 Hi everyone. My name is Matsuyo Ando from Asuka Academy. I feel so honored to be here and I'd like to express my special thanks to those who supported me. Today I'm going to talk about OEL Translation Project and actually this project is participated by four members, Professor Yoshimi Fukuhara, Torukishida, Hisayana Kamura, and myself. And as you might already know, Professor Fukuhara passed away last month, but we're going to succeed his wish. This is about Asuka Academy, a non-profit organization in Tokyo, and we started in 2014, and our mission is to provide opportunities to learn quality OEL to Japanese, in Japanese language. And we issue certificates for those who completed our courses. And translation is done by volunteers. And there are so many quality OEL contents in the world, but most of them are in English. But for ordinary Japanese, it's very hard to study those subjects in English, so we decided to deliver those courses together with Japanese translation. And this shows how it works. We have lots of contents from OEL, and we have financial resources from member companies, and we look for translators, those are the volunteers, and we coordinate those resources so that we can deliver translated OEL to Japanese. And the learners include business persons, catered students, lifelong learners. And so far, we translated more than 100 courses, and the total number of enrollment is more than 30,000, and the total number of registrants is nearly 9,000. And we translated those courses like TU Delft, MIT, UC Irvine, Yale, Open University, et cetera, et cetera. And this is the number in mid-October, and the volume is growing every day. And how translated courses look like. You will see the green tab showing subtitles, and there are some choices. You can show both Japanese and English subtitles, or Japanese only, or English only, or no subtitles. So this is a good way to develop language skills too. And see, this is a case of both Japanese and English subtitles, and these shown, simulated with narrations. And what are the benefits for learners? They have more access to OEL with language assistance, and they can improve language skills, and we can position this as a gateway to learn OEL in English in the future. And we have about 1,500 translators registered, and we, maybe, I'm going to talk about Hiroogaku and his case. They started as an extracurricular activities, and the first course was an Open Chem from UC Irvine, and 17 students participated. And we got an award from the Ministry of Education 2017. And this is just a short video showing how it looks like. Yeah. In Japanese. This high school in downtown Tokyo. This is the teacher-in-charge of international courses. The students' international course is a good command of English, but she would like them to use their English skills not only for themselves, but for the society. This is the purpose of their program. So, after school, they get together in classroom, communicating with the base, or using Google Drive and some other tools. Okay, so, what they learn from this program, the first is project management. Second, social contribution. Third, deep understanding about the subject, and they develop subjective attitudes. These are the educational effects from their project. And this is a picture when Professor Larry Koopanman visited Hiroogakuen. All these volunteers got together and took a picture. And then we have some other good contributors as a volunteer translator, like Yokohama National University, Japanese Red Cross Language Service, and the Tamagawa Gakuen. The last one uses this project as a part of CAS, or International Baccalaureate Program. And we think that the key to success is to align translation volunteers, translation project with the educational goals of each organization or individual, and we support them to grow. And we have some challenges, which is that our business model is based on the contribution from company. So, financially, we have two more company members, and also the quality assurance. We provide specialist advice so that we can assure the quality of the translation, but we might think about the possibility of machine translation by AI. And the next step for continuing growth, we are planning to issue OpenBadge to those who completed our courses and to volunteers who completed the translation project. So, if anyone here who are knowledgeable about how to effectively use OpenBadges, please let me know. So, this is the end of my presentation. Thank you. And thank you in Japanese and easy to remember, thank you. Thank you. Thank you, Ms. Yuya, thank you. We have time for a quick question? No questions? Okay, so we are being very clear. So, thank you, Ms. Yuya, we'll continue. Oh, I didn't see you today, sorry. Thank you. Would you do anything differently? Would you, if you were going to do the whole thing again, and you were learning from something that didn't go smoothly as you would have liked, would you do anything differently? Yeah, yeah. Could you explain a little bit? Do differently is do our activities or volunteers or? I see. I see what you mean. Okay. Maybe, let's see. I think that maybe social recognition is important because that they, when they did volunteers, they feel that they should be so proud of their achievement. So, maybe they need more social recognition for their volunteer work. So, maybe I would try to get some effort and OpenBadges is one of them, but there may be some other ways to do so. Thank you, Ms. Yuya, thank you very much. We invite Gabriel Marunello from our Open Science Award winner. Gabriel, welcome. Okay, sorry for the delay. I'd love to start with the piece of a story of myself and this project. So, basically, of how everything started up so