 This was also the perfect stage setter actually for our next panel Which is focusing on learners and I couldn't imagine a better person than Katie Davis to be the moderator of this panel Katie is a project manager at the Ed school and she has been deeply involved in Researching how young people actually are using digital technologies for learning and what actually The role is of digital technology in kids life more generally, so I Will leave it then to Katie to introduce the panelists, but before we do that there is one virtual panelists actually Will not sit here But is here represented by an avatar and the avatar is real the avatar is Sandra Cortesi Sandra, please stand up and she will explain why she's the avatar For someone who's virtually represented in the room Sandra So good morning everyone. My name is Sandra Cortesi. As we said I work at the youth and media lab at Berkman And when we thought about this conference and we were preparing for it, especially for this panel We got really excited about it and thought that we will bring you the learners We will bring the learners one step closer to you So we went outside the youth and media lab and asked some of the students about how they use OER in a little bit broader sense So enjoy I was studying from this huge textbook Highlighting everything over and over again until I finally went on YouTube and was able to find some videos that Really helped and all the visuals were definitely descriptive and we're able to encapsulate what the words were unable to do So I use the internet for like when we get projects I use it to research stuff and I often go to Wikipedia and then once I get to Wikipedia I'll read it and then I'll go to like the van resources and then I'll find the Resources by clicking on them and searching them in Google So that's basically how I use the internet for searching on the internet. I like to watch YouTube videos Channels called SciShow and Crash Course Crash Course is about world history and SciShow It's about cool science stuff and one of the interesting things on SciShow is it does more modern Science and new things that people are discovering. I have had professors because of the cost of books and because of people going to classes Or not attending classes have podcasts available for the classroom So if you weren't able to attend the class you could listen or watch the podcast live on your computer at home And something that is really helpful is our class we have 14 kids in the class And we made a group on Facebook that we can use for any homework questions or if we want to read something Or just to know everything that's going on that's really helpful to keep updated I do a lot of media production work and I'm always learning so I use open educational resources every day I use forums, chats, online videos To kind of give me guidance through Final Cut projects if I ever have any questions I make educational YouTube videos on YouTube so my username is called GuineaPigsXX and once a week I put out Educational videos informing people how to take care of their own GuineaPigs from making their cage to what to feed them every day So I put out a video once a week and I have a lot of people subscribe to me and support me and comment on my videos And it's really really awesome I love dancing and I get all my inspiration from celebrities and people on YouTube And I hint to myself and I teach other people too so like I can get my dance moves out to people in the whole world Self phones are not typically allowed, but especially in difficult classes I definitely bust out myself and try to record any of the lectures that are happening or take a picture of the homework Whenever I have a homework assignment that requires some type of research I usually go to Google and then that leads me to Wikipedia, but my school often discourages Wikipedia And so I look at the relevant sources that are on the bottom of the page Wikipedia is also helpful just in terms of Finding the necessary facts or just raw facts about whatever topic I'm researching So I guess I don't listen to my school I took an AP art history course this year and I was required to take a or make a presentation on Massachio's Fresco and it was located in Florence, Italy. So through YouTube. I was able to really almost have an interactive and personal experience by Walking into the museum where it was located and being able to see details that I wouldn't have been able to find in books Internet I really like to look at that kind of cat Academy videos They really help one if I'm sort of stuck on a Math problem and I sort of can't figure out how to really do it It sort of puts it in different words of how to Solve it All right, thank you youth and media team appointment for this contribution And with that introduction or interlude over to Katie. Great. Can everyone hear me? Oh, I think so great Hi, so I'm Katie Davis and I'm I think I'm gonna be joined by my two panelists Jean Rosenberg and Vicki Davis no relation So as ours mentioned I work at as a researcher At the Harvard Graduate School of Education and in particular at our research Institute there called Harvard Project Zero And I'm actually Moderate I'm really pleased to be moderating this panel, but I don't come to the panel as an expert in OER by any means but I think that my research really focuses on Learners perspectives and how young people use digital media in various aspects of their lives So hopefully my perspectives will be be useful for this panel as we think about young people and how they Use and make use of OER So and I'd like to just briefly introduce our panelists and then