 So for open development and he has 20 minutes to share with us what he is working on and then we have 10 minutes for questions Yeah, so I leave you with John Good afternoon, right, okay, it works fabulous, okay, I'm going to talk about Some work in progress some work in progress that sadly at the moment consists largely of questions And it's work of mine and colleagues in what is called the global south About what is called development? so a lot of this you can read or Insert the quotation marks around development especially around development And it's work I do as part of the Circa program, which I'll explain with money from IDRC, which I'll explain Briefly, and there's quite a bit of backtracking here. So as I say It's talking about ICT for D or ICT D Which very very loosely means ICT as you know it and hopefully the broadest possible sense for development in the sense of problematically international development development in the global south and the organization Circa, which I think is strengthening internet research capacity Alliance Was instrumental I guess in articulating and theorizing around the business of ICT for D and as I say it was it's it takes place or is organized through the Nanyang Technical University in Singapore but funded by IDRC Which interestingly is apparently a crown agency. So it's kind of an independent agency Funded amongst other people by DFID Located in Canada, but with a large measure of Autonomy and unlike maybe comparable bodies, and I've just chosen DFID and USA ID adopts a more scholarly and critical Approach to international development, which probably in part accounts for its funding being reduced over the years And there's an intersection if you like between that conversation and a different one going on at DFID almost in these months about what ICT for D and ICT in education might mean and it does have a bearing on some of my remarks later DFID are very keen to talk about ed tech Educational technology and have a real difficulty shifting from that phrase to a different one an alternative one Which might mean technology for education There is a kind of institutional focus as opposed to a societal focus if you like that they're struggling with And I'll come back to that briefly Okay, so Without going into too much of the background of ICT D It strikes me there are three or four problems around it as kind of currently enacted and developed over the last Seven ten years clearly one of them is what is development? And and we could have symposia. Well, no, we have had symposia on just that question, but my The particular questions I'm all problems. I want to draw attention to are there is often seen in fairly materialistic or economic terms Quantified as something like GDP per capita, you know development is happening if that particular metric goes up And it's also often seen as a kind of a universal linear trajectory We are all on the same path. We might be on different parts of that same path We're all going to get there eventually and if you like there's kind of a modernist overtone to it all And you see words cropping up like leapfrogging And catching up, you know those words come from this particular viewpoint of development I Think also there is a problem with the ICT for D community that it has a fairly narrow conception in practice about what education might be And the phrase service delivery crops up and so it sees it the role of ICT in education as Being kind of dumb pipes through which education gets pushed or dumb repositories in which it is stored and I guess also For economic types of reason or employment related reasons There's a strong emphasis on the global knowledge economy Catching up with that joining in with that and the role of education in supporting that And then maybe obviously there's an enormous Power in terms of resource and prestige around various agencies ministries donors and foundations Which pushes a particular agenda kind of by default and kind of understandably Around scale and transferability and acceptability and sustainability So that has a kind of I don't know homogenizing Effect it also has I think the effect of as I've said here leading these things together leading to a fairly a Vision of education or a practice of education ran route largely around the transmission of anglophone Content possibly from American publishers through American technologies I'm all to have said I think there was a the whole thing is muddied by a very dysfunctional relationship between Policy makers and researchers which doesn't help Okay, so that's oh, and this is this kinds of illustrates the Very jaundice view of Education maybe luckily or unlucky leave might not be able to read this the guy at the top is saying oh my what deplorable conditions These kids children have no computers. I have to do something and then a year later We have someone at a keyboard saying one more game one more game mister. I need an upgrade Just click it you frigging newbie I can make a fortune taking my shirt off on a webcam and so on So I see T for D is quite problematic. I think the role of the circuit program in the first two Iterations has been to attempt to having created in a sense. I see T for D to insert some Critical theorizing around it and I think it struggled because the resources have gone down And it's also been hampered by a mission around early researcher development So it's trying to do too many things at once on a decreasing resource and in building theory It's been trying to build it's been trying to join if you like too few dots But Getting nearer to the point about open Circa three has been attempting to define and Support and map what open development Might be and it's done so by adopting a thematic approach rather than looking at health or education or governance looking for cross-cutting themes and Doing this by asking some international experts to work on one or other of those International themes so Dorothy a client or Andy Deardon in this country for example Followed by empirical work by local meaning in the global south