 Good evening, everyone. I'm very happy to meet you for the last session of Open Education Global that takes place only online this year, again, but it's really nice to see so many people from all around the world, from Peru, for example, and from Vancouver and from California. I myself, I am in the north of France, and it's from South Africa to Yaco, so it's great. So first of all, for this last session, I wanted to celebrate the award that the speaker all had. So this is a small group of champagne, what we drink in France to celebrate such events, and I thought it was appropriate to this last session. Hello, James. So I'm really happy I was a speaker myself and we can really all congratulate yourself of having been awarded a special award. That is that we are all speaker for open education resources and open education all around the world, and therefore in line with the UNESCO recommendation. So this is really nice. I should drink. I am Perrin, Perrin the quite long. So you can say Perrin, if it's too difficult, it's more easy. I am a member of the Board of Open Education Global, and I am welcoming you on this last recommendation for cooperation, international cooperation to implement the OER recommendation, building capacity and developing supporting policies. I'm also interested by the thematics of micro credentialing, because I am not only working in open education within my University of Lille, but I am also an expert for blockchain and education, hosting a national working group, and now being the French representative within the European partnership. So this has to do with micro credentialing and I could say a few words at the end. I'm really very interesting to hear from you all. I am very glad to begin with Nicolle and Melissa Guadalupe and Vasanti Argiolo. Please go ahead. I leave you the floor. Thank you. I'm just going to share my screen really quickly. Can we see it? Yes. Yes. Hi everyone, my name is Nicolle Saad and I lead the education team at the Wikimedia Foundation. And Melissa. Oh, hi everyone. I'm Melissa. I'm part of the education team at the Wikimedia Foundation. And you'll also hear in this presentation from our colleague Vasanti Argiolo, who because of the time zone conflict couldn't join us today. So thank you everyone for having us today. We're here to talk to you about reading Wikipedia in the classroom. I'm sure most of you, hopefully all of you have heard of Wikipedia. We at the Wikimedia Foundation, we're the nonprofit that supports Wikipedia and other free knowledge projects. Wikipedia can be considered the largest OER in the world with the largest repository of human knowledge, let's say ever co-created with a community of volunteers all around the world. The Wikimedia Foundation supports the free knowledge projects and we support the community of volunteers. And today we're here to talk to you about the foundation's flagship teacher training program reading Wikipedia in the classroom. This teacher training program was first piloted in 2020 in Bolivia, Morocco and the Philippines. Before reading Wikipedia, we had often heard from teachers, parents and students that Wikipedia was not allowed to be used in the classroom. This was such a common trope that we thought we better do something to help defeat the misconceptions and actually be proactive in helping teachers understand the true educational value of this platform. Research even confirmed that though teachers often use Wikipedia for their own lesson planning, they wouldn't allow their students to use it out of fear of misinformation, fear of misuse. So reading Wikipedia aimed to shift the dialogue around Wikipedia and education toward one that recognizes its value as a tool for teaching media and information literacy, helping students to think critically, not only about information on Wikipedia but about all information that they consume. And we did this alongside our community. So the Wikimedia movement is a community of volunteers from all over the world and as the education team it's really important for us to help the community to be able to implement these types of initiatives in their localities. And it's also really important for us to ensure that anything that we produce is adaptable and localizable to local education systems. So in order to make this program as adaptable and localizable as possible be aimed to implement it in countries with very diverse cultures, languages and education systems. And we worked alongside our affiliates and communities in three countries, Morocco, Bolivia and the Philippines, and we hired local coordinators in each of those countries that supported the project from the beginning initial needs assessment stage to creating the curriculum, drafting the documents, all the way to the end in doing the evaluation research. We did this together. The program looked very different. And working in this way helped to support our goal of ensuring that reading Wikipedia was adaptable. It also helped to build these communities capacity to work in the education sector. And because we wanted it to be as meaningful to teachers as possible we decided to use the main components of UNESCO's media and information literacy framework to align our curriculum. And we included localized examples and example references to local policies and linked concepts that we learned that the teachers were interested in through an initial needs assessment in that initial needs assessment. We interviewed and we surveyed hundreds of teachers in these three countries to learn about their initial perspectives about Wikipedia, and also about the challenges that they were facing with their students when it came to accessing and evaluating information online. So we designed this curriculum with three parts, three modules, and each module is connected to these three main components of UNESCO's media information literacy framework. The first module is around accessing information, the second one around evaluating information and the third one about creating information. So we included in each of these modules exploratory activities for the teachers to come closer and engage with Wikipedia from a more critical point of view. And we included within all of these linked concepts also a section about OERs. Thank you, Melissa. So one of the sections that we included in the curriculum was around open and OERs, including Wikipedia. So we asked teachers to look at Wikipedia as an OER, a curriculum aimed to help teachers understand not only Wikipedia, but also other open movements. The reflection questions help teachers reflect on the resources that they use in their classroom and whether or not they would be able to incorporate more OERs. So many of the teachers that responded to these questions said that they didn't really use OERs that they preferred to use textbooks. The textbooks were the primary government provided textbooks for the primary resources that they used, but I'd like to highlight the response of one teacher who shared. I usually use books in the classroom in the classroom, not because I am a traditional way of teaching my learners but due to poor internet connection in school. But given the chance to have a strong internet connectivity I'd rather use the OER why it can really give my learners a better experience has high quality and offers flexibility so you can see that some teachers really didn't understand OER and some teachers had you know some kind of understanding and some teachers identified a lot of barriers to using OER so we hope that through this curriculum, it would at least raise awareness to what this was how they could incorporate it into their classroom in addition to whatever resources that they were already provided. And in the pilot, we shared this curriculum with the teachers through these three modules in the form of teachers guides that were available through a PDF. But in order to make this a really professional development opportunity for the teachers we needed spaces where we could connect both synchronously and asynchronously. So as part of the training program we incorporated synchronous training sessions that were led by our local coordinators and they were of course aligned with the curriculum in the teachers guides. You can see there an example of training session that we conducted in Bolivia that shows the agenda for the day. And then we have another image about if you go to the next nickel. That's what the training session looked like for the teachers in Morocco also led by our local coordinators, and this was done through a private zoom rooms in five different locations. For each module, we had two synchronous training sessions of about an hour and a half and it was an opportunity as well for teachers to get their questions answered for the coordinators to propose new activities and to provide further guidance as they move through the curriculum. In the case of the Philippines, which you can see in the next slide, we actually had a partnership with the Department of Education in Pasi City, and we were able to broadcast these training these synchronous training sessions through the Department of Education page. And thanks to that we reached thousands of teachers that got online, synced to this webinar, and participated through the chat very, very actively. We're also very lucky to have a Wikimedia from all over the world that were online at that time, jump into the chat and help answer some questions that the teachers were leaving as the local coordinators were providing the training. But that was one element. Another element for asynchronous communication that we used was the Facebook groups. And we decided to create these asynchronous communications spaces on Facebook, because through our needs assessment, we learned that teachers were already using Facebook a lot for the new online trainings for online communities of practice that they were getting more and more involved in the face of the school closures from last year. So we created these three learning private private learning groups for each of the countries. And in this Facebook groups, the teachers could see basically the same structure of the curriculum in the teachers guides, and they had a spaces to share the responses to these reflection and practical activities. This was also a way for the local coordinators to track the teachers progress, start identifying some trends, some common questions that they could bring into the synchronous training sessions and then share with everybody else. And this was a really good platform for a lot of teachers, but some teachers didn't really like it. So this also helped us learn what were some of the elements of using the Facebook groups that really engage the teachers and what were some of the areas of improvement for the next iterations of the program. And now to kind of get more into what the thinking about what we learned from this first pilot experience. We're going to play a video that was recorded by my colleague for Santihar Yono. She was in charge of leaving the evaluation stage of this pilot, and she will share a little bit more of what is it that we found and what is it that we learned from this experience. So, Nicole, I think you have to unmute so that we can hear the sound. Hello everyone. I would like to share some of the results that we found through our post program evaluation of the reading Wikipedia in the classroom. So yeah, we produce. Sorry. Hello everyone. I would like to share some of the results that we found through our post program evaluation of the reading Wikipedia