offer some framing remarks before I turn it over to them So Vicki Davis right here to my immediate left as a teacher And the IT director at Westwood schools in Camilla, Georgia And she's created three award-winning international wiki centric projects the flat classroom project Which I believe she'll be talking about the horizon project and digitine And then Jean Rosenberg is a faculty associate at Berkman and also professor at Baruch College and the City University of New York's Graduate School of Journalism And She's done a lot of work around creating online resources to support news literacy and information quality education For the general public for undergrads and now thinking about high school students as well And our third virtual panelist was a wonderful way I think to introduce the topic in here directly from youth about how they are making use of OER both inside the classroom and outside the classroom So I'm gonna as I mentioned just start by offering a few Observations based on my professional experiences and outline a few challenges that I see are relevant to thinking about learners perspectives and OER So What the first point I wanted to make actually comes from my Experiences before I even came to Harvard. So that was before 2005 I originally came as a doctoral student at the ed school, but before that I was a teacher and I was an elementary school teacher And as a teacher, I really developed the conviction that if we're really going to Teach well and have kids learn we need to find a way to understand what matters to kids Outside the classroom. What's going on with their lives? And this is Joey was talking a little bit about this in his opening remarks Really understand how they make sense of their world how they understand themselves and other people And if you can connect what's going on in the classroom to that what really matters to kids I think you have a shot at being a good teacher and having some really great things happen in the classroom And I think the same thing goes for OER I think it is incumbent upon us as researchers Developers implementers of OER to really figure out. How are we going to connect OER? to what matters to kids and All of all aspects of their lives and make it relevant and engaging for them And so I think that we to be able to do that and to make OER relevant to young people in their lives We need to kind of understand who it is who's using OER and in what context are they using? Various resources in the way that developers intended them to be used because we all know that Often tools are not always used as they were intended But one challenge that I see is that it's very hard because all of these resources are open It's very hard to know Have very sound statistics. So Joey mentioned scratch in the scratch community and I know several folks working with scratch and They don't really have very good statistics about the young people who are in that community Because they they collect very basic demographic information and often young people change their age or they don't give their right location So one challenge that I see In terms of gathering information that we can use to inform how we make OER more relevant to young people is just trying to figure out Who's using OER under what context and how? So that's one challenge The other comments that I wanted to make Relate more directly to the research that I've been doing at project zero and specifically one project That's been ongoing since 2006 and it's called the good play project It's been funded by the MacArthur foundation MacArthur Foundation's digital media and learning initiative And what we've been doing is studying the ethical dimensions of young people's media use So how do they contend with the thorny issues that they? Encounter when they go online and for the last seven years. We've been talking to a whole bunch of young people and thank you, and so You know, we've been talking to kids all the way from middle school through post secondary school and we've also been talking to teachers and and their parents and so One thing that we've observed and we feel very strongly about is that young people need mentors and supports And on the good play project we think about two types of mentors And two types of supports vertical and horizontal And Joey mentioned this as well the need for coaches and facilitators. So We think about with the vertical supports. We think about teachers and parents and how they can support young people in using Digital media and in this context. Oh, we are and also I think horizontal supports are very important particularly in informal contexts And what young people are learning from each other? So our research suggests that they're not always getting the supports they need particularly From teachers in the classroom Often teachers are a little bit nervous to engage Young people with issues of digital media sometimes because they can't even access in the internet and various Tools in the classroom. So there's not really much opportunity to engage young people in that way We also find that some of the messages that teachers give to young people are ones about be careful Protect yourself rather than engage actively and responsibly with the internet community So we would like to sort of see that those messages change and those supports change from one of protection and Protect yourself to engagement and think about how to engage with others in a responsible ethical way And then the final comments that I wanted to make before passing over to Vicki is Something that I think was sort of mentioned by Joey and also in that we could see in this