 Okay, well hi everyone thanks so much for being here. Welcome to what is our second webinar of the fall 22 semester. This one is entitled open pedagogy as a tool for student empowerment. Like I said it's our second in a series of four webinars for the fall 22 semester. And we'll talk about the other offerings at the end of this webinar. This is hosted by CCC OER actually probably know the community college consortium for open educational resources. And these webinars are put together by the professional development committee. My name is Ryan McKinney, I am director of theater arts and the director of the center for teaching and learning at Keith bro community college in Brooklyn, New York, which is part of the city University of New York. We have the wonderful task of putting together today's webinar and we have three wonderful presentations with over getting too shortly so I'm going to do a quick overview and then get to the information that you often care for. So here's our agenda for today. I'm just going to provide a quick overview of CCC OER. And then we have three great presentations starting with an overview of open pedagogy. And then we'll be talking to one professor's experience with renewable assignments and global art history courses, and then a presentation on a framework for collaborating and a collaborative design of renewable assignments. And then we'll be talking about some of our upcoming events and CCC OER and only global and ways for you to stay in the loop and stay involved with us. The community college consortium, the community college consortium for open educational resources has a mission to expand awareness and access to high quality of open educational resources to support faculty choice and development to foster regional OER and to improve student equity and success. And they do and approach this mission through a lot of offerings that are available to the entire open education community. Personally, I first got involved with CCC OER last year and it's been such an incredible resource for me and my open education journey, and I'm really thankful to the colleagues that I've met here and the way that I've been welcomed into this fold and the way that it has really inspired me to keep thinking about ways that I can bring open to my work as as an educator and as a as a new director of Center for Teacher Innovation. So our membership as of 2022, we have 110 members across 36 states. If you or your institution is not a member and you want to become more involved and want to find out about membership there's a link here, and you can also access that through our website. So here are our excellent presenters for today who I am eternally grateful to for joining us and sharing their experiences with us. The first is Professor Karen Cantalosi who may be a familiar face to some of you, if you've been involved with CCC OER Karen is the program director of our low the regional leaders of open education, a program which I luckily took part in last year and I learned so much from Karen. She's also the network director for open education and open science for reels and a permit professor emeritus and biology and state college. Our next presenter is Christian Cash Professor Christian Cash who's a professor of art history at Montgomery College Tacoma Park Silver Spring in Maryland. This is my city University of New York colleague, Professor Stacy Pats associate professor open resources librarian and stem liaison at the matter library of Lehman College, which is one of the senior colleges. Thank you, if I do not see you at the end of this thank you again for sharing your work with us today. Karen, Karen's going to give us an overview of open pedagogy to help contextualize our work today. And then Kristen's going to talk about some of the renewable assignment design that she has done in her art history courses. And then as we said before Stacy's going to talk about collaborating and a collaborative design approach to a global assignments. So I'm going to stop sharing and I will toss it over to you, Karen. So, so everyone knows we're going to go through the three presentations and then we'll have time for questions and answers at the end. I'll be monitoring the chat and then we'll have time for questions at this time. Karen, thanks so much. Great, thank you. Thanks so much Ryan thanks for the introduction and thank you to everybody who's here today I really appreciate such a big and robust audience so that's really, really wonderful. I'm going to share my screen. Lately I've been having fun using this slide to think about shifting paradigms and there's a lot of different ways that I think about the need for a shift in paradigms within higher education. And one of them is to talk a lot about, and I'm not the only one to say, how can we think more about open educational practices, and a little less about open educational resources and that's, you know, that's not to be, you know, a heretic, what do you mean not we are like, but we are not as the focus the product not as the focus how do we think about people and practices and students and learning how do we shift this paradigm to think about open educational practices as central to what we do as educators and so central to what I think we need to do in terms of thinking about where higher education is going in its future. What is it that we need to really be thinking about as we think towards changes, especially given the state of our world today. So when I was asked to give an overview of open pedagogy it's kind of hard to do it sort of reminds you of people, you know that you meet and they say oh what do you do and then you start babbling about open education and they say well what is that and so you have to kind of explain it in, you know, a minute or less and it's kind of tricky. Um, but I do like I like to think about open pedagogy and I'm so glad I have an audience that already knows about what a pedagogy is right so it's not starting from scratch but, but I do like to define it for myself because not all of us define it the same way. So the way that I think about open pedagogy is sort of like these intersection or intersection of these really primary ideas like the idea for me of collaborating with others connecting with a community connecting outside of the classroom. You can trust your own, your own college your own classroom, and actually creating community within a classroom and outside of the classroom. I put this up first because I think this is really essential. I think sometimes it can get lost when we're thinking just about how do I make