 All right. Welcome everyone, whether it's morning, afternoon, or evening for you. This is Una Daly from the Community College Consortium for OER. And welcome to OE Global. This is the first day of the conference and it's been pretty exciting so far. And you're in the Regional Leaders of Open Education session on shared challenges and shared solutions. And I want to introduce my panelists. And I'm going to start with Amy Hofer, who is the coordinator of Open Oregon Educational Resources. Would you like to say hi, Amy? Hi, I'm here from Portland, Oregon with Open Oregon Educational Resources and I'm joined by my work group members. Sunny, do you want to turn on your microphone and say hello also? Yes. Hello, hi from Honolulu, Hawaii. Oh boy, I wish I could be there. Thank you very much, Amy and Sunny. And next up is Dr. Denise Cotay from the Windy City, Chicago. Hi everyone, Denise Cotay. I'm from the College DuPage in Glen, Illinois, and I'm a librarian. Thank you for coming today. Next up is James Glappa Grossclag, who's a Dean of Educational Technology Learning Resources and Distance Learning. Hey, good morning, everybody. Greetings from the Los Angeles area and College of the Canyons, which is one of the California Community Colleges. And last but not least, the amazing Quill West, who is Open Education Project Manager at Pierce College in Washington. Hello, everybody. Welcome. And it's lovely to talk to you from the beautiful Pacific Northwest. Wonderful. All right, so I'm going to give you a little introduction. And then we're going to jump into the overviews of the work groups. Everyone's going to spend about four minutes on this so that we can get you into breakout rooms that you'll be able to choose which breakout room you want to go to. And then we'll discuss the four topics, policy, professionalism, stewardship, and sustainability. Then we'll come back together, share some of that feedback, and talk about wish lists for phase two. So a little bit of history. We did this at the Open Education Conference last year in 2019, actually in person in Phoenix, Arizona. And it was bringing together colleges, universities, library consortia and government agencies. And we have a lot of people, a lot of people who are all involved in Open Education right now, and want to work together to collaborate across their boundaries, both institutional and state boundaries, and really share solutions that work and eliminate duplicate efforts and duplicate kind of research. These are a little out of order today. Here was our timeline for the project. As I mentioned, it was launched back in October of 2019. There was a lot of work group meetings. Those four work groups were working very diligently on their four areas. We had a presentation, a public presentation at Open Ed Week, more meetings of individual work groups. And then in June we had it coming together of multiple OER leadership groups. We had both the Doers, the Florida Virtual Campus, and we also had WCET, which is part of the regional compacts, come together and talk about how we could collaborate. We continued to work over the summer, and now we're presenting the outcomes of year one. And we are hoping to hear from you about what you would like to see as we move into the future. And back to my beautiful slide about the call for collaboration, and I do apologize if this is out of order. The Open Education Movement has really been around about 20 years in its current incarnation, and it's moving out of being just a movement into really a professional field. And so when we started thinking about this in spring of 2019, we realized that there was really a need to come together and plan for this future professional field, which is really upon us now. And so we identified those four areas, which was policy, professionalism, stewardship, and sustainability. And I'm not going to go into any details about that because coming up next will be each of our work group leaders who will speak to those areas. So I'm going to turn it over to Amy and Sunny. I'm going to talk a little bit about the work of the sustainability work group. And if you go to the next slide, you can see all the members of the work group. And this was a really exciting group to collaborate with. And I'm really grateful for all the contributions that the work group members made. So the sustainability work group, I'll just admit that the word sustainability, I've had mixed experiences with that word. I've found that some people that I've worked with have said, you know, yes, but is it sustainable and when they say that they mean, no, we can't pursue this exciting project that's sort of like a way to shut the door on an idea. And so the work group started with a definition of sustainability from David Wiley sustainability will be defined as an open educational resource projects ongoing ability to meet its goals. And we really like this definition, because it is really flexible depending on your context and your goals and what you are trying to achieve sustainability might look very different depending on your own environment. So let's go on to the next slide. And I think this is where I hand it over to my colleague Sunny. Okay, thank you. So we, we first started off with identifying stakeholders and as existing institutional positions and personnel who are impacted in any way by OER. It was a little bit more granular than categories such as instructors and administrators and more to the level of curriculum coordinator or academic advisor and each stakeholder becomes a potential partner. We developed a spreadsheet and filled it with practices that show how OER advocacy behaviors can be embedded into the institution and we sorted them into larger categories which Amy will show in the next slide. And then once we generated this list, we look for gaps in our knowledge. So the categories that we used were based on a guide created at SUNY and