 And do some quick technical check. I know Fabio is here and we have your presentation is John Casey or Trevor Collins here. Do you have slides? They're on the computer fine. Thank you. And what about Jane Secker and Chris Morrison? Are your slides up? Good So we're set. This session is live streamed So I just need confirmation from the speakers that you're okay with being online and because of the live streaming Please also speak into the microphone so that the sound picks up. Well, you have a choice of a Handheld microphone, or if you prefer the attachable one And that's all all I will do. I will only step in if you start running out of time. Otherwise This whole hour and 20 minutes is yours Fabio, you're the first one Thank you very much. Good morning, everyone So good to be here in the community. I've met so many people which I think I knew I know on Twitter and other things But I'm asking myself if this is Enough it's much better to meet Okay, so what I'm gonna Talk about is are the results of a of a project. We are running in Unir the Universidad Internacional de la Rioja in Spain and mainly Well, namely in this Institute for Technology and Education called ITED. It's a new animal We we just created the end of last year in there So basically, I'm telling you a bit about the open educators factory project Well, I will just briefly go through the project present you with some results and some critical Points and then hopefully get some Some hints or questions or ideas from you on how to bring this forward We have some ideas, but it's always good to to get more. So basically the their rational of this project has to do with the the dichotomy between the sort of to use Martin's well reward words the victory of open education It seems we all agree that open is the way to go But at the same time if we would enter into university this morning probably at least in Italy or my own country or in Spain my working country What we would find is not so open. So there is something there Let's say this is the year of open great We have the year and the day of almost everything But I have the feeling that we are still a lot in at least in the south of Europe talking about Europe in a in this eternal Experimentation phase. So I mean for things to become really systemic something is missing And so we were asking ourselves why change is so slow and what do we need? So basically we have been discussing this in many events like this and of course you need many things many ingredients You need policy you need leadership. You need a lot of things in this specific project we decided to focus on Educators so on professors lecturers faculty anyone in the university who has an education role And what we what we say I like this slide very much In fact the picture is not so peaceful, but at least they are let's say not fighting yet So we we we claim that we need a peaceful army of open educators. In fact Typically, you know even when educators embrace the change they do this Because somebody is asking them to do it somebody is pushing them to do so somebody suggesting them that you know They should change something in there in their daily work, but they are not really The agents of change they're not really pushing the thing. So our our question was what could we do in order for a typical? lecturer Tutor professor, you know to really become the the driver of change So the basically we started to ask ourselves some questions and first of all we realized that a definition of open educator a Share definition is not there was not there I mean what we try to to to define what do we mean by open educator what we think should be meant by open educator Well, we realize the a number of semi of Definitions or of sort of definitions. We are there focusing on specific aspects. Of course content Probably is the the most studied one, but an holistic definition was not there So we said, okay, let's see if we can put together a definition and then out of this of the dimension of this definition Actually, we went into a more practical Part part of the work where we we built a very simple platform That we are now using to with professors, you know for them to To become more open so to transform into open educators and I will show this to you in a moment that you see the Faces of the colleagues who have helped us both in the in the interview But this project is a rather classic one and the literature review some interviews then we did a lot of interactions in terms of this framework that I will show you in a moment and The last person on the right is the vice-rector of the polytechnic of Torino where we are actually running the pilot of of the platform So first The definition what is an open educator? I don't know if you have asked yourself the question Or if we give this for granted, you know, we how many of us are educators in the room? Good how many of of us of you are open educators So and you are raising your hands following a definition which is in your head But I guess if I would ask each one of you you start putting a lot of things there All correct, but you know when we really started, you know, if you Google open educator Then you enter into the realm, you know of many many different things So we try to put it down, you know an open educator is a person is an educator who chooses to To use open approaches and the choice is pretty important and Catherine Cronin has done a lot of work on on the choice of being open When possible and appropriate, of course, we don't want to hack the system completely You know, we know that we are living in in in systems that were there before us With a clear aim to remove all necessary barriers to learning and then we focus there on on an open online Identity which we think should be there on social networking and especially on the on the issue that the open Educator should be very aware of the fact that working in the open has to do a lot with Being responsible towards the work of others and this is not minor Basically, we our definition here is just just a few lines, but it's a bit more complex Is based on four pillars on four components open design first open content open teaching and open assessment Open research is out because here. We're talking about Education let's say and teaching but of course is somewhere in there and the transversal So we bet on these four components and out of these Components we developed a framework pretty simple one Maybe some people some of the interviewees you've seen there have told us that's maybe too simple But we wanted to keep it simple because this is the basis of out of which we developed the platform and basically for each of the areas design content teaching and assessment we Designed or we yeah, let's say we spotted three categories three steps That an educator has to go through in order to become open and of course we We what you can what you can clearly see there is that the the upper you go into the framework the more Collaborative you become so the first thing that we found out of this first phase of the project is Has to do with the relation between openness and collaboration Which is obvious to some of us to most of us, but maybe it's not up not obvious outside this room You know if you look at typically well, you will see that the results later on but It's hard to think of a no yard specialist. Which is not collaborating daily On content and and another activity. So there you can see basically I won't go in detail But of course this every every single cell there is described with a number of activities that the educator is doing but this is just to show you that We try to give both in the definition and in the framework We try to keep into account all these dimensions all these areas of work with by giving to them the same Level of importance. So we didn't start from open content And then you know when you work with open content and you do pedagogy you become an open pedagogies No, we think you can do open pedagogy theoretically even without using fully open content. So the four dimensions are Sort of can also be seen as a sort of standalone standalone dimensions and Then we started to build up the flat the platform, which is pretty simple. So teachers Filling a questionnaire very short and very basic where we never mentioned. Oh, yeah, we never mentioned OEP It's just the language that a teacher can understand and then the the system is Providing as a feedback the whole The old framework with the professor in the different cells and this is to us was an intermediary step But when we run a couple of focus group, this seems to be the most important thing So people like to see where they perform and especially one thing we can do with the platform They like to see where they perform with respect to colleagues from the same universities So this is something this is a useful feature Especially for for leaders of universities, which can see how their department perform for example in the case of Of the Polytechnic where Torino where we got almost 200 200 replies, for example, we have seen We have discussed a lot with the leaders of the university to check exactly who are the best performance in terms of content Who is in needing of more of more training for example in terms of open design and stuff like that So they're already the the the teacher can understand that there is much more than no you are first of all and that you know Can see how he or she positions in in the different columns Based on this he or she receives some recommendations So if you're good in OER you should maybe take this advanced course to become even better if you are very basic in open Design never thought that you can design your course not by yourself because you're not maybe you're not the best On earth, you