm Sarah Lambert Oz, I really would love to have lots more people following because that means I can have more conversations and feedback so I really welcome that and feel free to chat that way anytime. When we're doing work on social justice I just want to position myself so you know where I'm coming from. I am a learning designer I have been a learning designer working in a regional uni or my career or two regional large regional unis in Australia and that positioning as being regional other than city dealing with low socioeconomic communities is just a business as usual reality is something that and as a strength you know as a place of innovation and leadership and strength is something that informs my work absolutely but also I'm the first in my family to attend university and that is a big thing for me personally and in Australia there's lots of people of a similar age who were given an opportunity to have free higher education which is no longer there and in the universities where I work there are typically you know in a in many teaching and learning forums over 50% of the people there will say I'm first in family so this sense of social justice in giving back is strong and and it's big for me my mother I will be dedicating my thesis to my mother who did not have the opportunity to attend university and suffered really on all of the levels that you can financially emotionally socially excluding sexual harassment abuse underpayment the whole lot you know and as a single mom I live through that and she said to me get a degree Sarah you'll be taken seriously and it's something that meant a lot and being taken seriously has been a long arc for me in my career and in short I have I have my own struggle juggle death gender regionality all of that's tied together so I have that lived experience of both being included and excluded and the you feel the difference keenly so this is a big topic I don't claim to have any other lived experience of these social justice issues I want to be clear really gender and regionality is something that's lived and other things I just feel connected to and that's what's driving I think where I needed to do this research but I'm still learning be kind I'm still learning I was so thrilled to hear Suming's alternative lens I'm learning so much from collaborators so it's I'm here to listen and reflect so I started this research problem as an open education practitioner who had vested a lot of time in approaching that open education courses as social justice to give back to underserved learners became a kind of difficult reality in about 2014 when the data stomach started to come back that all of that MOOC investment that a lot of us had a lot of high hope wasn't actually hitting the target so I think Diana Laurelard sums it up here and I will just read it so the demographics of massive open online course analytics show that the great majority of learners are highly qualified professionals and not as originally envisaged the global community of disadvantaged learners who have no access to good higher education and from a gender perspective I was particularly frustrated with this sort of Emanuel's research coming out and confirming that particularly within a lot of the topics that were happening in MOOCs which is at IT and business and a kind of technical topics predominantly young males seeking to advance their career I'm like that's great that people have an opportunity to develop but I thought we invested for a slightly different reason and we invested a lot what happened to that aspiration what how do we have that rhetoric and the reality be so different how did that happen and more importantly than how could we do that differently so that's roughly been the trajectory of the research question first how did it happen that was an interesting journey and I have written about that and but this section is about how can we do it differently which is the nicer side you know the the positive news story so in the book chapter I I selected seven case studies of open online education as social justice and five of them were taken from this major empirical systematic review done which is a global search of the literature for cases meeting those social inclusion or student equity objectives 2014 to 17 so there were nearly 50 studies many of them were staff and policy which were really interesting but I did a second qualitative analysis looking at the case studies where there was some evidence for enablement of particular cohorts of marginalized students and the thing that was really fantastic looking at those is the richness and and they did do the job at some cases amazingly so and those programs were reaching over 200,000 disadvantaged learners so it's not an insignificant number and it has potential for this kind of different model which often has blended support face-to-face study groups for example online ones and face-to-face local community partnerships developed out of local needs for people facilitated by local people was a sort of common thing and so there is a potential to scale some of these up but it's doing MOOCs differently or it's doing that that that kind of thing I also did two brand new cases one of them was Sea of Ula and and one of them is an Australian study so I've had to sift through all of that and and the book chapter does seven I'll probably only get a chance to do a couple today but I'm going to leave the details in the slide so you can follow all of the seven at the case I analyze the cases and that sense of success through the lens of a new definition aligned to social justice I'm actually going to read this because it's key to how I'm proceeding so what I suggested in my in my proposed definition is that open education is the development of free digitally enabled learning materials and experiences primarily by and for the benefit and empowerment of non-privileged learners who may be underrepresented in education systems or marginalized in their global context you'll see primarily by and for it means there's space for other options but it just puts a primacy focus of where the need is greater and then I have a success measurement I'm proposing that success can be measured not by any particular technical feature or format but instead by the extent to which they enact redistributed recognitive or representational justice which are roughly speaking the economic the free because it's too expensive