Video clip is there's an apparent disconnect between How young people are using media in the classroom and in informal context? And I don't know that they would necessarily I don't know that these two contexts would necessarily be so disconnected if If there weren't so many restrictions placed on young people inside classrooms And I think that there's some real interesting opportunities for Developers and implementers of OER to think about how they can play a role in navigating this disconnect And think about what is the relationship? between OER and informal context and also what goes on in in schools And could OER be used to bridge this disconnection between formal and informal learning contexts There's a lot of interesting work in the MacArthur Foundation's digital media and learning Network thinking about this idea of connected learning and Mimi Ito is doing a lot of work around that and I think that there's some real opportunities to think about how to leverage OER to Help young people make connections between what they're learning in all different contexts of their lives So with that I think I'll stop there and pass it over to Vicki. I think she has some slot slides I'm a teacher. I have to stand up. You hear me? If I thought if you know they always teach us teachers of K-12 if you sit down you suck the energy out of a room And you will lose your students. They'll start throwing pencils at the ceiling and such I just want to say that you rock It is I am so Excited to see what you're doing for education We love it. We are teaching our students try how to use your tools and how to use all the things But I am passionate about flattening classrooms and engaging minds That's the title of the book I co-wrote with Julie Lindsay Completely passionate about flattening the classroom now heard one thing yesterday that I'd like to dispel We are not consumers We are co-creators If you can get us in your networks co-creating Then you are sustainable You cannot do it by yourself. You know you can't do it by yourself. You're exhausted When is this going to take off it takes off when you engage? People in your network and you can follow my Twitter Twitter handles and that sort of thing But remember to see these numbers as people when my blog started six years ago I had seven readers for the first three months and I love those seven readers All I thought about with those seven readers now my blog is you know about a quarter of a million hits a month Which is very respectable for somebody sitting on blog spot But I still think of those seven I think of the individual teachers So if you can meet the needs of the individual teachers the individual students the growth will happen You will care about it. So flat classroom. What is it? We co-create on wikis Work together we do not allow students to be on the same team with anybody in their own classroom We are forcing them to collaborate. They create videos They must outsource part of their video to another classroom now when I first started black classroom It was just 23 students Julie Lindsay and Dhaka Bangladesh and my little classroom in Camilla, Georgia two weeks into the project We were studying Thomas Friedman's book the world is flat But we decided to let the students experience it look at current trends update the 11 flatners in his book And see what happens so they researched then they created a video You just don't start with digital storytelling. You have to research first and what happened after about two weeks Something happened. We didn't expect the students lined up at my desk at break I had about three of them and they said miss Vicki We have something to tell you and I thought oh no, I have graded a test wrong. I have done something wrong They're not happy with me. They said miss Vicki the news media is wrong. I Said what they said not all Muslims want to kill us You can't believe the news media you have to start thinking for yourself and getting to know people It's like oh my goodness. The same thing was happening in Bangladesh Julie had students come to her desk about two weeks into the project and say miss Julie Not all Americans are dumb fat and hate us They're nice. You have to learn to judge Americans by getting to know them She's like oh my goodness. This didn't have anything to do with technology We got together and we said you know what we can't stop so what's happened is we have a community of teachers now We're still two full-time teachers. We've hired somebody to help us about 10 hours a week And the rest of our projects are teacher source. This is how many projects we have now We have 5,000 students collaborating this semester our wikis run between 700 to a thousand students you can see all of them follow our Twitter handles And you can see what we're doing and where we are from kindergarten all the way up to college So this is what I mean by flattening. We have researchers pre-service teachers are some of our best volunteers We're working with professors in colleges. They assign them to be wiki mentors and they mentor us on the wiki We have expert advisors judges keynote speakers who record on YouTube. We have all kinds of ways to flat We involve parents everybody's involved in this massive thing But here's the thing to remember you need a vision students don't need to talk to the world or at the world They need to talk with the world. We've actually had a researcher Dr. Craig Union Researching find out that ethnocentrism after two weeks is minimized So what we saw anecdotally has actually been proven with fact now No network no sustainability No network No sustainability It's no way to full-time