Emerging researchers, so it's still to some extent saddled by this capacity building Remit which confuses things really This just to just to keep me real This is my friend Leonard Warae Olo who on my first trip to Africa all those years ago Said something like if open is such a good idea. Why don't you all use it? And I've still haven't actually figured out what the answer to that is Having bought into Microsoft and then Apple Okay, so this is my attempt to define open development It's not the strict canonical one from IDRC But I think it's about the ideals and principles and practices and techniques of open being applied to Or adopted in the global south for the purposes of development And this outlines a slide from Circa showing what we were doing interdisciplinary conceptual framework followed by Emerging researchers in the global south doing some empirical work And this is us all in a winery in South Africa theorizing frantically and This is probably something you've seen recycled and redrawn Throughout the course of today attempting just to Diagram what open might look like in a development context. I can't make much sense of it These in the course of that workshop in South Africa. These are some of the quotes that came out of it I'm not sure if you can read them, but for example rich Ling Is struck by the fact that open as he says seems to attract libertarians and communists One end and at the other which he regards as curious if nothing else Oh Laurent elder talks about the open being a growing theme in a in a broader conversation about ICT and ICT for D Which is true. It seems to be where ICT is moving And I think I've managed to quote myself In attempting to support open development do we end up supporting something which merely privileges the privileged Okay, and so what came out of that workshop for me is Does Open do no harm. Are we sure that it's actually a positive good and unconditionally a positive good? I'm not sure that education or technology or so. I don't see why open should be And actually whose interest is it serving and again? I don't necessarily think or assume. That's the poor downtrodden and oppressed and In subsequent meetings in Seattle, for example, we talked about other aspects of this as we attempted to map out the The issues and the topics One was in looking at our institutions. Was there a kind of paradox between If you know open learning and close management, you know or working in in web 2.0 kind of ways in web 1.0 kinds of institutions, you know working in flat ways where it came to Teaching and learning and working in very hierarchic ways as employees, for example I Wonder if open is for example a Trojan horse Especially sorry in work in the Middle East where I kind of struggle to separate talking to other people in Palestine separate modernization from Westernization does open have the same Contamination as it were a master's thesis from a Dutch student about 10 years ago called OER Knowledge Colonialization which in the context of subsequent events in South Africa example talking about Decolonizing the Academy has an interesting modern Resonance and I suppose does International development in my case provoke questions about if you like domestic Developments does what we are trying to do with people in the global south actually have a resonance Give us ideas about how we might be working with people in the global north And for my thinking as it were What I was struck by as one of the researchers in this early phase Is this set of questions around open versus free and I realized now I've put opening quotes And I should have put free in quotes because clearly if I'm talking about I don't know Google or Dropbox or or YouTube, I'm not talking about free. I'm talking about quote-unquote Free, but I was concerned about these questions for example, but does open privilege institutions at the expense of individuals It is open something that has now been co-opted to support the business models of our universities and colleges Does it does it privilege formal rather than informal learning or maybe? Teach our driven learning as opposed to learn our driven learning pedagogy versus her to go key maybe And I suppose I wonder when I see the some of the education systems in the global south Privileging I don't know the national language or the people in the capital Is there a chance that open is privileging these? institutions groups Interests in the center at the expense of those that are marginal or nomadic or indigenous at the periphery So I don't know the answer to these Rich Ling and I Have been entrusted with the theme of trust and how that works in or might work in open development and The empirical work, which is just starting will happen in a NGO looking at how people understand and report Contracts procurement defects in the roads in Chennai And this is kind of part of the problem with Circa it was very difficult to find something that addressed some cross-cutting themes In our case education and something else And originally there's something else would have been the health services just that we didn't get any proposals about the health services You know there seemed to be a nice resonance Relationship balance between education delivery and health delivery But it turned out to be very difficult to get any of the proposals that would kind of fit into this framework that we had in mind So we've done the theoretical bit which kind of pulls in the questions. I've mentioned and Recognize there's a vast literature of all of this of the of the role of trust and We're now thinking through in relation to trust in learning and trust in openness and trust in open learning And clearly it kind of plays out in The learner's relationship to the content the the relationships between Learners amongst themselves or learners with their tutors or learners with the system or learners with the institution or learners with the The technology and then within side the institutions amongst Employees Which is clearly just too big to tackle And what we've been doing so far is