know, there is maybe somebody else who has done this before so just you know use what they did So in that case, let's say the the guidelines. So here we're talking about some videos We have some courses some reading some papers and stuff like that. So I get some recommendations and of course You can go back to check the progress. This is the our dream You know that people would take the recommendation then would improve and then would go back This is never happening, but at least the first three steps are pretty easy to be taken Now let's see Imagine you are the vice rector for pedagogy of polytechnic auditorium or other big and let's say a renowned university in Italy 182 Quite balanced, I would say professors or educators replied and here you see for the first time actually the The picture of the whole All the respondents so you can see first of all that we have a lot of collaborative designers So most of the of the respondents do not design courses and activity training activity and learning activities Teaching activities on their own they do it in collaboration, but in small groups collaboration Typically it's with the colleague next door with the colleague in the other continent But really few of them do it openly. It's only seven out of hundred and eighty two But these seven are gold for this vice rector because if the vice rector You know is smart enough to think that the more you open up the more this is promoting what you do and the more You're building capacity also on the other call on the other columns I would like if I was if I was in here to know who these seven are You know and maybe organize a small activity for them to pass over the knowledge to others if you look at the content We see that We have a lot of people new to OER and this was expected, but still we have 22 people who following their replies They they are placed among the OER specialist and 22 people is already a big group So it's not just like a couple of champions. We have a you know out of hundred and twenty under an 80 Sorry, you have some 22 knowledgeable guys there in terms of teaching the majority is traditional. So it's the classic Frontal teaching but still we have 80 engaging teachers and you have eight open teacher when I say open teacher These are people that who let's say Are not afraid of opening up the classroom for real So not afraid of getting students who are not enrolled in the course We're not afraid of really breaking down boundaries. That is a rather extreme definition of open teacher That's why it's only eight at the very beginning We had been a bit more calm and bit more cautious with that definition and it appeared that everybody was an open teacher So we had to you know change it a bit also because as you will see later people teachers tend to naturally overrate their openness that's quite human In terms of evaluation the great majority is evaluating a traditional way This of course has to do with the fact that there are boundaries in the institution So you can you are you are obliged to evaluate students in the classical way But still you have 13 people who are let the students evaluate in a peer Students way and who are also engaging openly other communities So for example a professor from software engineering who is actually sending students out there in open source communities And for them to be evaluated and to come back Do whatever you want come back and show me that your work at some value for that community and this is pretty You know it's pretty shocking So as you can see there with the system you can simply you can easily get an understanding of the situation of where your teaching corp should improve if you want and who are the The educators you could work on this Well two main findings to date First that openness as many entry points and I put there this this conceptualization by the joint research center of the European Commission in Seville they did a lot of they're doing a lot of work on open education They have these ten dimensions of open education We have just four because of course we deal only with with teaching but the idea there is that You are not obliged to start from content Some people might simply like to share or to be open in different areas than on content And then they might jump on the OER train at the second stage So the idea there is that in order to convince your staff and your faculty to embrace the open And so to become part of the army I was telling before they don't have to you don't have to start From the first level of the army you can become a cook in the arm if you're good in cooking And then maybe you can discover that also you like fighting some some battles And that the relation between openness and collaboration is clear Basically there what we did was to ask well was to check the position in the different in the different Dimensions and areas of the of the respondents with respect to their use of social media and their collaborative attitude within and outside Their teaching work. So basically what you see there is that the more collaborative They are the more open they are and this is pretty clear. It's not clear in all dimensions We still are working on the data But I would say that as a general principle as a result is hard to say that You have a trend of being open and not being collaborative I would say in general that is that is quite quite for granted We also learned that of course his teacher is different and we are over generalizing in this work That's obvious and when every time every single time we speak to a teacher because we find that this teacher is doing something outside the outside the patterns we discover a lot of stuff we discover a lot of of individual thing by the teacher of Course institutional context matters the polytechnic of Torino for example is a pretty Free environment experiment. We have other universities. We are doing this work for example in Ireland We have the teaching and learning program who is getting us a lot of answers from different universities we have a number of Responses by South Mediterranean countries through the open med project and their boundaries are much stronger So there are a number of people say of course I'd like to do that, but I can't In polytechnic or you do not seem to have this problem so strongly apart from evaluation, of course Terminology is very important. We had to redo the questions like 15 times, you know That's not obvious and especially is important. This is available in English French Spanish Italian and Portuguese Every time you know, it's it's a it's a battle, you know It's a lot of work to really find the right way to tell things and of course as I was saying before teachers Everyone tend to overrate their openness is hard for teachers to humbly say, you know, you know what? No, I do this by myself because I've always done like that. You know, I do it in collaboration show this to me Well, no, I do it on my own. So let's say that's quite That's also important to be taken into account Now the platform is there and we are working to foster the use we're working together with the number of partners there with the UNESCO chair We hold at the university with ICD with Eden with the OEC and with the Brazilian Institute from the University of Sao Paulo. I'm collaborating with so in order to Translate it into Portuguese and the idea is to put this platform at the service of the community So both individual teachers can just take the question and see what how they do and they can either use it for advocacy within the university or they can use it just to see, you know as a Self-learning and self-development exercise On the other hand the leaders and managers universities can use it to see how their group perform So in the case of Torino the the leaders there are really into the enthusiastic They know now who is really Performing and who is active in openness when and who is not which is not something easy because you know How do you how do you grasp that if you have 800 stuff, you know At least you can get a rough understanding of who are the best performers and who are the most advanced and Now we are actually focusing on the relation between on a new research phase Focusing on the relation between openness and collaboration what we said before and trying to see if it's possible to Engage more soldiers Pacific soldiers by by convincing them To network especially in countries like Italy or Spain people like to collaborate a lot Well, not only there of course We have a Latin attitude to talk a lot as you can hear from me and to to to collaborate So instead of telling them you must become fluent in OER it's like why don't you work together with your colleagues and to try to see if this entry point can be can be an Easier entry point for them in order to to then start using open license and all the thing we all know Final slide We are doing some work also on the relation between openness and digital literacy there you see a Few framework the the framework from Gisc and from the Mozilla Foundation you I guess you are you must be aware of those The the the one on the right is again by the Joint Research Center of the Commission and it is called dig comp Edu what these guys are doing. I don't know if you are aware They are adapting and building a competencies framework for Digital skills or digital competence framework specifically for educators Targeted on school secondary school educators, but I perfect well hopefully useful also for primary school and for adult and and university and I would say that if you look we did an analysis of where openness stands in all these three and in many more Framers and I can say that the trend is to include more and more mentions to OER more and more Open as dimensions in the in the in