 Before we get started, I'd like to acknowledge that here in UBC, which is hosting this program that we're located on the traditional ancestral and unceded territories of the Musqueam people. I'd also like to acknowledge in the lower BC mainland, we're often on the unceded territories of the Squamish, Sleilatuth, and other Coast Salish people. Outside of this area, we may be on many different traditional lands of many different indigenous people, and if you haven't already explored it, the native-land.ca resource can help you discover on which indigenous lands you reside. And when I acknowledge being on the territory of the Musqueam people, it's rooted in the understanding that I, as a resident of Vancouver and a member of UBC, am privileged to be living and working on a territory that is not my own. Furthermore, as POSE is really focused on open scholarship, and as somebody who specifically works on the topic of open education, I'd like to acknowledge that much of open scholarship is grounded in Western notions of copyright law and ownership, and these notions can be in tension with indigenous and traditional ways of knowing. And we're not going to be exploring these tensions specifically today, but we will be touching upon it throughout the POSE program. If you'd like to explore it immediately, Kylo Larson, who's the Indigenous Services and Program Librarian for Waywell Library, hosted a session on this topic last year, and I'm just going to drop a brief link into the recording of her session. You'll also discover it in the open education module later this summer. Sorry, let me just pop it in. It's really fantastic recording, and I do really encourage you to check it out. And with that, I'm going to turn it briefly over to my colleague Steph. All right, hello everyone. Before we delve into the program in more detail and get to know each other a little bit, we wanted to extend a warm welcome to all POSE learners, both to those who are already a part of the UBC community, as well as to those who are joining us for the first time. I'm happy to introduce my colleague, Sheldon Armstrong, who's the Associate University Librarian of Collections at UBC Library and Vancouver campus, who's offered to give such a welcome. So Sheldon in his work is well positioned to see sort of the macro trends that are affecting library collection practices, and the impacts that a transition to open access is having on the scholarly publishing ecosystem. So thank you, Sheldon, for joining us, and I will pass it over to you. Thank you so much. And thank you everyone. I'm really happy to be here to help kick off this new POSE session. It's really great to see so many with an interest in open research, open access, open data, and of course open education. By completing this program, you know, you're going to gain the tools and strategies to become proficient in supporting and advocating for open practices. You know, this is a unique collaboration between the library, CTLT and the UBC Open Working Group, open scholarship, open education, open data, you know, open research, these are practices that really intersect and underpin knowledge creation and sharing. That concept of open really supports free access to research outputs, empowers communities and users through engagement, increase reproducibility, my humble opinion sparks innovation. You know, and breaking apart those barriers that have locked us up, you know, in locked up scholarship and educational resources. Open really transcends, brings us beyond those traditional practices, and really welcomes collaboration, participation, and dissemination of information. At UBC Library, we're really trying to specifically on the collection side of things, take our subscription costs that have traditionally paid for access to this type of material, and encourage through read and publish or transformational agreements to expand published content to become open and not behind paywalls. So we're at UBC Library, we're a strong advocate of open resources. We support users by helping identify open scholarship. And also by supporting people who are learning to create and share through open practices. And through supporting programs like Pose, we are hoping to create more advocates and allies, and to help us fulfill that mission. So, colleagues, you will meet through this program, very knowledgeable, extremely supportive guides and instructors so it is absolutely my privilege to say welcome to Pose, and I really hope you enjoy the experience. Thank you. Thanks Sheldon, I appreciate you welcoming everyone to pose. All right, so moving on now, this is just a sense of what we hope to accomplish in this session today. So we are going to start off with an overview of open scholarship. A colleague David Gartner is going to give that introduction. And then we're going to spend a little bit of time talking about each other, getting to know each other briefly. And then we will walk through sort of the nuts and bolts of the program will give a high level overview of each of the units in pose. And then hopefully we'll have some time to do a bit of breakout session, do a session to learn a bit about what we hope to get out of the program. And then finally we will have time for some sharing and question asking at the very end. So with that, as the agenda I'm going to pass it back to Will to introduce David. Awesome. So, so what is open scholarship and when we talk about open scholarship, what do we mean to briefly explore that topic works joined by Dr. David Gardner, who's one of the UBC's leaders and critical thinkers in open scholarship, and someone who personally has influenced a lot of my understanding of this area. David is an assistant professor in UBC's Institute for Critical Indigenous Studies. He's the president of the Indigenous Literary Studies Association and he's the co director of Cedar, a community centered new media and immersive storytelling lab. With that, David, I'm going to turn it over to you. I think you should be able to control the slides but let me know if you can. Thanks Will for that very generous introduction. It's great to see you and Stephanie and I you know I would return the favor by saying I have also learned so much about open from from the two of you and Aaron fields. And it's really part of what I love about being at UBC is that we have such a robust and passionate community that's engaged in these topics. I am on record saying that that open education and scholarship are directly connected to social justice and human rights. So when I when I say thank you for being here at pose, I mean that in a really serious way, because I think that the work that we're doing in open and that you'll be doing in this, this course has real effects and makes a really valuable contribution