in the classroom. So yeah, we produce teachers guides containing three modules and associated training assets which were all translated into four languages through their implementation in three countries, the Philippines, Morocco and Bolivia and more than 7000 teachers were rich. 580 participated in the full training program and 169 teachers earn a certificate. And yeah, overall teachers perception change and they became more interested in contributing to Wikipedia and affiliates develop skills to work in education sectors. Our affiliate partners also express readiness to implement the next chapter of the program in the countries and for the jump of readership in the Philippines, which I will show you the graph in the next slide. So average weekly views before the training it was around 28 millions and after our first training event, the weekly views jumped to 58 million. Like a 30 million plus jump of Wikipedia readership. And yeah, this is the graph of the readership. So over, as you can see over the past several years, Wikipedia readership trends in the Philippines have remained steady. We can see a significant spike at the beginning of the COVID-19 lockdown and the opening ceremony for reading Wikipedia in the classroom took place on September 22. And on average, each virtual engagement hosted by the Department of Education received around 5600 views with 22,400 total views and 600 teachers were enrolled in the training program which lasted until the closing ceremony on December 11. And during that time of implementation, we can see a significant spike in page views per day. Additionally, we can see that this increase is sustained after the program finished as the average page views is constantly higher than any time before the training program implementation. So going forward, we'll be exploring how this training program impacts readership when we have a large scale partnership with an education system as we look to understand what factors contributed the most to the increase in page views. So yeah, this training program was conducted in the Philippines, particularly just conducted just before the school year started during the pandemic. So it was delayed for some time due to the inadequate amount of online teaching resources. And by the end of the program, we found that teachers' perspectives and trust towards the use of open education resources as a source of information become more positive. And again, as we piloted the training during the COVID-19 pandemic, there was a demand for online teaching resources. And we saw the increase in readership and the overall improvement of teachers' perception on Wikipedia in the Philippines shows how teachers become more open-minded to various online resources that are readily available. So yeah, we also measured teachers' increased skills in changing perspectives. One of the outcomes that the training program achieved was the changing perspectives of teachers in the use of Wikipedia in education. So before the program implementation, many teachers were still doubting whether Wikipedia is a valuable source of information to be incorporated into their teaching resources in their classroom. And by the end of the program, no more teachers doubt Wikipedia as a valuable source of information and they believe that teachers should use Wikipedia in their classroom. And this you can see on the screen is one of the best final assignments from the teacher participants. We know that teachers were able to apply the skills they learned to their teaching practice because the final assignment we gave them asked them to create a lesson plan incorporating the media and information literacy framework and Wikipedia. And teachers also found that the program helped them navigate information on Wikipedia better. And the module helps them to use Wikipedia in the classroom with students by organizing activities to learn about new topics and improve their knowledge and research online. From the post-program interview, we also found that the program provided professional and continuous support while providing an online co-learning environment that allowed teachers to value Wikipedia as a pedagogical tool for developing media and information literacy skills. And based on the post-program evaluation also, we found that teachers were happy with the training program delivery. It contributed to their effort to implement virtual learning to their students as well. And teachers said that they liked the way the modules questions were publicly shared on Facebook Group. And that other teachers also have to answer them publicly on the group. That way teachers felt like they also learned a lot from other teachers' perspectives and answers. And in terms of building capacity of our affiliates partners, we found that local coordinators and affiliates reported increased skills to carry the following activities. And we learned that affiliates identified three main impacts in their capacity. The first being increased awareness of possible models for Wikipedia and education programs and capacity needed for the implementation. And then the second impact was increased capacity to establish partnerships and networks within the academic sector. And the third impact was the increased desire to promote more involvement opportunities with the education sector and actors such as teachers to join the local Wikipedia community and user group. I'm going to hand over the mic for Nicole to talk more about how this program is evolving after its first edition in the three countries. Thank you. Thanks, Vos. So with that, I'm actually going to let Melissa talk about how we are scaling this program through a training of trainers. Thanks, Nicole. Yes, so our next steps into scaling this program, one of the next steps is certifying new local facilitators, local coordinators to implement this program in a way that is again meaningful, significant, pertinent to the teachers in their own localities. And through that, we hope to build a network of certified facilitators who can continue expanding this and adapting this for this program. So starting actually next Friday, we are starting a training of trainers, online training trainers for 2526 people from about 20 countries around the world, who in the next eight weeks will get a deep dive into the building block. Of this program, it will learn about the teachers side of the experience, how to facilitate this, this process, this program, and how to create basically a project management plan in order to find local partnerships and continue scaling as well. So we're very excited about this next stage, and this will also include a little bit of funding communities and reuse of assets that Nicole will talk about before we run out of time. I know that we're very, very close to the 20 minutes mark. We are very close. We're almost done. So just to mention that this first cohort of 26 is the first of many that we will be facilitating over the next year and years to come. So for anyone listening who might be interested in becoming a certified facilitator of reading Wikipedia in the classroom, you can stay tuned. We will have further opportunities to complete the training of trainers. And those who complete the training of trainers have access to funding opportunities. So we will be allowing those who complete the certification to apply for grants, and we have grants that are specific for reading Wikipedia in the classroom at the Wikimedia Foundation. And we're also supporting partners, for example, the British Council who will be reusing the training assets of reading Wikipedia to implement in their own programs. And all of the assets that we created for reading Wikipedia in the classroom are under open licenses and are free for reuse. And with that, we'll say, thank you. I don't know why I cannot move to the next one. Yes, maybe there are. No, even more, we can take, in any case, yes, 10 minutes, not more, but 10 minutes will be right for questions. Well done. It's fantastic. I wrote already in the chat commenting. I think you were ready when the lockdown happened, and this, your figures are amazing. This is a typical for open educational community to have understood that it has a virtuous way to make it happen, sharing and learning and teaching the teachers how to use Wikipedia is a great idea. Who has a question? Alan, maybe. Yeah. Okay. I saw you. I thought you had a question. Oh, actually, to your comment, to your very kind comment, we were originally when we were planning this program, we were planning it as an in person training professional development program. A little bit happened, and we just quickly had to pivot and, yeah, rethink the whole implementation of the program from, you know, an online modality. So it was a very interesting experience for us, just making that. You reach. Of course, and it was very innovative and you are ready to take it. And so you reached many more people than expected actually. Yeah, definitely. I will just add though that for example in the Philippines we had the partnership with the Ministry of Education and that really helped with the reach in Morocco as a kind of contradictory example. And that really kind of relies on in person events and communication. And because of that, like, need to, you know, for example, go to the ministry and meet with someone in order to like really build that relationship. We were able to have the same kind of partnership that we had in the Philippines. So the community there still really believes that an in person addition of the training will be the most impactful so when it's calmer they they intend to go back to kind of in person training. And to compliment that in the case of Bolivia, the community there already has taken ownership of the program and they have there in the final weeks of implementing a second edition of the same program and actually an even more localized version with assets that have a visual identity that is closer to the Bolivian reality and they are looking into translating it to more languages from Bolivia. So, so yeah, so they are basically completely independent in implementing this program and they will they plan on doing it as a very important aspect of their education programming as a Wikimedia affiliate. And as you remember the first time I was in Warsaw for the Open Education Policy Forum, organized by Alec Takowski, that's maybe four years ago, and the lot of people from Eastern country were there and Russia said to us Wikimedia is our only source of OER and the only way we can create and produce and share and in the language because it's not so many people speak Belarus and this is why it's complicated. Sometimes for French people to say yes we are the Francophone community but we don't see how many languages for how many people it's hard to have good OER, good educational content even private in their own language. So learning and teaching with Wikimedia is a great tool. Well, and thank you for the details. Thank you very much. And we will leave the floor to the next one. Thank you so much. Hello. There they are. I'm very happy to meet you Farina. So where are you from. I am from, well originally Alberta in Canada but I am now out of Montreal, Montreal, Canada. And my colleagues, Dr. Michelle Jacobson and Nicole Nussling are also here to present while I get the screen share going. Thank you very much. I'm logging in from Calgary and Nicole where are you logging in from? I'm logging in from Golden BC. So we're in three different provinces in Canada right now. This is so exciting. That's