the Digital literacy frameworks and I would say let's say 21st century skills There you have a lot of terminology also but let's say the trend is pretty positive and of course we are trying to on one side to learn from this on the Other side we are trying to to influence this of course because there are many working groups in the Commission You know European Commission loves working groups. So they there are a number of ways to to to provide an input there This is an open research project with its own page on wiki educator So if you just go on wiki educator org and you search for open educators factor You can find the updated the status of the research you can comment criticize people do criticize Contribute let's say but also criticize which is good. I think and So there you can see exactly where we are in the project and as I said before The thing is now there we are coming up with a version 2 which is which simply looks nicer because you know UNESCO and ICD like Fancy platforms at the moment the platform is focusing on the I would say on the on the Content and on the mechanism on the working mechanism. We are making a nicer version Let's say but the the core will not change. So at that address you can You can test the platform It really takes 10 minutes to run the questioner and see where you are and get some recommendations And then you will decide if this is useful and you want to to Promote it farther or if this is not some people told me, you know very interesting, but that's not for me Okay, that's fine. I mean we don't want to know to convince everybody But many people told us look this I did it myself And then I forced my colleagues to do it and in some universities people are writing to us Please add my university to the possibility to the possible list and give me. I am a professor I'm nothing not not even a leader Just give me the right to see how my colleagues are doing because I want to use this to convince my vice rector my President my director that we have a team of people working in the open here and that we can do some stuff So this is starting to appear also as a I would say an advocacy tool more than a side than a capacity building tool and this in fact was something which was not there at the beginning but Professors are starting to use it from Ireland. We had a couple of cases from Australia another one Who is let's say they're using this as a you know as a tool to convince with some data Evens by saying look we perform better than that other University of course we have limited numbers So it's hard to say to say that but at least for the data we have we we are doing something Something is going on in terms of openness and and so and these are the best performance typically the professor Who does this is the best performance? So it's of course a self promotion tool but we as Long as this brings to an increased openness within the institution We like it and we we play on the ego of professors very very easily So the bar is open. Please visit that and thank you very much for your Alec the people who are doing the digital literacy framework and could you just repeat who they are again, please? Yeah Just for you to know at the moment this is in press so it's not published yet But there is an open consultation available. So you can see Each one of these areas has a lot of dimensions and each dimension has a lot of indicators to exactly specify each Each skills. So it's a it's all there available for consultation Okay, we'll take one more comment and then switch You're Paragis from Kassat University in Sweden. Thank you so much for your presentation It's not so much a comment just a question. You mentioned Eden and I know Elsa Kriman is involved there Do you have any? Interest or contact in the Swedish context already. Yeah, well as you know, they they didn't conference this year He's gonna be in Sweden. So we hope well, this will be presented there. Eden is a partner of this It's a collaborative partner in Fulmar partner because let's say they believe in the in the usefulness of the thing So I would say that it will be present in the conference of this year Which hopefully a lot of people from Sweden and from the north, but it's we are working also a bit We're trying to get the counter through a bar and and Alistair with the Swedish e-learning association, but it's Thanks, thank you Okay, thank you very much Fabio now. We'll have our next talk By John Casey. Yes also representing Trevor Collins who I understand is not here Trevor can't make it today. My colleague from the OU. I'll just find my Dean. Will you be fine with launching this slide? Yes, I can find my thing Here we go Good, it works. There's a clicker here and please remember Okay, I'm going to talk to you today about web annotation. Oh Can you hear me now? Yeah Yeah Yeah, I'll put mine on slideshare and they're also on the clip of blog as well. So you can find them there Yes, I'm going to talk to you about web annotation And our project a little bit Our project is doing audio and online audio and video online annotation And really I want to I guess report on our encounter with the web annotation community Which we met last year in Berlin and we didn't know the community existed as such but It really impressed us and I we think there's a lot of potential there for OER work So I'll talk to you about that And I'll talk to you about what I think some of the political issues that are involved in that And then I'll finish up with a little bit about the Clipper project that we're working on just Get me right with time Right oh Yeah, before I go any further when I was looking at the title for this I was thinking about this this song you me them or this line out of a song from the Blues Brothers It's a 60s pop song and I was trolling around the web trying to find the words and there's lots of websites that feature song lyrics and Increasingly web annotation has been used commercially as well to make websites sticky. So political blogs Commercial sites like I've added in this tool to them. So There was a an actual web annotation tool on that site, which was really interesting So what is web annotation? Well, this is the W3C working group that we encountered in Berlin and As I say really impressed us And it's moving beyond a lot of bookmarking tools and stuff like that ever know and so on so Their aims I think are worth just repeating very briefly They make the point that traditional annotation that we're all doing some of us are doing now scribbling on bits of paper It's a well-established thing You know we scribble on books maps and all other physical media web annotations and are an attempt to recreate and extend that functionality as a new layer of interactivity and Linking it on top of the web and it's just actually worth stressing this because I think this has got really big Implications the next two sentences it will allow anyone to annotate anything Anywhere be it a web page the book a video and that's what we're doing. We're annotating video and audio An image an audio stream or data in a raw or visualized form Web annotations can be linked shared between services tracked back to their origins Searched and discovered and stored wherever the author wishes. That is the author of the annotation not the work That's been annotated so we start to see a divergence here between the content and the annotation The vision is for a decentralized and open annotation Infrastructure and this really appeals to us in the Clipper project I'll talk a little bit about the three main forms of web annotation the minute the textual annotations image annotations and audio visual annotations so here's a dead simple conceptual model of An annotation system for the web my annotations and Your web page are two distinct entities. So we're moving beyond comments on a web page So They're superimposed on your web page by my annotation system Now this is interesting thing you may or may not see this that someone is doing this with your website You might not you might not even know it is out there on the web in private or public form And this has got some interest in implications as I hope to show you later on So here's an example of me opening an account in an annotation system called hypothesis and I've annotated the OER 17 website Now just out of interest here. Does anyone know of hypothesis? Great great I'm still amazed by this. It's such a cool thing So I've highlighted the the text and on the right hand side is My notes about that text and I've made that public Now the interesting thing about the hypothesis system is if you make your annotation public it as but By its terms and conditions, it's got a default creative common zero license attached to your annotation Which is and you have no choice about that. So that that's quite an interesting thing your private annotations Copyright to you and it's up to you what you do with them and they offer a Group functionality as well, which has got a lot of potential for educational work. So Well, I think I've jumped forward here. All right. Here we go. Yeah, so that's that. That's good Yeah, so the politics and utility of this are quite interesting. So I'm saying that this seems to be quite an OER friendly Technology and infrastructure and I particularly like the idea of this being an infrastructure on the web So the annotations and notes that people are creating can become media rich and shared with others So it is moving beyond comments on a web page So these discussions can happen in and around a web page and particularly in the states We found that a lot of people are using annotation systems to facilitate Discussions they're almost replacing Forums in VLEs, which we found quite interesting And these discussions are happening around