to our community. So thank you for taking the time to be here. So like Will said, my name is Dave Gartner. I'm an assistant professor in the Institute for Critical Indigenous Studies, where I research and teach digital new media, which is sort of how I started to get attached to open. And I also co direct the Cedar space which is a new media and digital storytelling space, where we are very much sort of thinking about how we can disrupt existing knowledge mobilization systems and how we can bring community voices into those conversations. I started to get involved in open education about six or seven years ago because mostly because it provided opportunities for my students to locate themselves in the tangled web of knowledge production that we all exist in and think about themselves as active producers of knowledge rather than passive consumers and folks like Will and Aaron Fields and Stephanie help me integrate assignments into my classroom and build events like honoring Indigenous writers, which we've used to amplify the voices of Indigenous authors through community based knowledge mobilization. So I'm going to kick things off today by giving a brief overview, drawing on some of the slides by my colleague Christina Hendricks. And my overarching message is that open is a vital step towards diversifying and democratizing knowledge mobilization. However, like any system, we need to approach it thoughtfully and critically or we can risk perpetuating many of the inequalities that already exist in our existing knowledge mobilization models. So when we think of open sort of broadly, there's sort of two concepts that come to mind. There is this notion of open as free, freely accessible. And then there's this open, this notion of open as accessible and viewable, like in a museum, but not touchable, not adaptable. And these are sort of broad concepts that I think a lot of people approach what we're doing here with. I want to complicate that a little bit today and I'm so glad that Will pointed to Kayla Larson's great talk, which I highly recommend because I think Kayla does a fantastic job of problematizing this even more. But beyond the sort of the more, there is a lot of energy around open and excitement about what open can do and rightfully so. But like I said, I think we also need to think of some of the other contexts and the historical context of what open means. And often open has been interpreted in colonial systems in ways that disenfranchise or dehumanize Indigenous folks. So when we are thinking about the commons or the common good, that often doesn't include Indigenous peoples. And here, for instance, I have an introduction to a collection of poetry that is taking Indigenous stories as an open source that can be drawn on and made legible by white authors. And then of course we have the museum systems as well, which have also taken often very important ceremonial artifacts from community and placed them in museums. So open, the main point that I want to sort of make here is that while we need to celebrate what open can do and be energized by it, we have to proceed critically and thoughtfully as we move as well. But there's lots of different ways we can think about open with that in mind. I already mentioned this idea of free of cost, particularly important one, if we're teachers, thinking about ways of bringing down costs for students when textbooks can cost up to $300. There's ways to think about it in terms of license. Does it necessarily have to be untouchable? Can we adapt it? Can it be revised? This folds into things like Creative Commons licenses or traditional knowledge licenses. There's different kinds of open formats that are connected to different software and different technical apparatuses. Then there's notions of open as making knowledge production more transparent. So making data sets publicly available, not just the research paper. And then there's thinking about open as a more inclusive system, so how we can bring in more voices and how we can hear from voices who may have been excluded from traditional knowledge mobilization systems. And then the one that I'm really invested in at the end here is the social element and how we can think about collaborative knowledge construction that involves community and brings folks in who might not see themselves as knowledge producers but have valuable voices and perspectives to add to the conversation. And this is a quote that is on the post website that I think gets at a lot of these ideas in some really productive ways. And again, why I am continually energized by open. So with roots in democracy, equality and social justice, all areas of open scholarship operate under the assumption that knowledge creation and dissemination should be understood as social practices. In this sense is Tom Woodward has stated open is a purposeful path towards connection and community, and the values of inclusion social impact and participation are integral to the practice of open. And this is the thing that I always try to circle back to when we're thinking about what open is, is that it is not simply a thing or a product, or even a way of thinking. It is a practice that brings us together and is in that way is constantly something that is unfolding and being critiqued. So that when we come together and when we bring more voices to this we make open better. And I think that that is a baked in principle of what we do. And foregrounding it the way that pose does is only going to make the system better and more viable to more folks. Also from the pose website, you'll see here some of the values of open scholarship. And I'm not going to go through them all. But I think understanding why you're here for open and what it means to you or what it means to the communities that you represent or serve is important. So thinking about what values you bring to your study of open scholarship or what values you think open scholarship should reflect is an important part of that practice. So coming back to the, the why of your research or your engagement here. And a lot of these still are connected to that that social element. And the one that isn't here that I want to just reflect on a little bit more sort of in keeping with the theme of my introduction here today is attending to the fraught histories of knowledge mobilization and thinking critically about who and what open serves. So to reiterate that point again that what we do here you should be excited about it you should be energized and you're going to learn so much about what open can do, and the ways that it really can be fundamental to changing and democratizing how it moves and the ways and people that it moves through. But in that excitement, coming back to thinking about the structures that it's contained within