 Good afternoon, everyone. Thank you so much for coming today. My name is Dr. Connie Blomgren, and I'm from Athabasca University in Alberta, Canada, and I come from what's considered all of all of Canada. We've been going through a process of what's called the Truth and Reconciliation process of recognizing that we are indigenous territory throughout Canada, and that we like to recognize that territory as being where we come from. And so I live in the southern part of Alberta because Athabasca is a distributed workforce. And what's interesting about Athabasca is because we are an open university and online and distance-edge provider, we acknowledge all of what we consider Canada to be part of our indigenous peoples and the Inuit and the Métis. So what I'm trying to say here is that geography is often very important in how we identify and earlier when Christina had her list of I think there were eight different ways of identity. Geography was not listed there. So I think that sometimes even with that kind of list we can still miss out some things. So just recognizing that. I have two collaborators, Eric Christensen and Rosemary Clam, who could not join us today. As you can see here, we have this question. How do you keep an OER, OEP conversation going when you have very little money, well in fact no money anymore? We have very little time because of course all professional people are very busy, always looking at different ways of trying to get our jobs done. And sometimes institutional support for OER and OEP can kind of rise and fall depending upon many things that are beyond our control. And in Alberta, we have this challenge of being physically dispersed because our higher education institutes are spread throughout the province and you can see here the black line is the province of Alberta and then in 2014-15 there was funding through the provincial government for OER development at higher ed. And those are the red pins that you see. So how can people from these different institutes continue to have conversations and it's very challenging. So what what could we do? So a group of us got together and thought perhaps maybe Twitter might be a place where we could have a monthly Twitter chat, but we also married it with this idea of what they call a journal club. Journal clubs have been very popular even before the internet. Excuse me, especially in the area of medicine, when you would have doctors sharing ideas about their latest research. So how can you get together people to talk about research, to talk about issues, to talk about ideas when you have no money, no time, and a dispersed group of people? So Twitter was our answer. So it's on the first Tuesday of each month and we like to advertise in advance. We have guest facilitators and they select a open access journal article, research based usually, but also perhaps sometimes a good blog posting, discussing about open issues, etc. We advertise the link to the journal article about two weeks before the actual Twitter chat and then questions as well. Now, this has evolved over time. It's essentially a low-risk activity and people can participate either in real time or because of the nature of Twitter, there's sort of a long tail. So like one to two days later, you're still seeing people retweeting, liking, etc. Accessibility is improving with Twitter, they have a new feature there. The consistent date and time is useful for people to just kind of remember. It's about continuous learning for people who are very busy and sometimes, you know, it's like here today, we're all interested to talk about our research, our ideas, but then you go home and you just get back to your life. So this is an opportunity to have some interesting discussions. Our recommendation is to keep your tweets simple, to tag each other or tag organizations, ideas, and sometimes a little humor doesn't hurt. Of course, we're tying into all sorts of networks here. So whose networks? Well, it's the nature of networks. So it could be many people, individual, institutional, etc. And so we have found that we've had lots of different uptake by different people in different places for various reasons. Here are some of our most current metrics. Excuse me. We only have a small number of participants at live tweeting at the same time, it seems. But it varies on the topic, it depends on who's facilitating and who they sort of draw in. We've had 11 actual conversations, so on 11 different months. We don't, over the summer months, July and August, we just feel that people are probably on holidays. And generally, you know, 50 to 80 tweets per conversation. Of course, participants primarily from Canada and people interested in what's happening in Canadian higher ed. Excuse me. People from the GOGN network have been very active. And here you can see our website metrics with just this idea of the views and visitors. And the most popular had 40 downloads from the website where we archive our materials of using Weclit. So we have challenges, large and small, of course. How do we continue to sort of, you know, involve people? Finding facilitators. It's dynamic. It's organic, a community of practice. But it is this opportunity to have some scholarly discussion of our different practices in an open space. And here's our contact information. And if anyone is interested to either follow us on Twitter or volunteer to be a facilitator or just join us for one of our conversations, you're always invited. And it's always fascinating to just hear the different perspectives. Probably our best Twitter chat was the one that was