content that may be inside the institution or it could be somewhere else But there's other interesting things about this as well. There's socio-economic Implication is for the traditional role of the author and obviously copyright reputation and ownership At the conference we were at Berlin the I annotate conference, which was the first meeting of that web annotation community Conference outside the USA. That was its first meeting in Europe. It was a really interesting presentation from people Well, there's lots of interesting Presentations, but there's one particular about the misuse of this type of technology for for far extreme groups hate groups and stuff like this, which is a bit disturbing But in a more general sense, it's where does the authorship end and someone else's work start? So if you at the last point is important These technologies can circumvent discussion Sorry decisions that the content owner might have made about whether they want common in in the first place So the only way I think you could use a creative common system to prevent this kind of thing is if you attach a common and no derivatives License to your work and even then I think it's an interesting one whether it would be Classed as a derivative or not because if you go back to the conceptual model, these are appearing in two layers I suspect it could be classed as a derivative But this is where these technologies are starting to blur the distinction between authors and other people Who are using content on the web? So that's an interesting Tension if you like between the politics and the utility of this technology And here's a second item about politics and utility When we were at this conference We were really interested in a presentation by a group of investigative journalists that we're using these technologies for kind of obvious reasons and They were using it in a closed manner for fact-checking with each other some of them had been working on some quite big-scale investigative journalism Projects with leaked data from various places and it's worth just reading out what they say here Because I know the text is quite small, but the interesting thing for us was this applied Equally to a group of bioscientists that we've been working with on our project who used very high resolution microscope videos and the crossover between the investigative journalists and the bioscience scientists was That use case almost mapped exactly because they were The scientists as were the journalists had to collaborate on stories, but they were also in fierce competition as well so they had this matched both cases and This is the statement from the investigative journalism panel This is where the annotations can become the message stream environment around source documents and data and you can see here the crossover to educational Applications, there are other tech tech challenges such as data security during the research process and after publication Especially when involving larger groups of users with different tech Capabilities, these will be distributed researchers Distributed journalists, but it could be distributed learners as well So both source documents and annotations need a secure infrastructure given sensitive aspect of the investigative journal process Sources and stories need to be protected That was really interesting for us. Anyway moving on Image annotation on the web is being pushed forward by the triple IF community Which stands for the international image interoperability framework and a company called did your art in the UK? I've been working with the welcome trust to produce a universal image annotation viewer and the Welcome digital library of rolled that out for you if you want to examine that They we've been working a little bit with them on our data model as well that we're using in the Clipper project And here's an example of some image annotation that they've produced from the welcome library trust So we've covered textual annotations image annotations So we're looking at our project now the problem of using audio and video They're not particularly well supported by institutional research infrastructures But it is a rapidly expanding across all fields not just humanities I've just spoken to you about biosciences using this kind of data It's becoming ubiquitous in our daily lives, but it has got certain pragmatic Problems involved with it. So that and these are the basic problems It's got very large file sizes and we call it a lumpy data format by that We mean it's time-consuming to analyze you have to find the right bit and all the rest of it And it's here hard to share analysis our project started off in a research domain But we're moving out now into education and training and culture I guess So our solution to this There's been the Clipper project Where we were using annotation web annotation techniques We're creating virtual clips that can be shared as URIs and annotated using free text Now the benefit of this is it respects the content owners rights and permissions policy We're not physically copying or moving around the The files they stay in one place. So that's got a lot of benefits If the content is sensitive if it's medical or legal or it's got underage people Then the clip that we create using our annotation tool Can only be shared with people who have got the same access rights But the content of our clips the annotation notes Start time the end time that can be shared So that it's like an exotic form of metadata if you like or paradata But they also support so social media integration and new forms of collaboration So it means you've got the potential of surfacing this kind of problematical data form Audio and video Outside your system if you choose to and in our beta Version we've got the ability to share it in all the common Social media frameworks. So it effectively allows you to drop into an audio or a video file See the bit I've selected and you don't move the file around you don't copy it around And you can see the notes that I've attached to that file and that because that appears in our player on top In our layer on top of the video that you're watching So we think it's got a lot of potential the clip of project as you would naturally think And because we're surfacing if you like content out of these Formats which are hitherto been difficult to surface It can drive a lot of traffic to a site if you want to for open educational Purposes and that in turn can provide a rich source of analytics quantitative and qualitative We're doing some work at the National Library of Scotland Moving image archive at the moment to discuss possible ways forward to do a pilot Because they faced a challenge that all archives face and also educators face You've got all this stuff You've got a great expense of creating it, but if no one uses it There's not much point So that we're making audio and video is easy to work with as text The current prototype is working with MP3 and P4 MP3 U8 Which is commonly used by archives and he works nicely with YouTube Vimeo SoundCloud That's Sarah. So it's got leisure applications as well or educational And that's where the location of the earlier releases clippedev.com Oh, yeah, this is so in a nutshell we create a virtual clip By selecting the source file and the start and the end times we organize that clip annotate it We can store these clips and clip lists a playlist of clips and They can be stored in projects and you can share in quite a granular way a clip a clip list or a project So these are our plans that we're involved in at the minute. My colleague loves these animations I'm not such a great fan Open source codes on github. We're compliant with the W3C annotation data model We're planning a subscription service for a small fee to keep the lights on you can install it yourself if you want to We're going to include a license picker for user-generated content for your own notes Using all the Creative Commons forms It will work with Dropbox interestingly enough as well. It works quite sweetly with Dropbox It works particularly well with audio because it's low bandwidth and we I suspect personally That's going to be bigger than the video element We're planning on data export. We don't want to trap your content in our system We're it's stored in JSON LD at the moment. We're going to have that as a download that you can download a clip Clip list or project as you choose so you can take the stuff out of our system And we've had requests for converting our clip list data into CSV XML HTML and things like that and we're going to continue to develop the system because we like it That's a wrap-up. That's further information you can find at the blog blog clip a tube calm We'll be launching the subscription service under clipper tube comm this year. Hopefully It's been a low-budget Project so We've been quite nimble and I should say a big shout out for vocational education where I come from It also works with Facebook as well for Facebook videos Got a bit more work to do on that but proving that you can do something for assessment purposes Using these media is a really big deal for us. Thanks for the presentation. Well, thank you for the presentation. I was wondering Do is there like does the tool also archive the audio or video? Somewhere or is it just sit on top as a metadata layer? It's got that option if it's installed in your system What we're doing is we're just pointing out to wherever on the web But wherever on the web could be in your system and if you do do that then I think I know what comes next Yes, you could have a compile function and you could compile your virtual clips and a real clips For download and take away. We had that request Interesting love another interesting thing about this project