and the histories that it's built out of, and being just as willing to critique and to think thoughtfully about those systems in that practice because I honestly believe that this is a system that is open to critique that is made for those kind of critique and it only gets stronger when we have amazing folks like all of you here who are willing to do that work as part of the learning and development of what open is. This is all something that you're going to be engaging. I know it will be. I've seen some of what you have in store and some of the great folks like Kayla Larson, who you'll be engaging with. But I think bringing that excitement together with that willingness to think critically is really going to make the time you have with pose a great success. So it's been a pleasure to be here. Thank you so much. I hope you guys have a great time at the post program. Thank you, Will. Thank you so much. That was an amazing introduction. With that, I'm going to turn it over to my colleague who's going to walk us through introducing the cohort and getting us to talk a little bit to each other. Okay, so I'm just going to introduce our cohort. So the we have so the post program we have a partnership with CTLT library and also with again library and also with UPC library research commons and Center for Scholarly Communication. So this program is really collaborative with like different departments. And I also want to begin introducing by percentage test by alphabetical order. So I'll start with Craig. Good morning. Hi everyone. I'm Craig Thompson. I work on the learning analytics team in the Center for Teaching, Learning and Technology at UBC Vancouver. In my work, I help students, staff instructors administrators answer questions about teaching and learning through the use of data and analytics. And in post in June, I will be co-facilitating the open research module along with Trish. How about Jens? Sure. I was just going to go ahead. So hi everyone. I'm Jens, Jens Benjamin. I am a educational consultant for design and facilitation. Also at the CTLT in UBC Vancouver. So in my work, I work a lot with faculty around faculty development, new faculty development, focusing on sort of transforming classrooms into more active learning spaces. And in the context of post, I will be co-facilitating the July section on open education with Will and Rie. Hi everyone. My name is Rie Nambat. I'm one of the facilitators for post. My role is educational resource developer open resource from Center for Teaching, Learning and Technology at UBC. At work, I provide support for open educational related technology, including UBC, we can repress. For post, I mainly work on developing the creative comments module and I'll be facilitating the open education module along with Will and Jens. Hi everyone. I am Stephanie Savage. So I'm a librarian at UBC Vancouver campus. My portfolio includes scholarly communication support along with copyright education and support. And I, along with my colleague Aaron Fields, who was unable to be here today, we developed most of the content in the open access unit and are going to be your primary facilitators for that unit as we proceed through the first month of post. I'm Trish Borosuza. I'm an evaluation research consultant with the Center for Teaching, Learning and Technology also at the UBC Vancouver campus. In my work, I help faculty and staff who are looking at doing evaluation or research on a variety of teaching and learning projects. And along with my colleague Crank will be co-facilitating the open research session. And hi everybody. I introduced myself briefly earlier, but just to say that I work with faculty and students who want to use or create open educational resources in their teaching and learning or open pedagogies in their teaching and learning. I also work at sort of broader university initiatives around open education. I'm helping coordinate the UBC OER Fund, which helps provide funding for people who want to engage in open resources. So I'm really excited to be joined by all these fantastic colleagues. Okay, so we will begin with a front patlet map activity and I will post the link of the pilot in the Zoom chat right here. One moment. I just post the link to the chat. So in this patlet activity, post where you're currently located in the map. The location doesn't have to be super specific. It can be really broad like Vancouver BC or Calgary AB. I'll give two minutes. So please go ahead and post it on a pilot. And in order to add the location pilot, there's this purple plus sign located in the bottom right hand side of the screen. So that's where you'll be adding the location. No, I see people already posting on the map. Wow, it's going far everywhere. I think I will stop here, but it's really nice to see that there's a post party transform like everywhere around the world. So like there's a lot in like Canada, but also there's some participants from the United States and some from like Europe as well. So this is really exciting to see. But thank you so much for sharing in the patlet activity. So for the next session, we will do a bit of the poll. From the group to get a quick sense of where people are coming from. So I'm just going to start this poll here. So we'll be have two posts, so I'll post the one of them. I see the majority of participants posted the post. I'm just going to end the poll here and share the results. Okay, there's two more. Okay, I will end the poll right here and share the results. Okay, so I see that there's actually people in the diverse world to summon a lot of them from graduate students, which is great. We'd like to see a lot of participation from students as well. And there's also people coming from faculty, library and staff and also undergraduate students. Thank you so much for sharing in the poll. So we have actually another poll coming up. In one moment, I'm going to set the polls. So I have another poll to be launched. So what are the open scholarship are you most interested in? Okay, I'm going to stop the poll here and share the results. Yep. So I see like, I probably didn't have diverse interested interest so far, so like people are interested in open access, open research and open data, and quite a lot of people are also interested in the education. Thank you so much for sharing the poll. And I'm just going to move on to the next session, which is the introduction to the post unit. Fantastic. And I'm going to just start us off with a little bit of a course tour. POS is not set up as your traditional online course. We're using a blend of WordPress and UBC's learning management system. So the entire POS program and the content is all open to the public. And the exception to this will be completion quizzes and discussions in Canvas, which are