attempting to think this through As a theoretical exercise But I don't mean I don't think given the resources given the time and given the kind of diversity. It's going to be a tool easy and one of the inch on the aspects that interest me is The possibility one of the certainty I suppose that both trust and pedagogy are culturally specific That they exist in cultures and trust for example exists in a culture alongside authority risk Community difference and choice so I'm kind of obliquely referring to Hofsteder and how you characterize one culture as opposed to another And how one might be risk-taking and risk-avoiding for example or one might be authoritarian and one might be consensual well trust obviously Sits in amongst all of those different dimensions Just in different societies those those dimensions will be different and so the place or the absence of trust will be significant, but how those different Aspects of culture then relates to pedagogy are also part of the equation. So it's not simple So yeah learning exists within culture trust with it exists within culture And so on and so on and I think that's part of our problem that this is just way too complicated for our resources. This is Way too complex for our Empirical work and unfortunately we're trying to invest too much into smaller volume of Researchers So on that I've still got ten minutes Well, I was an abbreviated Questions in the audience. Yeah, do you need the mic or thank you Rob Farrow from the open University? Thanks, John So I don't know much about international development, but I think about open quite a lot about and open and Here's some of the things that I found helpful in terms of from a worker out One would be to say there is no sort of essentialist Definition of open. It's not sort of universal category. We can look at sort of specific instances and examples And it's of contextual understanding of open in that context and a similar point. I would say There's a sort of linguistic trick we play with open, right because when we say this is open We it sounds like we're ascribing some sort of positive quality to it, right? But actually what we're talking about is an absence and it's the absence of restriction or barriers to activity So if we say this is open access, it's like well now you can get it There's no barrier that was there before and now it's no longer there This is an area which means you're not impeded if you want to share it in certain ways and so on This is open data so you can access it and you can do these things with it But it's always the absence of restriction rather than a sort of positive quality I'm not sure if I'm explaining that very well, but once you start thinking about it in this way Some of these problems that you've identified I think might be Ameliorated a bit because there is no sort of universal open thing that we're imposing It's like well in this context it means this and these are the barriers that are being removed So I'm just referring that as a kind of provocation. I suppose or something for you to Ruminate on if you wish, but I found it useful No, sorry, I agree with you. I hope I understand you I think actually the problem is often and maybe that's true of much research that we understand and nuance what we're saying amongst ourselves But that is not what for example practitioners corporations or policymakers want and What on the one hand might look like essentializing? from our perspective is Seen as a very necessary way of making progress amongst all of those other Communities that they're actually doing things Sadly Any other question the audience or comment or anything that would To John's confusion Hi, I'm Elise de Fia from from publish what you found which is an organization that campaigns for a transparency and I'm currently also Doing research. I come back from Ben and in Tanzania looking at potential of uses for of Open aid data And I wanted to pick up on a few questions that you mentioned at the beginning if you could elaborate when you you were asking like does Open do no harm or whose interest does it serve like if you could elaborate a bit on this because I guess I So far the work that I've been involved in was looking at it from a different perspective as in how could open data actually help overcoming some of the like disparities in terms of you know power imbalances between donors and recipients for example and and help in terms of Leveraging I guess that the playing field. So just yeah, if you could elaborate on these questions, what do you? Would you mean when when you're asking like that's open do no harm in whose interest I think it was our reaction at the time in To what we saw as a simple a simplistic assumption that Open everything was unconditionally benign and it was just something we felt needed building into the discussion You know stop look wait ask Is it really the case that such and such an intervention or such and such an initiative is if you Serving the interest of the people for example that we want to serve and Not others not malign rather than benign and I suppose actually Conversations are in the international development community seem to talk an awful lot about unexpected consequences So it was a case of does this not only seem benign But if we then thought attempted to think through the unexpected consequences, would it then still appear? Benign and just not to proceed on the basis that Open is good and therefore we go ahead Any other question? We still have a little bit. So if anyone is well, if not, shall we give? Voice to Tina Papa. I don't know how you pronounce it. Thoma Papa. Thoma. She's talking about MOOCs and copyright So I didn't think about that And so I'm Tina Papa Thoma I'm a PhD student at the Open University at the Institute of Educational Technology and My research is related to how educator MOOC educators learn how to teach in MOOCs However today, I'm gonna present something a very small part of the research that has to do with the copyright material and issues if you want that educators found while during the process