is the requirements of data scientists working with huge file sizes Not only mapped on to Investigative journalist requirements. They also mapped on to the requirements of performing arts researchers So we knew we were in a sweet space because it was pleasing so many people and they all wanted that functionality It's not an editing tool and we're resisting that because there's loads of them out there But it allows you to do stuff. You couldn't do before there were a few tweaks If it was on your system, you could make it do lots of other things Yeah, yeah, it's an ethical position. We don't want to be in that box where you we're trapping your stuff Okay, thank you very much once again and next up is Jane Secker speaking about lecture recording Okay, hi everyone. Good afternoon. I'm Jane Secker from London School of Economics Where I'm the Copyright and Digital Literacy Advisor for the next week or so and I'm going to be talking to you about some research that was published last year on Survey and policy analysis of lecture recording and kind of some reflections since that's come out On what it means to be open. So I'm presenting this on behalf of Myself and Chris Morrison from the University of Kent and we did this work together First up just to kind of tell you a bit about the research team So Chris and I have been doing quite a lot of work in the kind of area that we call copyright literacy and kind of educating anyone who listen really About the delights and excitements of Copyright, but this piece of work that we did was specifically about Lecture recording and the copyright and intellectual Policy sort of that are around in universities and worked with a research assistant, Juliana Rios and mayor who was a master student at LSE and The report has as I say has been available for a number of months now It's on the LSE research online Repository it's on the University of Kent one and it was also just a couple of weeks ago republished by create at the University of Glasgow as one of their working papers as well and You know, we're very grateful to to the kind of interest that this has had as well from the community but particularly today, I guess what I wanted to focus on was this idea of whether Lecture recording which is a kind of fairly widespread Technology that's being used is actually telling us anything about open practice So the kind of slide really is sort of just showing this idea that you know Is it opening the door to the classroom is putting our lectures online in some way part of open practice? Or in fact, does it show that in higher education? We still got quite a long way to go. I think really with moving towards a Culture of all open practice when you when you have conversations with academics And I think that really what I would kind of start by saying is that I think you know Very much just just recording a lecture is is very similar to just uploading slides to the VLE And it's not really moving us on very much And I think it's raising a lot of issues around Copyright intellectual property issues And how policies may not necessarily always reflect what's going on in terms of practice So we we've done a couple of talks about this and we entitled our report is Risky business with a sort of slight reference to the 1980s Tom Cruise film that some of you might be familiar with I'm showing you a couple of screenshots here From the film with some credits, of course And this is kind of one of the really key issues. So this is third-party content. These are images that have been Taken from from a video of the of the film risky business. I'm showing them. I'm being live-streamed Is that a risk to in doing that, you know, I'm taking I haven't got permission. I have put credit on there And arguably I in a in a classroom in a closed space when I'm not being broadcast on the internet Then you know, we could say yes, this is fine There is an exception in UK copyright law section 32 illustration for instruction And and that's fine But is it fine if it's been recorded and it's been put out there on the open web arguably as I say I'm taking a bit of a risk here in doing this So just kind of highlighting that and I think one of the the issues is really Here is around the idea of the copyright exceptions that we have in the UK If we're using things in the classroom as I say illustration for instructions one of the important ones but what about the kind of licenses that we have available and If we were putting up Extracts from published works for example, we'd be using the the copyright licensing agencies license We're having to abide by those terms and conditions. What about images? Should should we have some kind of license that allows us to do this and would it ever extend to allowing us To put up an an open recording like this I'll say a little bit about MOOCs at the end because I think they are an area where there's been a lot of consideration obviously about these issues and Generally, our research here was about what's going on in enclosed kind of classrooms and behind behind passwords Anyway, so yeah many many exceptions that exist and essentially here You know contracts that come out cannot now in UK law Override the the copyright exceptions we have but you know when we do things in an open space I think you know it is it is arguable arguable whether that's permitted Okay, so what did we do the survey and the survey was done last year? And went out quite widely and the sort of e-learning and the copyright field and there was quite a number of us involved in Devising the questions so I've kind of got the full list of people quite a number of copyright officers Actually, it's quite a lengthy survey and we got 33 Institutions who respond so I caveat everything in what I'm saying that this is really just a kind of snapshot of what's happening in in a Selection of institutions. It's not completely across the board But what what were we having a look at so? We were looking at What the actual lecture recording and IPR policies actually said where they might exist? Whether they were formalized We had a look at issues around consent from the individuals who are being recorded so in many cases obviously that's the academic staff Whether they were opting in and opting out of recording Particularly interested in this issue around third-party Content that might be available and might be shown in slides and what institutions were doing about this material and As I say underline the kind of piece of research that we were doing were questions We had about open practice whether creative commons licenses were being used to source content Whether the material was was going up online with creative commons Licenses on it and then just kind of a whole host of what we've called wider IPR issues So how what was happening in relation to lecture recording might relate to what was happening with discussions about Ownership of other types of content in the institution teaching materials research materials, etc And yeah, if you have a look that's our website there now I'm going to whiz through because you can read the reports the same in in many places So I'm going to whiz through just a couple of the the kind of really key headline findings And pick out a few things that I think are interesting In the context of today The first one is around The the sort of survey and what it said about Whether there was actually a policy that specifically Mentioned lecture recording and IPR issues. So what we see here is a bit of a mixed picture Only a third of institutions or 29% actually had a Written policy so we had quite a number of institutions That said they definitely didn't have one and some that sort of said they sort of had a policy So I think that was kind of a bit of a sort of you know fudging of the issue here So some were saying that they were in the process of devising a policy some said well It's not exactly a policy. We've just kind of got various documents all over the place What one of the really important things? We wanted to know was how much academics have been consulted when drawing up The kind of approach to lecture recording and I knew from my own institution. It been massively controversial The the kind of policy around opt-in and opt-out But what we did see here is You know less than half of the institutions actually said that they widely consulted with staff before introducing Lecture recording which is obviously quite interesting But what we are seeing is that in most cases is kind of down to individual staff So they're allowed to opt-in in in three quarters of the institutions To whether they want to be recorded So, you know, maybe they didn't have a choice about whether the systems were put in place in the classrooms But they are given a choice about whether they actually are recorded But it you know It is also we're seeing a move towards opt-out and there's various kind of reasons around accessibility And student demand why why we might see more institutions move to opt-out Some interesting findings here about kind of issues around third-party copyright So it's talking about the kind of content like the the risky business slides are shown there Images all sorts of other content. So who has responsibility For kind of, you know, rights issues related to that content And pretty clear cut is quite small on the slides, but it's 94% of respondents It's the lecturer basically who has to deal with that. It's left up to them It's, you know, it's very rare that you would have somebody kind of going in And actually checking these things before they're made available And quite a number of comments really that it's up to the lecturer to kind of recognize that there might be an issue With content and then apply for permission or speak to somebody for