 Who's going to talk to us about the troubling prevalence of apple's eye of sorrow and that open education meeting? Thank you, Jonathan over to you. I'll give you five minutes. Okay. You've got eight minutes and then two minutes for question Thank you. All right. I'm just going to jump in so Let's see so it seems to me that in a very short a very short presentation like this We have to have a way of thinking about it and my way of thinking about this is that coffee you get in Italy the little tiniest press alright. It's very strong. It's very short. It's like gone one gulp and You know that we know point in drinking American coffee in a tiny little quantity like that You wouldn't even notice you'd had any coffee. So it's got to be very strong. So I'm going to be a little bit I'm going to try to be a little bit aggressive And the other thing about Italian coffee is I take my coffee with sugar and so I put the sugar in and so It's a tiny little bit and I stirred I never put so usually the first sip is very bitter and then the last bit is very sweet And hopefully, you know, it leaves you with I'm so my the last thing I would say with Italian coffee Is it's so much better than American coffee? It leaves you with this feeling the rest of your life? You I go back to America and drink American coffee. It's like why am I doing this? It sort of colors the rest of my life in some way So hopefully I'll do something here which will color the rest of you Though you're thinking about things in the same way that having tasted that wonderful little short intense bit of Italian coffee Might change your attitude. So that's my model for what we're doing here. So let's see so Okay, so and here's my little bit of bitterness and controversy at the beginning I don't know if any here in in this context follow There was a controversy the big conference in the United States the open ed conference that happened in Phoenix just a couple of weeks ago There was a sort of controversy before it happened called that was called it was a hashtag was that panel Because there was announcement the last minute that there was going to be a panel that consists of a lot of commercial Publishers and also open stacks, which is not commercial and people was sort of this is the wrong group. It's not the right thing There was a controversy in the end They backed off on that and that panel was canceled. There was some bad feeling Twitter people got upset at what people were saying on Twitter So this this event kind of reminded me of something that I had seen about before By the way, so I have a lot more words on the slides. They're publicly available So and there are also links on the slide So I'm not I'm not gonna read the slides and I'm gonna leave you to if you want to go to the slides for more details so there was There was sort of weird things that happened, you know Maybe open education is closed the United States because a David Wiley who is the organizer of open income and sort of announced He was not going to be involved anymore. So people saying oh, it's over because it's not over It's gonna continue to happen But there was a weird sort of bitter taste in people's mouths after that event So this reminded me of something because I come from what I call the floss world Floss is the acronym I use for free Libre open source software It's better than just the phrase open source software and the floss world had a very similar kind of weird controversy a lot of bad feelings In 2017 it was the open source summit in North America and the keynote the guy who's the executive director of the Linux Foundation Got up at the podium He opened his Apple laptop and little Apple little Apple laptop was glowing there in this room full of people who love Floss free software and what the hell was that about people were wondering so I want to talk a little bit about Sort of the history of floss and why it matters in the open education world So when I talk about history, I like to go way back. This is Immediately this painting exists. It's in it's in the Vatican. This is the famous painting by a fellow of the school of Athens And so I want to draw the attention to two particular characters you I think are the beginning in my mind They're the beginnings of the open and the controversy of open happened in an ancient Greece Now I realize other cultures and people who know bet better history may have better interpreters of this But I go to the history of this. I'm a mathematician. I like the story of Pythagoras and Euclid So Pythagoras was everyone knows the Pythagorean theorem, right? He got had really great PR Actually, he didn't prove that theorem. He was a real weirdo. He and he was very exclusive About his knowledge. He he tried to keep things secret So he knew things and he killed someone who revealed a secret fact of his cult That the fact that this the number of the square of two is an irrational number They tracked him down and killed him for leaking that information on the other hand Euclid was a librarian He shared everything the book the elements of the Euclid is known widely its influence science and knowledge ever since so I think Euclid is my model of openness and Pythagoras although he had really good PR is my model of the closed attitude towards knowledge Okay, so gum for 2,000 years I think that Euclid has influenced the way we do science the modern scientific paper has a very rigid structure Kind of like the elements does and it's also very open the modern scientific paper has a method section a results section If you're trying to hide your knowledge, you wouldn't tell the whole world your methods But you wouldn't publish a scientific paper today without a method section So that's what motivated in the modern times this guy Richard Stallman from inventing the free software movement The GNU project and he wanted some information about how certain software worked and he said I'm a scientist He sent an email. He was at MIT give me your source code so I can change it and the company that made the source The program he wanted to change wouldn't share it so that was weird to him So I think there's a contract attention there between kind of closed software non-free software and the academic world We've been word that we've been very successful for 2,000 years We have to take a note of caution here Richard Stallman was recently discovered to have Really a nightmare attitude on the whole me too movement He was he has been sort of a very bad misogynist for his entire career He had to step back from many of his roles. So I know that what I'm saying here is sort of Giving him some pride of place and I don't think he really deserves it probably personal level But we when we have to you know, some of the things I'm saying here are Not so great in terms of strong understanding structure and things but what so anyway So floss as I remember that controversy in this open source summit was about this the title of the talk that that guy Got in trouble for opening his Apple laptop the title of his presentation was Linux on the desktop. So Linux is this operating system in the floss world and unlike Mac or Windows It's completely free like the open education movement. It's a oak free in all senses of that word And so the question is is floss on the desktop. He was saying in 2017 that Linux should be on the desktop Is floss on the desktop? Not really. This is a Windows machine here. Open it. This is a Windows machine I'm using right now In a weird sort of way floss has won the world anyway all of the majority of silicon processors on planet Earth run floss all of the servers of windows of Google all the servers of the Amazon web services, which runs most websites on the internet They all run a version of Linux. So it really runs the world Anyway, the internet's a mess and I'm gonna just skip that I'm running out of time. So Linux is so here's so How many put up raise your hand if you in this room, please if you run a free operating system on your main computer at home Got a few we got three so non-zero number, but a rather small fraction in this room So I'm excited to see so my question is so why not where the open community and open education Why don't we run open software? So here's my my guess as to why we don't this is a this is a great Screen grab of my desktop looks kind of weird and complicated one of things It's weird at worst about it is those terminal windows the ones with the green characters I mean you type commands to have it, you know in Mac and windows and Mac you're used to moving the mouse so my analogy here is You know in Italy weren't Italy. They're all these wonderful gestures you can