 So if you want to make any discussion, I welcome you to go to the ONG Connect so that you can discuss it later on the website. Yeah, and I appreciate it. This session, our session will end here. And yeah, the next session will begin in 10 minutes later. Thank you very much for joining us. Thank you. Bye bye. Bye bye. Thank you very much. Thank you for making your voice. Okay. We'll begin at the right time. Okay. Okay, welcome back. Our session. And the next session will be sent by C rule. Her title is a survey on the open access test book for university teachers teaching and the university promotion in Taiwan. So I don't like you share your screen. Okay. It's there right. Yeah. Okay. Okay. Good morning. Good morning, everyone. Today, my name is singing. Today I'd like to talk to you about the survey. This is just a single survey I did at the beginning of this year's. The topic is a survey on OAT for university teachers teaching and universities promotion in Taiwan. We are familiar with OAT or we said OER. OAT is a hot topic in universities nowadays. But in Taiwan, how do teachers and OAT development thought about OAT? Do they need OAT to use or how do the teachers use OAT? How do all development agencies promote OAT service? Today, I divide my survey into three things. Namely, why we need OAT in Taiwan's university is OAT a necessary topic for us. And for teachers, it's a new challenge for teachers to use OAT as textbook in class. What they need to prepare and how they use OAT. And for the OAT development agency, how to support teachers to familiar with OAT? First, why we need OAT? We all understand that most countries develop OAT because of the high cost of textbooks. However, in Taiwan, college students generally like to use second-hand textbooks. The publishers or the distributors in Taiwan need to lower the price to attract students to buy textbooks. Therefore, the textbooks in Taiwan, whether we say in Chinese or in English, the influence is relatively small compared to other countries. But why we still need to, why we still OAT? Taiwan's university have also begun to develop digital teaching in recent years. With the addition of digital natives, university teachers need to change the traditional habit of using printed textbook to teach. The needs of digital teaching such as e-learning or MOOCs are also valued. Teachers try to improve students with more convenience and diverse course content by e-learning or within MOOCs or other digital methods. However, textbooks is the part that is lacking in Taiwan's current search. Now, with the feature of open access, OAT allows students and teachers to use more textbooks without extra money. Make it more convenient to use course and broadending innovative horizon. It doesn't like the traditional printed textbook just writing what we know and just the detailed things. Point of view, the development of OAT is necessary for the current Taiwan university teaching environment. And next, we will understand the university teachers and the OAT development industry organization in the university surveyed from this research to distribute to understand the feature development strategy on OAT in Taiwan. For teachers, it's a new challenge for them to use OAT. When university teachers use OAT, they must first face that the adaption to new teaching methods. We know most of teachers are still accustomed to use traditional printed textbook to teach in physical classroom. Therefore, when teachers are willing to try OAT teaching methods, they must adapt to the use of digital textbooks. And most teachers say that in the content part, it is necessary to re-select the content that suit the course as students' learning habits, so that the learning effect of the students can be maintained even the teaching method is changed. Teacher interviews, sorry, teacher interviews methods that the biggest cause of using OAT lies in the course of time. OAT does not require extra money to buy it, but a large amount of OAT makes teachers spend more time to filter content. So it is the biggest challenge for teachers. At the same time, teachers should evaluate whether changes in teaching methods will affect students' learning effect. Even though we know digital nativist is highly adaptable to digital resource, different teachers use OAT in different ways. And considering that the difference in subject may also affect different students have different study habits. Whether to use OAT completely or to comply OAT with the content of traditional printed textbooks, the teacher needs to continue to work with students in order to fully utilize the benefits of OAT. How will teachers use OAT? In order to get used to OAT, most teachers will first focus on using OAT as a supplementary material, like in the past they don't have any experience to use digital methods to teach and use the multimedia resource from OAT, just like we said pictures or video or music, just what we can take from the traditional printed textbook. That is to increase the diversity of teaching materials in the course, also enhance students' interest in learning. And we say that in the university environment in Taiwan, students mostly passively accept the content of the course with the normal content provided by OAT. Students can have more think directions, increase opportunities for teachers and students to discuss different topics, and make students more able to observe the contents of the course. This page lists the interview response from the survey. Compared with the previous content, we can see the teacher's experience and expectations for the use of OAT, just like on the topic of a depth of the new teaching methods. Teachers say that they must digest the content first and choose suitable content for a textbook to teach, just like even though they want to use digital methods to teach, but they need to check the content what they want first. It just costs a lot of time for them now. How to