of Preparing MOOCs So So let's unpack this research question We are looking to how do MOOC educators find out about copyright when we talk about educators Of the educators may be PhD students lecturers, professors, learning designers, a librarian People at the head of the organization related to education and all these people were involved in the process of designing, running and Facilitating the courses When I mentioned find out I refer to the knowledge they get and the problems they experience About copyrights and all we ask So do they learn from From training, do they learn from practice while they are running the MOOCs? Do they learn from each other while they collaborate with their colleagues? Do they self-regulate Do they reflect on their own practices and How do they integrate with each other? So this is part of the the integrative pedagogy framework of T-YALA. You can find it online and When we are talking about MOOCs They are courses Offered by the future land platform So I actually did a case study, a multi-case study and I looked Oops, I forgot the copyright thing the most important thing so The law gives the creators rights to control the ways In which their material may be used So we're gonna look at this So I took a multi-case study approach And I looked on seven courses cases that they were related to history and politics and I conducted 28 interviews With the PhD students that were facilitating and writing in the external blogs. I will explain what that is Lecturers and professors that they were actually preparing the academic content and they were also facilitating the courses learning designers that they were responsible for the for the design of the MOOCs and A number of staff of an Organization related to education. So What do we see from the data? According to the integrative pedagogy framework So individuals did not engage in training with regards to copyright And they were not aware of restrictions of copyright to use their own work and to use OERs And it was it was time-consuming for them to use OERs to actually find out how they can do it and So they learned in practice by experience They worked collaboratively and With their colleagues and they wrote new material new content and they said they share its other's expertise and they reflected on their learning experiences about and copyright and they basically Slightly changed their practice and their attitudes and So here's a mountain We will talk about the problems that educators experienced When they tried to use copyright material in an open setting We will see whether these problems plant educators to use OERs or Did they struggle on using copyright materials and then they look at While they were learning about copyright as they learn about copyright does actually that That knowledge changed their their attitude and I will finish with How we could possibly support educators So starting with the problems That educators experienced When they tried to use copyright material in an open setting they found restrictions on the use of copyright material Online versus traditional classes. What do we mean by that? So here is a quote of an academic Educator that he was preparing the academic content So he's mentioning that when he was doing a lecture He was not too worried about About copyright because it was just inside a room So he could show clips and of films, but on the new environment He was feeling that it was a public domain and he and this became problematic for him And that he couldn't actually show videos that he probably wanted Another restriction is that they couldn't that educators couldn't use their own work Because it was protected by copyright so An educator that was preparing the academic content here She's saying that they were told that they couldn't actually even use the text of their own articles They couldn't copy and paste Other restrictions was the price of buying material copyright material Yeah And also they were restricted by time That they needed to find all we are is to use them in their courses so It's some an educator who was preparing the academic content in another case He's saying that it turned out to be extremely expensive So they made a very limited use of materials And that they were given license and the great use of materials of creative common shared Licenses, but the reproduction was very they spend a lot of time trying to find open source is materials So do these problems prompt educators to use all we are's or do they struggle on using copyright materials so Basically they created their own material From scratch they did they had to this these issues that they had with a copyright made them redesign a lot of material and They the use of material they used material outside The platform the future land platform Via external blogs on YouTube on flicker pages that they had to share photos When they were having issues with a copyright so The the landing designer here is saying that In order to get around with some of the legal complications They linked from the course to To the blog and to YouTube So they didn't have to worry the legal team about using data That they could that they were copyright The other problem as I already mentioned is that They person's very limited copyright material so they were limited by the content They use the all we are's, but it was time-consuming So as they learn about copyright It is interesting to see if these changes their knowledge or their attitude to all we are's They say that the creation of their own material Which is unknown if it's all we are's or not so we don't know if the material they used Is open is all we are and They reused they reused this material for other purposes So they used it in the MOOC this material and then they took they might have taken The MOOC in the class and they reused it And They also used existing all we are's on their teaching practice. So The academic the educator that was preparing academic content in case G said that Because everything is being published Online there is a heightened awareness of the need