side the recognitive the social the multilingual the multicultural the gender identity side and the representational which is the kind of voice of the learner the voice of the community speaking for themselves for example black voices telling black stories not being told by by white voices would be the classic example there or indigenous knowledge as leadership you know not being something done too so those are the frames so you would have seen the textbook broke this is an amazing campaign I watch with some interest from Australia our students are not on the campaign trail yet but they may be soon so clearly you know free textbooks is an act of redistributive justice you redistributing resources from to people who by circumstance have less it's very simple concept it's the most long-standing one but also recognitive justice is so important and I'll read this quote and you'll see that for Ruggeda Ali and it might be able to afford that education but is Ruggeda Ali getting a job at the end in the same way that her peers so after completing this qualification in Australia I applied for many junior positions where no experience in sales was needed even though I had worked for two years as a junior sales clerk I didn't receive any calls so I decided to legally change my name to Gabriella Hannah and I applied for the same jobs and got a call 30 minutes later and this is Ruggeda Ali from Sydney and unfortunately if you care to look this research is long wide and deep and put in every single country so this issue of you might have a job but do you have decent work that pertains to what you've studied and are you getting those jobs at the same rate that people who are called Gabriella Hannah are getting and the answer is no so as educators interested in justice for our students it's not enough to make the thing free we must think about what is the thing saying you know and who gets to say that and I think open education resources and practices can embody all of those things and my study suggests that when we do it you get some great outcomes so I'm not going to drill into that I think I've given enough examples so let's just move through here's the seven cases what I did with this little summation I actually looked at 20 exemplars and then I evaluated them against the three forms of social justice and I did the old the tick box there and then these were the seven that tick the most boxes literally and so these are the ones that that made it into the shortlist so you will see that all of them are redistributive justice where there's a regionality to it they're reaching regional students the second one they're benefiting women primarily and others they are recognizing the social the multilingual so multiple languages and they are allowing a voice to come through that represents marginalized learners so for example in the in the multilingual I see to move for European teachers in that program it wasn't just that it was free in the Recognitive Justice column you have the fact that they're actually participating in their local language with not one not two but seven different local language facilitated groups and that was enormously powerful and I think something that has a lot of potential so the English is the language of instruction their English is pretty good but the confidence to speak in your own language in your own voice with your own people to your own context and that's when the representational justice comes in make it local for your school make a lesson plan that speaks to your community of course that's going to work when you can communicate to your peers as you go along so that's a powerful one the South African multilingual maths and science text this is the sea of all the case for people who know that leading organization and they produced an online platform to help a whole community co-author in multiple languages and so this one allows for example through this diagram you can see that they leveraged volunteer labor they hired hired labor as well to facilitate workshops on the ground to build a community and then the online platform allowed for them to develop their voice together one of the neat things about this platform was that there was no role or rank so well they had very high ranking government officials and very modest regional school teachers in dirt floor schools making comments about how to best teach that and making a better quality thing in a couple of different languages teachers guide in some of the 11 languages so you can see the three levels yes it's free it recognizes the difference and it gives the voice to differences the three levels of justice working together so these are some of the cases that I've been particularly inspired by and there are more that can show those three in action but I think that it shows that free online technologies can give a little more to those who have less but we're thinking about the resourcing the respecting and the voice and I think as designers of programs we can think about social justice as a process in how we develop as well as in an outcome of what we produce so my my data is also showing that community can partnership with social communities not just technical platforms so not just partnering with edX to do a moot but partnering with a community school or employment agency broadening the notion of partnership can actually bring a strength to your program where you're speaking to and for a community and extending your reach to places you just can't go when you're sitting inside a university so that would be my key message today about some of the things coming from these exciting cases where people are doing it differently and reaching students who people are saying it's hard to reach but I say with community together with collaboration and social justice principles and terms as tools I think we can make a difference. Thank you. Well done, lively, lively Sarah. Great insights. Questions to Sarah? Questions, input, concerns? Good stuff. Well done, round of applause to Sarah. Thank you, I might just spend that minute just giving a plug to our GIME special edition open education and social justice so this is an opportunity to surface even more cases letting people tell their story in these different ways so we can all learn to think and do differently so this is abstracts in June papers at the end of the year we will hope to publish this special edition in GIME for OER 20.