private to POS participants. I'm just going to share my screen and do a little overview. Sorry, let me just get set up. Sorry. So this is the POS WordPress site, and this is the homepage. The homepage is sort of the general overview of the site. You can find lots of valuable information here. So if you scroll down, you can see the learning activities that are embedded throughout the program. You can see key dates and sessions for all the synchronous activities that are coming up. We do have this session and a wrap up session, but then every month we have both an open workshop and an open chat session that I'll talk about a little bit more in detail, two per month coming up. You can see all the dates there. And you can also see who we are and communication as well. The POS course is actually mostly contained on this WordPress site. So across the top is our navigation here. We can start with the Getting Started module, which is a module that kind of covers the flow of POS as well as that introduction to open scholarship. The three main modules for this course are open access, open research, and open education. We also have an activity bank, and the activity bank has activities that you'll complete as part of the POS modules. The concept behind the activity bank is to learn by doing, so we're asking to take on sort of practical challenges that sort of reinforce some of the ideas that are shared throughout the modules. You can sort of navigate through them depending on which module you're in. We have a resources page. This will be where our course, our synchronous recordings live, as well as any other information that's shared, and you can have access to previous iterations of this program as well. So we do allow the entire course to be downloaded as a XML file. So if you'd like to run POS at your own institution, we will have a updated 2023 file for download. You can take all this content and suck it into your own WordPress system or to another website or content management system. And then finally, we do have an updates tab. This updates where we'll put course announcements and you can click on that and see the announcements coming out to the course. And just to drill in a little bit to a module. So the main module is open access. Each module is composed of three units. So here are the three units for open access or publishing ecosystem authorites and pathways to open. You can navigate through the modules in a couple ways. So you can just do a sort of a linear navigation by clicking the buttons at the bottom. So this will take us, drop us into the public publishing ecosystem unit. We can go through the bottom and it will navigate you to the specific pages. Here you'll see you can also navigate on the sidebar. So if you're not able to make it through a whole unit at one time, you're more than welcome to just drop into whatever section that you want to drop into. Each of the sections are comprised of mostly text content, but also multimedia. You'll see videos. We have scenarios and reflection pieces. We also have dig deeper sections that will link out to appropriate articles and resources relating to the page or that unit that it's on. And please note that these dig deepers are optional. So as learners, you should feel comfortable following your interest and capacity. If you were to read all of the dig deepers, it can be quite a bit of reading, but please do dig in as you would like to. One other quick thing to note in the modules, you'll see, I'm just going to jump to another one, you'll see some of these self assessment tools. So this is H5P if you're familiar with open technology, which is an interactive tool meant to just test your knowledge. So you'll see a few of these quizzes and interactive pieces throughout the course. You can just click on it and submit it to see if you're able, if you're following what the units on and how you're keeping up. And again, we'll see scenarios and more dig deepers. At the end of each module, we do have a number of activities. So once you complete all three of the sort of content units at the end of the module, you have to do some activities. So the first is the open access activity bank. So each module will take you back to that activity bank and you're asked to do two of these activities. Basically, how to do them is you'll just click on the activity that might be of interest to yourself and follow the directions on the page. So for example, in this one, they're asking you to calculate the cost of all the references in something you've written or something maybe you've read recently. So if you didn't have access to University Library, how much would it cost to actually purchase each of these articles and then sharing the work in the comments? So the bank, most of the work will be shared through the comments. Let's go back. The next piece is each module will have a discussion. This discussion is one of the pieces that we're holding in Canvas. So we'll have a discussion prompt. You can then click on the button and this will drop you into the Canvas environment. If you have not registered for the Canvas shell, please do see the announcement. Welcome to pose and getting started. That has the link for you to be able to self-register into Canvas and you will be prompted to log in in this piece. The discussions have a prompt, an article to read, and then we hope to generate really interesting discussions based around the themes of the readings. Another piece activity that we're asking you to do is a shared reflection. So this idea here where the reflections are where we're thinking about how we can put the topics or themes in the unit into practice in our own work. So we'll ask you to go ahead and think about some of the stuff that's happened in the some of the themes or topics covered in the units and the modules, and then to go ahead and share your ideas. So we do have prompting ideas and then you'll basically use a tablet. You'll be asked to put your thoughts into that and this is a resource that can be shared. So the idea here is that we'll all be working together to think about ways we can implement, in this case, open access into our own practices. And what's really fantastic about these is the idea that we're coming from different universities or different institutions, different roles of those institutions, and it's sort of cross pollinate by being able to create a resource like this. Finally, we do have a open access unit completion and this is just for tracking purposes. This will help us issue certificates of completion at the end of the course. So it'll again drop you into the canvas shell when you go into this. It'll be basically a quiz format and it's just asking you to check off the activities that you've completed. So again, for each module, we ask you to