actually how our group has worked remotely the entire time. Yes, we have never actually met face to face together this group. This is so impressive when you finally meet a day you will and it happened to me in the early September to meet a lot of people I've been working in the last 18 months and it's really something special. So it's great and it's possible to work online for years, but it's nice to meet also. So you will be presenting about application co-design as a part-specary pedagogy in an online graduate class please. I leave you the floor. I just found out that you're not seeing the right screen. You got too much. Yeah, I was going to say it was very exciting. Let's try again. Thank you for telling me that. Is that in the thousands that I saw in your inbox? Don't Michelle, don't. Okay, this time am I right? Yeah. My apologies. Let's start again. I was so delighted to hear the presentation before because I am an instructor or a session instructor and adjunct assistant professor with the University of Calgary. And I use Wikipedia in my classes and I support my pre-service teachers which are teachers before they become teachers or certified teachers in Alberta. And I might not be in the millions, but I felt I was participating in part of your project. So we are going to be presenting on open education co-design as a participatory pedagogy in an online graduate class. And we, as I have introduced, we have three of our team with us today and one of them was a student in the class that I taught. I was the instructor and then actually Dr. Michelle Jacobson was my supervisor for my doctoral work, but now now she's a colleague since I successfully passed. But it's really important for everyone to know before we start the connections and the interconnections for this project itself. So Michelle. And I know everyone's coming in to this session from different places in the world, but given our connection to the University of Calgary, the three of us wish to acknowledge the traditional territories of the Treaty 7 region in southern Alberta, which includes the Blackfoot Confederacy, comprising the Siksika, Pekani and Gainai First Nations, as well as the Tsutsina First Nation, and the Stony Dakota to the northwest of Calgary, including the Chinnoky Bears Pond Wesley First Nations. The city of Calgary is also home to the Métis Nation of Alberta region three. So I encourage you to put your, your land acknowledgments in the chat as you wish to acknowledge the many places that you're joining us from Michelle Nicole. Yeah, I'll introduce the team so it is quite a diverse team made up of, we've got faculty, professors, librarians and some students. A couple of us are not here today, but, but Mia for example was an undergraduate student who was working on this I was a graduate student. Christy Hurl is a librarian at the USC, and then our lovely professors and research team, Dr. Bart Brown who can't be with us today and Dr. Rena Roberts and Dr. Michelle Jacobson who are both here and leading the way so again it's kind of interesting but we've not met in person so this has always been an online remote virtual project which is quite fascinating. And the students that we're going to be talking about the students and the instructors, they were bound together in the leading and learning and the digital age program. This is a four course graduate certificate that's stackable towards a master of education degree. So the students start with a course in the summer on interdisciplinary learning and technology they do they take a course in the fall. We're primarily focusing on work that was really amplified in the third course, which is ethics and educational technology, and then they complete their course work in the spring. The work on this project though extended beyond the end of the course for several more months as the students who chose to continue the development of the OER, continue to collaborate with us and work on their chapters and go through several rounds of peer review in the next couple of months following their graduate certificate. So there's more about that on the website and I can pop the link in the chat window to find out a bit more about that four course certificate. It was such a privilege for me to teach the first course in that certificate this summer with 26 students who are on their journey like the one that Nicole finished a couple of years ago. So we're just going to start off to ensure that we have a common context of the terms that we're going to be using in this presentation. In our context open educational resources are connected to the UNESCO recommendations and specifically their teaching and learning resources is any medium, digital or otherwise that permit no cost access use reuse and repurposing by others. And then we decided to use Cronin's definition of open educational practices from 2017, which highlights the collaborative practices with that include the use of OER, but really also focusing on the participatory technologies and social networks for interaction, peer learning and knowledge creation and empowerment of learners. They are just as important to us as the use and and creation of OER. So with the research, we were really interested in the student interactions with each other with expertise within and beyond the course with the instructors and with the research team. We really wanted to understand both the design process, and then also evaluate the impact of this learning experience and the production of OER on their engagement and their learning. So the research question is there. We did a number of interviews so a graduate student did the interviews and anonymize them before the research team got to work with them we also surveyed students. And we also had of course access to the artifacts they produced and I put a link to that in the window. So we really wanted to explore the open learning design that came out of Verena's doctoral research and was amplified in this design process. So the four interconnected parts of that open learning design framework are clarifying the co-design process and negotiating each learner's personalized learning pathway, building and sharing knowledge. We supported learners in choosing how to communicate their learning and how and when to make their learning and thinking visible. The third part is building learning relationships and again it's not just that learning relationship between the instructor and the students but putting intentional scaffolds and supports in place to support students learning with each other and also connecting with others who could help them beyond the classroom. And then finally sustaining the learning beyond the course and the writing process I've kind of hinted at that and how the student learning extended across four courses in a graduate certificate, as well as extended beyond the end of the certificate itself. And so I'll tell you a little bit about how we moved through this course so we started out it was a course on ethics and educational technology so I was able to pick an area within that genre that I was interested in. So I picked 3D printing it was something I had access to at my school and I was really fascinated and wanted to dig into. So we picked that and I had to create a digital outline to start with, and I used Pharaoh's ethical framework to frame my chapter more or less. Then we moved into a one minute chapter pitch. So we had to record a little bit of an elevator speech about what our chapter was going to be about constructed a draft chapter that when it went out for external and internal feedback and so what we mean by that is I had a little cohort or pod of other students in the course that I shared my draft with and they gave me feedback and then I took my draft and I had to send it out to people outside of the university kind of bubble community. And they took another look at it and gave me more and more feedback and so we had various drafts, then it went into its final draft kind of final draft that got submitted and I got to decide whether I wanted to include that in the open book or I had the choice to not include it if I didn't want to. I did want to include it so that it went through another round of feedback and we had professors go in and really dig into whether I had cited everything properly. And we took a look at Creative Commons licensing and how to handle that. And then at the end, I ended up with a piece of work published in an OER, which is pretty cool. Now the book, the first version of the book is called Ethical Use in Technology and Digital Learning Environments, and we're going to post the link in the chat group. But what's really important here is although the research team and the instructor and the program director all work together for the introductory chapter, the book itself this press book is actually written by the students. It's a deeper appreciation of OER open learning and open education as a result of their participation and creation. So I'm just going to show you a quick overview of the actual open learning framework or open learning design framework, and Nicole highlighted some of the key parts there but this is where it connected back to my dissertation work. What we didn't actually mention entirely was the importance of reflection in this whole process because while I say or encourage the students to be engaged and motivated and participate as much as possible, unless they took that time to be really reflective of their own learning and think about what they were learning, how they were learning, who they were sharing with, why they would want to share something with someone else, and the gift really of feedback from others and actually acting upon that feedback within their learning process. This actually wouldn't have been as successful as it was. So you'll see that reflection is a key part, as Michelle did highlight right at the beginning in this whole framework, but the internal and external feedback helps to co design, and we use co design rather than co create. When we're talking about the learning in itself because we really focus on that knowledge building theory, rather than more of a cognitive co create type theoretical approach. So the language usages is we're trying to transition more to the idea that this is learning that is designed with with students between students and the instructor rather than just the instructor at the beginning. You'll see the code is unhappening reflection and these iterative loops that happen over and over again. The description that you've offered green is so important those iterative generative loops that are part of the learning process, but we're also a part of our research approach. So we did use a design based research approach through multiple cycles of analyzing feeding how we were learning into the next week of the course into the next stage of the research into the types of feedback that we provided for students, and we capture here a few quotes from the students from the transcripts of interviews with them. And how they, you know, experienced this course which was probably twice the work than than they expected, and it kept going after the end of the certificate so kudos to the students for persisting and enduring through the process. You know, one comment from the, from the person identified as student three here. I would describe it as you the student have a say in what you learn and what you experience. So the learning is more personalized. So really capturing that aspect of the learning experience student