a better assignment as to how am I actually creating community and allowing my students to connect with this broader world as an originating frame for thinking about how I work as a teacher. Um, and then of course the idea that we're asking students to create knowledge to share that knowledge with others and to be in the inclusive in this like what does it mean to inclusively create and share knowledge. What are we bringing across a broad and diverse range of ideas and perspectives and thoughts to the so called cannons of work that we do. And how do we help our students understand that just slapping an open license on something and sharing it actually has value and that why would they want to do that I think teaching is why we want to share our work is just as important as teaching them how to do it so I think that's an incredibly important piece for me as well. And students having agency I talk a lot about this as well like what does it need to provide students with agency, not just to create an assignment for your class but to help design the course itself to help write the syllabus with you to go into the first day and say let's create the learning outcomes together for this course, you know what are the policies can you make your own attendance policy and those are some examples and I say especially for marginalized students, students that can feel a lack of control students that haven't had a voice in these educational spaces that we've created for them. How is it that we really help to promote a way of giving students agency. To me this is part of what I think about when I think about open pedagogy, and that the idea of access is not just a free textbooks or stuff, but the ways that in which we need to think about accessibility, broadly, access to food and gas and laptops and captions and safety and along with learning materials and etc because there's so many other kinds of things. And I know that it may be hard to feel like it's your responsibility as an instructor to provide all that. And it's not anyone's sole responsibility but when we collectively think about this as this is part of the job that we have as educators, how do I work with my own educational community to think about these things. It broadens my ideas when I'm creating that assignment and makes me think about what are my students capable of what can they do. And so for me open pedagogy sort of encompasses all four of these things. Sometimes I'm thinking about one of these circles more than I'm thinking about the others but to the extent that this provides kind of an ideal framework for creating open pedagogical practices within your classroom. I think it can be a guidepost and I find it to be a really helpful guidepost for me. I'm just going to give a few little examples because I know we have others that are going to give really great examples today. So I lately like to really think about open pedagogy as public service when students create something, and they openly license it and they put it in a place where others can see it and it's shared with the world, and it has useful value. Like this is an example of Carlos Gallier who is a biology professor at North Carolina State University, and his students that produced a lot of material this is one example one of the things that they did is they ran this podcast in his metagenomics class and so here's the students talking about antimicrobial resistance within the environment. And so other people have the opportunity to learn about that people outside of the classroom people within the community. So not only are these students understanding the molecular and genetic basis of what antimicrobial resistance is, they're taking their knowledge they're making it for the public and they're and they're sharing it in a way that can be copied and revised by others, and serving a community function all at the same time. To me this is the essence of open pedagogy. A students creating and openly licensing OER we believe, all of you can think of examples of student created OER and textbooks, but when students can envision the project to begin with like, we'd like to write a book about this and we're going to write all of these chapters and this is how we're going to arrange it, and we're going to edit it, and we're going to choose the license and the title and everything. And then you might think well Karen what did you do as professor. You're helping to guide students through this process is such a wonderful experience as they're thinking and they have so many questions about it along the way. Students can have this much agency, and they're learning so much as they do this I think is just kind of really a fabulous thing. And the other thing about this project is that it you know expand over three years where students from different classes and different sections and sometimes people create an assignment and they're like oh well that's done but actually it's not right this is that renewable ideas that your students from the next semester can edit all of that writing they can add to the chapters they can. It's kind of a never ending thing. And again for me it's a reminder that it's about the process, not the product. It's not about this book that these students created. It's about the process that each individual that was engaged in this, what they got out of that creation and of collaboration and of sharing and of license decision making all of those pieces is part of what I think is really so fundamental to the value of open pedagogy. And when we think about how open pedagogy in particular is about thinking about our most marginalized students and putting them at the center when we when we give students opportunities to speak for themselves. Now, the idea of the self determination of marginalized people in groups to be able to speak for themselves. There's there's different ways that we can look at examples of this as a student who was in a genetics class, learning about the genetics of skin color, and turning it into thinking about the social construction of race and gender within her whole her own family from Thailand and again just as an example just to give you a hint of like what are things that you might think about could be really valuable for you and your students. And, and there's a lot of different tools and platforms under which you can do this this is talking about domain of one zone but it's certainly not the only place. So, when I think about open pedagogy, and the idea of providing trust and agency and empowerment for students to cooperatively learn that that these kinds of