go through the three units that pertain to that module and then complete two open access activity bank activities, do the shared reflection and then do the open discussion as well. Well, I am in Canvas you can go directly to the canvas shell if you if you wish. What you'll see in the canvas shell is pretty bare bones. So we do have a landing page, you'll see the announcements. So the same announcements that are posted on the WordPress site will be posted here in Canvas as well. If you haven't, if you're not a regular Canvas user, you can create your account to send you an email for announcements. So if you'd like to get announcements right into your email, you can definitely set that as one of your user settings within Canvas. You can also access directly into the discussions. We do have a couple of general discussions that don't relate to the units. So we have a general discussion. This is where you can introduce yourself, say hi, talk about anything related to the program, share ideas or thoughts. And then we do have a administrative section as well. This is for if you have questions about the course or having different issues. This is fantastic. Particularly if you're having like, I'm not able to access this or this link is broken. If you put it in the discussion, everybody can see that. So it's a good way to check on sort of a Rata or any issues that may be popping up in the course as well. And then going back, we do have each of the three module discussions here. The modules open at the first of every month. So open access discussions open right now. And again, as you work your way through the module, you'll be asked to complete that at the end of going through all of the units. Now I think we're going to, that's sort of a high level overview, but now we're going to go a little bit deeper into what each of the course modules will be covering. Let me just share my slides again. Sorry. So with that, I'll turn it over to Steph to talk about open access. Great. Thank you. Okay, so the first unit in pose is the open access unit. So at the highest level, this unit is meant to introduce participants to some of the broader ideas and complexities at work within open scholarship, along with the basic mechanics of how open access operates within the larger publishing ecosystem. So over the course of this unit, participants will have an opportunity to examine the current economics of publishing and the impact that the commercialization of publishing has had on academia libraries and systems of global research dissemination. You'll learn to better understand author rights and intellectual property, particularly in relation to publisher agreements and negotiations. And finally, the unit will provide an overview of the development of open access and the prevalent models of open access, including the challenges and opportunities that each affords. So here you can see the three modules that make up the open access unit, as well as the topics for each page within those modules. So I'm not going to go over the individual modules in too much detail as the content should speak for itself once you get into the unit. But I will briefly touch on the thinking behind the three modules that make up the unit. So when we were designing the content that would go into the open access unit, we wanted to strike a balance between providing practical information, sort of how to when it comes to open access, but also introducing participants to the challenges and complexities inherent in a deeper understanding of open access. So each module in the unit contains both this more practical knowledge, alongside some of this deeper engagement and critical engagement. So we'll already sort of touch on this, but I want to point it out again. So as you move through the content in the OA unit, you will notice that there are many opportunities to dig deeper into topics presented. Also on top of that too, I should note there are just lots of hyperlinks to things throughout the unit. So I think all the units imposed present these opportunities to dig deeper, but there may even be more opportunities in the open access unit. And that is because we really want to provide you not only content for use during the course, but to take away with you, right? This is going to be a resource that you can have in the future. So, you know, POST was only really conceived of as an introduction to open scholarship and not a comprehensive overview. So the dig deeper readings provide you with an opportunity to engage in the ideas being presented in a more meaningful way. None of this content is required reading. Anything even just off hand, I was reviewing the content. One of the documents I linked to is like 250 pages on its own, just one of them. So, you know, there's no expectation people will read everything. But especially if you're already familiar with the basics of some of this stuff, it might be worth taking the time to read some of the dig deeper content. Because it'll take you far beyond sort of the introduction and get into more of the nuances behind open access. So finally, I just want to spend a moment on what we were referring to as the big ideas presented in the unit. So these three big ideas are each taken from one of the three modules that make up the unit and represent the larger questions we hope to address throughout the content. So the big ideas are structured as open-ended questions and leave room for each of you to come to your own conclusions, which we encourage you to explore throughout your engagement with the module content, but also through the activities, discussions, reflections, etc. And I think with that, I will pass it on to my colleagues to talk about open research. Awesome. Thanks, Steph. So I'll be sharing the content of this unit and kind of a broad overview as it was put together by my colleague Greg and myself. The open research module has content on open workflows, open software and open data. So it focuses on these core areas, including touching on topics like transparency, reproducibility, open scholarship and open data. And the key questions that we try to help you think about and understand a little bit better are how can increasing transparency of research project processes such as workflow improve the process and help to advance knowledge? How can open collaboration, sorry, open collaborative methods increase the efficiency and broaden the individuals who are able to participate in the research? And what are the attributes of open data? So what makes something open and how do you go about making your data open? I'm just going to walk through each of the modules in a little bit more detail to give you a sense of what all of those terms that you might not be familiar with. So the first section focuses on open workflows