teachers could handle 5,000 students from kindergarten up to college It's not possible But when you harness the power of volunteers and teacher source things you can Four ways to build network that I want to leave you with because this is about challenging you for how can you apply this to open education? Create welcoming first impressions your handshake is extremely important That's how they get to know each other how easy is it to do help balls You need to have ways to bring people in if Wikipedia or whoever you had boot camps for teachers and said okay We're gonna bring in a bunch of beginners web heads does this Google teacher Academy is very popular teachers love certifications Give them a certification in your online resource have boot camps last impressions are also very important A lot of projects just kind of fizzle out you need to give them memories and milestones and then you have meaning Have so we have celebrations at the end and our celebrations have two purposes Number one to celebrate and give them a milestone number two to participate in what we call Kaizen Which is a Japanese term ongoing improvement your project? You don't have post mortems. You have an ecosystem. You are looking at it. You it's Kaizen. It's ongoing improvement Build community of practice. We focus on the habits of students. How do we start projects? How do we start class? How do we in class the three Rs of global collaboration our receive read and respond? Students do at the beginning of class the end of class But we cannot have class nurse theory of social networks apply here Which is that 90% are lurkers 9% contribute a little 1% contribute a lot that does not work in the classroom 100% Contribution is expected from everyone and that means when somebody asks you a question you respond You let people know what you did to that day. You let people know the questions you have We need meaningful learning analytics If you make us go through your stuff to try to if we assign for a student to watch a video or to do something on your platform And we can't tell that they did it Justin Reichel talk about today para data para data is very important to us Not just metadata. We need para data, which is created as usage happens And then also gamified in ways to give people social credibility especially teachers Finally Celebrate individuality and I have a typo there. I'm sorry Personalize your organization. We don't trust organizations. We trust people. Does your organization have a face? Can we get to know you and who you are? People trust black classroom because they trust Vicki Davis and they trust Julie Lindsey They know that we're not going to just say something that we tell the truth Personalize the learning experience for your learners Include people we are finding that our award winners in our video competitions are those with autism They're those wheelchair bound. They are students in poverty They are students dying to break out of the stereotype their school has put them into that's something We want more research on by the way because it is incredible the people that have been unleashed because of connecting globally Help them build it and they are there. Let them be part of the building process. They're already there with you Let them help you build your network. I just wanted to show this at the end Oh, this is Bill Buckler's four horsemen of the Wall Street apocalypse But I actually think it's the four horsemen of the it could be the four horsemen of the education Apocalypse if we're not careful. Mendacity, which is untruthfulness arrogance greed and stupidity There are companies hiring researchers and That research that's coming out. I'll tell you we're not believing it anymore We feel like they're researchers for hire and if you're a researcher Research and keep your integrity you should not be for hire And it's happening all the time. So there's a great skepticism with companies That's why we're looking for it for trust So let this be your force four horsemen of any educational enterprise that will succeed truth humility Honesty and wisdom. Thank you. Thank you, Vicki. That was great great observations about how to engage and really meet the needs of both the learners and teachers And so now I'm gonna pass it over to Jean who will speak about her experiences with OER And then we'll have I think a few minutes to engage the three of us in conversation Welcome everybody and thank you for inviting me We work on programs in collaboration together with the Berkman Center, and I'm a professor after college We're very interested in How do you teach students? How do we revise our educational system in order to help students to become lifelong learners? Okay, and and this is actually going to echo a lot of what Joey said in his comments. I agreed very much with your values and your focus and your Discussion of teachers transforming themselves into coaches Okay, so we look at the past we look at publishers including book publishers newspaper magazine and journal and journal publishers Broadcast outlets, you know providing information to audience providing information to the public and you had journalists who were trained you had authors who were experts and they would be Gathering crafting presenting information to an audience Schools assigned pre-selected information to students often in textbooks and lectures Now we go to where we are now the way that we get information has completely changed with the internet Information comes at us. It's in a jumble of propaganda and spin and marketing material and Credible information and not so credible information and high-quality journalism