you can understand all the things better, okay? Basically, a thing like three years ago, I was in London for a traineeship in a hospital, a guy's hospital in London. I come from medicine as a background. And I was there. And while there I was doing some research with a professor of mine down in Italy, Alberto Bedogni, on a pathology called B. phosphonates-related osteonecrosis of the jaw. It's a bad pathology of the jaw phase. It's like a cancer, but not that dangerous like a cancer. And while doing this research, I realized that there were so many different definitions of this pathology, of this physical entity, you know? The physical entity is the same, but we are describing it in many, many different ways. There were like 30, 40 different definitions of this pathology. And imagine this situation now. Imagine two research teams that want to find an answer to this question. What is the best treatment for this pathology? This pathology or breast cancer or whatever, okay? And imagine that they have to start, they necessarily have to start from the definition of the pathology itself, right? To compose their study. And imagine now that they have to choose from 30, 40 different definitions of this pathology. And this problem is actually repeated for each of the definitions which compose the study, the article, okay? So the situation will look like this. Two research teams, they're composing two related studies. So what's the best treatment for whatever you want, okay? Like breast cancer. And they usually start from a different definition of the pathology they are studying, okay? And they repeat this problem for each of the definitions, okay? So basically these two articles are composed of a different mix of definitions and the result is that they are totally incomparable. Even if the question is the same, the two studies are totally incomparable. So you cannot find one univocal answer to the research query, okay? And this problem is actually ubiquitous. It's everywhere. In Europe, in the United States, in Asia, it's everywhere. Ever wondered why we have so many different guidelines, health guidelines, the Italian ones, the UK ones, the American ones, the Japanese one and so on and so on. Because we are doing research with different ingredients, different definitions. So the essential ingredients of research are different for related research queries. Okay, this was the first part of the problem. The second part is, and is the most well-known, is that research does compose, so inconsistent from the very beginning is submitted to scientific journals, okay? They perform the famous peer review. So they call one to three peer reviewers at most, okay? Related to the topic from the field. And they select the best research article they can find. And then they publish them. And we consider what they publish, like the best on Earth, right? Because it has the name like nature, science and so on, which is related to the impact factor of the journal and all the things that you already know. So these are two big issues in science. So the production of science from the very beginning where we're using different definitions and the quality check of science. The quality check is kind of biased, you know? So basically this is what we are proposing with chaos. We are asking researchers to compose not just the articles, so the final product of the works, but also the definitions, the essential ingredients of the articles, okay? And we are asking them to cluster all these definitions under the same caps, like all the definitions of breast cancer, for example, 30 different definitions. Do you know how many different definitions of quality of life there are out there? Quality of life, which is an essential parameter in medicine, okay? What is medicine fighting for, you know? There are 1,000 and 1,500 different definitions of quality of life. And depending on what you choose, you can completely change the study results completely. So basically we are asking them to compose all these definitions, to cluster them and to review and rate them, so that they can crowdsource the ranking of these ingredients, of these definitions, so that we can, at the very end, compose new research with the best definitions on the planet. I mean, the most shared definitions. The one that the community has decided to be the best ones, okay? So the final result will look something like this, okay? So consistent definitions amongst the community, amongst the researchers, to compose comparable research, comparable papers, okay? And to boost the reproducibility of research and the comparability of research, okay? So answers like, or better questions like, what's the best treatment for, I don't know, breast cancer, okay, again, can be answered more or less uniquely, okay? This is the team of Chaos, my dream team, and these are basically our partners. We are partnering with all these guys, okay, to create the best environment for researchers to create, from the very beginning, better research, so more reproducible, more comparable from the very beginning, okay? This is the main site. And that's it. Thank you, Gabriel, thank you. Thank you. Question. Yeah, of course, sure. Oh, sorry. No question? Okay. Thank you very much. Thank you. And we continue listening to our wonderful winners, now with Ali Alcada. And she's going to share with us, open up. Just a minute to open the website. So she'll try to show the video, start with the video, just a minute. Oh, Marcella, just stay here. Where is the, the, yes, the video that is linked with the, where's the award announced? Yeah, do you know when you announced the awards? We have just the 10 second video that shows exactly what is this VR classroom, which I do like to make some