make like so, you know You know these kind of things in Italian they mean, you know, so this is later This is I'll call you this is I'm hungry. This is let's get out of here There are lots of things in Italian, but you wouldn't give a lecture about physics Using those Italian gestures, right? You'd use words. So why do we educated people talk to our computers? With gestures and not with words So that's um, you know, so that the command-line interface that most of most floss operating systems use Is about for talking to your machine with precision and not just kind of making you know It's not talking with mine into your computer. You're talking with words, right? So And I also think there's a point in this community. Okay, so that You know, it's about we should use this system because it's about literacy We in higher education believe that learning things is hard. We're literate We have conquered the difficulties of learning or discipline and we think it's worth it. So And I just want to make one one of the main point and now the long the lingering feeling I'm hoping you're gonna have here is an analogy here So we all believe we all have all had the arguments with our car or discussions with our colleagues But why aren't you using all your why aren't you using open resources and open educational methods? And we say, you know agency you would have if you used open resources and we are you the cost There's also a large theme of social justice. I'm not even gonna repeat those For floss you have agency if you control your if you control your software, you know You have you cut the cost to zero because in the same way that we are free Free operating systems are free in the free sense in all senses the word free And there's a social justice aspect because you can control it and it's not Apple or you know The ghosted of the Steve Jobs or Bill Gates controlling your information stealing your information You can control privacy soon as much more social justice. So I think that what we in this community if we believe in Agency cost and social justice is three primary reasons to use open educational resources Why aren't we using those to have that same view on free software? Why do we tolerate the use of non-free software and there are great alternatives We should be using them you can start by using it right away the little change of perspective here I'm gonna have time for that image. So I didn't steal an image of the eye of Sauron from the Peter Jackson movie because apparently He's very aggressive at protecting his IP. So This is a star that someone scanned of the European Space Agency took a picture of the star and people say it looks like if you Seen the movies by Peter Jackson on the Lord of the Rings This is very similar to the image of the eye of Sauron was the bad guy in the Lord of the Rings This image is like that I so I think what I want you to do is from now on when you see people The other if you read the Lord of the Rings as I did when I was a teenager They the eye of Sauron is this kind of littlest eye. It doesn't have lids and it's very reused in flame and All of the bad guys the orcs all have it emblazoned on their shield So what I want you all to think from now on the lingering thing I'm hoping that you'll think is every time someone has a glowing apple on their laptop there like that gentleman over there who's What he has is the glowing symbol of some oppressive regime and You know when someone picks up an iPhone they have the glowing symbol of some oppressive regime Why every time you see that from now on think do I want to be an orc? Or do I want to be you know one of the free peoples of Middle Earth right? Okay, so that's that's my Jonathan thank you for this great nonetheless short talk Anybody having any questions? Yes, we've got one here and one over there. Thank you Hello What do you recommend for trainings on Linux? Like how do we learn to start using it? So the analogy with the analogy with open education is really amazing You know what would you say to someone who said I know I'd like to use an open textbook or open pedagogy And I don't know how you'd say well, there's a great community out there Go you know just Google it and look there'll be great YouTube videos on it There'll be how-to pages exactly the same thing that exists in the free software world You know there's a million introductions and a lot of it's a little bit scary But so is literacy to illiterate people right so you know read some of those how-tos and and and you'll quickly be able to use them Okay, we've got another question over there. Yeah, so I had two questions first Well, do you have a little eye of Sauron stickers to put on the Mac logo that would help? That's a great idea. I will make them And secondly for me it's it's pretty hard because I mean we run a lot of Linux stuff And I'd run a lot of Linux on all machines, but I work with teachers who need to see a recognizable interface Or I have all these kinds of reasons but for me practically I get my stuff done So and I do feel I have agency over my machine everything else, but I'm not sure if Me converting personally to something like Linux would help as a desktop. I Can't I don't have a short answer. I think it's a question changing culture just the same It's exact the analogy just want to lean hard on the analogy with the open education world and how we are world I mean we say to people, you know, it's so easy to keep using this publisher textbook and all the free PowerPoint decks and things that come with it in the same It's gonna be a little bit hard, but when everyone starts doing it it will seem natural then it will be much easier I agree I think but I think it's also a question of you know We talk about social justice educating people to be more you know open education resources Give students as active learners and therefore more active citizens in the same way teachers should be more active in control over their software environment and so you know we we need to convert our colleagues and and Then the instruction they give will make a better environment for the for the next generation You know we want truly, you know Participatory digital citizens for the future that's not gonna happen if they're on some platform when you know Bill Gates can decide He's gonna move an icon right I'll be over to some different location. That's that's not true agency So we have to I think we have to seize control over our digital literacy In this way if we're gonna have the kind of future we want so I agree there. It's you know, it's gonna take some work Okay, I think we can ask further questions at Jonathan. I We are moving on to the second talk Welcome. Thank you for attending this short presentation on how we use a wiki to get research results into education My name is Marianne and I'm from the library of Wageningen University in the Netherlands I give this talk of course From all the other colleagues working inside and outside the library Well Wageningen University is a university of life science So this talk will be a little bit on life science Did you ever wonder how Results useful research from research gets into society It's really because we we publish in in magazines in Articles in books and reports, but how does it come to society? Well, one good way to do so is to make it easy to get those results into education Because when students learn about useful results, they will almost Automatically implement them in their future lives and in their lives already here Um So you see it's going to fabrics and homes and and offices Unfortunately, there is a big gap between universities in the Netherlands and the schools for vocational vocational schools schools for applied science and we need to to fill the gap or build a bridge and How do we do this because we want to have the research in the education of the vocational schools Now if you make sure that teachers and Researchers work together creating educational Material then that's one way to get the results embedded in the education and As a side effect it also strengthens the relation between the universities and the schools now in Wageningen we have Kind of great project called works and that's about knowledge sharing and in this works researchers and teachers work together to create educational materials Lost man. Oh, yeah, and this educational return Materials are published on it on the platform of food canvas that's the green knowledge network. It's a network in Dutch I'm sorry. I'm coming to show you something of it, but it's in Dutch and Everyone teaches but also everyone in the world can find those materials on this food can is that website