 Thank you. My name is Dr. Stephen Kan. I'm currently at Brock University, but I was out in Alberta up until August of this year, or July. And this is reporting on some work that I did out there, working with elementary teachers to curate, adapt and use OERs in elementary math education. I do want to begin by thanking the many peoples who call these lands home for many generations, in particular, here in St. Catherine's the Haudenosaunee and Anishinaabe peoples. And other nations whose teachings and continued presence remind us to consider the way the land lives in us and shares its life with us. I want to express gratitude to the many nations that constitute our multi-species skin, who challenge us to honor our responsibilities to all our relations. Being in Canada and not being from Canada initially, I've really come to value this practice and especially in this community as well. That reminder that our survival depends on friendship, trust and the collective wisdom of others and I've certainly learned a lot over the last couple of days here at OE Global. Just a quick history. So this is building off some work. I had a grant from the Centre for Teaching and Learning at University of Alberta back in 2018. I worked with another grad student and a grad student to identify, review and curate some open education resources for math, teacher education. I experimented for a while and then we tried. Well, I had an opportunity to teach a more issues-based course, so not so narrowly defined and more scope for students to explore. So in the winter term of this year, the pandemic interrupted term, the lockdown term, so I'm also a very interesting time to be doing that work. So this is an overview of what's in the presentation, so who, there was 33 BED students in an undergraduate course, about 13 master students, so I had two courses running simultaneously, both new to me and to them, so very interesting winter term. And I had one PhD student, one master student working alongside me. Our goals were really to introduce open education resources to these pre-service teachers and teachers to get them remixing, to get them collaborating and developing some open pedagogical practices. We used the San Francisco United School District K-5 math curriculum unit as our main open ed resource. We worked mostly with Google services, docs and slides and a number of resources available through the university library, so things that were at no cost to students. The undergraduate course was face to face, weekly on campus, the graduate course was online with a one hour synchronous. Sort of the main, I mean I've heard this at a number of sessions, sort of the same reasons for why we were doing, working with open education resources, and for me really about seeding future practice. I think that one of the things that you know we need to do in teacher education is be future ready and prepare future teachers to use resources that are available to not reinvent the wheel. Some of my data from this comes from the students reflections, the remix assignment interviews with some of the graduate students and mostly looking for themes and how they described it. Some of the findings, so again as we've heard lots over the course of the conference for teachers, many of them were being exposed for the very first time. They had this, this fear of plagiarism of not being original, learning to work in teams was challenging for some of them. One of the sort of emergent themes was the need and the difficulty of finding culturally responsive and respectful open education resources but I think that's as we as I am, they begin to look more and I've certainly seen some examples over the last couple days here. Other outcomes were increased confidence to use open education resources in some cases increased math knowledge but not all. A lot of them were getting good insight into unit design and pedagogy as well. So sort of a little bit of the framework for my work with teachers as well so I situate a lot of my work across scales of thinking across the personal professional practical and pedagogical or political skills and all of these always nested in the particular that individuals find themselves and so in the course students had opportunities to do work in their personal journal curating their self and curating resources, contributing to the community whether it's in the classroom or in the online community. The main sort of practical activity for teachers was remixing the curriculum. The plan initially was to also try to create a I think that was a bit too ambitious for the 12 weeks, and the pandemic sort of put a shutdown to that intention. And then sort of a more substantive work which also got reduced as a result of the change in focus at that time. So just again framing context for my own goals for teachers, it's being well prepared and capable of promoting flourishing with others. A lot of my work is around developing identities and thinking of identities as something that is curated as well. And then some work around where the word curation comes from. And sort of the etymology going back to a person task with a cure or cure of souls, but we reframe that in our work as thinking about care as deliberate and loving attention to the necessary aspects for the realization of well being in another and think as learning how to be well in the world with others, even in the presence of despair anxiety fear, illness and death and again these things had very different meanings when we introduced them in January, then at the end of the course in late March or April. And yeah. So again framing what learning mathematics means to me and the position that we present to the pre service teachers and to the teachers that intervals a collection connection and curation of resources experiences by days that develop competencies fluencies literacies, and it's for a particular purpose human and multi species flourishing. The framework for the course built off of Martin Saligman's work with the promo model around opportunities for positive emotion relationships accomplishment engagement and meaning work that's taking place in mathematics education for example Francis Sue's work in mathematics or human flourishing and work that's taking place in education more generally around teacher well being and flourishing schools. And some of the rationale. So things that I've noticed and wondered about over many years, how long does it take for the beginner to learn to know how to do something well. Our beginning teachers are substantial experience substantial time stress and their planning. They invest significantly in cute resources from sharing sites like teachers pay teachers, but at the same time we have all of these. We have a number of resources that are good, and that could be used. But as an equity issue for beginning teachers not just in terms of the finances but in terms of the types of things that they're able to engage with and bring to learners. And I do see open education resources one of the frames I put into the course was that as one path