environments actually do a number of things, which is to what maybe messed up my screen share there for a minute is a faculty and staff can actually address student anxiety, isolation, powerlessness and marginalization, like just thinking about the ways in which we designed for care and allow students to have that kind of environment allows us to leverage open to transform educational experiences and and cultivate these opportunities for creation and contribution. And so, when we've done that when we created that environment students then can address political injustices. They can address environmental issues they can share knowledge, they can provide a ways in which we can think about addressing economic environmental social cultural and educational issues. And so open pedagogy in and of itself is part of a way in which we can feel is helping to transform the higher educational system because our students are part of that transformation process and can be quite directly. So for me, these are the kinds of things I think about with open pedagogy. And I'm going to, I'm going to stop there because I don't want to take up too much time I know we have a lot of other speakers that are going to give some really fabulous examples and happy to, you know, we'll take questions at the end of everything probably right Ryan and turn it back over to Ryan thanks. Thanks so much Karen. That's such a great framework for us to sort of situate our conversation. Okay, so now we're going to turn it over to Professor Christine cash from Montgomery College, who's going to talk about some renewable assignments and global art history thanks so much. Thanks Ryan, you'll hear me okay. Good. And thanks Karen for the perfect sort of launch for this conversation. And as always, you put things so so beautifully and succinctly in a way that that directly kind of follows the way that I practice open pedagogy so I do want to to re emphasize that point that really when we talk about open pedagogy we are talking about a practice. And that might be new to a pedagogy or the terminology anyway. I'm here to reassure you you're probably doing a lot of this stuff already and just maybe not not calling it open pedagogy. I know for me. Some of the things I'm going to be showing you and talking to you about our things I've been doing for, you know, so many years, a couple of decades in my, my teaching practice, and only recently realized like there's this whole body of data and sort of ideas behind why we do a pedagogy and really the amazing levels of benefits that it offers for our students and for us as instructors, the renewable and sustainable works, you know, works for us and it works for them so I'll be coming back to a few things that that Karen said. As I show you some examples so what I'd like to do is, I wanted to share three different types of renewable assignments that I use in various courses that I teach I do teach art history. I teach globally. And so I have five or six classes that I teach, and I've used these assignments in specific courses but these are also renewable in the sense that if it's something that's I've developed for a survey course I can kind of pull parts of it out and apply it to it. So I'll also talk about the ways the different ways that we can think about renewable in these assignments. So, and I have Liz driving my slide so let's the next slide please. So, I wanted to start with this one this is really kind of the most basic level. It's kind of the easiest one to do in terms of an open pedagogy practice and this is the open choice discussion or activity. So here's an example that I did in my global modernism class in a section on early, early photography, where students had to learn about the beginnings the origins of photography as a medium, some of the early history, and most importantly, in my classes I focus on the relevance of photography in real life. So it's always about, you know what is the power of images. How are they made, why are they made and how they impact how we see the world around us. And so this assignment comes at the end of the unit it's called photography and me. So right away in the title of signaling that this is this is an opportunity for students to figure out how photography relates to them and their lives and their experience. So really the assignment you have the detailed prompts up there but really all it's asking them to do is choose two photographs one from the early history. I give them some museum collections to go dig through and I'm always just love what they come back with. They're learning some skills and how to how to navigate museums as well, and then they have to choose from their own collection or on from their phone. And then they're employing the foundational skills in art history, which is visual analysis doing some comparison. So basically they're trying to communicate how looking at a historical photo next to one of their own photos, really impacts how they're seeing each of them. Right. So that their experience with an object that's very familiar to them right the one on the top right is actually my students actual dental x-ray. He had just gone to the dentist and was like, you know I was looking at this this photo by the way he glitz and it was, I know it's somebody's neck but it made me think of all the different shapes that I saw in my x-ray and I was like, boom, done right that that is exactly the intention of this kind of assignment is that they're bringing the student is choosing both the historical artifact that they want to look at something that's quote unquote spoke to them. But then they're also bringing in something from their own experience that is very familiar and this is such a great way for them to connect, you know, their lives their experience their ideas and most importantly their voice to these histories and visual histories that are often, you know, seem really far far removed from their lives. So this is the kind of assignment you can do really very easily all it is. It's a scaffolded set of prompts. This one is specific to our historical skills. And then in each step, I am asking the student to bring either the object for discussion, or the majority of the content or the discussion. The only thing I'm providing is the scaffold, the rest is totally up to them. And you can see the variety that that comes out of it the x-ray, the bottom right is my students grandmother. And then on the left is a photograph of my student and a couple of his best friends next to this amazing Lewis Hein photograph from the 1920s. So, yeah, it's always incredible what