five told us it's a collaborative approach that involves students teachers potentially developers in the sense of the chapter. And there are other individuals obviously helping refine the chapter work that we are all involved in. And that to me really captures what start a million writer talk about with regards to knowledge building in community that, you know, people lean in on each work they give feedback they ask questions they, you know probe for clarity and understanding and how the student is expressed themselves in another comment from student one I was able to connect with some people I know who share some of my research and educational interest. The external feedback is what helped me chap shape my chapter ultimately. So going beyond, you know, valuing the instructor feedback valuing the peer feedback, but also encouraging students to expand their personal and academic networks in their writing and sharing their writing and getting feedback. And then finally, I think co designing learning is a collaborative between a student instructor and even the community, you have voice in it, but it's structured. So capturing that liminal space between course based credit bearing learning experiences and then also the value of impact that can come beyond from beyond that course. So I'm going to pop a video in the chat and pass the slides over to Nicole. I had both my name and green is on this but I'll go into the ripple effects so I think, as a graduate student and even in my undergraduate degree I'd never worked on something that went out into the world. I think that was very impactful for me and has been definitely a bit of a ripple effect so it started off giving me the opportunity to publish a piece of my writing and and by publish I mean putting it out into the open which in other courses again most of my stuff sits in I've been collects dust and rocks away so this was very different and very authentic and I think I worked 100 times harder than I ever have before because of that. But then through that it's enabled me to apply for an OER fellowship and continue the research going so my capstone project I then through the Hewlett Foundation was able to be funded to keep digging into this whole open movement and understanding and then that's bled into to other things I've been able to gain experience attending conferences or even here where I get the chance to present and connect with the external community, especially the open community and get more involved. It also allowed me we've moved it into a podcasting project so it's just the project that never ends so it started off as one assignment in one course, but it's turned into, well really a big research focus for me and really a lot of other projects and I'm continuing to learn how it's been I think over a year now a year and a half since I wrote that chapter and I'm still involved, and I've never ever had that in any other course and so I think co creating and co designing OER can be very very powerful from as a student. So, bringing things back to the UNESCO recommendation and what we're talking about in this conference. The idea of building capacity of stakeholders to create access reuse and redistribute OER is essential in multiple ways and we heard about it in international ways before in the previous presentation, but for this presentation. So this project itself it was initiated because I'd had a conversation with someone at my university, not my supervisor before she asked. And I was basically told that that was something in my world in my head, and I was really struggling with how to share and build awareness about the wonderful things happening as we learned in OER around the world. So it made me think of an elder who used to come to my, my child's school, and he talked about the ripple effect which is what Nicole mentioned earlier. And the ripple effect is really about the idea that like, like seeds thrown upon the grass some will, some will grow and and some won't. And like a storm, the rain will come and some, some will have impact on some things and some will have impact on others. So this project in itself, although we might not be international. Yet, I just want to highlight that these are some of the ripple effects that have happened and these aren't all the all of them that have been listed. I might have started as an initial activity of the press book, but it changed into a blog and, and some work with Nicole in another iteration of the course this year. It changed to multiple presentations across our own university like the talent network and beyond. So this is a total research that we're working on connections with OTSA and future publications, open ed fellowships conference keynotes, writing go G and fellowships as Nicole mentioned, and, and open webinars that we will be hosting, which is really exciting at the University of Calgary that are open to everyone that we will will add in the chat as well. So the idea of the ripple effect isn't quite like the butter, butterfly effect that that we talked about at all that whatever you do will impact someone else on the other side of the world and talking about complexity, but it's connected in that if you really believe deep down that the earth, and has a connection. It's how does it connect and, and, and there will be some kind of impact or, or action at some point. Um, I'll just keep going. So some of the ingredients for success for a project like this infrastructure is essential so access to press books, like through your institution or your region. It's lucky to have the University of Alberta support us with press books. You can always create your own press book yourself, of course, but the instance of the press book is really important in order to support your students, especially if they're going in and making the edits and doing some of the formatting themselves. I also really want to highlight the team effort, being alone at the beginning in that moment was an isolating and experience and I think many people in this webinar itself, have, have felt isolated when talking about open, but the way for open to really expand and when we consider that ripple effect is to work in a team. So, by considering those open educational practices and first connecting with my students and realizing the students are such an essential important aspect to open digital open digital authoring tools copyright and licensing and copywriting and editing are all essential aspects of this projects in itself, but the way to learn about this was to do it so that experiential learning and including the process students open to learning and collaborating and new ideas the mindset, the trust, the relationship building with these students and the fact that they, they took those risks and we're willing to take those risks. And we did have some funding from the University of Calgary teaching and learning grants, which helped us with the second iteration of the course. We have learned without that grant funding so we have no grant funding anymore. It is much more challenging to meet some of the needs in terms of copy editing and meeting the needs for those final textbooks or press books. Some benefits. Michelle, would you like to share some of the benefits. Some of the benefits have been made clear already, but certainly, Nicole has talked about doing assignments that are authentic things that live beyond and have meaning relevance and impact in the world, and connect students to a network or a community in practice. Certainly we observed high levels of student engagement, all of the students were given choice whether or not to take part in the OER project to make their work public after the course. They all blow part of as part of the coursework engaged in these knowledge building activities in community. And we also feel that a clear benefit is a development of a community of learners within the course but that has also been sustained and we've talked about how the connections have spread out with each iteration of the four course graduate certificate. So our findings and we were documenting them in a number of different ways really do emphasize how that by developing human interactions and building relationships through co design and integrating digital tools and open educational practices that that enabled this development of an OER it also provided authentic scholarly activity that engaged graduate students and their instructors and the research team in collaborative knowledge building. So lots of benefits. I'm just highlighting three of them here. There are also some challenges that Maria and I'll talk about. I'll briefly mention them. They are, of course, balancing open and closed learning within digital platforms, also within mindsets and resources that digital literacy skills. It's essential. I was working with graduate students with high digital literacy skills, but you can see a lot of difference in their capabilities based on those competencies that they developed. And the most important part is adaptation for replication and sustainability. This would be really hard to do without my team. And so that is where we end. And we want to thank you. This is fantastic really. And you were speaking about the fact that at some point you are alone. Having some colleagues you call and they accept and you work together so really well done and I am happy to have that conference to hear about you all and to recognize all your good work. Well done. Really fantastic. And it's really clear. It's inspiring. And I thank you. Is there any question? I must say I'm at home, of course. So you may have some voices around. So many of the comments in the chat are talking about Nicole's experience. So maybe someone has some question about the student experience and how it's impacted her. Maybe she wants to expand on that. Trying to go back in the chat box. So some of the comments in them are talking about, they can relate to deepening your knowledge and understanding by being immersed in this project. Are there other students that are involved? I might know about this, but what do you think Nicole, what are some of the benefits of being involved in this project from a student perspective. Yeah, I would definitely say the connections. So I've been able to connect with networks and it that I don't think I would have otherwise if I hadn't been in the course. I was on Twitter, for example, before, but not really interacting with it. And so I think it was a bit of a catalyst for me to reach out and connect to different communities, especially the open community. I don't want you to go G&N or other networks where you hesitant at any point to become involved. That's an awesome question. Yes, I was the worst. I started this being like, I was in the Middle East as well. And so if you're working remotely or teaching learning remotely, the copyright laws are different in every country that you're in and with every school board you work with so I was really Because I didn't fully understand the country I was living in all of the legal ramifications of me publishing and if my school actually owned my work and I was allowed to so yes, I was incredibly hesitant at first to share. I had an aha moment halfway through. I work a lot with writers workshop, which is very similar and you give students voice and choice and their product, and what they're writing and eventually you try and put it out to the public to a public audience whether that's just their audience that come in or you publish it in a little notebook at a cafe. It makes it more real for