and a workflow is basically the steps that you take to complete a task. So in the research process that begins with starting thinking about clear documentation. So for every decision that you make in your project or your research, you're thinking about, you know, what would it be like if someone else was trying to replicate this? What would it look like? What kind of information would need to be available for someone to reproduce this work? So with clear documentation, we mean things like best practices around file naming conventions, project metadata. So what exactly all of the elements of all your files are, things like including open file formats. And we try to explain what the benefits of an open workflow are. So even if you're not planning to make your entire project open, there are a lot of benefits to having your workflow open and using best practices in open workflows for your own benefit, not just thinking about how it can also be really beneficial for others. Next looking at open software. Open software, the module on open software talks about considerations and pitfalls when working with software and code. So open software can be a huge support in your work by making it more sustainable and removing sort of those black box aspects when there's propriety software being used. Also lowering the barriers to reuse and reproducibility. So if you're using a specific program such as Excel for organizing your data, but Excel falls under Microsoft license and someone that you're sharing that data with or trying to provide access. If you don't have access to Microsoft office and Excel, they wouldn't be able to use your data. So thinking about things like that, different types of software and the limitations that they have. It also covers core concepts around creating open code. So making your code meaningfully shareable and usable and how that helps to increase open scholarship across whatever discipline you're in. And then finally touching on open data. So data is a fundamental part of the research process, regardless of what discipline you're in. And so the goal of this section is to help you understand how to create, curate and preserve sustainable data outputs. Part of this process is making data open by making sure it's available and accessible, offering the ability to reuse and redistribute your work and allowing universal participation. So that means anyone is able to use and reuse that data. And with that, I will pass it over to talk about the final section open education. Okay, so open education will be the final module for this program. So we'll go over three areas, which is one is creative commons license. And second is open education resources and service open pedagogy. So we'll begin with like overview of like, what are open license and what is creative commons license. And then we will also go over on like what are considered as open education resources and what are not. And the third part where we go over on open pedagogy, which goes over on like what it means. When you ask students to post assignment, ask students to post their assignment on open online space and what the privacy and ethical consideration around it. I'm just going into specific overview. So I'm going to give the really brief overview for creative commons license here. So open education is often grounded in the application of creative commons license to teaching and learning materials. Creative commons license are open copyright license that gives permission for others to use the work under specific conditions. So we'll start off the module with in-depth exploration of creative commons license and how they relate to copyright. In this module, we will explain the difference between using a work under fair dealing rules and using one with a creative commons license. And we will give examples of what one can or cannot do with resources that have different creative commons license such as DC buy and see SA and me. And then we will point to ways to find CC license content of various types. And we will apply a CC license to the work and share that work in the format that is easily reusable by others. And I will pass it off to Jens for the next section. Alright, so then once we've explored what creative commons license are, we can start talking about that question of what makes educational resources open. And so in that second module, we'll re-jump into sort of the heart of OERs. And so OERs open educational resources, what they are, they're teaching and learning resources. And that may include anything related to teaching and learning. All courses, both materials, textbooks, streaming videos, tests, software, anything else, materials, techniques. And the important part here is that they are, as we've talked about before in this session, free of cost and access barriers. And then in line with the creative commons license, they're also legal permissions for open use. So you're legally allowed to use open educational resources. And so generally that permission is granted by the use of an open license. And so with that permission, depending on the license, you can freely use it and then you may be allowed to adapt or share the resource anytime and anywhere. And so for that unit, in that unit, the goals are for you to understand and learn some examples of why learners instruct with value and use open educational resources. And you'll have an opportunity to discuss strategies for adapting and contextualizing learning materials to identify and evaluate sources of open educational resources and to develop and share an open educational resource. All right. And so our final module of the post workshop then takes this idea a step further and we'll move on from sort of shifting the focus on what you teach with, which would be open educational resources into pedagogy and open pedagogy, which is the idea of how to teach. Right. And so in that case, we're applying the open philosophy to the process of teaching and learning. And so open pedagogy can really involve a blend of different strategies and technologies and network communities. And the goal here overarching goal is to empower students to have control and agency over their own learning. And so in that unit, then you will start learning about that. We'll learn how to incorporate principles of openness and learning participation into the processes of teaching and learning. And so within the topics or within the unit, some of the topics that you work with are different definitions of open pedagogy. You'll consider different pedagogical benefits and impacts to integrating those open approaches into your teaching and learning. There are some examples for you to explore how open assignments can transform learning with the goal that individual student work and have impact and value beyond