to get permissions for all the materials We use which you don't get when you are teaching life But it made you very aware and it's given me some useful resources for getting creative common Commons images, which I now use and build my own teaching practice in my own teaching practice. Sorry so They did change Attitude and they did try to embed all we are's in their classroom apart from the MOOC So what could we do to support educators? Perhaps we could We should raise awareness to educators about copyright and all we are's by providing training before producing video images and text content and The legal experts may be able to collaborate with educators to help them gain this knowledge about copyright Thank you. Any question from the audience? Yeah, Rob. Thank you. Um, I was just wondering if you could share with us What's the most kind of unexpected thing that someone said about all this in these interviews? They were They were They were actually saying that even though they had these difficulties of finding content and This difficulties made them stronger let's say and they produced the content that Otherwise they wouldn't be able to use so this was very important. This was a Learning care for them. They were mentioning it and they were reflecting on their practices actually not only about copyright but about different different things because Basically the way they are learning is in practice. That's it. They don't have any training on anything and They don't really know they have most of the people that I interviewed We cannot generalize obviously because it's a a qualitative research most of the people have Huge experience in face-to-face classes But not in the online environment Any other question I Have one did Why they were doing their own materials that you were saying that they decided then to do their own material Did they do the proper then? Licensing so that could be then used by others with less difficulty. I was just wondering Yes, actually the legal team in one case at least that the the university was very into nooks. They had a legal team that was Quite supporting the educators and They made the educators to name every photo every text and So that they so that it has license and in a in another case That the person did not mention anything about copyright issues and stuff like that Because I actually participated in most of these courses to see how they were how Educators were actually responding to the course the this educator had a CC by in every Text in every photo and He was mentioning who created what but this was not the case, you know You know the courses I looked at. Thank you very much. Any other question Shall we give them? Oh, yeah, there we are Thank you. Thank you Robin Wright from Swinburne University I wondered if anyone that you spoke to was aware of the existing copyright exceptions that existed in their copyright law that they Were using in their normal educational practices and thought about how they might transfer into the new environment They they were aware that there are copyright material that they cannot use but as I Showed one of the quotes They were not actually Considering that there is copyright restriction when it was in the class So when they actually went online to produce the courses produced to create the courses They were quite surprised They the strut of the lot So they were not prepared at all of what They they would have to face with Copyright, I don't know if I'm answering your question, sir They yes, they had to do that. They had to get a copyright clearance in lectures, but you but Not everyone talked about this so Yeah, any other one with any other question Well, is that it. Thank you very much Tina So we have a next talk And I think it is Rob. Is that right and Jan. Yeah Yeah Great to see you here. I saw your webinar Yeah, yeah, very very interesting Thanks very much Are you starting it? Micros on everyone can hear me. I think yes. Yes I'll turn mine off. Yes, okay Okay, thanks very much I'm very happy to be here to speak at the OER 17 And give you an update on the OER world map project My name is Jan Neumann and I'm working for the North Rhine-Westphalia and Library Service Center and We are doing the project Incorporation with graph thinking gig game Baha, which is a small developing company in Berlin And we are very happy to have Rob ferro in the team And we are also very lucky to be funded by the Yulet Foundation. So and Actually, I changed the name of the title of the presentation a little bit I made it a little bit more clear and shorter than the original one and I also shifted the Focus a little bit more to focus on to policymaking So what I'm going to talk about today is I just Want to give you a very short project definition. I hope I will manage to do it short and Then I will talk about Project stakeholders and data collection, which is a very important topic in the project and then show three examples of how the OER world map can support policymaking and Then ask for your support to the project finally. So what is the project? I recently said that the OER project. Oh, yeah, world map is a project in its adolescence So we have been working for two and a half years on it now and it starts to make sense so it has a very huge scope and so we had to put much energy into building up the platform and Now you can see the results. I think it looks good and the usability is already quite good, but it's still difficult to find the Data and so it's it's not yet complete. So it starts to to have muscles and to be useful But it's for sure not a finished project. So if you look at it, just keep this in mind Actually I we had many ideas or we had some problems to define what what actually the core of the probe of the project was and So in the last two years, we had many ideas what the OER world map could be and We started with a definition that it's something like a database that the database is the important thing Then we came up with the idea that it could be something like an open operations room Which could be used by the OER