them. And so halfway through, I was hesitant and I talked to Dr. Roberts, and it clicked and I was like, Oh, I do this to my students I know what's going on. I'm not going to get it I'm okay I'm safe I'm not going to fail my grade isn't going to be negative like it's the process that I'm going through that's more important. And then once I had that aha and I clicked I was like okay I'm good I'm in let's share this. I'm still scared obviously I put it out and I'm still like I'm not the expert I'm a student I can collect information but who am I to be like yes, I'm the expert on through the printing. I'm not. But it's changing my mindset on, it's a starting point, and it gets me into the conversation. So, so yes, I was hesitant at first, absolutely. I'm trying to look at and see if I've got other ones in there. What would help students jump over the hesitancy. I think understanding developing their understanding of open. Thanks Alan Alan. Nice to see you again. And that's something we're working on a little bit with the podcast to I didn't know what open was before I got involved in this project I didn't know where my information was going to go I really had no idea so I think understanding that community, and how those faces interact and work and what we are is if I knew a bit more about that I probably would have jumped in faster. Perhaps. Munching carrots. Awesome. That's great. Yes. Fantastic. Thank you all. It's, it's great to share also the best practices. And it's not always the best practices like it was easy and it's fun and so on. It's exciting. It's sometimes difficult. You have to motivate yourself. And we all know learning and teaching is not something easy. It would be a well known. It's something hard. People speak a lot of about soft skills but in the end, learning is quite a hard experience harsh but it's it's worth it. You have a lot of power working in that project. Thank you. I will go to the next presentation. Thank you very much. Is that aspirin. Yes. Come on. Open features for micro credentialing. You have also tennis Morgan with you. Go ahead. Go ahead. Want to start us off. I thought you were going to start Lena. I just remind you that the president of open education global. To see her. I don't know. First person to speak. Okay. Great. Thank you. Thank you. Thank you for having us. It's so fun listening to everybody else reflect on. There. Unexpectedly rich collaborations over virtual spaces. This. Presentation is exactly that. Tennis and deba knife found each other. Through accident in Twitter DM. And we saw each other. Because we kind of. Saw some pieces aligning in spaces that we were working in. And thought, you know, we need to think about this a little bit more and. And we saw in each other, I think, and I'm, and I'm speaking mostly for myself here, but. I hope the others agree. We saw in each other an opportunity. We saw in each other. We saw in each other. We saw in each other thinking about, but. Maybe didn't have the spaces to really explore fully. And so I think in just finding each other and in putting this presentation presentation together. We created that space for ourselves. We enjoyed that conversation. And what we want to do today. Is open that up further. To even more people through this presentation. And then we're going to start talking about some things. And then we are going to move. Into an activity where we hope to engage with you all. So first we'll start with introductions. And maybe. Deb, do you want to introduce yourself first? And then we'll go to tennis and then to me. How about that? Okay, let's do it that way. Yeah. So hello, everybody. Deborah Arnold here from France. I'm in Dijon, which is somewhere in the middle on the campus. I work as national and international projects coordinator at Onage, which is the French digital university for economics and management studies. We are a part of the university numeric, which is the French organization, which groups all the disciplinary. Organizations, let's say, which foster open educational resources and practice at national level. And we're very, very happy to be more and more involved in open education global as things develop. So very happy to be here. And hi, everybody. I'm tennis Morgan. I'm coming to you today from Vancouver, Canada, which is on the traditional and unceded territory of the Musqueam Squamish and slave to the First Nations. I am an uninvited settler here. And I do want to just say that we are coming off a day of national recognition of truth and reconciliation, which has been in process, ongoing process here in Canada. Most importantly, that has recently recognized the genocide against indigenous children and the ongoing injustices that continue today towards indigenous peoples. And as settlers and non-indigenous people, we are asked to unlearn, learn and take action to address this. So thank you. And I will just add to Tannis's land acknowledgement, my own. So I am based in Toronto, Ontario, which is the traditional home of the Mississaugas of the new Credit First Nation. And the Toronto is covered under treaty 13 territory, which is a treaty that dates back to the 1800s. And so it's very different from the unceded territories that some of my other colleagues are on in Canada. And in living on treaty territory, one of the things that we really try to unlearn and learn about is the treaty as a colonial construct and as a construct of the government at the time, which contains within it a fundamental assumption about ownership of the land, which is counter to indigenous ways of knowing. And so one of the things that I like to do in my effort to learn more is learn more about the Toronto purchase. And I'm just going to drop a couple links in the chat as well. If anybody is interested in learning more about the Toronto purchase specifically or about what Tannis mentioned about truth and reconciliation in Canada, invite you to visit those links. Okay, Deb, over to you to start us off on our journey here. Thank you. Okay. Thank you very much, both of you. And Lena, the feeling is mutual that when the three of us came together and started this conversation, it was about getting that conversation going and looking at what spaces that conversation needs to invest. So we hope that those of you who've joined us for this session will join us on this journey. We're going to be unpacking quite a few of the concepts behind our quite general title, Open Futures for Microcredentialing. Looking very, very quickly, but in detail about what we mean when we say microcredential, looking at what we mean when we say recognition, and then linking that, bridging that conversation with the idea of open values and what we as a community believe those values to be, and they can be multiple, they can be diverse, we will see about that. And then we've got a little activity as well, which will be very nice for the people who are joining from France to keep you awake because it's late here, and we'd like really to get this conversation going. So as I said, bridging narratives around openness and microcredentialing. And when we're talking about those values, the three of us were very, very inspired by the work of Lou Mycroft, you may know, we shared a link to her keynote presentation at the last alt conference, which was a real spark of inspiration on uncovering our values line. Lou talks about the fact that we will never, ever be able to get away from the KPI line, the performance indicators, but if we resurface that values line, then we can begin to shift the conversation to a different space. First of all, as we said, what do we mean when we say microcredential? It's a term that's been used in many, many different ways these days. Yesterday on Twitter, I saw an announcement sign up for the MIT microcredential in, okay? For me, that's a course here where we're talking about microcredentials. We're talking about the artifacts. And if you look at the definitions, which are coming up at the moment, as Beverly Oliver says in her very recent report to UNESCO, it's a conversation starter. But we've got this microcredential as an artifact. It's a record of focused learning achievement. I'm not going to go through and read everything on the slide. What we've done here is we've put this proposal from Beverly Oliver from the work done with a group of experts at UNESCO level. And then we've got the European Commission definition. So I'm just going to leave us in a little bit of silence for a few moments and ask you to take a look at these two definitions. See if you can highlight the differences. Is there a difference of focus? Is there different vocabulary being used? Is there something present in one that isn't in the other? We're still at early stages here coming to definitions. So we know that these are not final, but I will leave you that silence for a few moments to digest these two definitions. Okay, I'm not actually looking at the chat. So if there are reactions coming in on the chat, then I'll let Lena or Tannis pick up on them. It's a bit of a spot the difference. A bit of a spot the difference activity. Let me just pull up one, which is very, very interesting. In the European Commission definition, there are the words micro credentials are owned by the learner. We don't find those in the other definition. But in fact, if you read the paper and we've linked to, we've linked to that report in the slides, and we'll put a direct link as well in the other conference space. Beverly Oliver just does explain the process that some things had to be let go and she explains why that particular group decided to let certain things go. But it's something to pay attention to that we're in this moving space of definitions at the moment. To make it more concrete, perhaps it's useful at this stage to look at what a microcredential actually looks like. Now you might say, it's a certificate. It's a badge. What we're interested in here. And I could talk about this for days, but we don't have much time. I'd like us to look at two different angles here. First of all, the contents of what the, the, the credential contains. And then this whole aspect of authentication and verification. And in fact, when we're talking about microcredentials, I find that we're always having to zoom in and to zoom out, zooming into the real details of what goes on when we're describing learning achievements, when we're describing activities, the assessment that takes place, the entitlements, what can a learner do with a particular credential at whatever level. It could be a microcredential. It could be representative of, of a whole diploma. It could be recognition of prior learning. And these credentials are size neutral. I think that's one of the messages that I want to get across. We chose here the certificate of international competence, which is a real example that we're working on with a university and a group of universities at, at European level. And then you've got this aspect of authenticate, authentication and verification, the whole technical system that goes on to ensure the validity of the credential, that there is trust, that there is transparency of the, of the awarding organization. And, and what we're doing in fact, in an Erasmus plus project called Echo, which is the European should be credential clearing house for opening up education is that we're looking at the quality criteria behind these, linking them with learning opportunities, because that's where the learning happens. And we're also looking at this question of recognition. And so