they come up with and that's the point, I think. Next slide please. Okay, so now I want to show you two different sort of larger scale open pedagogy assignments. First, I'm going to talk about an assignment that came a renewable assignment that came out of a fellowship that I did through Montgomery College which some of you might be familiar with that's expanding to other institutions. This is one of the UN SDG Open Pedagogy Faculty Fellowship, where as a cohort, I worked with two colleagues from two different community colleges. One was a mathematician, one was a marketing professor, and we had to come up with a multi disciplinary renewable assignment that could apply in all of our courses. So I'm going to talk about this one that I did for my survey of African art class, which is what I would call a scaffolded open choice project. This is the culminating project for a course. And then I'm going to talk about one that is like next next level in terms of open pedagogy, which is this is actually a renewable assignment that was developed by a student. So I acted as the mentor and the facilitator as the student developed an assignment for a, for one of my units in a global art history survey course. Okay, next slide please. So I'm going to walk you through the steps of this first project. So this is the, the sort of scaffolded open pedagogy. It was called portraits of power women leaders in African art. And this was an assignment that extended the entire length of the semester so each slide I show you is going to be a different step on the scaffold. At every point in in this project, the student is the one choosing what to do. And how they present it right sort of that it works both in terms of content, but also the flexibility in terms of format and presentation. Next slide please. So the first step was sort of what are we doing and why are we doing it. And it was quite, you know, again very open. I asked them in three different ways to reflect on sort of the nature of leadership of women or female leaders in general and then the power of representation. And these were three separate little mini assignments where the students had to think about women and their lives and women leaders in their lives and come up with their list of what are what are the qualities of leadership. Then we did a little research into women leaders in Africa. They had to connect those two what are some of the qualities that we see in these, these very specific women. And then we looked at the power of representation where students had to go find an example of an artwork or video or media product that showed women in a position of leadership and talk about how that visual represent visual representation impacted how they saw them as leaders. Next please. Come up with their own example. So I had this student here who chose Maya Angelou, there was a whole variety they had to explain how they saw them as a leader, and also, you know, examples of their work or their life that communicated those qualities that they believed were an effective leader. Next please. Then this is the artist class, they had to choose a work of contemporary African art and showing you one example here. Again, this is one of the imperfect example of how you need to be flexible with these open pedagogy. This is a course in African art and I had students repeatedly go to the African diaspora, which I was like, great, this is where they want to go, let's go. So here we have an artist who's an Afro Cuban American artist. And the student had to choose a work that they saw they felt in some way connected to this idea of female leadership, and then explain how and why. Next slide please. So in mapping in with the foundational skills in art history they had to do a visual analysis, which was how do we visually see these qualities of leadership in their chosen artwork. And then they had to do some research and get some context, learning a little bit about the artist a little bit about their culture, and explaining how some of those contacts behind the artwork connect to their conception of leadership in this particular work. Next please. So sort of at the very end they had to pull it all together and and I always asked just a very straightforward open question, why did you choose this painting, why this work, how is the support your power to you. And that's where the students sort of brings it all into this personal connection how does this work speak to them, and their understanding of leadership. Next please. Here's a few examples again what I love about these open assignments is just the variety. When asked to, to give an example of female leaderships everything from artists the show Obama came up a lot, and the most beautiful like you know squishy tier inducing part was like mom's all over the place was like my you know the most incredible woman in my life is my mom. And so giving students that opportunity to really really connect, you know what they're learning about art and history to their two people that they love and care about and admire was really the ultimate, you know, ultimate sign of success with this particular assignment. Next please. I just want to share, I think we have time. I do have one short testimonial from a student who did this particular project. He is Barbadian and he chose for his example. The Prime Minister of Barbados, the honorable me of monthly and the artist on the bottom right and I'm just going to have him speak for himself. Are you seeing the video now. Hello, everybody. My name is Jason Small and I'm a current student at the Montgomery College. For my final project in the African art course, which I took at the Montgomery Community College. I completed part of my presentation that discusses the effective female leaders like highlighted Barbados is on Prime Minister, the honorable me of Molly and rock and artist, but all she me as two women who are active female leaders in our world. The focus of my presentation was on machine and how I consider her a leader because she uses art to elevate the voices of everyday African women. The intended outcome of my project was to really hone in on the idea that every day normal African women are leaders in their community. They don't necessarily have to be famous or doing something unique, but they are leaders for all that they do for their families and communities throughout the usual days. If you really think about it, many African women cook to fuel their families and raise children who will become the future of our society. These responsibilities alone are enough to consider them incredible