there's a link in the slide to the really excellent sustainability toolkit that they shared so we didn't want to recreate the wheel we wanted to build on the existing work that they had already done. So we used their categories and we looked for examples of where open education was already being integrated into processes and workflows in our institutions within each category. And this led to our creating a kind of a filing cabinet of a spreadsheet. So let's go on to the next slide. Okay, so after gathering our resources, the team asked what are we missing and what are exemplars for this approach. And then Amy said about pulling these data points together into a narrative entitled the RLO sustainability guide which includes a lot of links to many published resources. The guide highlights communication strategies including key engagements for an OER advocate to initiate with stakeholders and one of the things that we found out was that the commission for higher education accreditation is, they have a new commissioner they put out a call for academic standards that address diversity and equity. I attended a California accreditation commission talk about this. So here's, this is an angle that might be very important to our institutions. Every academic year has repeated and predictable activities such as student advising and the publishing of the class schedule. Understanding that institution has different academic calendars. Quarter versus semester we set up a timeline Gantt chart to serve as a template of reminders. And to serve as, yeah, so when certain actions should take place. We included discussion of how students can be a part of this. We also included discussion of how a sustainable and tactical approach to assessment can help gauge the growth of adoption at your institution. We sincerely hope that you'll find something that can help you with your work. Thank you. That's it for our sustainability group. Great. Thank you so much, Sunny and Amy for that overview. And next up is quill West speaking about professionalism of the open educator. Hello everybody. Okay, there we go. Um, I am really excited to be here to talk about some of the work we did with our low in professionalism. And I'm going to go ahead and ask that we just ship to the next slide so everybody can see who my wonderful supportive work group were. The professionalism group grew and changed and shrunk and then grew again over the course of this project, partially because what we wanted to do was so ambitious. And so go ahead and go to the next slide for me please. So a big reason why our low wanted to focus on this idea of professionalism is because we recognize that regional leaders are often responsible for directing people to ideas and ways to get training. And so we wanted to find out, first of all, what does it mean to be a professional in our field of what resources exist to help people become professionals in our field. And then how can we support that work or how can we help regional leaders find and and access training and give people ideas about it. So that started our questions. And in our first meeting we quickly moved from what are competencies to what are roles in professional development. And I think we can go to the next slide. So we decided to identify roles of open education professionals what do what do people do in this work. How do they, what do the people who do have who have these positions do every day. And then examine professional development opportunities both to do a kind of assessment a gap assessment what's missing what's not there, but also to do kind of provide a guide. So, an example of what this might look like if we'll go to the next one is. Oh, there were some resources we worked with and I want to make sure that we recognize them. So Salt Lake Community College had developed this incredible set of position descriptions of librarians across the open education space. So we started by looking at that so it made it a lot easier to go. This is what librarians do because we had job descriptions. But that doesn't happen in a lot of the other spaces that people work in open education because a lot of people were hired and then took on open education instead of having it being their present their job. So, we did a lot of brainstorming as a group. And we did use the UNESCO open education resources competency framework so those are all great resources that went into building this incredible tool that I'm going to or this hopefully incredible people will use that I'm popping into the chat window right now. Go ahead and move forward for me. Here's a sample of how that works. So we thought up all these competencies described in a variety of different ways depending on the field that you work in. And then we used the old vocabulary approach for the librarians in the room to try to find what are the overarching competency ideas, and then broke those down. So, if you're an instructional designer, the main things that you might do working with open education have to do with having a working knowledge of information of people's intellectual property rights, although it's a working knowledge you don't have to have the in depth knowledge that maybe a scholarly publishing librarian needs to have. And then moving around this circle, you can see where things intersect. And the idea here then is if I want to be an instructional designer in the open education space. What skills do I need to find above and beyond what I've already trained in as an instructional designer and then how do I find those. So that'll be the next step in our project is really vetting professional development opportunities and directing people to them. So I'm going to, I've already given you the link to the open education professionalism matrix as it stands right now. So the next steps really need to be about prioritizing the skills and mapping the existing training opportunities to the skill