some advice And here what we see is that very very few and for obvious practical reasons Very few universities are reviewing the content after it's been made available So I think we've got like one institution that is it was like three or four percent Reply that one does said yes, they were reviewing them everybody else You know the number of recordings that are going on simultaneously on our campus It's just not going to be practical to do that We had some interesting contradictions around how staff were being made aware of copyright issues And what I would say is that there's quite a kind of hands-off approach So there is information in three quarters of the institutions that's available when you agree to use the system This is what we have at LSE. It's kind of like a tick box. Yes, I have read this I haven't got any third-party content in here if I have I've taken all responsibility for it And again quite a number of the institutions three quarters had information on the website about that But it was fairly rare that it was actually being included as part of staff induction or kind of training to talk to them about these issues And but what we can see and I think this is kind of where institutions are kind of covering themselves in a lot of cases Is that in most of the instances the recordings are actually just made available Via the the lecture recording system, which is password controlled. They're on the VLE There is I think there is literally, you know, very few that are uploading recordings routinely to youtube On any website no password retired. We've got required. We've got six percent Saying that that's what was happening and quite a number of institutions as they went on in the comment section to talk about How procedures might be different if it was a public lecture that was being recorded and was going on to On to their their youtube channel, for example, or if it was something that was being done for a MOOC Another interesting part of this Research that we did so we got 11 institutions to supply us with their full Policy so we could do an analysis of these documents in quite a lot of detail And what we did because there is obviously and it's been available for a number of years just guidance on best practice for Copyright and IP issues with relation to lecture recording So we kind of use that as a benchmark and and compared The 11 institutions who gave us their documents One of the things that was a bit tricky was that obviously some of the policies We some institutions did agree to send us things that they kept in password protected areas But for a lot of institutions these policy documents weren't easy to find Online so they they probably were available to staff at the institution But it's quite difficult for us to see them and we could only Examine you know what we were given access to so there may be more that we didn't see And what we tried to do here So we've created these categories for sort of having a look at how we would assess the 11 institutions In a bit more detail so we're interested in issues to do with appetite for risk And support and guidance, but particularly open practice. That was one of the really kind of key areas And we have quite a number of emerging patterns that come out here This this Chart on the left what it shows is that the institutions who provide at the higher level support of copyright advice It kind of goes hand in hand with being More likely to support open practice So where you're going to wanting to be more open Inevitably staff do need to know more about what they can and can't do third party content, etc We also have quite a number of other findings I'll kind of go through them quite quickly. I think it's a nearly out of time And I'd like to see if there's any questions The gist guidance has not really been widely followed in the sector That's one thing that's really clear and we have definitely got a real variety of approaches I think I mean this point here that support needs to be clear helpful and practical is kind of common sense But in many cases the support isn't at the moment. It's very very confusing and contradictory For somebody who knows about copyright. So for for many of our academic staff I suspect it's not really encouraging them And it's not It's difficult also to see whether this is related to institutions being quite risk averse and quite cautious Or drawing up a policy and then kind of just slightly shutting their eyes to what might be happening in practice But it is also clear that even Things like creative commons and using creative commons content to for inclusion of images Putting licenses on recordings. This is not happening generally across the sector. So A whole host of recommendations that we had Effectively copyright advice and guidance does need to be Better provided I think to support the idea of open practice And and that kind of sort of want to finish really we're just sort of talking about Some of the work that I've been doing Chris and I ran a workshop a couple of Weeks ago up at the University of Manchester about embedding open practice And discussing this with academic staff kind of really at the outset of their career as well the importance of them Understanding you know that they can make choices about all sorts of things not just lecture recording But their publications their teaching materials But it needs to be done in a supportive way and quite a fun way So we've got a kind of range of of games and activities which you can find out more about On our website got a whole host of other research really that I think we wanted to do and You know to to sort of I think it's it's really about getting staff engaged in this rather than them thinking Oh, well one way I could just be open is to to effectively just record my lectures and that's you know Light opening the door because that is not as far as we can see open practice Got some further reading there a bit of a plug for the book and of course the credits for the images My slides are on slide share already so you can find those and hopefully I've got like one minute for some questions Yeah Can we while you take um questions having the call set up since she's using her own computer. Yes. Thank you Thanks for that Jane and all the research that you do they like to read um You your research clearly shows that we have a long way to go into educating People in universities on how to deal with with copyright um As someone who also teaches copyright to not mostly academic teachers, but to high school teachers What do you think should be the priority to engage them into the open culture? Or first educate them on the on the basics of copyright like what would your suggestion be? Well, I mean my my experience of kind of trying to teach them about copyright for the past 15 years has not been massively positive In terms of you know, that's the session that everybody avoids coming to I know So um in in many ways I've come up with quite a number of creative approaches to um running copyright sessions I mentioned, you know, I mean largely not calling it copyright and and and describe in a session as open practice Um and openness has has been hugely positive the session that we did at Manchester a few weeks ago 25 academics I probably had the most engaged discussions about copyright I've had for a really long time and at no point really did you know, that's not how the session was badged It was about asking them to think about the choices they make and the kind of how the level of openness that they want You know with with sharing all sorts of things as I say, so I you know, I'm not saying that you you hide it from them But it's it's just never going to be a popular session It's seen as a compliance issue if you say you're running a session about copyright And a lot of teachers will just say they're going to tell me I can't do loads of things that I'm doing So I'd rather not know and I won't come So but I mean, you know lots of lots of things you can do give them cake that helps Great, thank you David did you have a question? Yeah Thanks, that was really interesting. I was wondering if you found out through the work you'd done Why did just guidance hadn't been adhered to or wasn't being used by institutions? I just wondered if you had any insights into that I think I think one of the the issues with the just guidance is it's quite I It's quite it's quite a high bar that some of the things that it's proposing So it's it's sort of idealistic in a way that it's sort of saying well You should do this and you should do this and you should do this and I think quite a lot in in reality A lot of institutions have just found, you know that that they haven't been able to to do the amount of work That they felt they needed. I mean we had had a discussion with John Kelly at Jisk about You know whether we could revise this guidance and and kind of make it a little bit more supportive in a way because I just think it's just see it's seen as as something that's slightly unachievable Well, that's that's the guidance But the reality is you know when you get into discussions with academics about whether they want to assign their rights Or how they want to license and they don't even understand the first thing about you know copyright issues So it it can just depend a lot on the institution's culture as well I think and and a lot on the level of understanding that the sort of senior policymakers have in the institution About these issues, which is generally quite low And so they're you know, I think they've just found that the guidance quite difficult to engage with Okay, thank you very much. Okay. Our last speaker will be Nicole Allen and I Will say it already that will run a bit over time Apologies, this is all my fault