links within five minutes. But the video is just a very short, not video. Okay, I'm sorry. So the app is part of a project which we can, you can access on the website and then I have a short video to show the background. All attention here for this beautiful title of this conference. Oh, yes. Okay. So open education for an open future. And what is the open future that we want to build together with open education? And that question is exactly what move, what inspire my work and in particular, just here. So I'm very interested in scientific literacy to support a desirable future, which is the concept of RRI. I'd like to know, please, raise your hands if you are aware about the RRI, this concept. Okay, I'm just, I feel people, okay, great. So RRI is a concept created by the European Commission and it's about align any scientific development with societal issues and promoting science with and for society. So here if you go to Brussels, you can see the European Commission building and they have a timeline in the building. So right now they are focusing large amount of money funding for open science, which we saw presentation right now, yes, previously, and open schooling, which is a new concept for the open education. And I would like to call attention as well for this book, which is about, we call the social activism with science, scientific literacy. And that book that was created by Derrick Hodgson just inspire us with what is scientific literacy and how to empower citizens for the open future. And this beautiful sentence, when you open this book, which is available, you can see that first sentence, you are at the heart of everything that matters. So, and here the important question which inspired us, yes, what can we, how can we guide the students at the heart of everything that matters? So how open education can do that? We need to bring the purpose for the open education movement, which is aligned and building together this future, desirable future, sustainable world. So we try to align this beautiful image, these two hands and the world in the center, yes, this is about how we can bring science, technology and education to address the global challenge. And to address also the local challenge. And we have here the seven global challenges promoted by the European Commission and UNESCO, the 17 Sustainable Development Goals. So, and the whole history of open education, which started with open content, open license, OER, MOOC, and then we have open science, open data, and now open schooling. And then how we can bring that open movement, yes, for, you know, to build a better world. So, this is VR, open app, VR classroom, this is one example of our project. And we are trying to understand how we can act now, yes, to, with the different stakeholders to support this movement, yes, to address this responsible research and innovation with open schooling. What is open schooling? So this is part of another funded project from the European Commission, Engage, that we brought all interesting topics and science in the news, and we created the open educational resources for teachers. And also we provided the course that MOOC in ten languages, but we started with a simple way for teachers to promote, build this step by step using open education, the important skills for RRI, with the lesson and sequence, and now the open schooling project. So, and that is the framework that we used. We started with the science in the news, important topics, and then connecting these with a different group. Can you see the, we called the different stakeholders, like industry, entrepreneurs, like technologists, and also the schools, science communicators, and they were helping us to create resources together. And then these resources we discussed with the students, and you try to bridge the informal learning that is in science in the news, the formal learning that is in the science curriculum, and also no formal learning, which is all the OERs that are available for them. So, and here is the ten important inquiry skills for RRI, which is very based on the DOE's work, John DOE in education, and we brought these five new elements, components, skills, that is to understand the risks, assembly consequences, also use ethics and evidence. So, sorry, just here to finish, we have all these different stakeholders that we needed to bring together to solve the problems. This is the way that we created the open app, and I would like to finish this question, this short presentation with this summary, is the open app, bringing together science, technology, and education for global challenge and to understand how we can guide students, learners for developing a desirable future. Thank you. Thank you very much, Ali. Anybody has a question for Ali? No questions. Okay, thank you. And we continue with our colleagues of Open Innovation and Open Research from Tecnológica Motorrey, Marisol Ramírez and Silvia Farías and Alberto Mendoza. Presented under the awards category of Open Innovation, it follows the criteria of an outstanding initiative that brings a new approach to open education. It offers ideas and solutions that present innovative applications of OER to create new opportunities and address existing challenges in open education. This initiative is part of the 266632 by National Laboratory on Smart Sustainable Energy Management and Technology Training. It's funded by the National Council of Science and Technology Conocit, and by the Energy Sustainability Fund of the Secretariat of Energy of Mexico, CNF. In the interdisciplinary collaborative and open innovation project, we work with new approaches to open education, integrating training solutions and applying OER through 12 MOOCs with innovative strategies in order