we're testing and refining all the processes involved from a technical administrative and pedagogical perspective to support all the stakeholders involved from institutional level, right through to obviously the learners. And then from the learners perspective, what we can see here in what's called the Euro pass wallet, which is run and developed and run by the European commission is the whole collection of, of micro credentials. And we begin to see how these can be, how these can be linked between them, how they can be stackable. And more importantly, how they can be recognized. And this is why I like to hand over to, to Tannis who's going to talk us through this question of, of recognition. Well, thank you so much for that. I just need to start by saying that I don't bring the same depth and, and knowledge as of micro credentials as Deborah or Lena, but one of the areas where I've really been putting my head is around the recognition piece. In particular, as it relates to prior learning and assessment recognition or Plarr as we say here in Canada or RPL and other places. So for me, recognition is really a key part of making micro credentials work as far as I can see it. The flip side of this coin is really the question of whether the micro credential benefits the people we say it'll benefit and into the desired ways. And of course, almost every discussion of micro credentials comes with the reminder of the benefits of them to stakeholders who include employers, career shifters, students trying to gain additional competencies in their programs or prospective students who want to ladder into higher credentials. In addition to immigrants and low income workers. But underlining all of this is there seems to be a strong theme of seeking better livelihoods through micro credentialing. So this of course leads us to a question as to who recognizes the micro credential and who has the authority to recognize it. And arguably both higher education. And employers have always done some sort of short course knowledge and skill training. So the new here in Canada, understanding is really not the micro. It's really the digital platforms that make the verification and exposure of what the micro credential is all about more visible via metadata. And of course we saw that in Deborah's previous slide, just what that looks like from a Euro pass perspective. So this might be good news for higher education and Plar people in that a combination of portfolio, and digital micro credentialing data might help speed up the laborious Plar processes. Or even add an additional dimension, but the extent to which higher education will recognize employer or even community based micro credentials is something to consider. And of course the reverse is also true. So I think it's going to be important for higher education to understand that community based micro credentials is something to consider. And of course the reverse is also true. So I think it's going to be important for higher education to understand that community based recognition. And I think, well, I don't have a link in here, but I'm pointing here to the open recognition alliance in France. I think it's called. You know, and also the employer based recognition. I mean higher education has to understand that this is also part of the landscape. So I think this can segue us to the next slide actually, if you don't mind Deborah. Yeah. Yeah. I'm going to start off with a question from David Porter and associates. He created this quite recently and it to me, this really speaks to the what is being recognized in relation to Plar. And you can see here that, you know, not only. What I would like is it shows the intersection of how my preferential fits into. You know, in a way past and future practices around. An envelope of Plar. And of course the question of, you know, what is being recognized as that knowledge and competencies, you know, what is being recognized as that knowledge and what is being recognized as that knowledge, you know, a question that's come up quite a bit in, in these discussions as well. And then I'll just jump to the next slide actually. So along the lines of who recognizes, we also have to remember that not unlike openness, just because something new has been created with an aspiration of improving livelihoods doesn't necessarily make it more equitable. So the definition of the definition of, you know, of the recognition of the decolonization and higher education will need to seriously examine how the recognition of indigenous knowledge. Is part of our plur realities. And also to that you could extend that to micro-credential realities. The epistemic justice part of openness is a relatively new discussion in our, in the Global North anyways. And since recognition is required to make micro-credentials work. in the space of Plar are really underlining this need. So it's another thing that I think a dimension of micro credentials, but also to some extent openness doesn't really get discussed perhaps as much as it should. So like openness, what kinds of new spaces open up when we consider equity as part of the process? How can things like co-creation and open values help shape this direction? That's really what's leading us into the next piece, which is our activity. Amazing, amazing. Okay, that's really, that's wonderful. Thank you, Tannis and Deborah. I hope that everybody feels like that, those two pieces about what we mean when we say micro credential and what we mean when we say recognition have if not left you with a sense of clarity at least have provoked some questions for you and got you thinking along a couple of different tracks. And I just wanna, before we start our activity, I wanna, I just wanna structure it, give you some sense of purpose here. So as Deborah mentioned, we're really inspired by the work of Lou Mycroft and I did drop a link to her keynote speech that she gave at the Alt Conference in OEG Connect under our session. So highly encourage you to go watch it. It just like will totally blow your mind. But one of the things she talks about like Deborah says is that idea of having a values line to run along a KPI line in parallel and hopefully at some point along the horizon intersecting. One of the reasons why we were inspired to have this conversation and create this space is because we're feeling as though the values line and the micro credentialing conversation has not been articulated. It's not been articulated clearly. We don't feel as though we know where it lies. We don't feel as though we know what that part of the work looks like. There is a lot of attention being paid to the KPI line. Like Tannis mentioned, there's a lot of people who are very focused on outcomes. There's a lot of people who are very focused on performance and that is important. It is an important piece of the conversation but it needs to be balanced and it needs to be balanced alongside that values line. And so what we really wanna do here is draw on your experience as open advocates. Draw on your experience as open educators. Ask you to articulate what values you bring to open education that the micro credentialing conversation might benefit from, okay? So that's gonna be the first thing that we're going to do together and I want you to use the chat first in order to do this. So if everyone could just take one minute, I want you to think about what word or a couple of words or a phrase you associate with open values accessible. Thank you, Verena. That's a really good one. What else? Generosity, equity, transparency, openness, caring, care, yes. Transparency, sharing. I'm gonna put in reciprocity. I can spell it, yeah. Collaboration, innovation, innovation. That's nice. I think innovation usually gets pushed into the KPI line as a concept there. So I really like seeing it as a value. I'd love to hear more about that. Inclusivity, togetherness, togetherness. I love that. Connection, empathy. Thank you, Eva. That's lovely. So we're talking about open values here. We're still on open values. Anything else? These are all lovely. Transparency, I really like. Generosity is great. Connected to that attribution. Those kinds of things that we hold dear. Giving, giving and receiving and that reciprocity loop. Okay, that's wonderful. Deborah, could you go to the next slide for me, please? I can. Okay, thank you. Okay, this is our next portion of the activity. The idea is that we take our values, words, and we put them into a sentence of practice. So the concept, the construct of the sentences, what might this activity look like as a practice of one of the values that you have articulated? So an example might be what might micro-credentialing look like as a practice of care? And somebody said care as a value and then really appreciate that. Some other examples of activities, don't just write micro-credentialing we're talking about but it's recognition. It might be assessment. Tennis brought up prior recognition of learning. It might be something like that. So take your value word, pick an activity. It could be from this list. It could be another activity that you think is important and string them together into that sentence and share that sentence. Whoops, share that sentence in the chat. Got it? What might pick an activity look like as a practice of the value that you have shared or that you have seen someone else share that you think really deserves to be linked together? Thanks Tennis. What might Plarr look like as a practice of equity? What might assessment look like as a practice of equity? Anyone else wanna string a connection together? What might the approach to micro-credential policy look like as a practice of togetherness? Wow. That's great. That's great. Like wow, like we could really go places with that. What might accessibility look like as a practice of transparency? Wonderful. What assessment as an act of generosity? That's a challenge. Yeah. What might assessment look like as a practice of generosity? It's brilliant. Can we record this chat? I didn't think about that. Assessment look like as a practice of generosity. Thank you, Ellen. Yeah. What might recognition look like as a practice of respect? Kate, thank you for that. Okay. Are we still going? What might, yeah. I know it really is thought provoking because what we're, so just so you all know, what we hope to do is capture this. Thank you. Put it together. And hope that it can be the beginning of articulating the values line for micro-credentialing going forward because our hunch is that the open education community has a lot to say and contribute on this topic. And so thank you so much. I think we can end it there. We're out of time. But I wanna thank you all for your contributions and for helping us start down this path because it matters a lot to us that our work is grounded on these values. So, I mean, if you wanna continue to add them, thank you, Shannon, what might co-creation look like as a practice of care? Thank you, Deborah and Tannis for joining me in this. So I think we've got a lot to think about here. Thank you. I'm just picking up on what Stacey has said in the chat, bringing the values to these statements are so meaningful and moving. And I think it is because it's reframing the conversation and reclaiming the conversation as well. So thanks to both of you. I really enjoyed preparing this session with you and there's so much work to build on as an open educational resource and practice to come out of this. Yes, thank you all. I'll just leave you with the Tannis. Oh, I was just gonna say thank