leaders. Ms. Shemi recognizes this idea and incorporates it into her art so that she can help other people see it too. This assignment was really important to me because it helps me articulate and send a message that we as a society should honor and recognize the daily contributions of women everywhere. The artwork that Ms. Shemi does can help change the way we as a society think about women so that we don't take women for granted or disrespect them. It is important for me to help expand on this message, especially of what it means to my mom, my sisters, my little niece, and my wife. It's also the message that I want my 10 month old son Jaden to understand when he grows up in this world. Thank you. So yeah, that kind of says it all in terms of how this thing works and connects with students. And I know I'm bumping up on time. Let me go really quickly through the second one. Next slide please. The second one, like I said, is a sort of a next level where I was working with a student through our decolonizing the curriculum initiative at Montgomery College, where a student and faculty pair work together on a project that would open up the pedagogy and practice to students. This student developed two renewable assignments for my survey level course. Next slide please. The first one was this one called countdown where basically they showed, we would show them as the students a work of art and then they would respond look at it for about 30 seconds and then respond to how they saw what they saw what they smelled what they heard what they tasted, etc. This was an assignment that she came up with through one of her psychology classes that she really found that that doing this kind of sensory connection was a really good way to have students kind of relax and feel grounded and so we thought let's see if this works with art history. And as you can see it kind of works on different levels where you can have students just sort of do that first level with just some sensory responses to it. And then we did I tried a pilot in a more advanced option in one of my classes where the students would choose the artwork, and then they would do this exercise with other students, and it created some more sort of advanced level interactions and responses to the artwork. And then the other one she came up with which I love is the trading cards. This one is more of a sort of culminating project she was like, you know, it'd be kind of fun to do like art history Pokemon. And I was like, yeah, okay, let's do that let's try it right and I think, you know, she came up with that the student came up with everything the templates. The sort of the reasoning the vision, you know, all of the work that went into it this was super fun, all of the student, the work that went into these assignment was developed by the student and I was the one just sort of guiding the way we piloted in the class and we tweaked it based on student response. And, you know, now I use both of these in my classes. And it's fabulous and I'm getting a little, you know, collection of Pokemon cards that I will hopefully at some point, you know, be able to turn into an OER, because they are mostly capturing artists and that the students are interested in not the ones I'm interested in. And that tends to be artists that are more underrepresented. And these histories that can be really hard to get to and are most certainly not in the textbooks. So I'm going to leave it there and hand it over to Stacy for some some tattoos. Thanks. Thank you so much. I'll go ahead once that stops sharing but there we go. See. But yeah, thank you, like Karen and Kristen and you know Kristen it's so nice to hear from your student and Ryan for organizing and Liz for like manning everything I mean there's really like such a village that goes into making this and I'm just so pleased to talk a little bit more about the how to of it. So I'm presenting on a chapter that I co authored with a colleague, really like one of my partners in crime other half of my brain who's not here with us today but my colleague Jennifer Van Allen, who's an education professor. And I have to shout out actually another part of my brain who's in the room also of Shawna who brandl from Kingsborough so just, you know we have like a really rich community of folks at CUNY and it's so nice to be also here with everyone and in the room right now. I just have to say that before I go into everything, but you know that we titled the chapter evolving into the open. And some of that is to emphasize really that this is like open is a verb. I've heard a lot of folks in open say that, and really, it can get overwhelming when you see all these fantastic projects that look like finished products right, but it really is that it's a process and really it's opening a little bit each time and moving towards that idea. So we developed this framework for collaborative design of renewable assignments, and really emphasizing that people aren't alone in this. This isn't just like you have to go sit on your own and come up with how you're going to do this but there are people either librarians and structural designers other faculty who have been part of things who can also like help with the design of this help think about things, because that's really so important to not be alone in this process. So, the other part of it is renewable assignments which exactly like what you've been hearing about already. So this is actually a book chapter that Jennifer and I authored Oh, and Cheryl already put it in the chat I had it like all geared up and you're so good to be on top of that. So it's detailed in the book as well. But you know there's so many good chapters actually in this book about open pedagogy about how to get started. So I highly recommend looking at this book for if you're thinking about open pedagogy. It's a wonderful, wonderful resource. So many good projects in here. Oh, and I didn't mean to click on it sorry about that. But you know, as Karen and Kristen have talked about like open pedagogy is just changing who creates knowledge and giving pathways to empower students to be the creators. So I found this table from David Wiley and john Hilton really helpful when we started thinking about open pedagogy and open practices. You know, to kind of classify like what is it that you're assigning because you're already giving assignments right. Everyone has assignments but is it a disposable assignment where someone creates an artifact and it, you know, lives in the LMS and doesn't go to LMS. Is it authentic where it has some value beyond supporting