It's structured. It has a knowledge Bank in the top and but it's the knowledge the information is structured There are pages special for teachers on certain topics and of course we publish the big keys We make there on the platform also Now and you will see one of the teachers pages which is on dairy and in the left menu you see all the other Domains on which we make the information Available for everyone now On this teacher's pages you will find The knowledge pants of course and you see here. It's already filtered on educational material But you can also filter your results on the level of Education and you can see in in the bottom that are multiple resources Searched to find the information for the teachers We have made a lot of wikis already Open textbooks via a wiki and it's also structured in the top. You see general wikis But it's also on plant sciences animal sciences Environmental sciences and human nutrition sciences a Lot of wikis are in Dutch, but are also English Wikis already Wiki what what is a wiki a wiki is just a website or a database which is made by a community of users and They all can add and delete and modify information stored there And of course we all know the wikipedia as a very great Example of it wikis are also nice to it's a good tool to use in In teaching in learning because it's a way of getting the students active in learning because in via wiki students can discuss and and Make a project together they are writing and they are Evaluating so it's a very active environment for students but we choose to find to to use the wiki as Platform to make open textbooks because in this way teachers and researchers can collaborate working together to make that Textbook and it says the same way. It's just a community of users making this textbook There are a lot of platforms of course on which you can make a wiki, but we have chosen the confluence platform of Malaysian We also choose that because it was a platform we had on the university already, but it has nice Things because you can keep all your work in one space all the users I have their stuff in one space the materials in one space. You don't have to search You don't have to mail to mail It's a nicer place to work together and confluence has a lot of Macros it makes it easy to edit your work book. It is good in formatting You can embed media in an easy way. There's a good navigation macro So you can navigate through the through the textbook We already made a lot of wikis and one of the recently made one is in Dutch on information literacy and I show you this just you can see how it looks like how nice it looks like you can add Images and videos you can add tests you can add explain parts There's a good navigation. So it's a good textbook to use in vocational schools Well, here you see a screenshot and a picture of our beautiful library It's a beautiful building and of course the library will support this making of these text books because the library can advise on the copyrights They can find alternatives open material if the material used is Copyright and they can also advise on the platform you use But there has to be more because to get this textbook out of this scaffolding you have to To do something and the green knowledge that work team can help in that because they are Experienced in editing text specially for the web They are experienced in this platform and they can help out to make a nice layout of the book well The library has a lot of knowledge knowledge on finding and using text and the licensees on that So we feel it as our duty to motivate and and and coach and advise teachers on using these materials and And we would really like to Plan workshops in the Netherlands to let Researchers and teachers of other fields see how easy it is to make a nice Textbook in which recent the results are getting implemented exactly for the students in the vocational schools Well Thank you for your attention. Are there any questions? Oh, thank you So you said that like the wikis are a community of people so how when you when people are working on a textbook Do you have the students involved with learning also kind of is it or just that in this case? It's just the researchers and the teachers to get a Working eyes, but it's I mean if you thought of opening it up to the whole you know To cut the way Wikipedia is so wide open. Have you thought of opening more? I think that should be the next step to involve students in what they need to have in that textbooks but That's a step ahead Okay, thank you very much now. Thank you. Thank you, Marion. I Understand our first speaker has arrived. So we welcome Diego Morebello Hi That's all right, do we have a short talk do we have another one because I was doing three So I was thinking maybe we could ask the next one Is that it? That's all there is here What time are you on? Oh Well, are you just for ten minutes Well, because people Okay Good morning, I apologize for I'm being late here today My name is Diego more a fellow I'm from Colombia. I'm working now with a charisma foundation charisma foundation work for a digital rights or the fence of human rights in the digital area in Colombia and Latin America and I am here for for present to you the project the planet is the school All the photos that you will see in the presentation is in the In the development of the project in Colombia for a start I want to share with you this phrase of William of Spina William of Spina is a Colombian writer Of his book they wonder the the wonderful lamp where he analyzed current education and phrases a reading Education shall give a special place to thinking creativity communication socialization and happiness and the photo is in a Where we work with two different groups in in Medellin in Antioquia and this is a presentation of the your band a farm in in in Colombia during 2018 we work with the two groups one in Antioquia with the group Motivando Agial is a feminist group working with your band farms and a knowledge about technology and human rights and the another group is with a study from named a chain and 11 great in Fresno, Tolima Fresno is a population little population in the center of the of the country and a lot of the of the people living there is a Working in the farms the the idea was to establish connection between young people territory and technology a between these two groups But first I want to share with you a little contest one of four people in Colombia are part of the rural population and 45% of this population living in poverty now In the rural areas only 37% of the schools have drinking water It's different to the urban areas when you can see the same percent of the of the schools when drinking But in similar situation is the access to internet in the cities 91 of 100 have access to Wi-Fi or broadband but in the rural areas a only the 53 of 100 have this access of this privilege The internal armoured conflict in Colombia has released a balance of more than a million victims and more of 86% of the victims were visited in the rural areas and this is one of the reasons for the people or for the young people Want to go to the other other cities or other countries in in Colombia In the Colombia countryside education face an adverse panorama in which the lack of Technological infrastructure is part of a long list of basic service pending to be covered and by the impacts for the work Now we complete a 50 years in war in Colombia and now we have a very strong problem with the government because is a Ew, I don't know what saying in English, but it's ultra-decha very right right Yes What is the ghost a Explored opportunities to create a new way in the territory Taking into account that young people are thinking about their future what to do and seeing few opportunities in their village The nor is prepared personal and collective stories using different formats of says draw wings for the Saudis and greetings To talk about their own experience for the point of view as young people We work with three pillars especially creativity with the workshops the workshops that The idea the hot phone while learning while learning The nor is local entrepreneurship possibilities. I will explain this this Topic in the next slide and another is the no job technologies. I Was the the camera local network is a network for a share Academic content for the students in schools with without internet we connect router with Drought there at a local server and a computer and the the students connect a By Wi-Fi to the content and Another is amplified the question about the future and thin ways to resolve then use collaborate dynamics with high sense of luck