to offer new entrepreneurship opportunities to overcome the challenges of energy sustainability. The development of the project is based on the Quad Helix Strategy for Innovation, including the following parties for Company, Federal Electricity Commission, in Government, National Council of Science and Technology and the Secretariat of Energy of Mexico. In academia for Mexican institutions, Tecnológico de Monterrey, Tecnológico Nacional de Mexico, and the National Institute for Electricity and Clean Energies. From international institutions, Arizona State University and the University of California at Berkeley, as well as networks, research groups of strategic change approach to climate change and educational innovation research, a energy network and UNESCO chair's ICDE Open Educational Movement for Latin America, and a city society with more than 200,000 participants from more than 50 countries. The goal is to support the training of human resources specialized in energy sustainability and to develop human talent with unnecessary capabilities to respond to the technological conditions prevailing in the energy value chain, electric power sector. Through graduate programs, massive open online courses that will be available nationwide and endorsed through a competency certification process. In educational innovation, contributions are made in the integration of new resources and strategies in MOOCs, such as biometrics, virtual and augmented reality resources, gamification, challenges, remote laboratories, and open educational resources. The collaborative and multidisciplinary construction is demonstrated by the Work of the Energy and Climate Change Group, the Research and Innovation in Education Group, the Creative Team of Educational Innovation of Tecnológico de Monterrey, the Open Energy Network, and the UNESCO chair's ICDE Open Educational Movement for Latin America. In open education, the contributions are given by offering training with 12 MOOCs that are implemented through Open Platforms Mexicox and EVEX. The MOOCs have had more than 200,000 participants from more than 50 countries. As a result in contribution to open education, this project generates new approach to open innovation through the development of entrepreneurial talent and contributions to the knowledge of open educational innovation. It also generates new opportunities for products and services, such as educational innovations for environments with open technologies, services and strategies for open innovation, training models with technologies, new services for open innovation, new instruments for measuring open innovations, and training services, workshops, diplomas, certificates, and consultancies. This project contributes to open innovation through fostering collaborations between government, corporations, institutions, NGOs, and civil society. We invite you to learn more about this initiative in the project's website www.energialab.tech.mx Hello, we are very, very proud with this project. It's a big project with a lot of people, professors, students, and in different countries, not only in Mexico. The construction was in Mexico with our team, but participate in USA, Spain, and Germany, and different countries and different partners. And the best in this project is that we can train 2,000 people, 2,000, yes, 2,000 people in 50 countries, not only in Latin America. The MOOCs was in Spanish, but I don't know why the people in 50 countries take the MOOCs. And in the MOOCs, we integrate different innovation, and our team was very creative. Because in this moment, do you remember, Sylvia, in this moment the platform Mexico edX and edX no allowed the different technology and innovation that we want to incorporate and integrate. And the project was very, very creative with the solution. And we studied different ways in this project. We studied about the process, learning, teaching, and different process for the building in this open education. And we have three MOOCs and 28 articles and 48 proceedings about this project. And I invite my partner to explain more about this activity. We integrated an interdisciplinary team where we work with experts in energy over 30 professors from different cities in Mexico. We also work with their guests from different parts of the world. And also we work with researchers of educational innovation from our education faculty. And as Marisol mentioned, we had a creative team, TV producers, institutional designers, graphic designers, experts in VR, augmented reality. And also we have to incorporate biometrics, because when we used the Mexican platform, they didn't have that option. So we have to develop that thing, also a gamification activity, because we had to comply with some of the requirements by the Mexican government that we signed in the contract. We learned a lot. We worked like over 50 team members over a three-year period, developing the 12 MOOCs and incorporating these resources. The virtual and augmented reality resources are available in the SketchFab platform. And I guess that one of the things that I want to convey on all of this presentation is that as has been said in the previous talks by our fellow colleagues that earned an award yesterday, the process itself that we went through was quite interesting and that's something that at least we share a lot, in that at the end of the day, there were a fair amount of professors and researchers that were involved in these activities. And one of the tasks that I had to do was to convince them that this was going to be an activity that they would enjoy. And you're talking with researchers that are in the lab, that they want to publish their papers, and when you start talking to them that, hey, whether you