the creators learning. Is it made, you know, constructionist where it's then made public, or is it renewable where then the artifact is openly licensed so that was kind of how they defined it. And obviously there are other elements that go into it but it's sort of basic. So something that we found that faculty really appreciate and that Jennifer and I appreciate when we found this kind of decision making and classify classification of assignments. Was that so much of this as Kristen said is stuff that you're doing already right like my colleague Jennifer, she's a teacher educator, so it gets very confusing when we talk about it because her students are teachers. So it always gets a little bit weird of who's the student and who's the teacher and what level we're talking at, but she's teaching teachers. And her assignment that she was already giving in her course was really already a constructionist assignment. So in her assignment student her students the teachers were asked to create a lesson plan and incorporate technology into it in her. The language literacy and educational technology was her course. So the artifact, the students were creating artifacts, the artifact had value beyond their own learning. The artifact was made public because they were actually already teaching with it, but the artifact was never openly licensed, because Jennifer didn't know about open licenses at that point. So that was a place where it wasn't renewable but it really was constructionist. You know it was being displayed elsewhere than just in her course, it actually made it into you know the students classroom into their school where she was teaching with it. So we were looking at, well, okay, what, what could she do, you know, how could she also as someone who was teaching an educational technology course Jennifer felt like, Hey, I should be teaching my students about OER and Creative Commons licensing. I mean when you talk in teacher education also like the levels of students that you're impacting really goes all the way down to like our students who are in K to 12 New York City public schools. So there's a lot of levels of teaching happening that then influences the next sort of classroom which is one of my favorite things about working with the Education Department of my college. So, then Jennifer changed her assignment and you can see over here that this was her assignment that she then assigned was that actually instead of create your own, you know, lesson plan that you're going to share, or in your course. You can actually adapt or remix an OER resource or create. So it gave students more options because you know Jennifer knew from her own practice as a teacher. Oftentimes she wasn't coming with a lesson plan from scratch education is about sharing. So she would have a lesson plan from someone else, or she would have something that she had worked on previously. So she now gave students that ability, her teachers the ability to say, Oh, you know what actually, I can take something that you know from elsewhere from OER Commons, and I can remix it. And I can think about lesson planning differently than I have before. And then they were required to either upload it to the shared resource collection, or to share it on OER Commons. I'll talk a little bit more about that. So when we thought about our process, we kind of came up with this framework, thinking back on how did we get from like, where she was to where she wanted to be. So in the first step we went back to that Wiley and Hilton sort of criteria and we analyzed and classified her assignment. Her assignment was actually living in that space of constructionist. So then the next step was to consider what would be a meaningful OER contribution within her field and you could see there are different ways that could happen. But, you know, for Jennifer sharing, you know, in teacher planning, teacher education, lesson plans, other resources are really useful. So that was a meaningful OER contribution that can really vary depending on the discipline. There are so many good examples and, you know, Kristen and Karen shared good ones already. So I don't want to, you know, go into it too much. But then we thought about what tools and repositories do we have available to us. So at CUNY we had things like, we just have press books now but we had access to manifold, but that didn't seem like the right space for this assignment. We had the CUNY Academic Commons which is like a WordPress instance, but that didn't also feel like the right place for it. But OER Commons and teaching how to use an OER repository that teachers could then continue to use in their practice felt like the really a good place for these teachers to deposit what they were creating and to get them familiar with searching in that and using it. And then the idea of student agency. So how are we designing and negotiating for openness was really important to us that students didn't have to share it openly outside of the class because we said so that they had choice in that. You know, and Catherine Cronin talks a lot about this, you know, letting students making those decisions of like, will I share openly, who will I share with, who will I share as, and will I share this. And, you know, Jennifer and I did research on this assignment as well. And students didn't necessarily share outside of the class at first we only had a few students who chose to share an OER Commons, even though they all shared within the class. And then our later research where we interviewed students, which was finally just accepted for publication so they'll be coming soon, you know pandemic research is slow to come out. But they felt like this was their professional identity so they wanted to run the lesson first. And they wanted to make sure it was really good before they shared it outside the class context, but many of them once they shared it, once they ran the thing ran the assignment with their students. They were like, oh yeah I do want to share this actually openly and that's important to me but it was their kind of professional reputation also. So some of the examples of the teacher candidate or we are that you can see. This is a basic based learning unit these this was one that was shared on OER Commons. Another student created this first grade mathematics workbook for the parents, which Jennifer had never seen. Like a student create something for their parents before the teacher wanted to, you know, help the parents understand the mathematical concepts. She created, which was a really interesting take on this assignment. Another