This is the visit to to some local business the students choice how What business visit and this opportunity the they decide for agriculture mechanics beauty and ecotourism In order to find opportunities that generally in job people they need to stay and develop new ventures in your In your places They transfer the memories of those busy seem to draw photos and stories during workshops with artists This is a photo in an inclusive and a collaborative design workshop Where teamwork is increased and creation of new ways of generating content is very different for them because they don't Don't have access to internet don't have access to technology and after the workshops they created the news news video in the school by and for a study this photo is At the first meeting the planet is a school in Medellin when we Work with the two groups Is this opportunity we bring together the two groups for the studies of the rural area with the social group in the urban area For mutual learning and sharing knowledge Is it was incredible because the the young people from the Fresno to Lima and agriculture a all the time learn to the urban people a how How make better the urban farms and The another group a learn to the others a how work with technology for 2019 a local creators and artists were the leaders of the new shorts and new new workshops After hearing the interest of the studies they develop a series of tutorials to create new content in the project and the new Local network camera it was installing new schools and in addition now are working in tests for Expand the network to the community close to the schools not not only for the studies We have a some lens of lessons and reflections critical thinking to understand that the political debates on the internet be lodging to a community the very important for them because a We want that the people a empowerment in your communities And a fashion sense of justice harmony and respect for the dignity of the other promote the logic of the games the rules the creation of content and another is communication and value In recommendations recognizing support communities that have been developing tools such as local network technology Appropriation a Try to solve the lack of community or projects throughout sustainable Strategies and it's important to promote the base and forums in the schools And to integrate a human rights perspective perspective in all programs include inclusive the public policies bills related to the technology and education The plan is the school is part of the social user by key coordinated by OEC AD University in Canada, and if you have more information, please visit this links or This is another another photo of the meeting in Medellin Of you can Write our emails in charisma or visit the web charisma or that CEO Thank you. Thank you very much this interesting Presentation as anybody got any questions Thank you. Thank you. Thank you very much Matthew, thank you Now we welcome Matthew bloom. All right. Well, thank you everyone for coming here. I am very Excited to be able to see such a diversity of voices here in a relatively short period of time And I feel very privileged to even be able to speak at all here I would say that first of all this Idea that I had for this presentation was pretty ambitious because my idea was to connect The things that are going on in the individual classroom Through the experience of trying to connect a number of colleges across an institution and then even talking about how some of those at same experiences impact Multiple institutions who are working together on a project and and as ambitious as that sounds you'll find pretty soon that I was Trying to look for Some sort of major takeaways that kind of fit into all those things and a couple of common themes that I that I think I will mention This isn't going to be profound for any of you who are faculty or who have worked in higher education But faculty are oftentimes very overburdened already They they feel very busy and involving them in more work more projects Really requires I think additional Time they need to be permitted not just in terms of institutional policy But permitted in turn in terms of reassign time or some sort of Compensation in order to be involved in work and as you'll see one of the three projects that I intended to share with you today It what just it was a failure and the reason why it was a failure is because half of the faculty who committed to it in the first Place ended up feeling completely overburdened with all of the other Responsibilities that they had and had to pull out of it and of course that inevitably happens when you up when you Propose a session six months and it went a year in advance and then you never know so we'll get there But there are some amazing things and like I said I tried to find some themes where you know connecting all these different experiences and so I was like feeling like I was searching for a unicorn, you know the thing that's going to be you know Kind of the magical thing that you've got to do if you want to try to you know I'm Succeed in all your goals and of course they didn't find that so but I do want to share first the experiences that I had Just as an individual instructor employing some open pedagogical practices in my first-year composition courses This so just to give a basic context. There's it's not just first-year composition I'm also an instructor of I teach a course on ban books and censorship. It's an English language humanities course I also teach introduction to critical reading and writing about literature So kind of an introduction to critical theory. I haven't quite used the open pedagogy in that class yet But I'll show you a few screenshots some from some student projects that I thought were Somewhat helpful these this assignment basically asked students rather than Rather than focusing on writing an essay about Political speech and doing a rhetorical analysis, which is a pretty you know I teach rhetoric and so I'm I feel comfortable in saying this It's a pretty boring assignment to be given and most students don't like doing it And I certainly don't like grading any of them So instead I just kind of opened it up and said, you know identify a situation in your life where you actually apply Rhetorical concepts or where you find yourself involved in a rhetorical situation and soon They understand that that happens all the time, you know 50 times a day to everybody at least And so the point is is that they were supposed to find a rhetorical situation in their life where they were able to Apply rhetoric and really explain that in some form or another to others So we had as you can probably imagine, you know, I did not prescribe the form for the assignment So they were I gave them a topic I gave them the criteria for how it would be evaluated and all of the kind of competencies were outlined But I said create anything that that you know expressed your creativity in whatever way you want Ideally choose a form that would be applicable to the audience that you have in mind Which is going to be peers in your discipline not just me and so If you tell students not to write an essay and you say you can make anything you want What do you think the default form is going to be? It's gonna be a PowerPoint presentation that they'll do a PowerPoint present That was my experience at least you say don't write an essay do something else make something creative They're like well, what's the second thing that I was taught how to do in school and that's make a PowerPoint presentation So I had a few of those but some of them were pretty creative. This is one slide I have that I've had it up here for a while now But this is I show this because out of all of the prep student presentations that I got very few students And this is first-year composition and in a community college. So a lot of our students are not They're not as prepared for college as other students and maybe at a university might be and so very few of my students were really successful the first time I did this assignment in applying You know critical thinking skills, but also search methodology let alone finding creative commons licensed work and Properly attributing the work and and and all of those kinds of steps involved in in the open pedagogy that we talk about But this is an example of something Someone who was talking about you know going into the medical profession and using rhetoric in that profession like how you would present Yourself as a physician. Here's somebody who a student who was talking about their experience Professional martial artist and so this is this is