For not keeping the time properly, but I hope you give all Nicole a chance to have her talking. It won't be Too much and it's no problem if if you guys need to go out. No, I don't I think we're fine. I hope quick Yeah So hi everybody. I'm Nicole Allen. I am director of open education for spark, which is an advocacy organization based in Washington, D.C We're a membership organization of academic and research libraries across the world And we work to advocate for openness is the default in research and education We also have sister organizations in regions around the world. We have spark you're up here Vanessa Proudman the executive director is attending this conference, which is fantastic In Africa and Japan as well So my goal here today is to talk about communication and talking about open We're all here because we believe that open is important and see it Is part of our vision for education But talking to open advocates across the world One of the most common frustrations you hear is how do I get other people to see what I see? How do I get them to understand what open is and what its power is and what the potential is? And what I'm hoping to do here is to spend a few minutes running through A couple of things that you can take away and think about when you go back to your your campuses and contexts I'm going to move quickly given the time, but I've posted these slides on slide share here and tweeted them out as well So you can follow up on any information here So basically the things we'll cover is defining open Communicating effectively being responsive to Conditions in the outside world When other people talk about open And then finally wrap up with a few parting thoughts. So in terms of defining open There are two key parts So open means something very specific free free of cost free of barriers And permissions the right to fully use the resource in all of the ways that is possible in the digital environment And these two components are important any time you're talking about open It's important to include both of these things open is not just digital open is not just free Open is not just permission. It is free plus permissions in any format And when we talk about the permissions we use the 5r framework to define what those permissions are Retain reuse revise remix and redistribute Um, this isn't always the most effective framework for communicating to other people what openness means Uh, but it is useful to keep in mind in terms of definitions Uh, there are some people who Define it this way so that open means permissions And free is enabled by those permissions and that's fine too. You may choose to define it that way That's all good as long as both free And uh permissions are part of it So this is the Hewlett definition of OER open educational resources are teaching learning and research resources that reside in the public domain Or have been released under an intellectual property license that permits their free use or repurposing by others That is important in terms of a definition It is not always the most useful way to define open when you're sitting down with a professor That's never heard of open educational resources resources before or a policymaker or a student There's uh, it does cover both parts permissions and free use There's the UNESCO definition, which is a little bit longer And includes a little bit more about the you know, the mediums whether it's digital or otherwise And it contains both free and permissions, but it's still a little bit kind of long and wonky So here's some words that uh, we've found effective in terms of communicating both parts of the definition But in a little bit simpler and easier to access way OER are educational materials that are distributed at no cost with legal permission for the public to freely use share and build upon the content Uh, here's another way, uh freely available high quality learning materials that can be downloaded edited and shared to better serve all students This language was developed by a um high-end communications firm based in washington dc for our us policy work So some of this may not be relevant in your context the parts of this but a lot of thought went into crafting these words So just some some word that might be useful to you, uh in in talking about OER Okay, next part going through a couple of things to think about in terms of being an effective communicator And some of these are really basic tips, but I feel like it's always helpful to be reminded of them So the first ground rule of effective communications is knowing your audience know who you're communicating to and remember that What you're saying isn't about you Uh, what you care about why you care about open and why you think it's important, uh, isn't what matters What matters is why who you're talking to thinks it's important So, you know, these are some of the common audiences that we encounter Uh on on campuses students faculty administrators policy makers So what are some of the things that students are going to care about with OER? Cost right that's a really important piece of it access convenience faculty care about academic freedom the ability to customize materials to make them their own Quality administrators care about Making education more effective to deliver better results Help students get to graduation faster policy makers care often about cost again about efficacy And about just more effective systems for governance Tip two having your message and repeating it It's important as Uh over the the term Of of the time you're communicating to make sure that you're presenting a consistent message and somebody needs to hear it several times Before it really sinks in so it's important to plan out what you're going to say what the parts are and make sure that people hear it in several times in several different ways and Uh the messaging that we typically use um on our campuses Is open is free plus five hours. That's always part of it open empowers educators By giving them freedom and ownership over the materials they're using and it turns out better for students Because that's why we're all here doing education and that's why open is important Uh focusing on the why not just the what I think one of the traps that open advocates fall into is thinking about open Is the goal and the end and the thing we're fighting for But it's not about open. It's about what open enables. It's whether you know What what we're fighting for is to make education more effective for students to empower teachers to have More agency in the classroom To more effectively share information as a society and the framework that we often use In in defining uh how we talk about the why Is open in order to do what? What is the what is the you know, why why are you doing open? Another thing that we see a lot in the open community is jargon And I think that's true of any specialized field is that you kind of fall into the terms the five rs are one example of that Another is the cc by cc by sa into a faculty member. That sounds like cc by sa wtf Um So creative commons licensing is critically important. It's part of uh, what open is and how we enable it It is not always the most important thing To go through all of the different types of licenses and their acronyms and the first time you're talking to somebody about Oh, we are Um, so just be conscious of that Uh, and then finally Uh remember to show not just tell stories and facts can be really compelling And in the way that we illustrate why open so One and I actually pulled these slides from my normal slide deck Or my keynote slide deck and one of the programs we talk about a lot in the us is tied water community college's z degree program Which is a two-year business administration degree that uses oer in every single course So, uh, for example, if i'm sitting down with a policymaker and telling them about oer You know it saves students money and there's this great program You know, you can just tell them about the program Or you can give them a fact that shows By using oer in every single course the z degree is actually cutting the cost of education for these students by 20 But take it to the next level So not only is it cutting the cost, but it's impacting people's lives So, uh, if i'm talking to a policymaker, here's an example i might give So i spoke to one of your constituents who took this course Uh, and she says with the money that she saved On textbooks she was able to put braces on her daughter She didn't have to choose between giving her daughter a beautiful smile for the rest of her life and buying textbooks So that's powerful and that can move a policymaker But going back to remembering your audience That story isn't going to be effective in all communities So for example, um, you know, if you're telling that story to somebody from the developing world Braces are a first world problem Let's talk about students choosing between buying textbooks and you know feeding their families And in the united states We have communities where students are experiencing food insecurity and actually are choosing between textbooks And food so maybe this isn't the right story for that community But a story about a student who is able to Save money on textbooks and be able to you know afford a larger apartment For their family because they have a new child coming or afford child care so that their partner can work So just remember the audience and think about how the stories you're telling will appeal to the audience you're talking to okay final part Couple of examples and tips about responsive communications So what i've been talking about so far is about proactive communications how you're defining the message how you're communicating oer But what happens when other people