facilitated by a student at Mount Royal University. It really caught up a lot of activity from students and that student perspective. So you never know what you're going to have with this kind of an endeavor, but I do encourage you to think about how you could either take this model and use it for yourselves or to join us. Thank you so much. Hi, sorry. Did you say does the facilitator choose the article? How do you pick? Yes. Between the three of us, usually I'm the one who tries to figure out who's going to be the facilitator one or two months in advance, ask them in advance, select something. You know, it's your choice. So we've had journal articles, blog posts. In February we're going to have an entire book, which we haven't had before, so that would be new. And then that person is responsible for creating five, six questions and Eric and myself and Rosemary will help tweet out those questions. We kind of introduce ourselves at the beginning just in case you never know who's showing up the first time. And just sort of say we'll be online for about the next hour and here's the bitly if you want to go take a look at the questions. But the idea is that we advertise in advance, usually around two weeks, and so that allows people to maybe go and read the article, which is our real hope and desire that you're going to read it and come to the Twitter chat prepared. And some people very much do and so it's all over the map, right? You can't say it's consistent one way or the other. Okay, so good afternoon. My name is Anna Morozentos and I am the coordinator at our MOOC technical platform and we work there with online courses and with me, it's Alexander. She's a instructional designer there and also a pedagogic coordinator. We have a little agenda. So first of all, I will give you some context for our MOOCs and for our flip-class strategies. And we do some collected data and measure the experiment and then some preliminary results and and then some final considerations. Okay, sorry for the scrolling, but okay. So first of all for MOOCs, we have the three types. We have three types of MOOCs and the bridging ones and first of all, sorry, for the we have, so three years ago we launched our platform and our assumptions were that anyone anywhere in the world can access to them so they can sign freely on the MOOCs and they are produced at home. Technically, it's an engineering school. So our subjects are from these STEM topics, mainly engineering, maths, physics. Now about the types of MOOCs. So we identified and classified these three types of MOOCs. So we have the bridging courses for basic sciences. So maths, like Dominique told you, talked just a while. It was an example of such a bridging course. And then we have our graduate courses. They are more based on our curriculum and then some of the MOOCs are extra curriculum. I mean some like digital strategies and things like that are more for the huge public. So our target not so for so for specialists, let's say. So here I would like to focus on the middle, so a graduate course and I used a graduate course on Eigenvalues and Eigenvectors for first-year students. Maybe some of you are not very familiar with the topic but but it's a very important topic within the linear algebra curriculum. So the traditional classroom, maybe you know, it's more it's a situation where the group it's so the students are exposed to the contents in group in a large auditorium like this one and then alone at home is supposed to make sense of the contents. And we have these flip classroom strategies that I use in particular and that we try to flip the situation. So the students can see the videos and the contents, the PDFs at home or in the train or elsewhere and comes to the campus. So on campus they have in a group a discussion between peers and with the teacher. So this is the flipping. The aim of our study is to, so we applied the flipping the flipping class strategies already for three years in the in the this semester, full semester, we have our third experiment and our questions are, is it working? How to evaluate it? Can we improve it? And we found some answers and not for all the questions. So how do we measure the experiment? So the first two years we had this post-course questionaries. We also conduct some interviews for groups of students and then we compare final grades. Then this semester we decided that this was not enough and we introduced initial and periodic surveys about self-confidence. Are they confident when they have some assessment, some quiz, some tests and we add also external observations for engagement. So someone external to my class with a protocol watches the audience and the professor of course, even if it's a lecture and of course during the flipped classroom we have also the analytics that helps to measure the engagement online. Then some, well, I will, the results are more or less like classification. So we found the four types of obstacles. The first two are at the starting point, so some institutional resistance. So the department of mathematics was not very found of the experiment, but then they said, okay, go. And of course we tried to construct, to produce and design a MOOC that is at the same time aligned with a curriculum but can be followed by external participants. Then we have the situational constraints that during the flipped classroom there is no sense of the students sitting like that and I'm here on the stage and make sense of the things. So we have this question to solve and of course we have also this psychological factor that higher school students