 And we'll start right away because we're pressed for time, obviously. So, with Claude Podvin, who will tell us about a project from the Techno Pedagogical Innovation Hub at Université Sherbrooke, working with Fabrique El, thanks to a donation from BMO to the Université Sherbrooke Foundation, they were able to create an OER to promote student success and motivation with an emphasis on continuous improvement and adaptation. So, Claude, take it away. Thank you, Alexandre. It's a pleasure to be here to talk to you about an experimentation. It's a project that has been done in the framework of Fabrique El, the Fabrique El in which I am associated as a pedagogical advisor. I must say today that I replace my colleague Marianne Dubé, who was called to participate in another presentation initiated by UNESCO on multilingualism, we find ourselves a little like for this presentation. So, I am the partner, Marianne and I, we are a little bit of a symbiosis with Fabrique El. We are the two most active actors, let's say, and so Marianne Cordon, the Fabrique and I am a pedagogical advisor who will have a lot of time on this organization, if you will. The project that values student success is in the framework of a collaboration with the University of Sherbrooke, a University of Sherbrooke that is a partner, one of the three founding partners of Fabrique El, the University of Sherbrooke, the University of Laval, in which I am associated, I have been ready for Fabrique El, and then the University of Montreal, who are also the founding partners of Fabrique El. So, we normally find ourselves in a post-secondary development, in superior training, while the project that I present to you here, there is a link with the primary and the secondary of the award. So, it is in this context that this project is presented. So, it is a presentation that is, at least, an adaptation, according to the habits of the Irelians. You see, it is in Sisi Bay, we adapted the presentation. So, let's start with the why and the common. So, I was talking about the faculty of the University of Sherbrooke, and it is a project of the Faculty of Science and Education, which is an initiative of this faculty. In the framework of an initiative of the Faculty of Innovation and Ecology, that is to say, it was an initiative that started two or three years ago, where we encouraged it, precisely, to do innovation projects, and then Fabrique El had about four years of existence. The University of Sherbrooke is a pioneer in the Fabrique El, and so, he has a listen to a University of Sherbrooke. We want to do things. The Faculty of Science and Education, it is said, well, why not take advantage of this initiative there to do a project within the Faculty itself? Well, taking advantage of a scholarship from an organization, a bank, in fact, a $5,000 that had been given to the University, we thought, well, why not do a project of a real student? So, the idea was to do scholarships of $1,000, we were able to contribute, so five scholarships, just to incentivize the future teaching staff, that is, the training of the teachers. And when we talk about the training of the teachers, it is the training of the students, the teachers, the teachers, the students from the students, we are going to learn, it is the program, it is the course of the arts, and all of this is connected to the course of students, all of this is a partnership of the students, so, in the end, children, the teachers, we in a way, I think it is a one-on-one communication with these teachers, and I think it is a partnership. And then, in the afternoon, we will have a little chat and I think it will be interesting to see what you guys think about the practical experience of the students. of participation. So, a small resource that has been created, always accessible in the CCBI. All our resources at the factory are in the CCBI, in the past, and the presentation at which you will be able to access, you will have the links to download all of that. In our development process, we started with the information on the contest. It was in November, it's been a couple of years already, but there was an evaluation of the projects that have been done in the future. Five projects were held. And you can see that from here, there is the small icon that is the one of the Crelle factory, the one of the Chabot University, the one of the Crelle factory. From there, the Crelle factory has, actually, participated in the framework of the students of the different projects. So, to train yourself, it takes time, it's the experience of the Crelle factory, it's certainly your experience, it's not a culture that is born. You have to take the time to encourage our students, our participants, our producers, our creators of it. So, of course, this has done with the education department, the faculty together, the different departments, and the Crelle factory. So, different encounters, I will talk about them later, the impact in the creation by the councilors, the two councilors that were associated with the project. And finally, the balance of the distribution, you know that the distribution, when we talk about it, it's a process that is a little more, let's say, that has its rules, with the metadata and find a place to put it. So, that's the process. We have at the Crelle factory a course of creation that has been elaborated in a generic way for the whole of our activities. If you want to know more about the Crelle factory, I'll show you another presentation, I'll show you the studio. At four o'clock this afternoon, we did another three-hour or so, I don't remember another room, but we're talking about the development of the Crelle factory. So, I'm going to focus on this project here, which was really an initiative that inspired the Crelle factory's activities. So, the process is the same as the other, which was adapted in the student production context. We started by, you see, if I write it quickly, we need research, conception, development, validation, diffusion, a process that looks like Adi for the people who know him, with particularities, an insistence on research and an insistence on conception. We suggest that we do a concentrated production in the form of a sprint, for example. So, obviously, the diffusion stage is particular in Adi. It's not quite present. So, it's an adaptation of all of this. So, it was proposed to the students. And there was a source of charge that was written in a first-time that explained all the modalities of this project. The results. So, without motivating and engaging, they were developed. The students went all the way to the end. So, the little boom at the end, of course, it was the $1,000. It contributed, but the $1,000, that wasn't all. There was still a lot of... It was a damage that was appreciated by the students. The students felt that it was useful to do this work. And, obviously, in the context of Quebec, there is a plan for the development of numerical skills that has been elaborated by the government, which was proposed in five dimensions. And it joins, of course, the development of material production, which is still a very, very important skill. And, finally, the students, of course, were sensitized to the possibility of the book falling back. On the side of the faculty itself, of course, there is all the approach, even if it's not usual, sensitization in real life also by the student staff, by the pedagogical advisers of the faculty. So, it's not illegal. Production, well, here are the five. And there are three at the secondary level. So, physical