you all for your valuable participation and perhaps we will be able one day to be doing this back together again, practicing our value of togetherness and openness. I thank you very much. So I must say that as far I'm concerned, I am very much in values, but on climate and no digital sobriety, not too much, but on the other hand, recognition of that hard work we were speaking about before. Everything we're doing is great, but sometimes we need to be able to make it visible, which is the perfect transition to the next step, making open visible, a multinational undergraduate student network for mapping OER, but I must say that for me as far I'm concerned, my first idea was blockchain and we're on open education and recognizing all the practitioners and people who were involving themselves on the time and personal time, not only professional time for open practices. And this is an idea that we had in the chat with Alan. Yes, this award should not be just an award like that in our OEG Connect, which is a great platform. I love it, but it should be interoperable, should be a small piece of recognition. Serge Rave from this association, called OEG Connect, say a bit of trust that where we are recognized and we build our community and not only speakers, but participants could be recognized as such and maybe become also speakers next time. It's an encouragement, it's an assessment. Just one word to tell you that within my university, because I have been hosting for now four years of working in a national working group on blockchain and education, it has led this year to a huge digitization of the schooling departments. It's involving a lot of people. I count 18 people from my university from five different directorates to transform the way we are issuing, sharing, storing diplomas. But we can work also on open badges and on other ways of certificate recognitions. It's always the same digital format, which is called a verifiable credential. It's really interesting to work at European level and international level to see that we are all speaking about the same recognition. It's not only within universities, but also within other organizations where people have no diploma, nothing. You see it's just about people who have no jobs and have not been recognized for a while. So you can say, OK, we will recognize them. We will do all the pedagogy. We will bring them to another point from where they are. We take them as they are. We recognize what they have done, some skills and self-esteem. But in the end, if you don't have a paper, and if we say paper, why not also a digital bit of trust, a digital small piece? Why do it? They will not be able to show it on a CV or to share it on any social network. So I like that idea that recognition is put into a paper. It can be an official recognition and assessment. It can come from just a practice, a good practice. It's doing good to people. It makes some assessment visible. I like that idea. And this is why I am working on that a lot right now. And it has been for years. And it will be for the next years, I guess. So now I leave the floor to the last session. I already said the title. Please come on. Thank you, Lena, Deborah. And she has left. Of course, what was your name? Sorry. Tannis, yes. Tannis. Yes. Thank you, Tannis. So now up. Yes. It's Chaco Soares, Yuliana Puerta, Yako Oliver. Andres Patoli, Fatima Beider, Luca Pellerino, Robson da Cosa de Mesquitia, Sebastian Zapatero Nunes. Thank you very much. I don't think you are older, but many of you are. Yeah, yeah. Yes. Greetings from Brazil. Good afternoon. It's 4.30 here. Thanks for having us. Actually, we'll be speaking on the behalf of the whole of our research group, but there's four of us here. It's me, Chaco. I'm the researcher in charge of the research project. Hello, Professor Yako, who was also working with us. And two of our young researchers, Robson and Fatima. So I'll just share my screen. Please let me know if it's been shown just a second. OK. Can everyone see it? Yes. OK. So, well, I'll try to be quick because there is a lot to say. Actually, we are here. We are here to present this effort on mapping out open educational resources and repositories in Latin America and South Africa. But first, I'd like to actually share with you some of the questions that were in our mind when we were designing this project. Being from South America, there's this huge diversity of projects, of different approaches to education and openness and technology. But at the same time, there's this sort of common ground. There's this possibility for us to build up networks and work together even from country to country, from community to community, from geographical region to geographical region and language to language. There are these differences because there's no lack of projects here or repositories or resources themselves. In Brazil, for example, we have this public investment throughout this last decade that has actually been quite rich. So we had our first objective to make these projects visible and to connect them. And naturally, to build up a network and a community throughout this initiative. So we work with universities and professors and students from five countries. Brazil, where the coordination of the project was. And Argentina, Colombia, Uruguay, and South Africa. And the idea was to actually invite some undergraduate students as young researchers that could help us in mapping out OER and at a later stage to do some active search for new projects. And these students, they were followed closely by their supervisors in each of their universities. And I was following them as well as in helping them in having a better understanding of some institutional or technical or more conceptual aspects of openness and OER. And having the UNESCO definition as our idea of openness. We work with the University of Brazil. That's actually the institution I'm affiliated with. I'm working with the UNESCO Chair in Indigenous Education and their research group. And the Iniciativa Educação Aberta that works closely with them. And Theo Amiel, who couldn't join us today, but has been a very important part of this project. And we also work with the Fundación Universitaria Tecnológica Contenalco from Colombia, the Universidad Nacional de la Patagonia Austroa from Argentina, the Universidad de la República, Uruguay, and Northwest University from South Africa. And now jump to the more hands-on aspect of the project. We had this project revolving a lot around the OER word map that has served as both a resource and actually some kind of infrastructure. I don't know if you from the audience are acquainted with the OER word map, but the OER word map is an open and collaborative map that anyone can contribute and access the information. So we had this database there that we used as our first resource. And from the OER word map, we had our first list of projects to be revised. And we went through four categories, organizations, projects, services, and policies. And we tried to do this big sweep. So we went through many countries, Argentina, Brazil. Brazil was actually more like an update because the first run of the project was a first review and listing of projects only in Brazil. So we expanded. And the version I'm presenting here is the expanded version. Bolivia, Chile, Colombia, Costa Rica, Cuba, Ecuador, Mexico, Panama, the Dominican Republic, Uruguay, and South Africa. And what we actually did was to have the OER word map database exported as spreadsheets. We worked closely with their tech team. And from that, we had this first listing of projects that were reviewed by our students. And they went through the projects and they flagged out the consistencies and the metadata were needed. And after their review, we suggested that they made some peer reviewing of their colleagues. So each student went through the process. Then their work was reviewed by another student. And I kind of triple checked to see if everything was going according to plan. But actually, to do the review, it's important to have a clear grasp on what exactly openness and OER and efficient technology and licensing and policies, how these things are. So we promoted some webinars and discussions and had weekly meetings on these subjects. And from their experience in reviewing the projects and having to learn how to navigate them, we had discussions where this hands-on approach was intertwined with this more conceptual learning. Our idea was to actually be able to promote this capacity building in OER with young researchers and students that could act as some new ambassadors or multipliers and nodes in their communities and that could help out some of their colleagues and everything. And from this first phase, we and once the students had this clear understanding of OER and how it works, we went through a second phase, phase two, where they engaged in active searching for new projects. And we suggested that they reached out to experts in their countries and to actually do online searching and go through some databases where they could find some new projects and policies and repositories that could be added to the OER work map. And just like the first phase, they reviewed their colleagues' work and I double-checked their work. And aside from the meetings, the weekly meetings, and the webinars and the workshops, we had a telegram group where we had this kind of support where any doubt that could pop up could be quickly addressed by me or some of the other colleagues that had already went through some of the problems or questions that could arise. And well, now I believe that it would be interesting for us to hear from those who are the best ones to share with us what their experiences with the mapping were and what they went through and how they experienced it. So I'd like to invite two of our young researchers first. I'll invite Homesone, who was kind of our goal to tutor to the other students. He was part of the first run of the project where we just went through Brazilian projects. So he had this firsthand experience where he could help out his colleagues with conceptual or technical questions that could appear. So Homesone, please, I'd like that you could share with us some of your experience. And I just, before giving you the word, Homesone was actually responsible for the review of all of the other countries, aside from the one from Argentina, Colombia, and Uruguay, where we had our students mapping out their own countries. So he has been able to, through this project, have this really wide understanding of the whole of the Latin American ecosystem. And the results we had were quite significant from this project. Like we had not just reviewed projects, like the outside inconsistencies, but also found out some projects and helped out connecting them. So I'm sharing with you here some of our results. And two cases were especially significant, that the case of Cuba and Bolivia, that were countries that we believe that were underrepresented on the OER world map. And we've been able to find out and give this ability to many, many initiatives. And in just two cases, we didn't have a significant increase in previous found. But yeah, Homesone, please. Could you share with us your experience? Yes, of course. I took part in two rounds of the mapping and update of the OER world map. There were two of the best experience of my graduation in pedagogy. I could deepen my knowledge about OER, learn more about the reality of my country and neighboring countries on the subject. This also have been