come back and start participating in a MOOC, they say, okay, what is this all about? And in many of the cases that we saw at the end of the day, these are professors. We are professors. We are teachers. And one of the things that I believe that they have enjoyed and this is one thing that once again I have seen in the previous talks is that we are providing open access, open source resources for the main activity that we are dealing with, which is touching the lives of people. And what is the best way to actually do it? Make it this completely available. And that's something that when these researchers went out of the process, they say, hey, Alberto, you know, there was truly a lot of work, but it was really, really interesting to see this other part of a professor in which they can go back into the basics of what we are based, what we are, in that they are not only teachers for a small amount of people, but they eventually realize that they were touching the lives of many more. So that's something that we really, really enjoyed in that process. Thank you. And we love the research too. And for this reason, we will share the other work. This open research initiative contemplates integrated studies of educational innovation in open mass forces and open repository systems. Research contributes to open education by analyzing the effectiveness of strategies, resources, and learning in open environments, as well as the challenges of integrating educational innovation into technological systems where open platforms and technologies have not yet reached their potential for accessibility, usability, and availability of open educational resources. This project is presented under the Open Research Awards category, described by the Open Education Consortium as a research study or initiative about open education and related areas that helps advance our understanding and demonstrate effectiveness related to challenges in accessibility, presentation, usability, accessibility, or availability of open educational resources. The Open Research Project of Educational Innovation highlights studies that are carried out by researchers, master degree students, and students of two doctoral programs in Mexico and Spain that participate in the Educational Innovation Research Group in the Open Energy Network and in the UNESCO ICDE Open Educational Movement for Latin America chairs. The research is supported by two projects financed with public funds granted by the National Council of Science and Technology Conacy of Mexico, which are the Binational Laboratory on Smart Sustainable Energy Management and Technology Training, the Increasing the Visibility of RETEC by improving the user experience and its interoperability with the National Repository. The Open Research activities are carried out in a collaborative network, building open knowledge through experimentation. The results account for five graduate students degree program and three PhD graduates. There had been 13 international states, one networking and production of 21 articles, 28 papers, 12 chapters and two books. This project contributes to open research with a development of talent, the scientific knowledge of educational innovation in open education, open publications, systematic mapping and reviewing of literature. The knowledge generated supports the group of researchers to offer open education products and services such as educational innovations for open environments with technologies, services and strategies for open science, laboratory for social innovation and consultancy in educational research and open education. The construction of knowledge allows the possibility to open portfolios where knowledge is transferred through training models with technologies and new services for open science, as well as new instruments for measuring innovation open labs and training services, such as workshops, diplomas, certificates and consultancies, research laboratory and open science in education and sustainable living labs, among others. The transfer of knowledge can be made to different sectors as well, to government, corporations, institutions and youths and society in general. We invite you to learn more about this initiative at oerunesco.tech.mx This award is for a big team. Thank you, gracias, gracias. Thank you, Marisol, Silvia and Alberto. Any questions for them? No questions. Thank you, thank you very much. And to close our session of lightning talks, we have Satesh Shanda, and he's going to be talking to us about clicks. And they are the winners of Open Collaboration Award. Hello, all. Being the last session, I hope you all are not sleepy, feeling sleepy or something. I will take a moment to just log in. Sorry, the keyboard is not like the English keyboard. I am finding it difficult to... Yes. Here we go. So clicks, connected learning initiative, it's seeded by Tata Test and led by Tata Institute of Social Sciences and Massachusetts Institute of Technology, Boston. And we won the award of UNESCO 2017 and now 2019 Open Collaboration Award from Open Consortium. So... So I will start with one video which will explain about the project. The connected learning initiative, also known as clicks, is a collaboration between Tata Institute of Social Sciences, Massachusetts Institute of Technology and the Tata Trusts. Clicks is a large-scale education technology initiative designed to impact the government education system in India. We at clicks aim to create vibrant learning and teaching ecosystems for students and teachers in secondary schools. We see classrooms as active spaces where students express themselves, share and seek feedback in a safe environment and produce content. They learn through games, digital activities and other