are very likely to like passive classroom experiences because they are used to. So our high school, it's a little old school. It's old school. So some undertaken strategies already for this semester. So we move to a very special room. It's a small room for 40, small. Well, 40, it's with a capacity for 40 students. They can write on the walls and they can discuss first around the table the exercises, the theoretical, the definitions, theorems, everything. Then I am there among them and they can also put questions to me directly and I also organized with a colleague an escape game with the linear algebra challenges. So they prepare for a written test with this escape game experience in groups of six. So some final considerations that I, so we, me with Alessandra, find that it's very important that the teachers at the university get some support from outside. So I'm an expert in maths, but what do I know about the pedagogic of teaching? It's only experience, of course. So I think training sessions can be prepared for teachers to prepare both the design, the production of the MOOCs and also how to apply MOOCs on campus and at the same time being tutors for the outsider participants. So thank you very much. Thank you very much. One more. I can walk a bit. Thank you. Well, good afternoon. My name is Martijn Stellingwerf. I'm from TU Delft, faculty of architecture. And actually, I'm a teacher. So I'm also working together with Johanna and Michael, who you saw in the previous slide. I did the Pecicucha format, so it's going on each 12, 20 seconds. So you know this acronym OAR, but augmented reality can be put on top of that. The normal paradigm now is that people look at this constantly, and this will change in the next decade, because then the phone will get on our eyes. And augmented reality is really something where your content that you share in open ways is everywhere around. So AR is very contextual and also behavioral. I found this image from Delft, and actually it matches my view from my attic. And this was already a kind of fictitional addition to the normal view, because that's the fantasy of the painter. And this was done this weekend. Last Friday, Elon Musk presented a new truck, the Cybertruck. On Saturday, someone modelled a 3D model of this. He or she shared it on Sketchfab, and I used it in AR in the centre of Milan. I used software that integrates all the attribution directly, so you drag and drop, like in PowerPoint, your assets, the 3D things. You place them in the world around you, and immediately a list of credits is generated from the software. So with our students, we use this as a presentation means, but also collaboration and prototyping, and I use it to explain things in my lessons, of course. This started with using Sketchfab, which is a big digital repository for 3D content. But of course, in history, we had Hortus Botanicus for plants, Pinakutec or Glyptotec for sculpture and art, libraries for books, and at Delft we have a nice chair exhibition. And in the coming years, these things will become more digitally available. With a group of history teacher students, I will be studying chairs, and they all are asked to make an AR experience from it. So I prepared one myself to explain how this was done. This is a chair I got from my parents. It's from the 50s. I scanned it. I distributed the parts on Sketchfab, so they are open available. And then in an, oh, no, this is the Sketchfab site. You can find a lot of content there in all kinds of license types. So it's not all open, usable. It's also paid content. But when you download it, it is already in a shared type of attribution. And then you can use these assets in an augmented reality environment or other experiences. So we used it to explain the history of this chair with reference images from the 60s and the 50s. And we made a kind of animation how this African chair, which slides in in two parts, is really working. What is this about? Yeah, also this Sketchfab repository, we use it in my edX course. And we ask students to also develop 3D content by using photogrammetry. So that's a easy way, well, relatively easy way to make 3D impressions. We integrated that in an edX MOOC. And when the students post their content on Sketchfab, they have to use a hashtag. So I can find all their work using the tag Spatial101X. And they can also see each other's work in that way. And I can download it and look from all sides. It's a kind of YouTube for 3D. I also used their work in my feedback videos. So we have a green screen studio in Delft. And I used that with VR goggles. And I could show their work as if I was standing in between the scale models. I could also scale it up, scale it down, change it and so on. And this was a more recent version. It was an augmented reality in our yellow teaching lab. I think you remember it. And you could just turn as if their work was there. And I think that gives a real sensibility of the recognition from the students as well. I found a totally different example from the University of Darmstadt. They are concerned with insects. And they made an open source scanner to use these little insects and look at them and make them in 3D. Then they distribute it again on Sketchfab. And people can explore these animals. And that's their way to make people aware that less insects are there and that they are a bit harmed by our environment. So that's what I think about that new acronym. And I hope you might be interested to also adopt some of such techniques in your own education. Thank you. Thank you. I was just wondering what the learning