towards thinking about teachers flourishing early in their careers, rather than floundering. And the main assignment was a remixing of an open ed resource, right they worked with the San Francisco United School District but they were exposed to others like the illustrative math open up Eureka and a couple others. And he was chosen because it was the most permissive and easiest to use they again I've heard that a couple times at the conference. SFUSD lives in Google as well and all of the teachers there were very familiar with Google they can immediately edit. There weren't you know PDF things where you had to convert. So it was easy to get going there. I'll leave the description of what I asked them to do. So how to do it so they're creating routines, mostly annotating their changes as they went along as well. And then I just wanted to share some of the student responses in the next couple minutes. I don't know why the previous slide and show. So, thinking about that feeling of guilt that they are not wanting to having been told to not reinvent the wheel but at the same time being asked to create original ideas in a very short and compressed timeframe while dealing with the regular stresses of life. I appreciate that there were places where they could find resources that they could use in future classrooms immediate utility. Same sort of thing, but noticing that that's not what they saw in practice as well that in practice actually teachers were continuously borrowing and adapting and not attending to copyright so that learning to value the open licenses the content that Creative Commons licensing presented. Learning to look across curricula as well which is something we try to get service teachers to do to look across three levels and not just how to focus. Yes, I think stress. And teachers do again the level of expertise required to develop really coherent units is not something that all of them are, you know, at that point yet, but yet they will graduate and move into teaching. This was one that was interesting for me in terms of the student seeing an opportunity to learn from someone else's thinking so an openness to this might be the way I might approach this topic, but there might be value in looking at how someone else and somewhere else has done that I thought that was really interesting as well. So the challenge, the fact that for most of these students in the undergrad this was their fourth year at university and working in teams was not something that was normalized for them. And so, you know, they again they valued it but they found it very difficult to work in teams and so forth years not really not the best time to start working in teams. Yes, becoming more familiar with their own program of studies so having looked at the US based and being forced to engage with their programs they know much more, much looking at more closely and thinking about the alignments. In addition to doing some of the sort of necessary changes like changing currency and changing measurements where relevant changing landmarks and locations. One of the main things that I did see as well was this beginning development of an attitude of valuing openness. And while again the course ended, and they weren't able to share their resources, many of them did say this is something they plan to do in the future in terms of creating a resource that can be shared. Okay, necessary versus arbitrary change, group sizes. One of the other challenges that came out sort of as again in the context in Alberta at the time with the requirement to address TQS5 on ensuring foundational knowledge of First Nation Métis and Inuit, so looking for things in the resources that would do that for them, and not finding a lot so definitely an area that's still that there's a lot of work to be done. And again one of the things I'm happy about is you know some of these teachers I think are well positioned to begin to do that work and to be drawn into the open ed community to do that work. So experiencing increased confidence initiative and feeling more connected to the community. So I've come to adapt other similar tools, starting to explore resources outside the assignment in order to grow some of their adjectives that they use very frequently. It's really challenging, meaningful, enjoyable and useful. And I just wanted to share as well I think you have about three or four minutes. One of the graduate students work we're sort of moving beyond just remixing the content but remixing the actual design so this is the unit design from the San Francisco United School District math lesson and so entry lesson apprentice. So very linear model. This was some of the work that he did again. In this case it's a high school teacher who is remixing a kindergarten unit at the end of, well not at the end during the pandemic so what's available at home. But some good ideas in there as well. But what I wanted to flag was sort of this shift in the way he's rethinking. Teachers do in terms of that, not just a linear flow through the material but the ability to choose your own pathway and to find different pathways through the material. We didn't quite get to, you know, designing all of this out. But the idea is there and I think he's working on it. And he's also teaching full time and being a parent and sort of thinking about how that begins to move into the bigger sets of units that are related in kindergarten here. It's something I had not seen or thought about. Not just remixing content but remixing even the meta structure of the unit itself. Grad responses. So worries that some teachers who these are full time teachers that the loss of autonomy. That's not the way it's typically used but sort of that valid trust issues in the educational climate in some places in Canada. Concerns about equity, again that there are resources that because of the costs are restrictive for some areas for some for some schools. And finally, coming back to sort of the focus of the course that and again I've heard this at the conference here. It was working through this class. Let me see just how much I flourish when engaged with colleagues and thought provoking content was the professional development that I didn't know I needed and so that's giving me some motivation to continue to do this work. Thank you. Thank you, Steven. Thank you. Thank you very much for sharing this wonderful work. I always love seeing and learning about projects and initiatives that are focused on teachers and how we can support teachers and their work. As we know they're like a core element for everything this structure to work so thank you thank you very much for sharing this wonderful amazing work that you're doing. And we might be able to squeeze one question in the one minute that we have left. If anybody wants to make a question or a comment, please go ahead. Otherwise, I'm going to share the link to the area know you connect. Where is your link there as well to the slideshow. Great. Excellent. Excellent. And if you cannot vote that in the OEG connect we can have it there permanently.