their experience and you can imagine a student like this coming into my classroom Typically would be like why am I learning how to write an essay? I just want to do kickboxing or I want to do taekwondo, right? This is a completely different life experience But it was an opportunity for them to really demonstrate how the fundamentals of rhetoric do apply in that context I even had a football player take a video of a half-time You know that there's this kind of stereo in American football There's this stereotypical half-time speech right where you're you're you're you're losing in the first half and then in that half Time you go into the locker room and the and the coach says like you got a you know, pardon my French get your ass I'm sorry. It's not French. I guess that's an American expression. Pardon my pardon my language Get your ass in gear you got to get out there and win So that kind of a speech has a really motivational persuasive quality And this is a you too is just a screenshot from a YouTube video where the student actually took some footage edited it together and Discussed all that impact. I even had a student who was a theater major write a one-act play basically And this gave me the opportunity to kind of interact directly with the text in terms of how they were through their characters Demonstrating the the rhetoric. I also had my students doing this kind of applied rhetoric wiki if they wanted a default and this gave students the opportunity from one semester to to the other to actually add and and Adapt what students in previous semesters had done So these are just some examples of how this open pedagogy can work in the individual classroom and how open Can impact students in that way and give them a chance to share their voice Same thing I did in my band books and censorship class a wiki Where students in groups were able to look at different issues about band books and censorship in the United States and that History and then kind of give a an overview of it This is I just love to share this example because I don't know if you're familiar with this book or not This looks like a professionally designed cover, but this is just a student Work that a student did using Photoshop and some other materials to demonstrate their kind of interest in a particular band book And the feedback of course was mixed and I would love to chat about that later Some student when it comes to students experiences Some students absolutely love the creativity and some students want to write an essay Which I did not expect but they just want that to happen When I was talking about trying to connect us across Across different colleges. I kind of ended up just leaving all that out because like I said the we were trying to do a literary Anthology using press books, but it was we were trying to find you know 21st century materials to include in it and it was possible Maybe but very difficult but like I said we had a number of faculty pull out of it So I just completely skipped that part of the talk in the last minute or so that I have here I do want to talk about what we are doing across the consortium. I didn't really introduce myself. I probably should have done that I'm Matthew Blaine from air. I'm from the Phoenix area in Arizona. Oh, this is it. That's my time. So I'll just real quickly So the we did we are sub already I'm from the Maricopa community colleges But in the Phoenix area in Arizona Arizona State University is also based there We just received last year Or earlier this year a two point five million dollar grant from the US Department of Education to develop some sort of open textbook Pilot that will be rolling out and we partnered with Miami-Dade College Which is in Florida in the United States and Ivy Tech Community College, which is in Indiana So this is one of the largest universities in the United States as well as three of the largest community college systems all working together to try To develop open educational resources that are infused with active learning This is something that we are hoping to this is kind of a basic timeline here You can see that we've start we've kind of completed at this point of pathways analysis We are moving forward doing a pilot with English composition, which I you know I'm maybe biased towards it because I teach it, but I didn't really have much to do with that decision It's just because it's a really high-impact course a lot of students use those materials our idea is to focus also on on Supporting workforce development by by embedding in all of these active kind of interactive learning experiences a lot of the soft Skills that employers in our in our area and across our country and perhaps the world may be looking for So not just discipline specific competencies But those kinds of skills that there are kind of we've throughout the whole thing And by active what we mean is it's it's content that is responsive and that you can actually interact with and these are You know going to be open resources that we can share with others and others will be able to adapt So I appreciate you allowing me to go a little bit over Thank you Lots of creativity in there. Thank you. Any questions for Matthew? No Okay. Thank you very much. Thank you Our next speaker is yeah, they are I Know but I've been doing it for this for years and I still get hard palpitations every time I have to And I've got wobbly legs at the moment as well So Bonjour, no Buenos Dias joy morja But I what I want to tell you so this my presentation is pretty much Like a personal reflection a personal story So don't expect any big concept conceptual framework. This is just plain talking so and But it's the kind of it's something very personal because So 14 months ago and I moved jobs. I used to work for the Well, I'm not gonna get into the reasons why I moved but it involves me Working in the UK and a big bee Which is not the bee in my name. So you can figure it out But we can have a pint later on and talk about that anyway, so I moved jobs and I moved from Doing in my previous job pretty much five years of I was in a Research position five years of doing research research in open education and the impact of open education I moved to being a learning developer and I'll explain to you why the title But I remember Doing the I had to do two rounds of interviews while I was applying for the job in the Netherlands and The question that I that they kept asking me in in the interviews by different people It was always the same time, but do you realize this is a this is a non-academic job, right? And I was thinking Yeah, I know I read the description. You know, I'm here. You I write it is a non-academic job But they kept asking me and asking me about this and then it was funny because then I when I finished the interview I said, you know, if I don't get this job is because I am not I am just not a non-academic You know, I'm too much of an academic so and I'm saying this because Well, I did get the job in the end And I work as a learning developer and I work the idea of actually going back to the future It's like I now work pretty much in in course production Which is what I used to do before I do a different research But now what I do I do it but I do it in an open context, which I didn't have before. Did you get that? So anyway, so Let's go back to being a non-academic. So I'm a learning developer you can call us Instructional designers educational technologists, you know, it is this different words and what I do is At the TU Delft Once twice a year depending on depending on capacity what we have is we put a call out To teachers within the university and we asked them You know, would you like to create a MOOC? and at the only kind of What they need to do is like we just don't create MOOCs for the sake of creating a MOOC it has to be Related to supporting the sustainable development goals, right? But the thing is that we go through this around the proposals if you propose how to make a MOOC It's it's approved. Then you get me you get 200 hours of my time I'm what I'm gonna do with you as I'm gonna sit down I'm gonna pretty much kind of guide you through the whole process of You know, how do we design the course how we would produce it how we run it how we evaluate it So you could get me for nine months, which is pretty much the but the time that we have from approval to actually run in the the course and but one of the things and This is never underestimate the power of your learning developers It's like so one of the things all all to you delts MOOCs we We release them with that with a license with a CC license with it. It's like a CC by no commercial