low-quality journalism expert sources blogs of every you know quality and character on every subject you can imagine And students are getting that information Often at home often in schools when we're talking about grade school students high school students They don't have access full access to the internet So where the schools in all of this schools by and large are still very much still Pre-selecting information and providing it to students and asking them to do the same things that students were asked to do in the past Which is to memorize information that is pre-selected and presented to them and asking them to to basically Study it to remember it to recall it on exams And this actually echoes what Vicki was just saying that students aren't just consumers the public We're not all just consumers. We're all now navigators on the internet. We're finders of information We're creators of information. We're sharing information. We're publishing information So there's a big disconnect really between the real world of how we get our information and how we participate in the information universe that we have access to and And and what the schools are teaching and what the schools are providing to students So basically our students have more information every day than anyone ever had before at their fingertips They have possible access and yet we're failing to teach students how to navigate that We're afraid in some cases of teaching students how to access information. We're afraid of risks and and We are in some cases as Katie said telling students that they have to be very careful. They have to be very aware and While there are some very important educational purposes to that There also are risks of making students so afraid and so gun shy that they're really reluctant to publish I've seen that in my teaching of undergraduates. I've seen a real shift in the last several years of students shifting from Basically having this view of anything goes on the internet. They can post anything. They want to Facebook. There should be no repercussions To now being afraid to post and being you're so concerned about Ramifications that they're really afraid to publish almost anything about themselves And so I think we need to figure out what's the right balance. What's the right message to give to our students? And I think that fear is is not the right message. I think the right message is empowerment Okay, so the challenge Students have the resources to become informed lifelong learners or they can become misinformed They can be responsible in their sharing of information and they can help to improve the quality of the internet of the internet And the quality of the information available to all of us or they can be spreading misinformation a lot of times It's very unintentional a lot of times what I found in talking to students Everywhere is that when it comes to the internet they sometimes it's almost like a suspension of disbelief Where something comes across on Facebook? They see it it looks interesting and they just send it out and they don't stop and think about is this believable or not I've seen journalism professors do that on Facebook post things that were not credible at all It's almost like suspension of judgment. They're not thinking critically about the information and yet They've got access to all of this information that should help to empower them to Inform themselves and to assess the quality of the information that they're getting So how do we help students develop these critical thinking skills to effectively search for assess verify and also Create and share accurate and useful information What one thing that I think would be useful in trying to help students to think about the veracity of information the accuracy of Information the quality of information is to think about what are the standards and what are the tests for? Accuracy or for credibility when you look at different disciplines across the disciplines So when you look at law and you look at what comes into evidence in a courtroom What are the standards for whether or not something is admissible as evidence? What are the standards in terms of you know, what's the level of proof before a jury could you know? Conclude that something is true or not true What are the standards in science? How do scientists? How do scientific researchers? Find or prove Credibility of information What are the standards in history? What are the standards in philosophy or mathematics? I think it's really interesting to look at other disciplines and then think about the internet and what are we ask our students What are your standards when it comes to what you believe when it comes to how you find information and how you assess the credibility of that information? I think it's important also to not lose sight of the fact that if we don't have an informed public If we have a public that that doesn't pay attention to or even agree on what are the common issues or the common facts You know, it's one thing to have your own opinions This is as Daniel Patrick Moynihan had said but everyone is not entitled to have his or her own facts and so What are the implications for society if people are looking at their own sets of facts and reinforcing their own views and not Considering the views of others not considering what are the basic facts not trying to verify information And I think we're seeing that we're seeing that in terms of a siloing effect where you have people who are who are Believing just one narrative and it might be completely different from a narrative that is believed by others And you're also seeing it in terms of