opportunity to have a broader understanding to whole process of doing research from doing the mapping, to going through the data, to writing down papers and participating in the events. The result of this experience go beyond important data updating and include in the OER world map and includes the creation of a network of research that has everything to maintain itself, growing in happen in other countries. Thank you, Homesone. And I'd like to invite now Fatima to share with us her experience, please, Fatima. Thank you so much, Tiago. So an investigation into the nature of OER in South Africa through the process of analyzing organizations, services, and policies on the OER world map, it has offered valuable insights into prominent themes that characterize the OER landscape in South Africa. With the revision of 2018 initially identified projects and the insertion of three organizations, two services, and two policies on the OER world map thereafter, an analysis of 35 OER projects in total revealed characteristics of an advancement in indigenous ways of knowing through the availability of culturally driven learning resources as measured through the service African storybook initiative, for example. In addition, the nature of OER in South Africa is further characterized by efforts towards strengthening the availability of contextualized and meaningful learning resources for South African learners, as depicted by the organization's OER Africa, Africa Center, Wickey in Africa, among others. In summary, the OER landscape in South Africa has explored through projects on the OER world map. It reflects progression towards supporting the development of education through the promotion of openness. My reflection on the project in its entirety has offered me a new lens through which transformation in education can be pursued. As access to quality education is progressively realized to the presence of OER in South Africa, my personal involvement in the project, it has nurtured an understanding of the potential of technology in disrupting the traditional educational landscape on both the national and global spectrum. Thank you so much, Fatima. And now I'd like to invite Professor Yaku, who has been a very important part of the project as well. Professor Yaku, please. Thank you very much, Tiago. Good evening, colleagues. As you can see, the listings on the map reflect realities on the ground. And it was interesting for us to engage with this on another level, to compare countries, to get a sense of what is going on in terms of the OER world open education, not just as resources, but as a movement. And for us, especially student involvement was quite an important aspect. And I think the affordances are clear. As it stated there, for us, that is between telemedium and myself, it was also important to establish self-collaboration in this context. Tiago, if you can go to the next slide, please. This project, as I said, highlights the affordances of cross-border research and networking, even with language barriers. It was amazing that the project could involve lectures, postgraduate, and even undergraduate students. Engaging with repositories such as this can, in fact, become a means to inform. And they're not just resources to work with, but to get a sense of what openness and the wider trends of open education involve. Open licensing seemed to be an important aspect. We need to empower teachers and students and people who can potentially add resources to repositories like this to understand what licensing is going to involve. We even found, in the South African case, where governmental documentation were not sufficiently licensed. The need for further collaboration and critical engagement with platforms such as these are essential. The world map and the approach we followed creates possibilities for comparative research to be done. From this project already, we have finished an article comparing resources from our world map between South Africa and Brazil. And for that, I need to thank our colleagues from Brazil, Tiago, and the rest of South America for bringing us in to allow us to be part of this discussion. Thank you very much. Over to you, Tiago. Thank you very much, Iaco. And well, thank you, everyone, for having us. I hope we could give you a very quick but comprehensive overview of what has been our work so far. We have been working for nearly two semesters now and have just finished up this part of the mapping. And we'll keep working on, if not with the mapping itself in further collaboration, be it in writing papers or having it as a resource to further research or even being part of conferences like what we're doing now. So yeah, thank you so much. I'm sorry if I had been a bit too rushed through my part because there's so much to tell and we had not that much time. And I believe that the most important thing would be to give all of us some voice and to have this diverse view of what the experience has been. Thank you. Thank you so much. Tiago, this was fantastic. Look, you already had the award yesterday. So you see it's UNESCO OREA Implementation Award. It's great that you have contributed by speaking, by being a member of that community to a better world, I would say, to make it very simple. So now it's great. I always thought that involving students who are the key in everything we would be doing because of course, if you don't involve students, the risk is to just pick beyond people that already understand what they're doing, which is not very interesting. Once you have been convinced, you have to tell other people that this is a very interesting way to have access, a better access to education for anyone and to share values, of course, to, like we said before. So I am just checking if there have been, now I guess maybe it's becoming, you know, you are presenting the last, which is also sometimes a bit difficult. I saw that Colin, who is the organizer with the University of Nantes here. So I will kindly ask him to come to the stage with Thiago and maybe all the speaker of the session. Please open your camera. Hello everybody. Thiago, come Thiago too. Stay on the scene, stay on the stage. Now, Colin, welcome. You will be the one who will be speaking. I think it's nice. I think it's the last session to have everyone open its camera. And it has been a pleasure sharing this last session. We have been enjoying receiving as speakers this award, but also to learn more about Wikipedia. Reading Wikipedia in the classroom, which was very interesting. And a lot about the open education, co-design and co-creation. We spoke in the chat also about this language action we were not able to make this week, but we will organize for Nantes next year in May. There were many and successful stories to hear about to get inspired to. And I thank you because I saw Paul Stacey's message yesterday saying that this multilingual conference, it's a first multilingual conference was a big success. It's true that we can't have many sessions in other languages, but already to have had that idea. This is a fantastic work. This time I presented this morning to some colleagues what we have done for the Francophone community. I haven't spoken about it today, but I really hear that all week has been dedicated to people sharing all around the world these methods in five languages, the five languages recognized officially by the UNESCO. So I think you did something great and it will be even better next year, again in Nantes, but this time I hope with many of you. So this is what I wanted to say to end up. Thank you all for your participation. I have many new ideas now to bridge all those narratives around open communication and I lead the flow to collab. Oh, no! No, no, no, no, it's not up to me. I mean, so many people have given brilliant talks. I mean, nothing really to say. Perhaps just sad, yes. I mean, we had this great session also at six o'clock right where we tried to recap and sort of just say how many people worked really hard for this. Open Education Global 2022 is a challenge because 2021 was so good. I mean, so many things happened, so many things were said. We're going to take an enormous amount of time to debrief and to try and make sure that we can reuse all the material that has been shared in these last few days. So I really don't know how we're going to do it. I mean, I can see Alan there, so he needs a rest, but I mean, he's only gonna have a few hours, days rest. And then we're gonna have to use the wonderful work he's done with the platform and with others to actually sort of try and sort of get hold of all this material. So perhaps if I did have to say a last word, it would be about multilingualism. I mean, I have been promoting this for a while and it has come as a surprise to me how valuable it is. It's an enormous gain in respect to what we were doing before. I've still got to write a theory about it. Sometimes you do the practice, the theory first and then you practice. In this case, we've tried out and then you're thinking, wow, this is strong. I've been lucky enough to be able to move from session to session, from an English speaking session to a Spanish speaking one or to a French speaking one. And it's been fascinating to see how the same topics have been addressed by very different people and not at all in the same way. So it can feel as if it was frustrating because you would think, well, why don't we have all these people in the same room? But what happens if you've got everybody in the same room is that you've got one dominating opinion and everybody seems to have to adapt to that opinion. Whereas if you put people with different opinions in different rooms, they are going to develop upon their opinions. A typical example is South America. The South American perception of openness is just so different, so completely different due to their history, due to the way the society is organized. And it is so valuable that they actually think independently. So now it's up to us to think, okay, now that they've made this huge contribution on their side, how do we integrate it with everything else? So there's a huge challenge out there, but we have sort of discovered something that we didn't have before. And so we really want to build upon this. It's a challenge, right? We're miles away from knowing how to do this, but it was fascinating to see the same topics addressed to in French, in English and Spanish. Sadly, I don't speak Arab nor Chinese, but I'm pretty sure that they will have approached the topics in a completely different way. So how do we do this in order that open education global is global? And global doesn't mean that horrible word that we call globalization nowadays, which means uniform thinking. It means a variety of thinkings that we managed to somehow put together with each one of these thinkings, adding something to it. So anyhow, I've just enjoyed this webinar, the one that I've just been seeing for the last couple of hours. Thank you, Perrine, and thank you all the speakers, and thank you to those that have worked hard for this. And yeah, it is a sad moment. It is the moment where somebody has to say, goodbye, you know, see you in a few months' time. And yes, please come to naught. We put up some slides to try and explain 10 good reasons to come on to naught. So for those who went there at six o'clock, you can go and have a look at that. Voila, c'est tout ce que j'avais dit. No tengo nada à asker et dire. All right, welcome in a few months' time. Tu dis quoi? Au revoir, à tout le monde. Au revoir. Au revoir.