curve is like for students. It sounds like perhaps these students have a technical background to begin with. But do you encounter a lot of variety in some students that need a lot of work and effort to get up to the point to be able to do this? Actually, it's a big threshold for them to make 3D content. In my MOOC, Models in Architecture, I decided to use photogrammetry. So in week one, they develop a skill model, a very rough sketch. They take 100 pictures around it. And through a cloud service, it's made in 3D. And, well, 100 students succeeded. I showed you some of them. But I'm aware it's still burdened. Thank you. I think that stuff is really interesting. And I'm really fascinated by where this stuff will go. I saw last January, there was a group at Penn State who was playing with Glitch. And they were actually taking a, basically what was essentially learning HTML, but you would be learning HTML to build 3D objects. And then you could host those objects in that environment. Is that stuff you've played with or anything you've kind of imagined about actually, because it does get to it be more accessible to students because, like learning HTML, you could learn a language that would allow you to build a 3D environment on the web. So... Yeah, that's a really good point. Also, the format in which the content comes should not be proprietary. So, for example, Apple now has a beautiful 3D format that is shared, but it's still proprietary. It's not for Android use and so on. But a good development there is WebAR, which is open in like HTML. So, thank you. Thank you for your talk. How much is openness a thing among the AR folks? Are you the only one or is it mainstream? Well, normally it's authored in laptop or computer software for gaming, like Unity and Unreal Engine. And they have certain open source and closed source work. I use an app from Portland. It's called Torch. And they really integrate this licensing, like I showed, that everything you drag in will be noted and you can generate a list of the licenses from that. I don't know exactly how this will continue in the workflow, but it's a start. Okay. Thank you very much. My name is Lisa Young and I am from Scottsdale, Arizona, near the Phoenix area about 3 hours away from the Grand Canyon. I serve at Scottsdale Community College as the faculty director of the Center for Teaching and Learning. And oh, it was not supposed to do that. Hold on. Excuse me. All right, we're back. I serve as the faculty director of our Center for Teaching and Learning. So I work with our faculty on helping them teach. And I am one of the founding members of the Maricopa Millions Open Educational Resources Project. Also, I am originally from Rhode Island, so sometimes I talk with an accent and that sometimes happens, so you know. So I wanted to tell you about a student. This student is a digital native, someone who has been using computers since the age of six. This student has a bachelor's of science, a master's of education, and a PhD. This student started learning online in 1996 and this student started teaching in 1997 online and earned an online PhD in 2009. This student is also an instructional designer, an instructional technology technologist, an early adopter always wanting to try something new, and a first generation Kindle owner, and all the other Kindles after the first generation, as well as a first generation iPhone owner, and all the generations after. Early adopter, technology geek, this student. So in 2018, this student started an online program. Their last online program was 2009. The content was delivered through eBooks, open educational resources, e-journals, videos, some were copyrighted, some were open, and that student was me. That's me in primary elementary school with my mom at Wyman Elementary, and I've always been a lifelong learner. I've always pushed myself really hard to earn Honor Roll 4.0, except for that freshman year in my undergraduate degree, and I've always wanted to learn. So last year I had this amazing opportunity that I had a great opportunity to have a sabbatical. So I had a year where I didn't work, I still earned a salary, and I got to go to school. I earned a graduate certificate in advanced data analytics for higher education because I thought it would be fun, and it was. But I was really challenged with learning in this environment. Even though I had all of this online experience, I had an opportunity to be one of the first online learners in 1996. I was the first person to teach online in 1997 before there were even learning management systems. I used something called web course in a box before a blackboard, and I had an opportunity, so I was teaching faculty how to teach online. But when I was faced with all of these different materials, I really struggled. It was a little different than how I was used to learning. So I'm going to switch gears for a minute here. Right now our students, 74% of our students do not have the textbook on the first day. As a faculty member who has been teaching for 26 years, I find it so difficult to prepare to have great engaging interactions with my students when they don't come prepared to class. And if they don't have the textbook, they're not coming prepared to class. 