propagation of you know rumors just to millions and millions of people without And it's just become so difficult to debunk So in the curriculum that that we've been working on And we approach it for both undergraduate students and also for high school students now and for even younger students The goals are to familiarize students with the importance of being able to search for evaluate and verify information So why is that important to give them guidelines and learning exercises to help them to search for evaluate and verify and Also to you know help them to become more credible contributors to information Those are some of the interventions all I'll add that on because I think what time is running out But just different ways of outreach and rules for OER Skills traditionally taught in journalism education such as how to find and verify information how to consider the quality of sources Those are the kinds of skills that I think OER can can help to bring to high schools because those those Faculties journals and faculties don't traditionally reside in high schools. I think there are a lot of great programs out there I think there are a lot of great resources out there retraining teachers as coaches which which echoes what Joey had said Developing and piloting and assessing new curriculum, which I think is starting to happen. I think a lot of it's experimental I think a lot of it's very interesting. It needs to be assessed and I think a lot more experimentation needs to take place And then also being aware of existing online journalism education resources, which I think can be really useful And I'll stop there. Thank you Thanks, Jean. So I Don't think we have too much time to engage in a discussion, but I do have a couple of questions For each of you and I think and some of them are geared more to one than the other So hopefully we'll get in two or three And then I guess the the idea is that any comments or insights that you have you'll bring to your cluster meetings So we won't unfortunately be able to engage you too much But Vicki, I wanted to start with you You talked a lot about and you've done clearly a lot of work around creating communities of practice That involve both teachers and students Within the same school and across the world and I wondered if you could reflect and share with the audience some insights about Regarding the particular challenges that you have encountered with respect to creating communities of practice and also Maintaining them and the norms within them Well, the two hardest schools to collaborate with in the world are in China and US public schools by far I promise it's almost easier to collaborate with China than it is US public schools because they block everything they don't I can tell a good 21st century school because they have a system for unblocking something when they need to you cannot have a World-class education without working with the world. It's it's not possible So the biggest obstacle is finding having the vision at the school to actually have Unblock individual URLs when you have a project if you have that then you have some hope of being able to collaborate But you know synchronous meetings are important let people meet some of you have some really amazing people That work for your organizations let teachers meet them have boot camps. Let them ask questions turn Interacting with your organization into a learning experience. I would love it if the Berkman Center had interactions A lot of us are studying social media with our students Have webinars and let us have students in there to ask you questions and to learn from you So I think that it's about it's about energy. It's about excitement You know, we are here for a purpose in this life. We want legacy We don't want to just go through our lives. And so giving people meaning and helping them understand. Why am I here? Kids are tired of wastebasket work They're sick of it They're turning things into their teachers and they see their teachers throwing it away But when they are able to work for a global audience, it's actually proven that a global audience improves student learning Give them that audience. Let them be each other's audience And I cannot underestimate the importance of what Justin Reich is going to mention today And I'm not sure if he's here yet is para data Metadata is created when you create an artifact para data is the data that is created by the users of that Artifact, so where did they stop viewing? How many people have viewed this how useful is this resource? What is the feedback on this resource? Who's using it because one of the factors and adoption is actually who is using it that you trust? So they may not trust you but when cool cat teacher says use this resource now You suddenly have a hundred people using that resource So it's getting into this network of teachers and we're on Twitter. The thing is we're gonna do this Whether without you we're doing it informally. We don't go through education We don't go we are teacher to teacher. We have spread through Twitter. We've spread spread through Facebook We've spread through our blogs. Nobody gave us approval. It's kind of like a citizen scientist In Japan nobody gave us approval to do this We do it and we're going to do it and if you make it easy to interact with us And if you let us bring our network into your space your network will thrive And it'll live past you and you can look back and say, you know, I did leave a legacy in this world Great. Thank you Sheen I was wondering so in your presentation and when we were speaking yesterday. We were talking a little bit about Then the needs of