share like so You'll be surprised. So this is the first conversation. I'm gonna have with you if you're creating your MOOC So I sit with people on the first time I say to them Do you know, I'm not even asking do you know the license because you you know, we still and I know this is The you know, I don't want to talk about this maybe but I like on the ground when you work on a day-to-day basis with people With teachers with the students. They don't know the awareness is not there Why so this is a conversation that I have with them. Do you know and That we like to share so what we're gonna do is the course that you create We're gonna share it with the whole world. So the first conversation We're gonna have is about the implications of that. So not necessarily focusing on the on on the CC license but thinking it, you know, helping people reflect about what it is What you're creating is gonna be shared with the whole world. So what are the implications of of doing that? What are the implications in terms of helping other people reuse your materials and helping other people, you know At the same time doing things right And you'll be amazed at the kind of questions that I get I was working on a When I first started working one of the first MOOCs that that I started working with is a MOOC on it's called sustainable packaging for a circular economy and I was working with with a couple of post grads and they were you know, one of the videos they used in the course It was just there a video that they have not created and I said to them, okay What is this video coming from? I said, oh, it's the Ellen MacArthur Foundation. Did you get permission to use it? Yes, I said, well, how do I know I don't I can't see that's the permission is there, right? And the question I get is like, what are you a lawyer? I said, no, I'm your learning developer, right? So that's good. This kind of conversations cannot happen happen all all the time It's this idea of connecting so as a learning developer You you work with the big professors. They have the knowledge, but they also have very little time So most of the time what's gonna happen is that they leave the work to the students So most of the my time is not necessarily working with the big guys It's also working with the small guys who are just as big as the big guys, right? Because they're the ones that I guess into the work done. I function as that connection I have the conversation with you I plan to sit but I help you connect with other people Whatever it is that that you need I'm gonna connect you so that you that you can guess that you can get that If you think about it, it's not necessarily only doing MOOCs to do it online education So this is the faculty of design engineering and we're just celebrating 50 or 50 is anniversary and What best way to celebrate your 50th anniversary then actually? Reworking the whole curriculum and decided to go blend it all of a sudden so there my role is exactly the same No, we're not talking necessarily about MOOCs online education But I see it with with with teachers you're gonna come in with a problem say hey I used to have 50 students in my class now. I have 150 so we see this together We kind of have that conversation and I am able to bring to bring the To bring open into a situation so and to make a long story short, right? I think I'm into conferences and In open education so first it was a teacher's and then we needed their research You know we have to use they need the research the next thing is like we need the librarians We can do anything without the librarians next in all the students. We don't ask so we have which is all great So now I'm saying hey, you need to learn and develop right because we actually get things done We get things done. We reach places that nobody else reaches That you guys don't reach straight. So my point is Let's not talk in terms of tags and you're a librarian and you're a researcher So we're all in this together. We need to get it done And if we're gonna kind of separate it's not let's have you know, let's work together in in this partnership So my last thing is We're actually looking for one like me So if anyone is interested in coming to Delft and work with us there's a vacancy at the moment Talk to me and I'll be happy to I'll be happy to put your yeah to send you in the right direction. So that's it. Thank you Thank you be half for sharing your experience fantastic any questions About this key role of learning developer No, oh Yes, there is one question If they ask why? What Do you answer usually? So we start from the point is what I was saying to you that it's not always necessarily so we're trying to do MOOCs Yes to help our students in in TU Delft, but also to educate the world So there's part of the whole open policy strategy of the TU and so it's not it's Contributing to something much much bigger to whatever happens within the four walls of the TU and that normally they Oh, no, I do I need the idea. Yeah. Yeah. Yeah. Yeah. Yeah, I need to start from the very basic Hello Okay, one final question maybe over there right at the back. Do you know? Yeah. Hi, Gino That you're licensing. Okay. I looked at the licensing slide Why the choice for non-commercial sharing? oof We need more time than that. That's just part of Just yeah, that's kind of more complicated and it goes back to It's something actually that it's been it's kind of the default License at the moment it comes from a very long conversation at top level and what it is that we do We don't do what they want us to do. It's pretty much with this idea We are happy for everyone to kind of use this stuff But you know have that come if you want to go beyond you we still in a way not force people to talk to us But we need to know What happens with those materials, but it's it's much it's actually something the conversation is still going on because the other thing that we have is like I Can't say to teachers You know choose a license because this is the default So so now we're still a conversation is so so much bigger as in Why do we got you know, so I can't give you just the one reason because it's just not it's not clear at the moment It that's what it is, but that's not necessarily what it is Okay, thank you very much bear Now we welcome Anakumas Queen and Bob Russell Thank you so many toys I just need to put this one here somebody left a really cool toy up here Alrighty so while we get this open. My name is Barbara saw Hill I teach Spanish at Bowdoin College in Brunswick, Maine So very very north in the United States And I'm Anakumas Queen and I teach languages and translation at the open University in the UK And we are here representing in spirit our colleague Anna Bevan who is at the University of Bologna Who is one of our co-conspirators of this project? So what we want to talk about is a project we've worked on And we actually have a physical manifestation of this project, but we basically Worked together worked virtually. This is we haven't seen each other and since the first time we met six years ago We worked together on creating an open resource an open book of case studies Allowing educators to talk about their practice So let's talk a little bit about do I hit this? Yeah, I hit that okay. I'll hit that too. So this is where we met It was a conference that was Put on by your call the European Association of Computer Assisted Language Learning and it was emerging together of two of their special interest groups The computer mediated communication group and the teacher education group And what was fabulous about this is it brought people around from all over the world to talk about their open practices to talk about what they were doing with their students And the way they did it was everybody had to read the papers in advance And then we would sit in rooms of sort of like-minded souls and you would then be able to talk about with the people There were no presentations, but conversations and through this fabulous conference. We discovered there were an amazing array of Teachers doing incredibly wonderful practice, but there was no way for that their voices to to be extended beyond this conference So which one is it there? so we came up with an idea that We thought it would be an interesting idea to set about doing a book of case studies Teachers are have no time to to write Long articles much less Write a book so we wanted to figure out a way to make something that was very straightforward very practical distilling What they were talking about in their presentations to a very readable Concise format so this is this is what we came up with Shortcase studies about 3,500 words