50% of our students who delay that purchase are expecting to see their grades suffer. Can you imagine that? They know they're going to see their grades suffer. We heard from Trudy this morning that she had to choose whether to get her glasses or her textbooks. Our students in the US have to make choices. Do they eat? Do they have textbooks? Or do they have glasses? These are really challenging decisions that our students have to make. And as an instructor, I'm perplexed as to how to help my students learn. So we're thrilled to have open education resources. I just learned last month at the Open Ed 19 conference held in Glendale, Arizona that 22% of the students that we provide OER to on the very first day of class or even beforehand don't open the textbook on the first week. Now we're doing a lot of important work. We're providing great resources that they're not accessing them. To me, that's a problem. So now our students have access to OER materials. Many are digital. I ask you, why aren't we moving the needle? Why aren't our students doing better in regard to student success? Why are they not accessing those materials right away? Why aren't their grades being significantly impact? We see that we do no harm with the students having open educational resources. But honestly, if our students have access to the material on the first day and they don't have to choose between their glasses or their textbooks, I believe our students should be doing better. I find it frustrating that we're providing this to our students, but our students aren't doing better. And I have an idea of maybe why this may be the case. So what could it be? It's a lot of things. Motivation, generations, all sorts of things. But I want you to think about it for a minute. What could it be? Or 20 seconds. So part of my student confession is that I had access to all of these materials. I have the ones by any textbooks. I have the ability to use materials. I know how to learn. I thought I knew how to learn online. But I didn't even think about using the Control-F feature to search my open textbooks. I went to the glossary because I'm old and there was no glossary in this particular open education textbook because you can Control-F and find it. There were all these wonderful videos, but I am challenged with videos. I have my students do videos for me for class, but they have to be three minutes long because I can't stay engaged with videos. To me, watching a video is a passive entertainment. It's not about being actively engaged in it. It's passive. I sit on the couch. I watch a video. So now to learn from these videos, I was really challenged. How do I learn from them? Where do I take notes? Do I put the time of where I wanted to access it? What do I do with it? And so I found it to be really challenging. Not only that, I said I was a first-generation Kindle owner. I take notes in my Kindle all the time. I don't know how to access my notes in my Kindle. Do any of you know how to access your notes in your Kindle? Out of the room, I see only two hands. Do any of you take notes in your Kindle and highlight other than me that don't know how to do it? No. That says something. So if we're having our students use Kindles in different devices, how do we get them to take notes and know how to use them? I certainly didn't know, and I've been using them forever, literally since they've been out. So I wanted to share some information that I learned at that OpenEd 19 conference in Glendale, Arizona. There was a student panel, and the students ranged in age from about 18 to maybe about 60. And the students had a lot of information to share. They shared that in regard to print materials, if print materials are required, they want to be able to purchase them at a low cost. So I was thinking, oh, they would print them all themselves? But no, they want to be able to buy them. That was shocking to me. I just figured they'd want to access them all online or be able to print them themselves what they needed, but they wanted to be able to buy them, bound, and in the bookstore. Many of our students don't own printers. Their parents don't own printers. They don't need them anymore. And they're willing to purchase those materials when they're available, much of them over printing them. In regard to online written materials, e-books, et cetera, students really want it to be indexed. They want to be able to control F and find them. They don't want it to be where they can't search it, don't scan it. Of course, it has to be accessible. They really prefer having the functionality of being able to search and cut and paste and copy their materials as opposed to being able to have a print copy. They really prefer that. Additionally, one of the things I'm wondering is, are students actually reading the materials we're providing to them? Or are they simply searching them? When I give a student a chapter to read, I'm expecting them to read the whole thing. But I wonder, are students doing that, or are they just searching for the answers? Some further research needs to be done there. So let's talk about note-taking. I struggled with how to take notes from all of these electronic resources. It was a huge challenge, whether it was an e-book, whether it was OER, whether it was videos. And so I had to create my own version of how to take these notes. So one of the things I'd really like to see us do as a community, and this is my call to action if anyone would like to work with me, is that students, I would believe, don't necessarily know how to take notes, at least in the United States, have not learned how to take notes through e-resources, through our OER. We haven't learned how to take notes from video. They haven't learned how to take notes from any books that are electronically published. They're doing the best they can. They're copying and pasting. They're searching. They're doing all of this different work to try to find