learners Today in this information Society and the need to really think about changing the curriculum And I wondered if you have any thoughts about strategies for doing that sure my experience with High schools has actually Been that we have been able to get access to high schools But the way that we've approached them is that we've had an outreach program That's been quite successful for reaching out to high school Newspapers school newspapers and to high school teachers who are newspaper advisors So we had a pre-existing program and then we use that to introduce ideas of news and digital literacy and information quality And we found that we actually ran a conference it was I think it was it was Supported by McCormick McCormick Foundation And it was I think the first ever news literacy conference for our high school students And we found I started making calls to teachers in New York City public schools and to administrators and found that You know schools wanted to send all their students or they wanted to send the whole class year We had no problem attracting students to the school or to getting our programs into the schools once you explain what you're about And it might help that we're in a city University of New York College setting so I think that becomes a magnet for students anyway But in terms of you know where do you fit this in I think that's a big challenge and a big question and My experience is in talking to social studies teachers that they're very interested in this curriculum and talking to English teachers They're very interested in this curriculum I think librarians are really important and can play a huge role But I think that you might find teachers in other areas as well We saw the example in that wonderful tape that um that's Sandra and the youth and media team put together Of you know students going online to teach themselves math I mean there are ways that you can integrate this into the curriculum Really throughout and I think it makes it more relevant my experience in teaching students is all walk into a classroom And the first thing I'll say to students is how many of you have smartphones? And you know now these days most of them will raise their hands and I say okay Take them out and they're shocked and I'll say you're the first teacher Whoever told me to take out my smartphone and I said well We're gonna use it because I'm gonna show you some stuff and I need for you to figure out Is this true or not is this real or not and you know you've got this tool there And it's gonna help you to to find information and you know so it's a question of engaging them And I think it can happen in many ways across the curriculum, but I think it takes thinking and planning and also Engaging the teachers and the school administrators in the process of designing programs that work given their own educational contexts and challenges Did you want to add to that well digital citizenship? We have a project called the digital team project and I don't think you can deliver Digital cities you're obviously engaging and talking to the students It let the students talk It's no way to keep digital citizenship that current because now geo tagging in location-based or issues Wasn't an issue six months ago The kids are compromising their own privacy in their bedroom look at the new yellow paint on my wall Snap a picture on their smartphone upload it to Facebook. It has a geo tag in it They have given the latitude and longitude down to the second of their bedroom How dumb can you get but they don't realize it the parents don't realize it's a problem either Something written six months or a year ago is not going to be updated So in digital in digiting we actually have the students We start with a framework of a book that we have a model that we have but the students update the content They write the wiki together They do the research together So I think the approach of involving students in discussion the other thing is fear-based does not work the internet is here It is not the boogeyman. It can be used for great things. I mean I get to take my students We've gone to China and India and Qatar and we're going to Germany this November the internet can change your life It can improve your life And I want my students to be able to capitalize on it because I'm in a small little tiny town And if I want my three children to be able to come back It's going to have to be collaborating and using the internet It is part of their future other thing I just want to mention it's very important to have students be able to do things they can't find the answers to on Wikipedia or Google the higher-order thinking Making them synthesize is very important And you don't wait till college so that college professors can get students who can think not just regurgitate Also teaching them to report That's the part that I think is missing a lot is teaching students to go out into their communities play the role of journalists And to basically go out and find information Verify information find sources of information not just create content without without the facts Okay, I think that we're out of time And but I just wanted to just in conclusion We didn't really get a chance to talk too much about the relationship or just connection between what kids are doing in informal Informal context and I think I would encourage you to think about that Today and and tomorrow during the conference. Just how do we connect to kids larger context? And how do we use OER to bridge? What I see as a disconnection between young people's informal informal education context Thank you so much Katie and panelists