or less with a very specific template The context of their of their work the intended outcomes of their practice nuts and bolts What are the pieces and parts? Do you use wordpress? Did you use a MOOC? Did you how did you go about doing what you did? What was it like in practice? What was the response of your students? What kind of information did you glean during this process of using either this practice or this tool or this? Way of thinking and then finally a conclusion Very short very sweet But something that we felt was really necessary because there was there was lots of work out there That was very theoretical in its approach, but not a whole lot of constructive. Here's how you do it kind of writing So the book was published in 2013 and it included examples of the use of open tools for writing through blogs For connecting suitable partners for telecom collaboration experiences and for collaborative reading It reported on projects that create and repurpose OERs and open repositories so that people could host their OERs for sharing There were examples of sharing practice To support part-time and community based language teachers in particular who had very few opportunities to join professional communities And it also had some examples of using open practice and open resources To promote collaborative learning and to involve students in the creation of OERs and adoption of open practice And then finally it had a couple of examples of the learner autonomy using MOOCs for English language for English academic practice And using OERs to foster independent learning So very recently we felt that it was time to update this work and to see what the sector was doing around the integration of Openers in language learning and teaching So we took advantage that our original publisher research publishing had Announced the call for proposals for a pro bono publication So as part of the giving back campaign they were offering to edit a book for free so we put our Proposal together and they awarded us the funds. So they allowed us to publish an update to the new case studies We were aware that Openers was now conceived as a wider concept and our approach to openness which was wider than content and OERs We thought about openness as a mindset This is why the conception of open education that we've heard in the keynotes about connecting to the real world So we introduced the word beyond to our title So these are new case studies of openness in and beyond the language classroom So this has included this new publication has included also a section on creating and using OERs That's quite a nice spread of languages and also a focus on Inclusiveness and a focus on serving populations that are not well served by commercial publishing So for example heritage Spanish speakers in the US there are many books which are specifically for that population And it has also revealed that there are some complete Ecosystems of openness going on that the fourth the fifth chapter includes a whole project that Has students collaborating Creating OERs as part of a virtual exchange project and then curating those for students in in the following cohorts I think very interestingly the beyond proved very very fruitful and it yielded a lot of work of People connecting with existing communities and existing spaces and projects. So we had a couple of projects about translating Translating Wikipedia from the University of Edinburgh translating TED talks from the open University some people looking at MOOCs, which as you probably Heard here, you know There's the whole controversy of how open MOOCs are and some MOOCs are more open than others But using them as an open resource or as a resource that can be incorporated in this ecosystem of open And Twitter as well for language learning and then we had a whole and I presented this yesterday Our masters in translation has a whole aspect of independent language learning through resources, which are open and also just freely available And we also had quite a lot of interest around openness and teacher education Using open practice as a catalyst for professional development Also creating professional learning communities and this was a nice project where the teachers and the students were developing Literacy and reading skills in the Netherlands Around museum visits. So again connecting to the new to the real world And there was some aspect about exploratory practice and using openness as a way of supporting research now There are challenges in putting together this kind of project and a key one we found was representation and representativeness How representative is this collection of what is happening in the field of language education? We all Find the same problems, you know a lack of incentives by teachers to engage with this kind of project They don't have the time. They don't get remunerated What it does in terms of their own promotion and so on will be very little because this is not going to be considered research, for example There's also a barrier in that teachers themselves don't often feel that what they do is worth sharing with others They feel this is happening very much inside their classroom It's very contingent on that group and they're constantly updating it. They're constantly changing it And they don't think that maybe it's worth explaining it to others And the other Challenge that we found is that although we were aiming for a diversity of voices In the end most of our case studies come from Europe and the US And we thought well actually there's there's a language limitation. I mean we are language teachers We didn't think of getting our call for papers translated into other languages, you know, that's pathetic, isn't it? But of course we got examples from the English-speaking world because we only advertised it in English So I think there's a lot of You know things we can do critically to improve this if we ever get to do another book which we would love to do But at least we are confident in some to some extent by the fact that the book and the case studies have been picked up Across the world. So we've had readers from all continents And you know, we'll do better next time. We'll try and do better next time. Okay. Thank you very much Thank you very much, Anna and Barbara for presenting this excellent book. Any questions for Barbara or Anna? No Yes, yeah, the book I mean This is one of those rare print copies of it that we got as editors and authors also got given one print copy But the book is available on the research publishing website It's Creative Commons licensed and most of the people who access the book access the Electronic copy for free. Yeah. Thank you. Thanks for the question. Yes Okay, thank you very much. Thank you And our last speaker for this morning Karen So, hello, good afternoon So my name is Karen Meyer Klein and I'm the scholarly communications librarian at Quantlin Polytechnic University in British Columbia, Canada And I'm really grateful to be able to give you today this like whirlwind Presentation on the publishing services that we are setting up in the library to support the creation of OER on our campus So KPU is increasingly well known for our work in open education Our faculty are the top adopters of open textbooks in the count in the country and we established the first at DC programs in Canada Today we have seven ZTC programs with 700 courses that I have no required textbook costs The university's open education office also offers three different kinds of institutional OER grants to adopt, adapt or create OER And we in our faculty have been successful in obtaining several BC campus grants as well to further open initiatives in the institution So the KPU library had a number of tools available to support our ZTC programs in our faculty and other OER Projects and the main ones being press books and open journal systems And so for time this presentation will just focus on press books and our open textbook Publishing So BC campus offers a press books installation that is available to all faculty and staff in post-secondary Institutions in BC for free and so originally my colleague Caroline Daniels and myself Just offered workshops to faculty on how to use press books And the idea being would be was that then they would go away and like use it and create your open textbooks And so that didn't work So they would go away and be incredibly busy teaching and then they wouldn't have the time and by the time They did have time to look at press books. They'd forgotten completely how it worked. And so Often we found that they had world world files available of their books that were often like 20 