a methodology to take notes. Not only that, in looking and searching for any resources in regard to e-note-taking, I found very little. There are virtually no resources in this area. If you would like to work with me and develop some kind of open educational resource for our students on how to use OER resources in terms of note-taking and really learning from them in depth and move that needle in regard to student success, I would love for you to join me. That's my Twitter handle and my email address, and we can work together. Thank you. Thank you. You are one of the very few who have experienced this evolution for 20 years, and I appreciate that. It was a very interesting presentation. Just an open physiological philosophical question. How do you see the situation after 20 years from now? I think that things will change very much. I think that someone will come up with some kind of framework and tools to really help our students take notes. I think that our students are learning so much more through video. That's a passive activity for me. It's not for our newer students. But I think that we're still lacking a tool and a methodology and framework for our students to take notes. That will exist. I think many of them will exist, and I think that these challenges won't be the case. I hope that our students, that we're moving the needle by then, and that our students are able to have better success and not just no harm. So welcome everybody. My name is Jean Amaral, and I'm the Associate Professor in Open Knowledge Librarian at Borough of Manhattan Community College, which is part of the City University of New York. Hi, I'm Gina Cherry. I'm the Director of the Center for Excellence in Teaching, Learning, and Scholarship. Also, where Jean is. And Gina and I actually co-lead both our OER, ZTC, and our Open Pedagogy programs. So we're going to talk to you about our move from OER to Open Pedagogy in cultivating a culture of open. So in thinking about this, to give context, the open culture grows within a context of an open ecosystem. And we envision the open ecosystem this way, including a number of different elements. OER courses, which in our case are OER zero textbook cost courses. We use both OER and no cost materials with our faculty. And obviously this draws on the five Rs, as well as using that no cost material. And we work with faculty to redesign their courses. There's also OER-enabled pedagogy. Probably many of you are aware of this, again, going back to the five Rs, students and faculty working, curating, creating, and using OER within the course as well. And we also include open pedagogy in this ecosystem. In our case, there are many definitions that I'm sure you're aware. I just came from another Open Pedagogy session where they talked about access and agency being key to open pedagogy. And we would certainly agree with that. We also focus really strongly in our Open Pedagogy program on students creating knowledge, students as knowledge creators, rather than just as knowledge consumers. For open educational practices, we're envisioning openness and acted within all aspects of instructional practice, including the design of learning outcomes, the selection of teaching resources, and planning activities and assessments. So students are co-creating the entire course with the faculty. And then open teaching. This is faculty publicly sharing their teaching. Sometimes that's face-to-face inviting colleagues into their classroom, or sometimes it's on the web where their whole course is available to anybody in the world, and you can go to the web to find that course. And so the open teaching part of it can happen both online and face-to-face. So what does this look like? We think about this as a process, not a product. And so it involves a number of shifts. Thank you. So one of those shifts is from a closed environment to an open environment. So that might mean moving from teaching and learning in a closed platform like Blackboard or Canvas to teaching and learning on an open platform like a WordPress-based platform. It also might mean moving from close to open in a face-to-face context. So faculty opening their classrooms up to colleagues or students going out into the real world and doing assignments out in a public space. It's also moving from closed choices to open choices so that transparency with students. And this can mean statements or explanations on a syllabus, starting with explaining why a faculty member is actually using OER in the course rather than commercial materials. It's explaining assignment choices, being very transparent about the learning outcomes that students, they're hopeful that students will get from those. It's also about reflecting about their own choices. So we had a faculty member who has a blog that's available right now where she reflected on every decision she made about her course. And then she had her students read that, which was eye-opening for those students to understand the thought process of a faculty member. And then they reflected on her reflections as well as part of the course. Yeah. Oh, I'm doing this one. This is also about moving from teacher-centered to student-centered to learner-driven. We really want to get into that learner-driven space, a space of offering students that agency, having them be able to accept that agency in their own education. And so certainly in this space you can imagine students setting the class norms. Do we allow phones in class? How are we going to behave with each other? What is this class going to be about? So rather than the faculty members