sets we've identified. So that's some of the work we're working on right now. Right. Thank you. Thank you so much well. And we are on to Dr Denise Cotay to speak about policy and strategy. I'm going to keep my camera off because my internet is sketchy so I don't want to tax it anymore than I really need to sorry. So I'm going to the next slide please. Policy and strategy. This was really fun. We had a very large working group and as you can see a lot of these people are at the state level they work in at boards of higher education their leaders of regional consortia their state leaders. So the next slide we discussed our common issue of not being able to really pin down how state open education leaders were implementing legislation and state policies so we'd see the outcomes of their labor, like publicly available reports say statewide committees websites that serve state and regional efforts course marking and stuff like that but the question was how did they get there. So how did they, you know what was their best practices around mandated and hopefully appropriated textbook affordability and quality initiatives. So, and we knew that we could benefit at the global level so at the same time if you go to the next slide, the only our world map group made a call for policies to be added to the world map database. So, and then they were also at the same time embarking on an initiative to create like this standalone scoping or like an entrance point just for the policy section of this gigantic database. So we did a lot of prep. We studied the master spec for the database. We met with the leadership of the group. Several times we met with spark, we met with the doers group. And we met with the Hewlett Foundation. And then we decided to throw our lot in with the hub and work on building out that database with United States policies and documents, I think and go to the next slide. And then the view that we would create a repository that would help practitioners but also be a source of development for best practices and a place to do research on open education policy in the United States and in the world and to make those comparisons. So we started looking at all the records and trying to develop common language, and we did a pilot with what we're trying to do a pilot we've done two states. We'd like to get two more states to put in their documents. And then we want to try and refine and align those database entries using common vocabulary, a common taxonomy, and then also of course sticking with the master spec of the database. So the next steps for us is to finish the pilot, have three or four states that have all of their documents in and create job aids and to help people put in their documents. So finding that it's easier for people who are participating to have someone working with them to get their documents in. So I've worked with Colorado I've worked with Texas I'm currently working with North Dakota. And hopefully I'm going to try and tame the beast of California and get some of their stuff in California is just a lot. So anyway, but it would be great to have some California documentation then widely promote participation in this project. To keep the database up to date and fully fleshed out so it can be a really good resource for people that are either like me embarking on state legislation and in policies, or people that want to do research. And, of course, it's very important to keep it up to date. So, this is an example of a record. And this is exciting and you know for the librarians in the room. You probably really excited about this but this is a record for a piece of legislation from the state of Texas. The state describes what is in this legislation. But if you see on the right it's the basis for all of these other entries in the database. So this legislation appropriated for a feasibility study. And then they put in how they did their rulemaking around creating a task force that was mandated a grant program that was mandated. Program rules. So it's a really nice way to, you know, you go to a record you've got legislation and then you have all these associated documents that that are addressed by this legislation. So, yeah, it is a big project, but it could be something that would be an extremely useful tool for the United States but also for other countries and we can also learn about how other countries are doing this so much about how open education is administered in other countries and that's been really valuable to me. Thank you so much, Denise. This looks wonderful. Can't wait to jump in there. All right. Next up is James Glapagrossclag on stewardship of content and student data. Okay, thanks, and thanks everybody. After all of these very concrete examples by my colleagues here. Records and controlled vocabulary we're going to get a little bit more abstract talking about stewardship. Next slide please. It's a great, great honor and pleasure to work with these colleagues from all over the United States, predominantly in higher education and interestingly, predominantly in, in community colleges or teaching teaching centric institutions and I know, I think Judith, Sebastian and Nathan Smith are here as well today so thanks guys for being here. And next slide. Before we go any further, we have to think about what stewardship means, what do we mean by stewardship. Stewardship is an ethic that embodies the responsible planning and management of resources, generally recognized as the acceptance or assignment of responsibility to shepherd and safeguard the values of others. And I think about us as open educators, working with content, working with artifacts of teaching and learning, working with knowledge in the public sphere. I think quickly we can see that stewardship raises a lot of questions around what is an appropriate ethic, what is responsible, what is shepherding and what is safeguarding what what is all that mean. So we, we, we