interactive elements. Clicks introduces teachers to teaching learning materials and methods outside the prescribed textbooks. It helps them integrate technology in the classroom and be more in touch with their own community of practitioners. They learn and reflect together as a community and have access to experts whom they can reach out to. We are three years into conceptualizing, designing and implementing this project. We work with several partners from around the country. In four states, we currently reach 478 schools, 2,130 teachers and 32,437 students. The response we've received from our stakeholders has been encouraging. Here's what they have to say. Because listening and listening and practicing and after typing, they have got the, what we can say, courage to talk and write and speak in English. I think geometry is more fun because we see new shapes like we don't see in textbooks. In coming years, Clicks will continue to offer young people access to interactive, hands-on learning experiences to advance their knowledge and skills to help them succeed as citizens. Video already talks about collaboration and the implementation states across India. And this is the Clicks model for students as well as teachers. So we have a TPD program, teacher professional development program for the teachers and the online platform for the teachers as well as for the students. We have an offline platform which goes into the schools, ICT labs, the schools which don't have internet. So we are providing offline setup to the schools. And so all the contents that we have developed along with the OER contents like the FET simulations, Khan Academy videos offline Wikipedia, all these things are packaged together and are sitting inside the ICT lab like in one of the machine which is acting as a server. And so students are actually getting internet experience without internet being there. And there is a COP community of practice for the teachers for the educators, experts and the curriculum developers are coming together and along with the teachers there is a continual dialogue happening. And we are using Telegram as one of the tools for COP. And these are the eight macro level. I will not go into the 18 micro axis but so there is a content development, then platform development for the students, then teacher professional development as one of the need that when we started as an intervention we come across this as one of the need for the teachers. And then maintaining hardware infrastructure and like preparing the labs like school, government schools do have labs but which are not in use as much it should be. So we started with putting those in place and then so there is another thing is like though the internet is not there but we wanted some because the project was based on the design based research approach so we wanted to get the artifacts and the students what they are doing how they are progressing and then based on those analytics and the data we wanted to get back to the content developers and then wanted to curate those things back and provide it back so we actually put the process using one of the application where if there is a chance of providing internet to the server machine by like using mobile as well so maybe 15 kb or like 1 mbps speed for 15 minutes or something the machine will sync the analytics back to the central server and then we will get some analytics and we can as a feedback and then a monitoring system for the government, head teachers and teacher partners through the dashboard which will again so the data that we got from the schools it will be presented back to the system where it needs and the support system for the academic through COP technology support on-field for maintaining the labs and the school ecosystem where we are trying to make students to understand what it takes or the teachers what it takes to maintain the lab and use the lab for their daily routine and learning process and so this is one of this slide but not like everything so this is from that we had so we had a baseline and based on that we come up with this outcomes that we had from like last 3 years, 3-4 years of implementation so Clix is working for English, Math, Science and Digital Literacy and these are some pictures of how the lab before we started and how the lab actually started with the intervention and the further approach to adopt and make it sustainable so this is what we are looking at designing labs as a model system where the participants or the teachers would like to understand what it takes to prepare OER how to select those and so the tools which are using this and making actually more sustainable use of it and student technology groups at the school level so that they can utilize their local expertise and teacher educator groups for training the more teachers so this is the last slide and all the contents that we have during this intervention we are making it available on ClixOER.tis.edu as open educational resources under the CC by SLICEN it's all from my side Thank you Satash, thank you Good class for him Questions for Satash? Questions? No questions but with these we close our sequence and we will have a couple of other winners to the stage please the ones that are still here and if the audience join me with a big thank you thank you to our winners for sharing their resources projects initiatives they are very encouraging we look forward to listening more about them in the future so please keep us posted on how things develop and sharing that with you and please go ahead on the stage or do you want them I will just change the screen Thank you Thank you to all our winners we look forward to talking with you later tonight but keynote will be later today in this room