community to step in get information about the state of the OER movement and Take decision and and go on and we had recently ideas that it wasn't Vicky which is true as well and Then we came up with the idea that it's an educational Management information system and we had the idea that it's a directory So you see many ideas but hard to put the focus on and and so I'm just going to give you the E-sense. Oh, there's one slide missing right now. I'm not sure why it is Doesn't matter. So the essence is it's a platform for collecting data and information on actors and activities from the field of OER and open education and So but anyhow, I mean that's when you are in your adolescence I'm not sure if you remember your own poverty or if you have children in that age I think it's quite normal and maybe the answer to the problem is not to find the final answer But to move on and focus on more on what you are doing and stop asking yourself what you are so What are we doing? We have Identified three main epics. So which are three directions and I'm going to just read them for you It's as an OER actor I would like to find other OER actors and connect with them so that I can cooperate in a coordinated way and share Resources and knowledge with them. So this is about Social networking and bringing together the OER community the idea is since we all share the value of sharing and Giving away the most important things. We have our knowledge and this should be helpful for us as a global community because if Different projects are working on similar goals They should connect to each other and and learn from their experiences and share experiences and resources and all this stuff Second one as a teacher or learner. I would like to get qualified Complete and current lists of existing OER office like OER repositories so that I can easily find open resources Which fit to my current learning or teaching context? so From the beginning on we didn't focus on individual resources we focused on platforms like repositories or Search engines and all this stuff. So currently we have I think something about three hundred and thirty repositories and other services on the list and so it's already quite a lot and Actually, this is not only true for For teachers and learners but also for people who want to build OER search engines So our idea was that if you want to build in search engine It should be very easy to identify the sources of OER go to their find the API Take the stuff in your index and then you have a nice search engine so it's just like a primary step into the direction of building search engines for OER and And last but not least we had the epic that as an OER policymaker I would like to get a meaningful Statistics and oversights on the status of the OER movement in order to take and defend decisions in favor of OER So this is also very important as well We we are talking here about the politics of open and policymaking for sure and has the potential to improve the Open educational resources movement and What we have to deliver to them is to provide better statistical Material so and and we thought okay since we are collecting all this stuff. Anyhow we could try to make statistics out of it so Who are the stakeholders of the project? Just we identified at the beginning That at the core there is the the movement the the members of the OER movement at the open education movement Which we estimated to be something about 3000 people, maybe it's more maybe it's less. I don't know and Currently we have only 180 of them on our Map or 180 of them have a profile And I would love to see by the end of the year something like a thousand are something So if you you are not there just go on and create a profile We have then in the second circle The policymakers which I already mentioned which can be institutional policymakers or national policymakers And policymakers on very different levels and last but not least we have teachers and learners Which is a circle and and we are not addressing them at the moment directly, but maybe this could come in the future and Only the the inner two circles are Addressed directly so we think that the the members of the OER community might go to the platform and and use it for direct consultation and The other two ones the policymakers and the teachers and learners are probably more Addressed indirectly so there are different ways for this. We have produced a printed report on OER in Germany I'm coming coming back to this later on and also we are very much interested in building in reusing the data So so the system is built in a way that it's very easy to implement Parts of the map or parts of lists or search results in your own a website so for instance we have them in in Belgium we have platform which has direct connection to the community so we we don't think we should Address Belgium teachers directly, but asked to class cement to help us there So I'm just have to speed up a little bit. This is our country champion network many institutions and people who are working and and supporting the project and I've got to get to the one important point here to the data collection and the question is who who collects all the data and we have three groups of people and The first one is people who are being paid for it The second group is people who benefit from it like if you have your own project then you might want to use the world map as a platform for marketing and Last but not least there's a small group of people who just have fun collecting this data and our idea is that We should build something like a hybrid Business model where we have paid editors like in Germany now We have an OER program and we have one person who's being paid for to collect the data in the OER world map and so that that that grows a basis of data and as soon as there is a Critical mass is achieved. We hope that more and more people will jump in and and spend their own data To the platform and we hope to create something like a virtuous cycle which supports itself and and just Yeah results in and sustainability