setting those norms, we have the students create those norms together. And the students choosing readings. So co-creating the syllabus. So don't go in with a syllabus all set. Actually work with students to co-create that syllabus. Choose the readings. Choose the assignments. We had an instructor who had to choose your own assignment and actually many choices in it. And then finally, a shift from knowledge consumers to knowledge creators. So as Jean said, our focus really is on students as knowledge creators, but also faculty. So rather than consuming commercially available course materials, faculty create knowledge and share it publicly through OERs. And so we're going to talk about what this looks like or how we engage with this at BMCC. So we want to just briefly give you some context. That we are the largest college in the City University of New York System, CUNY. We have 27,000 students, 500 full-time faculty, 1,000 part-time. And we are a majority-minority institution in terms of our students. So we want to talk about our faculty development program, which has been going on since 2015. And it has three main aspects. So the first part is the OER ZTC course redesign program that Jean started before I got to BMCC. That is a two-day workshop for faculty who are interested in incorporating OER materials in their classes. And we do spend some time on practical topics like copyright and creative commons, but really the focus of those workshops is on pedagogy and specifically on backwards design and culturally sustaining pedagogy. So it's a chance for faculty to completely rethink their courses and they find that really inspiring. In 2018, we started the Open Pedagogy Seminar for faculty who had already been through the OER ZTC course redesign. And that's also a two-day workshop. And it's designed so that we model Open Pedagogy as part of the workshop. The first day is really focused on pedagogy and the second day on platforms, specifically to WordPress-based platforms that you can hear more about on Thursday. So we also work with faculty to scale these programs and we have an OER Z degree. And we're focusing on a few more of those. Those are very thin pathways, though. So we also have a program that involves course hub development where a faculty member designs an entire OER course, puts it on a WordPress site. It's now available for any other faculty member who teaches that course to adopt it straight out of the box and make it their own by making any changes they would want at that point. But it lowers the barrier to entry for faculty who aren't able to take the workshops. And we do not only support OER and Open Pedagogy, but we support platforms at CUNY, including Academic Commons, which is publicly available on BMCC Open Lab manifold and then the other two are products that are not ours. We are presenting at 2.15 on Thursday about these platforms, so we encourage you to come. And then we have a relatively new event called Open Teaching Week. That's a week-long event every spring. It brings it all together, celebrates our culture of open. And it's centered around this idea of open classrooms so faculty can get new ideas for their teaching by visiting each other's classes, both online and face-to-face. And then in addition, we have a number of other events on various topics related to Open OER and Open Pedagogy. And we wanted to let you know about the partners that we work for in this on the... I forget what side that is. The Library Seedles and eLearning. Those are folks who work with us in this faculty development arena. So I'm from the Library. Gina is from Seedles. And we also have eLearning who work with us. And on the other side, we have folks who give us funding, Academic Affairs and the CUNY system, as well as folks who give us data. So in terms of researching how successful these programs are, we work with our institutional research for data on our students and faculty. Yeah, we can skip that one. And we're going to leave up this slide right here that talks about our faculty and how they've responded. The most important thing about the program is that it is transformative and liberatory for both our students and our faculty. And you can see that in some of the quotes. Thank you. So you promote the cultural and academic as part of your recruitment strategy? So I'll take a stab and then you can jump in. So we have been incredibly successful through word of mouth on the faculty side. So we focus really on faculty development. And because the program was always about transformation and liberation, I think it really spoke to the faculty. They knew our students are very low income, so they certainly came in the door because it would save our students money. But when they left, it was about their minds and their classes were blown open and they shared that with other faculty who wanted to participate. So we've always had too many faculty signing up and we have to turn them away semester after semester. On the student side, we are not doing as much outreach as we could. So I've seen a couple of things that have given me ideas about how to do that. To actually engage students in advocacy work to get more faculty on board. Yes, if you come to us, we will absolutely be able to share an Open Pedagogy website that we have, as well as our OERs website. So we actually engage with faculty in the Open Pedagogy workshop in the open so anybody can go and see how that workshop worked and see how our faculty, the assignments that our faculty did and how they engaged around Open Pedagogy. Yeah, absolutely. Great, thank you all.