supporting the learning of the individual students. So really what you do is you take that learning out of the classroom and you bring it out in the open to benefit and have impact on the broader community, for example. But with that also it's important to then consider rights and controls that students have over their own work. And also really think deeply about what we are asking students, faculty to do when we are asking them or encouraging to work out in the open. So with that we'll cap it off with a few best practices to consider when you get students to work out in the open. Alright, so that is the high level overview of our three months and our three units. So given that this course mostly takes place in a synchronous fashion, we do have several touch points, we have workshops, we have check-ins where you will meet each other. And we do go through this course as a learning cohort, so we encourage you to get to know each other. So what we'll do is we'll set up a little breakout room and the session is scheduled until 12.30 on Pacific Daylight Time. And we have about five minutes in a breakout room for you to get to know each other. So if you want to access a padlet that I will just set up a padlet for you to take some notes. You can access it through this link or through the QR code on the website. And so what you'll do, you'll be groups of four. And please introduce yourself and answer those two questions. One is what inspired you to participate in this program. The second question is what kinds of open scholarships and practices are you interested in? And so I encourage you to, within the breakout room, assign a scribe who can take notes. And I did notice that with the announcement of the breakout rooms, we have lost a few people, which is something that happens. So let me just recreate them so that we actually have full breakout rooms. Here we go. Yes, let me see. All right, so I'll be sending off into a breakout room for a five minute chat and then we'll get back. And then we have more time for you to ask questions, to ask related to the program, open in general, etc. So we'll see you all in five minutes, breakout rooms. I had it all preset. There were four per room. And then literally as I said, you will go into a breakout room. I saw a number swindling to three, two, like, oh, I need to recreate those breakout rooms now. Yeah, I feel like that's my cue to leave a session anytime they're like, let's talk to random colleagues. I'm like, no, thanks. Bye. Yeah, it happens. Yeah. I love it. I always think they're the best part of the session. I'm like finally get to talk about this stuff. I get to bounce some ideas. It depends on the session. I think if it like if it's with people I already know, and it's a chance to like actually be able to have a kind of like more intimate conversation about a topic that I feel comfortable. I feel like I don't I go to too many workshops where I'm like, I'm just learning about this topic for the first time. I don't have any thoughts about it at all. I'm like, I'm just here to gather information. I get overwhelmed. And yet I feel like what makes a successful face to face workshop is getting people to talk to each other. And it's so hard on the online space. Yeah, I think the dynamic is different. See, when I'm in a workshop where something new, I like the breakout rooms to just share my excitement about the stuff that I've just learned. We have different ranges of emotion. Yes. You're excited. I'm like panicking because I don't know anything about the topic. I know, which is interesting when which is something to consider into designing those sessions, right? Does it make sense to run a breakout room halfway through if you lose half of them and then they have questions and then we just might lose them in the program. On the other hand, how do we how do we allow those that enjoy those breakout room discussions to actually have that benefit? Yeah. And I think it's like in the online world is just there aren't many options for having not just talk at people. So I think it's like one of the only ways that really gives folks a chance to share excitement that they have or ideas and things like that. So that's a challenge. When I teach it when I teach a classroom, I sometimes allow my students to either work in a group or individually based on their personal preference in that day. But that only I mean, I guess that could work in Zoom. If you get people to self assign into a breakout room, that's kind of one is called quiet space cameras off and then small discussion spaces. I love that idea. Just some quiet time for those of us that are having an existential crisis as a result of this session. Do you need time to think quietly with your thoughts? I love it. I'd happily join that session if I knew that was about shit. I might actually do that next time. I mean, for this case, it was to get to know people, but I did set it to five minutes so it'll close in like a few minutes. I don't know if you'll need to give people a bit more time. Usually five is short. I think five is probably okay for this sort of intro. And we had it for an hour and a half, right? Yeah, I think that's okay, though, if we go short. On a bit of a side note, there was an interesting update to some of the content that's in. So first of all, it's the it's the units and the units have modules, right? I thought it was modules and modules and units. No, I don't think so. I was like, I don't know what I'm saying. Did I just say module about the module? No idea. I double checked the pose at the site. Yeah, I think it's units and modules. Sorry. As you say that, and like after like when you started doing your section, I'm like, oh, I had that completely backwards. Just because I was like, I don't even know anymore. But anyways, one of my modules has a piece that has like some relevant updates. So I might, it's late. I might update the com the content and then make a notice or something or ask you to send it in the next update. Because I think it might be interesting to people in the program to hear about this latest. There was like a leak of a European government document about open access and like supporting. APC free open access. So it's sort of like, you know, all the buzz right now and it's relevant to some of the content we have on plan S and things. So. Absolutely. So we're planning to send another announcement around the 15th. I don't know if that's too late, but it would be great to put that in there. Okay. All right. That's the five minutes. Shall we close the rooms? Welcome back everyone to those of you that are here. We actually had a really interesting conversation while we were here about the loss of people to the breakout rooms. And our idea was to next time set a self assigned breakout room