sort of puzzled over this quite a bit, thought about it quite a bit, but also we came in our working group we came to a couple of realizations pretty quickly. First of all, next slide please. First of all, there exists a really influential and thoughtful document entitled the care framework, which was published in 2018 by Lisa Petriti's Doug Levin and Edward Watson, that sort of describes the attributes of what a good steward is if a good steward, a good caretaker in open education, then you, you engage in the following behavior you, you, you contribute OER, you contribute back to the field right you're not you're a giver not just a taker, you attribute you give credit you practice conspicuous attribution. You release the material, you or your organization you release the material that you, you might have a hand in creating to others you know just keep it for yourself you don't hide it behind a learning management system. For example, and, and finally, you empower others you empower different voices and perspectives to come into the production of knowledge right so so so of course that exists in the world that was influential. And secondly, we realized pretty quickly in our conversation, the word group, pardon me, that there are a number of, of, let's say more contemporary or current issues that really are animating us questions around privacy and data and surveillance questions around in so called inclusive access requirements for students to purchase content or lease content, and the lack of in lack of informed consent that we in our institutions and the commercial publishers permit students to exercise so so we were really quite concerned about, let's say these these more contemporary issues as well and perhaps because we're most of us are working in higher education in the US we're all concerned about contingent labor or adjunct labor and the lack of lack of participation or recognition, oftentimes. So, so we agreed to the care framework the existing care framework would make a good basis for moving moving our conversation on we had the good fortune to be in dialogue with the original authors of the care framework who supported our work they were very excited to know that the people in the field wanted to iterate the care framework so the final outcome is going to be perhaps a care framework 2.0 in collaboration with the original authors, or perhaps another document that that isn't somehow in dialogue with the original care framework. And anyway, the current questions that are focusing our attention our as follows here on the screen. First around the question of labor, how do stewards if you if you or your organization want to be a good steward how do you support and seek appropriate compensation and recognition for creators and collaborators. Secondly, inclusion if you want to be a good steward how do you encourage contributions by and support for voices of learners who have not been included in commercialized knowledge. Privacy, how can you or we considered users privacy and consider the data and surveillance practices of platforms that host oh we are, you know, this hashtag open washing right if you if my organization utilizes a CC by license and thereby permitting bad actors in the commercial to lure users into their platforms where they're subject to harm. Is that really a good is that really being good stewards that this really has me rethinking the kind of license that that my organization uses. How do we consent. How do stewards how do we promote learners rights to exercise informed consent around artifacts and data. So, we've seen a great infusion of work at this conference and at other conferences in the field around open pedagogy and co curation of content. How are we respecting the rights of our students to give informed consent as to what happens to their content downstream so those are those are the big questions that are animating our, our conversation right now and to get it will come out as a either a an iteration of the care framework 2.0 or account a document that's in conversation with that. So, with that I'll turn it back to Liz and Luna. Thank you so much, James for that introduction and now we're going to ask all of you to choose a breakout room. And each of our, our work group leaders have presented what their project is about, and you can go to the bottom of your screen I believe and you can see breakout rooms. Is everyone seeing the breakout room. Thank you, Liz. Thank you, Liz for taking us over there and bringing us back. And now I want to invite the team leaders, unless you unless you identified somebody in your group to share back a little bit about the conversations and once again just to keep this simple I'm going to do it alphabetically. So I'm going to start with the policy group. And Denise, would you like to share what went on in your room. It was a party. So I'm going to start with people who are interested in institutional level policy so we took a look at the, the world map. And then, yeah, we just talked about what the world map can do and what it contains for people who are working at all levels of open education. Great. Great. Thank you, Denise and professionalism quill how about your group. And if you want to hear your screen I can make that possible to that is okay so we talked about how people might use the matrix I give a brief tour of the the matrix as it exists right now. And we talked about kind of how useful it can be in its current iteration and we talked about the needs for connecting and and centralizing professional development opportunities for people who are new to the field. So it's less like I chanced into something and much more like I deliberately went and found the support resources I need to do my work. So any gaps identified in. Yes, we did, for example, publishing an OER which I know that I was like, Oh, we need new people on our team. We didn't have any publishing people. So