So the the situation of the or the location of the project is quite interesting from a community Developments point of view because it's just at the interface of top-down and bottom-up when we started to do it We didn't know how to do it best so we said we were taking an open approach and just see what happens and for sure our Mental one models were very much influenced by by bottom-up because that's at the core of of OER But nevertheless we found out that it's not Yeah, the top-down approaches might help as well And so we were open to there and as we will see now we we got some initial Examples, which I'm coming more from these top-down field So how does the OER world map support policy making? I I have got three examples for us the first one is We we have the OER info program currently in Germany this is why so many German people are running around here at OER 17 and and these is something like 25 projects who are being funded to develop know-how on OER and And in the scope of the project there will be developed something like a country map interface So at the moment we have have the world map interface and and we will build an OER Germany map Interface for this and we think that this Helps to to focus on the national perspective and for sure as soon as we have it for Germany It can be reused for every other country of the world as well So if any organization is interested in running an OER map of their own country They can simply take it implemented in their website and then start collecting the data in the back end and so this will be One one point I think Second point is reports. I also already mentioned them We developed and printed report on OER in Germany It was something like 80 pages long and it was presented last year While in the middle of the the policy making progress and and we believe that that this is maybe old-fashioned But it works for policy maker because there are some people who are very more Yeah related to to print still and and it just gives you some haptical experiences and if you see here We have these country view on Germany and just down there. We have something which we named country report. So This is linked to the OER Atlas. We are going to produce or hopefully we are going to produce a new version this year And we hope to implement this as a function of the platform as well And we hope to link to other reports as well at the moment if you make a country report on OER It's just something like a snapshot and I think one big potential would be to link it to the underlying data So if you have the data you can click on it and directly see what initiative is behind it And what's the state of the initiative? How did it develop and I think we can improve The quality of our reports very much and and then get more money from policy makers because there's more evidence So I think this will be a very interesting challenge of the future and this year's program documentation also from the From the OER info program in Germany and it's it might not be so revolutionary to you what you can see here is the profile of the program which is called Richtlinie zur Förderung von offenen Bildungsmaterialien and Under here you can see this is a list of all the projects which are included in the program And if you click on on the project then you can see the project and you can see all the people who are working On the project so there's a direct link from the program to the individual people who are working there And you could imagine that we Expanded by implementing policies there. Then you have a policy click on What what is the program which resulted out of the policy? so which services resulted out of these policy and we can build chains of Logical change to find the right information we need so you can find At the end the people you can contact and ask them for the information So I know in the UK the OER program was very well documented So it might not be so new to you, but in Germany. It's it's quite new and programs are normally not that well documented Last but not least I'm talking about statistics and at the moment. We have some very simple statistics Online on the platform, but we are working to implement to which is called kibana It's actually already on our server, but we still have to implement it in the system and in the front And and this will bring much more power to generate statistics and we'll see how this Manage and and works out in the future. I think that the statistics epic is still the last Least developed them epic so far so we we can Yeah, we'll see what what this year will bring for us. So help us to grow up What can you do and simple thing just register on the map and create on And First one is empty. Okay. All right sounds different as well Okay, and last but not least you can become a strategic partner of the project and so one of our current projects is working with the open education consortia and So we are trying to collect data in the year of open implemented then on on the open education consortia websites and so this would be for sure we are looking for other partners as well and I'm Coming to the end some minutes before the time and finally with a new and fresh micro here Good for questions now Yeah, and if I might say just I think well, I have seen your work before I think it's just really incredibly useful and and timely and I think in your case your PhD study where Everyone was struggling with CC law and all of that copyright That could be an amazing tool isn't it to just really see where are the open education as resources that they could use and they Would be already Documented licensed and all of that and you could be future learn could be an incredible partner for this just me kind of I think it's yeah Anyone with with questions or comments or anything? Well, I think we have done incredibly well in this session We have time for refreshment Shall we call this a session and an afternoon and We're ready for coffee and tea if anyone doesn't have anything to say Yeah, great. Thank you very much for being here and for the great presenters