start talking about oer and how do you respond to situations? Where people are talking about it in a way that we don't agree with So just to give you i've three examples. Here's one. Um, this article ran last week It's in inside higher ed which is a u.s trade publication for the higher ed industry Can we afford textbooks? This is an essay by a professor At the university of massachusetts amherst, which is actually one of the leading universities on oer They have a fabulous program that's been emulated all across the country But this professor at the university of massachusetts amherst who is uh currently the interim dean of their education college wrote this piece That basically Argued that oer are worthless and we need to start using traditional publishers materials that have You know adaptive learning technology built into them that free is not enough Which you know is a valid point that free isn't enough and that we need educational resources to be better and that oer are better But here's a quote from the article There's simply no open resources that are as flexible as traditional materials Come on So other quotes, um carefully conducted research Shows that uh students who use digitally personalized learning tools are more likely to do better in class If you click that link, where does it go to the website of piercing? The largest textbook publisher With some efficacy studies conducted by them Yeah so and It gets worse. So the bio of the author Yeah, so they had to add this this bio has been updated to note that the author's connection to a publisher So the guy um has authored a bunch of textbooks Uh that he sells and the anecdotal experiences he talks about passionately in this article What's his own book? So uh so And this was published on the first day of open education week. So you can see how the community was fired up but When this happens it is often best to pause and take a breath And not feed the fire because every time you retweet You know send out emails flaming this article. You're getting it more exposure and more readership and giving it more validity So taking a breath is important. Sometimes it does make sense to respond, but not always So I think in cases like this it's really important to think about how facts speak for themselves to not get drawn into the mud Um and get into a back and forth argument about what's better oer traditional materials Here's some comments that I think were really effective. So one Commenter talks about you know data at my institution show that students actually do better when they use oer. Let's go back to facts Um and then another person who talks about how there is oer That is comparable to traditional publishers materials Other commenters pointed out that there is peer-reviewed research that backs up the fact that oer is often more effective than traditional materials So, uh, so anyway, um That is the first example of news. Here's the second one So this is an oer program in the state of of michigan They got three thousand three hundred thousand dollars from the state to develop Open textbooks for use in their k-12 schools And there was this big expose that found that in these articles there were a bunch of typos And uh, there was some improper references to slavery Uh, so first of all, this was really bad for this project because they got a ton of exposure in a really negative way Um, so first of all, it's important to think about who's the right person to respond And in this case, it was actually To have this school superintendent to respond and say that actually our schools are using these materials and they're really high quality Um, and they're actually great And it's also important to make sure that the community understands that when these articles come out and blow things out of proportion Um, that your community is ready to respond with talking points and know kind of what to say because, um How people talk about it like if if you know they hear from their dean or Um, hear from uh, or run across it on in the news that they have words to respond And this is what we sent out to our community With how to respond to this if it came up And then the thing is errors in textbooks happen, right? It happens all the time And this is just one example of uh, that happened like within a couple of weeks of this article that there was a big scandal where one of the traditional publishers treated slavery insensitively uh, and So it's important to point out that um, you know, this happens But the difference is that with open resources the error was addressed in 48 hours They they updated their text in 48 hours Whereas McGraw-Hill's solution to this problem the big textbook publisher Was to send out stickers to campuses to cover up the offending section of the textbook Or if you want it replaced you can buy another copy of the textbook in the next printing But remember that you know schools can only buy textbooks So many every so many years because they can't afford to buy them every year So basically it was a non-solution whereas with open resources You know you can address it right away So final example uh on open washing So here was an example where there was this big program about ebooks announced It was really exciting and it's a fabulous program But most of the resources that are part of it are closed actually they're donated by publishers Uh and made available through this app to low-income kids with a login, which is great But the problem is that the article talked about how this is part of uh, the obama administration's effort to expand oer Which was wrong because these resources were not oer Uh and in cases like this this is so important to fight back against open washing when we See open washing. It's important to say something and uh what happened is that members of our community went to the the The newspaper that published this and actually got them to change the text of the article online to reflect that this actually was not about open resources And the the thing is that once we did this it actually educated the news outlet that Here's how you talk about oer And since then they've been much better about whenever they publish an article on oer that they talk about it the right way So that brings us full circle back to this idea that communicating effectively is the first line of defense give people the words to effectively talk about open educational resources and Remember that as open advocates, it's it's not just about why we care about it It's important to arm other people to talk about it in ways that You know are going to be appealing to other audiences So to sum up, uh open is Free plus five hours Uh, it is a process. It's important to acknowledge that you know, this isn't Um, uh, something that can happen overnight They're meaningful steps we can take in this direction and those steps should be celebrated Uh opens as a means to an end. It's not an end in itself Uh, and then finally that open is changing lives. It has a real impact and we need to tell those stories Thank you Okay, any quick comments or questions A very quick one. In fact, uh, I think something was missing which was the last but one slide when you said that open is a means in fact What I find what I use as a strategy when talking to resistant or allergic teachers or professors to open as especially, you know Not not so much policymakers I pre don't present and don't try to convince them about using all year but about How by using all year even without thinking about this They can achieve what they want. So it's not about all year It's about open pedagogy is about doing new new things doing good stuff And then they come to me and they say, yeah, but what about copyright or say, okay And here I get you now that you are convinced that that is good for you. Let's discuss OER and copyright and permissions and stuff at all. Normally I I use this multiple entry points. I was talking about before or back door Let's say to to reach the OER discourse because what as Jane was saying before some people seem really allergic to that You know, when you when you're going to copyright they say, you know, they they escape That's That's also your experience somehow. Yeah, I think everything you just said makes a lot of sense And and I think it is important to remember that it's not always about even about open It's about what you need to do in the end and then open is the way you get there Um, as long as we're being clear about what open means so that It's we don't get into open washing territory Okay, thank you very much Nicole. Thank you all for for participating This was for me very interesting as in the beginning I wasn't sure the talks will connect and they connected extremely well One interesting thing for me is at the level of you know, the types of resources We're getting into a really complex model that requires some complex knowledge again things like annotations Or or when you do video At the same time, I really like this theme that's in the end. I like the term embedding open practices In the practitioners. You said it more elegantly But because that human factor there and you need to basically have a lifestyle change That was the second theme and the third is that um cc by sa w t f theme Someone needs to do like a design challenge, you know Just there must be a solution to stop using those acronyms while still explaining to people what we mean But I think we just maybe need more. I don't know artists and designers and who knows whom to figure it out. What? Well, maybe one license with a nice name like the sun license or the flowers license or something Anyway, thank you very much once again my apologies for using up some of your lunchtime And um, please enjoy the rest of the day and your lunch break. Thank you