yes, we've, we've noted some gaps and we've also noted some interests so I'm very excited about what we can do in the future. Great. Super. All right, and next up would be stewardship, I guess, yep, alphabetically James. Yeah, well I think the discussion is really, really fun, but I want to give Judith Sebesta and Nathan Smith, also from the Arlo group an opportunity to, to share their observations of the feedback. If Judith doesn't jump on I'll throw in I just, I'll, I thought one of the great ideas we had was to include some examples for each of these areas, and we were going to work on that and then the other thing I just to would plug is that in the chat I dropped a link to a Google form. So if you were listening to the stewardship and thought you might have some feedback on that section. If you would, you know, take a few minutes to fill out that form we're collecting responses as we keep thinking about these things. Great. I was going to say Nathan, thank you. Anything else Judith. No. Okay, in the chat props from quill for Nathan who participated in two of the work groups. Yeah I don't know how we did that Nathan but thanks. He volunteered. I remember. Well, and I have to say you know in all the introductory pieces we did not acknowledge that that we were doing this work during the pandemic and you know when the pandemic hit you know I remember back in the early spring I think we were all all of our work groups were set for you know the next meeting in March, and that was just intense for everybody so. Yeah, thanks everybody who's kept going. Yeah, I think it certainly happened. One thing I want to mention is, and Liz maybe you can put this link in again. Well, actually, we have a bit leave for it but please do contribute these resources and forms to the OEG connect site. It's very simple to do it. And I want to give Amy and Sonia a chance, Sonia chance to speak as well but it's that that what I shared with you earlier which was bitly Arlo at OE dash OEG. That'll take you actually to this particular presentation in the schedule and that's a please do share their comments or links and sorry. Thank you for that commercial. Amy and Sonny how did your group go. I think I made it so that we needed more time to talk because I gave a tour that was a little bit too long but we did have one person share a sustaining digital humanities resource that we hadn't previously known about which was very helpful. I have a question come up about where disciplinary professional associations fit in to sustainable OER initiatives. So if folks want to continue in the chat or in some other way. That would be great and I'm sorry for talking more in the tour than giving time for discussion. That's great. So the disciplinary societies and sustainability. Yeah, that is a really interesting area. And someone brought up the concern that you know what happens if the if the one OER advocate, perhaps working part time retires or moves on to another position than what happens and it's important to have these things. Yeah, really good. Exactly. Thank you. Which I think Denise's Denise's group on policy was talking about some of that work, making sure that it's embedded. Alrighty. Well, I want to open this up for Q&A but there were some wish list that some people put in the in this particular area of sort of phase two because we're finishing phase one. As we speak and phase two will start early in 2021. And so here are some really great ideas about phase two does anyone want to speak to that before we open this up for Q&A. Hi, it's Denise. Yeah. As I mentioned, it's helpful to work with another person when putting in documents into the policy hub. So I'm hoping to get some ambassadors from our group to work individually with state leaders to get their policies in so we make sure that everyone's using the same fields and the same in the same vocabulary. We keep talking about control vocabulary. It's just super important in a database and database development. So I'm hoping that's going to be one of my next steps. Great. Thanks for sharing that. Anyone else want to hone in a little bit more on their wish list. All right. And I'm sorry I didn't wait the full 10 seconds. Yeah, because we are coming up on the hour actually have eight minutes, but I would like to open this up to people who have joined us today and you can unmute your, we don't have a particularly huge group so I think we can just unmute your microphone. Liz, I hope that that's possible. And just speak up and ask questions or of course you can chat if that works better for you. This says we're already two minutes over time. Liz, it said we had 60 minutes. Well, we need to get the next group set up. But we can, I'm going to put the link for OEG connect. So if you want, if any of the co presenters want to put any of those great links in there to share with people and if you want to put a link to the slides, that would be great. This recording will be put up there. Oh, okay. Yeah, thank you, Liz. I thought we had the full 60 minutes when I looked at the schedule but the next group doesn't need much time to prop you can can take a few more if you need them. Do you start you start though at 10 o'clock Dave 1110 we've got 15 minutes. 15 minutes. Okay. Liz if you need to stop the recorder you can but I welcome. Ask questions or just comments. If you. You enjoyed the presentation. You appreciate all the hard work that this these work groups have done over the last year it's really been. It's really been amazing. Really taken a deep dive into these areas. I think we'd all like to thank you, Una, to for the amazing work that you do and us all. So thanks to Liz and as well, we've, we've enjoyed supporting you and we're thrilled to see the outcomes from your groups. Thank you. Well, thank you everyone for joining us today and it was nice to meet all of you and nice to see all of your shining beautiful faces. Once again.