years of teaching notes combined And I just didn't have the time to convert that into press books And so we decided initially to set up a press books conversion service But we would take that word file and just put it in press books for them turn it into a kind of an online work And so we started this quite small with two textbook two test books and an Institutional grant that we could test the concept with and establish our workflows And so this completely exploded it developed very rapidly and the service turned out to be really immensely popular And so we ended up needing more staff time. So we found some library technician time To help with reference formatting and similar tasks and we just did that because we didn't have any extra money to hire anyone So we just looked at what area of the library was not being used as much anymore in our cases was interlibrary loan And so we use some of that staff time to help us with the project And then we applied for and received an additional grant from BC campus to further developed But quickly turned into this full publishing suite that we called opus So initially our workflow was like this as the diagram shows Projects could be initiated by faculty members through an online form That we set up with some initial questions or they would contact us directly and then we would fill out to form for them And then from this form we would populate a charter where we set mutual expectations about who does what? And what deadlines are involved and then each project gets a library lead And so in this case that is just Caroline or myself But we do have on Open like email ticketing queue for all open related questions that the office of open education has access to as well So we can all support the projects at whatever given time they need that support and so then The work gets done. So either we convert from word to press books or the faculty member writes directly in press books And then we consult and support them and we do accessibility and copyright checks in the end And then so after several months of back-and-forth the work would be done and published Or so that's what how we innocently expected this workflow to to work out But we very quickly noticed that we had a couple surprises The level of editing and copyright support that faculty desired was much higher than we had expected In our conversion projects We noticed that the editing of something written in words is something suitable for an online environment Acquired us to be really active editors of the work in collaboration with the faculty members Also, it turned out that complex content was the norm and not the exception And so at the moment many of our textbooks involve a variety of multimedia and a lot of interactive elements that we're mostly doing with H5P at the moment, but we've also had requests for other kinds of things like virtual scenarios and annotators and Then lastly math and scientific formula were much more prevalent than we had expected So we've been working on a couple very large algebra and math textbooks And it's required my colleague and our library tech to learn latex Which has been a bit of a learning curve as we didn't know anything about that So to adjust to the popularity of the service and the variety of projects that are coming our way We're just adjusting our workflow as the service progresses kind of on the fly sometimes We're also trying to adjust the roles of other library techs where possible And we're trying to create some sustainability by having a new library tech position that is dedicated to to opus work We have partners in the learning center teaching and learning commons and of course the office of open education And we're in a we are expanding our educating role around copyright and general publishing skills to also have like offline and In time only videos and documentation available There's been a real need to formalize the service to formalize the service And so we're working on a on a business plan and opus will be officially part of the library's strategic Priorities and we've improved tracking especially on the projects that come out of these kind of grant applications And we've also set up our own KPU branded press books instance where we host all our materials And we're expanding the services to include peer review of all the publications that we put out Professional cover design we assign the ISBNs now And we also set up a local print-on-demand service because we find that a lot of students would just prefer to have a print copy of The textbook available And so this is our latest workflow, and I'm sure it won't be the last So you'll see it's much more granular and complete and it includes the peer review steps It includes includes graphic design and it includes the latest Publication and distribution steps as well. So we're just trying to really make it much more clear what we are What we're trying to what we're trying to do and how it works So what I'll leave you with is some questions to consider if you are thinking about setting up publishing services at your institution So first of all, like will you actually have the human and technical capacity to work on these projects? We're just a team of two librarians and one library tech and we also have other tasks And so in the long run this will not be sustainable Especially considering that I've only talked about book publishing and our publishing services also includes journal publishing And that is just me at the moment The other question is can you manage content that is interact interactive and iterative and Projects that are variable in scope and have various staffing needs because you will get Unexpected projects thrown your way that you have to have to figure out whether you can work with them Then are there areas where work is actually kind of slowing down and you can repurpose that staff time without having to hire a new people To help you with the work that is that is newly evolving and who are your potential partners in this like for us It was definitely the open education office Learning center has also been very supportive And then lastly a question that I would really encourage you to consider before you even start is what kind of projects Will you actually say no to because we haven't started saying no yet? And I'm really feeling the need to start saying no So yeah, thank you for your time Thank you Karen for another great open books project. Thank you. Any questions? Any questions? Yes, thank you We've got one here So I would like to take my one-minute space of question to hear you more about this no issue Can you elaborate a bit more on that? What kind of projects? Do you say no so at the moment? I've had some requests for projects where it seems to be this really elaborate like interactive thing that includes every possible mode of publication that you can imagine I can't even describe your project and at the moment I'm just trying to figure out what kind of tools I could actually use for that But it's mostly a question of manpower at the moment Like I just don't know how we're gonna do all these things and how we're going to support them, especially if They're really pying the sky You know desires that faculty members come come to us with like 3d models at the moment I don't know how to integrate those Like actually moving 3d models that sort of thing So it's mostly like we haven't decided in advance What we're accepting and what we're not accepting and that's kind of Becoming an issue because people assume that we're just going to be saying yes and I only have 24 hours in the day Thanks Thank you. I think there's another question here Thank you. I was actually gonna raise the similar sort of Point actually and it just sort of occurred to me that Part of the culture around being open and having this kind of global community is that we try to help each other and we try to kind of make the most of everyone's resources but we're not always good at realizing that comes at a cost and You have we haven't got infinite Charity to give to people and we've certainly found this or we try and help everyone But sometimes you do have to say actually we can't do all of those things that Openness is enabling us to do so I thought that was just a really important point. Thank you Yeah, we're actually setting up a latex service for other institutions in our area that don't have the capacity to do that Not 100% sure how we're going to do it, but we're gonna provide that as well for other institutions. So Okay, I would like to thank all our speakers in this morning session for really Inspiring great initiatives. Thank you. Thank you very much