example that also Jennifer did because she's my like, you know, person leading this at Lehman. And she's just really doing amazing work. She taught a Lehman scholars course and had students evaluate OER for social justice, where students like evaluated created a rubric for OER for social justice and then evaluated a different OER and that's all in this book so feel free to check that out on press books I've got the link over there and I can put links in the chat as well. But you know that these students actually shared very openly and yeah I think that's interesting about like their professional reputation and public contribution absolutely Karen it's, you know, it was something a little bit new to them and they didn't feel like they could share necessarily but then once it went well they felt like they could. But yeah I think that also yeah is very interesting as a process of how they think about it, and what they think is worthwhile and what you know what their confidence is I mean some of the recommendations that we have is also like Jennifer's course candidate course was is one of the last courses they take. That's the first time they heard about Creative Commons licensing and in our quality of interviews all of them were like, how is this the first time I'm hearing about Creative Commons licensing and we are like how have I not heard about this yet. Yes, and there weren't any there wasn't implementation of peer review in that iteration of it. This is something that you know we're iterating the project as well so that's something that we're talking about putting in to it as part of the process. You know sometimes that that timing the first time you run an assignment, you don't know how much time everything's going to take so I think that'll be in the future that was also a recommendation we had. But yeah teaching students also about. Creative Commons licensing earlier in their sequence, especially because these are these are actual New York City teachers they're getting a degree in literacy, literacy education literacy studies. So these are people who are working teachers and they had never heard of it had no idea what Creative Commons licensing or we are were before this course. Some of the research and related resources that you can take a look at. We have an article on this on the actual assignment and open practice. We presented at OE global on some of our studies study findings, and then also just a really good starter kit workbook that I'm partial to with with Abby elder that we worked on if you're looking to get started with all these things. Thanks and Marie, I actually do also curate a list of OER publications at CUNY, which I can put that link in the chat because I mean I think that's one of the things of the community of OER folks are so generous that this really should be collaborative work this doesn't have to be something that people do in silos, because so many of us are working on this and happy to think it through. I think that some of it is also like, you know, Karen what you're saying about like, how do we get students to like, take that risk sort of in their in their professional lives. Like we also have to think about how we're taking risks as faculty and how we're putting ourselves out there and modeling that kind of like, hey I'm going to try this and it may not work. But you know, I'm taking that little step and I'm trying something out and getting messy a little bit. So and then there's some of the references if you want to check out any of these resources as well. But you know I think probably there are questions so I should stop talking so we can get to those, and I'll share some more links in the chat as well. Thank you Stacy. Thank you so much. And again, Karen, Kristen, Stacy, thank you so much for these these wonderful and like very like my brain is just sort of like going 1000 miles of a minute trying to think about ways that I can incorporate all this great stuff into my own courses. I'm going to share my screen. I totally forgot to plug my presentation and I totally forgot so while you're getting ready to share I'll just say, I do have a presentation on and a journal, special issue that's coming up that I forgot to mention, which is not about renewable exactly but it's on the intersections of open educational practices and equity pedagogy. And if you're going to open ed, we have a panel on Wednesday at 430. Luna is going to be on it I think it's okay to tease that. We've got the open for anti racism, and some of the publications for the journal are starting to get posted in the early site as well so on the journal website you can check those out so please join us to hear from really the authors who wrote these public articles, and talking about really how we infuse equity within these open educational practices because it's not a given that it would be there, even though you would hope that it's something we have to intentionally design for it. Absolutely. Thank you so much. Like when I said in the chat, the slides and the recording will be made available so if you want any of the resources that were in the presentations will be available through the slides later on. But, you know, we have a few minutes left I'd love to open it to questions that we can either unmute yourself or if you want to just place them into the chat will probably have time for a couple of them. Before we have to wrap up because I want to be conscious of everyone's time. Any questions. Kristen there was one question earlier, and then Michelle I'm going to come to you. In the chat of if you can speak to how you see your assignments as being renewable in terms of how they might not be disposable or how they sort of feedback into the class or maybe public facing or available to students in future semesters, any, any way that you see the with the work in your assignments. Yeah, I think I saw that in the chat and it's actually the next step that I'm working on, because one of the things I started to realize as I was being more intentional about incorporating the renewable side of things into my assignments in my field in art history there just aren't any resources in in the vast majority of kind of global history of art and so I've really been struggling with honestly with how to how to best do that. And I, my hope is is basically what I've been an emcee for three years. I've been doing these assignments for about two. And so I now have a really nice collection of artworks artists and sources that are all student generated. And so I'm definitely looking into you know press books kind of oh we are more