where people can go for just some quiet reflection. So we don't lose them towards the end because it can be stressful to be asked to talk to some people that you don't know. Yet we also hope that you had some good conversations with your peers. And we just want to give you an opportunity to share if you had heard any interesting goal or role and feel free to write it in the chat or speak up. And I do see some of you thought it was great. And right. That's that balancing act to allow those that really kind of get alive in those breakout rooms like myself, give them that opportunity and others that quiet space. So feel free to share some insight in the chat or just pipe up at arena. Hi, yes. In our group, we were situated across Canada. And so that was interesting. Particularly I'll speak for myself. I shared my interest in this area comes from in Ontario. We had the campus grant from the government of Ontario that provided us with quite a substantial amount of money that we as educators can apply for to develop various open educational resources. So in our school we developed a full health assessment textbook that we'll be using there's one and two of the undergraduate program in nursing. And so that that was great. And that sort of spearheaded a lot of other open educational resource simulation resources developments that we're doing in our school. So I'm really interested in learning more. I'm also part of an editorial team of a journal that is housed at TMU Toronto Metropolitan University. And it's an open access journal as well. So we publish open access free of charge. Currently we'll see how long we can sustain that but currently it's free of charge open access so again learning more about how I can translate the knowledge from this group to my editorial team to see how we can improve and continue to sustain that and provide that sharing of knowledge and such of it. Thank you. Thank you for that Katerina. I don't think you do have quite a bit of experience with open. It's always great to have a wide variety of people here to learn from one another and definitely bring your learning back to your home institutions. I also see in the in the chat that someone shared that they were considering an opportunity to use pose in the form of EDI initiatives. And a few people mentioned that the breakout rooms felt a little short, which they always do if the conversation is lively. Does anyone else think they want to share at this point? You noted the appreciation in the chat. Thank you Carol. And, and yes I just want to note there's a lot of great comments on the Padlet. Really, really like fantastic ideas of like how to do open ed as a TA to looking into sharing data from research on how to make that open like lots of lots of fantastic comments there as well. Thank you for mentioning that well. All right. So, I think we gave you all enough time to speak up or type anything in the chat so we'll pass the mic over back to Will who will guide us through some key dates logistic communication and into our final Q&A. Yeah, and I'm just going to share my screen again so just give me one sec. So I'm going back to the course here and I do just want to pull out the key dates section so you can see those in a few different areas but the one on the front page is a good one to pay attention to. So the modules each sorry or the units the open access unit the open research unit and the open education unit will open on the first of the month. And that's when the discussions and the activities, the content is there now but the actual idea as we move through this as a cohort will aim at the for that sort of shift from one module to another at the beginning of each month. So, open access today is the kickoff session the unit was released on May 1. And then for each month we're going to have what we're calling an open workshop, and a open a open workshop and a open chat. So the workshops are really focused on the practicalities of open scholarship and the open chats are really focused on presentations from practitioners who are working in that specific field so in May we have stuff. Savage from the, the facilitation team here as along with Aaron's field who will be talking about Creative Commons licenses but then the real sort of emerging area of copy left trolls and people who are using Creative Commons to sort of subvert the idea of open. Really fascinating topic. And then for the open chat we've invited one Pablo Alperin who's the associate professor in the SFU publishing program and he's also the associate director of research for the public knowledge project, which publishes a lot of the open journal systems or open monograph systems, and he'll be really talking about how open access publishing is already underway. And then each month have two announcements so we'll kick off a reminder at the beginning of the month of what sort of unit is opening what the key dates are in that open in terms of the synchronous sessions. And then we'll do catch up midway with another announcement, just circling back to what some of the activity that's been happening in the modules. Here we do ask that you register for each of the synchronous sessions and independently, we will be using the same zoom link so the zoom link you use today will be the same zoom link for all the pose sessions. Registering for that just helps us sort of plan for what size of the audience will be there as well as some logistics around it. So at the end of the pose we'll have another wrap up session on July 31. And then after that we're going to be going through an optional putting your sort of knowledge into practice and we're asking people to maybe take on a challenge after you've completed pose to think about okay, what's the next steps for you and we'll have more information about that as we get closer to July, but we'll be doing asking people who have taken on those challenges to come back and report how it's going. We'll have another session in later October to talk about how the putting your work into practices has gone. And these are the main the main dates. Please do add them to your calendars and do register for them. And with that, we're at the end of what we wanted to cover today but we did want to leave time for questions if people do have questions. So I'm going to go ahead and say please raise your hand or open it up to us but we really want to thank you for joining us what you know David kind of highlighted early in the session what's really nice about poses in a normal open access or open education workshop we don't have enough time to go deep into this so we have won. We have woven this idea of critique and taking a critical approach to open that you'll see reflected through all this as well and that's that's one of my favorite parts of this course.