evasion, secondary five. A mathematical trial, situation of learning and evaluation, in secondary three mathematics. Another activity at the secondary, you recognize the gentleman here. So, activity on the new sources. And we also have one at primary three, the right of children, interdisciplinary activity. Finally, the last one, it was in pre-school robotics. So, you see, the fields are quite diversified, the formation of the fields in different spheres. So, that's it. It was still some quality productions. The survey, with our students, we all showed, well, it's not a big sample, obviously, you see that it's still anonymous, to know that they were very satisfied with the experience at the end of the account. And the same thing also. The fields are, well, here, it's rather arranged. So, the fields are in the sense that everyone considered that the experience was, they had been able to understand that there is a realm that they had taken advantage of the content that they had the taste of disseminating and creating new realms. And that's it. And to use them after their practice. The results, well, a lot of learning on the part of the students, pride, accomplishment, it's feelings that have been perceived by the students. There is still a high potential of re-using these resources because these are news themes. And we have also noticed that the approach was a chronophage for the team. Pay attention, it's a small mistake to know that obviously, it's a first experience. So, as much as there was a contract by a library, by two teleagogical companies, it was an individual contract in the projects, the creation for those who have never done real, it takes time. So, it's sure that if it was to do it again, and then the faculty thinks about doing it again, precisely, I think that the pandemic has a bit of an impact on things, but it feels good. That is to say, the idea is to integrate that in the curriculum. So, at that moment, it would be a little less that we offer in the sense that if the teachers themselves would accompany the way of creating real, and then we also created a complementary model site, a bit more structured, which is reusable, and by the way, you can download it yourself since the archive has the link in the document. Complementary. So, this site could be recovered and reused by anyone. The idea is, precisely, to make a material that is attractive, you can see it with the icons of all of this, and the approach is very well documented. These are the perspectives of the future towards this project. That's it. There's a lot of time. Yeah, good job. There's actually four minutes left to a lot of time. So, if you have any questions, we have microphones here to take questions if needed. So, if you have any questions suggested by the audience, are there initiatives on the side of your establishments, of creating real, do you think it would be possible to recover this material in your context? Thank you very much for your presentation. Just, there's something that escaped me compared to the target audience. So, they are teachers or they are students who will become teachers. This is what we call the formation of teachers. Yes, students who are currently at university who are becoming teachers in the future. Thank you for that. So, I have another question. Are these people now diplomas? Are they teachers? Are they using rails on their teaching field? So, it's quite recent as you have seen. There are some people who have just been diplomas recently. They are still too young to know it. We hope so. So, we don't have enough time to determine it. But what is clear in our activities at the Real Fabric, is that the activities have a lot of impact from the moment when there are some people who have developed rails in the middle. It makes you angry. It's really, we are talking about pollinating effects. There is really something that emerges from these initiatives. They become strong for their environment and, more often, they are people who are creative who already talk about their implementation. So, we hope so. Hello. I just spoke French. Could I ask in English or Spanish? English. English? Okay. Thank you very much. I work at the University of Leeds and my students produce open educational resources as part of their course. So, they learn about open educational resources. They design their own project. It's a podcast. And everything has to be shareable so that when they finish the course and they get the mark, if they want, because it is their intellectual property, they can share it responsibly in whatever platform they choose. And now, we are designing, in my institution at Leeds, we are designing, I have designed a guide for the implementation of co-production of OER across the university for those lecturers who want to take on that practice because we consider it as an essential component of active learning. So, it's now an institutional strategy as well. And it works very well. It works very well. Students love producing. It's the best way of ensuring that they feel respected and that they belong to the knowledge production community which universities should be. Can I ask you a few questions? Yeah. Yeah. How many OER have been produced? Or how many have produced a year? I have been doing this since 2012 and I have around ten students every year. Okay. Not everybody shares the OER but many students share it. Yeah. Okay. And it's part of the grade? It's part of the course in modern languages and cultures and it's one of the options that they have for the degree in final year. Okay. Thank you. Thank you. I can give you my card later and you can check it out. Yeah, sure. I'd be interested. But I'm very interested in what you do as well. Sorry for my poor French. I'm sorry. Thank you very much. Maybe a question for Claude. Hello. I'd like to thank you for your presentation. I have a question regarding validation. I hear about the validation of the content of these free educational resources. Have they been validated by scientists? Scientifically. And after the validation of the pedagogical impact of the use of these resources? Excellent question. In another process, I'd like to get a little bit out of it because we have... I didn't have it on my colleague's presentation. On the complementary site, on our own path, there is a validation step. It's very important for us. In fact, it's not a scientific validation. It's a validation by the parents. We suggest, of course, that it is a double validation, that is, by the parents and by the users. In the case of the students, they asked their colleagues to validate. They have chosen some of their colleagues to validate the resource. That's how it is in all of our processes. And in general, since these are resources that are addressed to their teachers, we also ask teachers an exercise of validation. So it's not a scientific validation systematic, but it's a validation by everyone who is... who is necessary. And we also have an instrument that is presented called the validation list with several elements encoded that allow us to verify, for example, the compatibility, the licenses. Are all the elements present? Are the logos, the identifiers, are there, etc. to ensure at least a minimum? Obviously, there is no... there is no quality index there, together by the parents, depending on the search engine or the point of view that we use sometimes, it's present. But yes, there is a quality verification process in this case that was also accompanied, of course. Thank you very much. So, well done. We'll see you later.