classic kind of way, but I'm also thinking about how how I might make these assignments and the work that the students are students are doing more public, especially in teacher training. I think teacher training is such an important area that that this work can really reach out into. And I, in particular my area, we work with visual literacy and media literacy. And so, you know what I'm very honest with with students about these assignments and saying, you know, you are helping to generate resources that do not exist. And so the next step for me is to figure out exactly what to do with that with all of this information that I'm gathering. But yeah, next next step, stay tuned. They are renewable in the sense that I, I really like they are used in different courses, and then I actually also have some of these are on something like padlet, where students are creating kind of an ongoing metastasizing virtual gallery, for example, where they can see what they've done and one of the rules is you can't choose a work that another student has chosen. So that's one way that that I'm already practicing to kind of have students see what other students are doing. Yeah. That's great. And in theater we have, we have many of the same challenges that you just articulated questions so that really resonates with me. Michelle, did you still have a question. Quickly, I know. I know on the conversations, I know with the University of system of Maryland we've been talking about OER and such there, there gets to be a point also where students have to be given that honesty of saying okay we are using we are but there's also this this recognition that a student is building, you know, building this area of producing knowledge. And when we're doing that with other students there, there still is this conversation going back and forth that what point is this student feeling that they're being taken advantage of you know what I'm saying. And I haven't heard a really clear answer I know we're using OER and it's open resources, but we're also talking about a student at that level, moving into some high level production of knowledge. And there's almost this, this this feeling of taking advantage of that students information to go in there and, and like I said I haven't really heard answers to that yet we're starting those conversations and I just didn't know if any of the panelists had a thought I know our time is very close so I certainly understand and can take it off online. Thanks for that really, really important question Michelle. Karen, I'm going to try and maybe put you on the spot a little bit because I feel like that was a big thing of what we talked about in our last winter. In terms of sort of, you know, how do we bring students in and how do we credit them accordingly for their contributions to the knowledge comments. Absolutely, there's there's so many pieces going on here and, and just to say that referencing back to the point that I was making in the chat with Stacy is talking which is fascinating I can't wait to read your study like students were hesitant to share which makes sense, given the structures that we have and the ways in which we as faculty feel hesitant to share like the whole system is set up to be very competitive and so you know how is it that we get students to feel comfortable putting licenses on and sharing the work. You know there's no easy answer to that you know when you're talking about how do we shift the entire structure and the world how do we make students feel comfortable how you know I think that the tiny things that we do to begin with is creating, you know, a comfortable environment within our classrooms which I think all of these folks that were today talking about right Kristen and Stacy, certainly doing that and talking about that. But, but what can one educator do in a school where they know you're going to send you know you're going to send your students out into this competitive world and you don't want them to not look good right so it's, it's super challenging I don't, I don't have the answers to that I feel like the more that we can value the collaboration over the competition the more that we can create ways to do that the more we can stop the sort of get towards this and I'm not sure if I'm answering the question Ryan. But I think that's kind of what's been on my mind a lot when I think about shifting structures like the systemic competitive atmosphere that we're in which makes it really really difficult to do the kind of contributory work that we talk about. And I think what you're, you know, I think what you're highlighting is sort of all of the multiple considerations in this question. And that they're, you know, one of the reasons I think Michelle is raising it is, is there isn't a tidy answer right maybe we haven't found that yet. You're marking this mentally for us to sort of think about maybe a session just on this for the spring for the spring webinars because I think it is certainly worthy of an hour of time and we could certainly talk about it for that amount of time. But we are at four o'clock I wanted to make a couple of announcements before we all go on with our days. Daisy, Kristen and Karen, thank you once again, thank you to Luna and Liz for their leadership in our organization, as well as our VP of professional development into Hernandez who has been such a great resource for me as I have joined the professional development committee. So these are our webinars for our remaining webinars right today, we have open pedagogy as a tool for student empowerment, November 9, we have open ed as a neighbor for anti racism and social justice, and then December 7, measuring the impact of open education. And those will all be sent out on the listserv and information on them on our website as well. Please stay in the loop. There's some upcoming open education conferences that are listed on our website under the get involved menu. Please join our community email it's very active. It is such a great resource so please join if you haven't already, and read our API blog posts and student or impact stories on CCC or. And then lastly, please, if you get a chance and you see our slides please fill out our survey it helps us know, you know, how helpful this webinar was if you want to hear more about this topic and you know what we can do to continue to serve our membership so thank you so much. It was a real pleasure to hear about these assignments and the way that we are all trying to bring open pedagogy to our work and everyone have a great day and a great semester see you all soon.