use? Most people say that the audiovisual method is the best thing they found in OAT. They thought that is a very important part for using OAT because they are not a peer in traditional textbooks. One teacher said, OAT can let the students think through discussion which makes students feel more innovative in class, because just like we saw some video and students explore, they don't like read books, they like to watch the video and they were more innovative in class. Let's find out how the OAT development agency in Taiwan's university thinks about OAT. First of all, we need to understand OAT development agency in Taiwan's university. In Taiwan's university, the OAT development agency is more able to replicate with the center of teaching and learning development in university. This development is just help teachers to learn more teaching methods or let the teachers to know what they want just for teach, just like that. In other countries, most university libraries will help teachers obtain the required OAT, but in Taiwan university libraries just more focus on subscription resource. We don't have just an OAT journey or OAT book, which is quite difficult. And OAT development agency of most universities have only a few full time stops, so they will not be able to have a comprehensive promotion strategy when developing OAT. At the same time, Taiwan still focus on the development of e-learning. The effects on digital teaching methods is still not high. It may make it difficult to promote OAT. Here's the consideration of OAT development by the OAT development agency of 15 universities in the survey. What we can see here is cost consideration and development priorities. The most important thing about cost consideration is the labor cost, which is consistent with the human shortage problem methods earlier. And it is measured in the link of development priorities. OAT development agency will consider a complete concept of international authorities. And even though teachers need to take a part in activities, it's also they want to develop it. And in order to more easily obtain the manpower and found from the development tool, OAT. The OAT development agency's viewpoints for OAT is as follows. First, we say although they are agree with importance of OAT for university teaching, but still no completed strategy planning because the human shortage problem or they don't have enough funds to do this. Although they just have more work to do. They don't have time to prepare a complete strategy planning for developing OAT. And for the most teachers, they don't, we know they just not love OAT because they don't know OAT is what, just they don't know OAT. This will affect the effectiveness of OAT promotion. But for OAT development agency, they still hope to use the features of OAT to reduce the cost of test books and increase the diversity of teaching materials. Finally, I summarize the options of university teachers and OAT development agency under development of OAT in the survey and propose the future development of OAT in Taiwan. First, we should to improve the presentation rate of OAT. Just like what I say earlier is teachers just not, they just are not unlike OAT, they don't know what is OAT. And then the features of OAT attract more teachers to use. And second one, we should to establish the platform for OAT resource and OAT use feedback in order to reduce the time for teachers to comply OAT. Teachers can quickly confirm whether the content of OAT met the needs of the curse. And I think the most important thing is to ensure the sustainability of OAT development strategy. OAT development agency can address its own promotion strategy based on the development status of other agency and share experience with each other so that OAT can slowly support the use of teachers in future. So thank you. And this is my email. If you have any question, you can ask me from here. Thank you. Okay. Thank you. From the audience, they are asking what kind of textbook or repository that we are using here in Taiwan. Hey, thank you. Do you have a reference? Repository? What test books, say what test books or your report, teacher and professors, they just, just they only professor just go to the OAT online to get what they want. Now in Taiwan's university, they don't have a corner to just to give teachers about OAT's information. It's what I, I think because OAT is just begun to develop in Taiwan now just we don't have a big site to compare with it. I can, I can address a little bit more on that because Open Textbook is a very new idea in Taiwan. We introduced to university very late actually. Most of the Open Textbook site is from the United States and or Canada. Yeah, we send a database that we share to our professors in universities. So, yeah, we don't have a local Open Textbook repository yet. So, yeah, that's the work. I hope in future they will have just OAT website just for Taiwan's teacher and we can to just local and we have more what we want there in the future. Yeah, I hope so. Yeah, the repository, we do have several OAN repository that sprays different. Yeah, it just begun and we can to give some, some extra, yes, so the experience or some expectations for those teacher, they don't know OAT now. Yeah, well, we begin to know what Open Access journal right now. Yeah, yeah, yeah. Yeah, we are not, we lack of a lot of knowledge to the Open Textbook. Yeah, yeah. Just, just, just a little, yeah. A lot of professors like to write their own work. Oh, yes, yes. However, it can be Open Textbook someday. Oh, yes, yes. We hope that we probably will have those kind of repository someday. Yeah, that's what I surveyed some thing is just like that. And more, a lot of professional is just surprised that textbook can be OA and they're free. And this content is wealth. And just while I say just they don't know OAT is what we need to more to improve the OAT development in future, I think. Okay, thank you very much.