 And if you're inside, have a cup of tea, come on in. Our owner takes the service from us. I have, probably to say by the way, there's a great couple of umbrellas found, so they'll be held up there at the board desk. Now, it's great to see so many people here who can have a cup of welcome. That's an insane welcome. Both is yours, Wardford? Ward! You can have powers or phone. You can have Ward. I'm into a gossip of Ward. If you're both- Holy God, people won't shoot me. And you have the chairperson frantically waiting for two minutes, one minute, and some of them, yeah, yeah, yeah, I'm there now. And you know the six or seven more slides. You know they're not going to shut. He's got this stuff here with lightning talks, and there's no way they'll be counted in Moscow. But they'll also be counted in Moscow. So five minutes literally means five minutes. So we're going to count everybody in, hand-double-three-car-cui, which is one, two, three, four, five. I'm going to just be doing this talk a second. You will then share with us then. I will then sit down, the clock starts, I'll be sitting down here. My colleague, I'm half your friend, I'm going to train a co-operator, we'll be acting here, there's 20 people. So when you're stopped, playing the ball, not me, I'm playing the crowd. Not me. I'm really, your score for one is pain. That was a pain, that was absolutely fantastic. Your score for one is pain. Doe, or two? Doe. Three, that's a hard one. Three. Three. That one, we're ready for four. Four is cacher. Cacher. That's not bad. Try that one again. Cacher, play this cu-ui. And then we put it together, ready? Pain. Doe. Three. Cacher. Cui. Peekers there. What a tension. I'm going to sat down. Is that okay? This is tired. This is stuff, this is stuff. English one's talking to me, but we're like, anyway. Yeah. So our first, our first person victim, sorry for that one, is Nick Baker. You want to make your way over here? You only want to do future education practices with beard. The long-term benefits of ideas have improved by researchers and educators worldwide. Whereas the rest of my advice has no advice more reliable than my own meandering experience. This advice, now. Enjoy the power and beauty of co-creating the students. You will understand the value that the youth will know you'll take, energy will bring, and so does faith, but trust me. In 20 years you'll look back at student work and call it a way that you can't browse now, how much possibility they before you glow for how backwards it really was to see the open creation of new knowledge happening, but your individual knowledge is not as great as your actual. Don't worry about the future or worry, but know that worry is the subjectiveest trying to solve the problem that could lack access to education but shouldn't want them. The real troubles in your life are actually things like AI, pandemics, that never crossed your worried mind. The kind that mindsize you with 5pm on a Sunday by your Wednesday at a conference in Cormac. Do one thing every day that scares you, like a gasp. Don't be reckless with other people's OERs. Don't put up with people who are reckless with yours. Waste your time on impact factors, sometimes your OERs will be a hit, sometimes they won't. Their values should not be measured solid in pages. Remember the stories that change your lives to access. Forget the insults of those who think that your OER is less than, did you succeed in doing this? Work short feedback, throw away the lack of scale happy grams, and share. But don't feel guilty if you don't share everything with CCI. The most interesting OERs I ever had to be shared with caution and care. Some of the most interesting projects I have are still open on what CCI's are to use. Get paid for this. You'll miss them when they don't work so well anymore. Maybe you'll get tenure, maybe you won't. Maybe you'll get grants. Maybe you won't. Maybe you'll leave academia at the age of 45 for a job that actually feels meaningful. Maybe you'll dance to the funky chicken on your 50th work anniversary. Whatever you do, don't congratulate yourself too much. Or break from what you know at the time, so do everybody else's. Use your mind and privilege. Use it everywhere you can. Don't be afraid of what other people think of it, but use it wisely. It's the greatest instrument that academics have for making the world a better place. Create something, even if only for a few minutes a day, and share it. Know the rules and policies, even if you don't follow them. Do not read conservative media. It will only make you feel ugly. Get to know your senior leadership. You never know when they might be useful. Be nice to your students. They're your best link to the future, and the people most likely to keep you grounded in here and now. Understand that OER repositories come and go, as do standards. Maintain them both with care. Use OEP to bridge the gaps in access and equity. The older you get, the more you realize what you could have done when you were young and fearless. Live in Windsor once, but leave before it makes you hard. Live in Cork once, but leave before it makes you soft. Travel. Accept certain inalienable truths. Textbook costs will rise. Political support for open will wax and wane. You too will get old. And when you do, you'll fantasize that when you were young, textbooks were affordable, politicians supported the public good, and students respected their elders. Respect elders, but mostly take great care with the knowledge that they choose to share. Don't expect anyone else to support your passion for openness. Maybe you'll have a supportive vice chancellor. Maybe you'll have a wealthy donor, but you never know when either one might disappear. Don't mess too much with version control. Just clone that press book, revise, remix, and redistribute it. Be careful of consultants whose advice your university buys, but be patient with those who share knowledge freely. Advice is a form of nostalgia. Dispensing it is a way of dragging bits of lived knowledge from the garbage bin of life, wiping it off, painting over the ugly parts, and recycling it for more than it's worth. But trust me, on the OEPs. How is that right? Actually, I always say that some people have been down this road before, and as I said, anybody can be a presenter. But these people are going to be gust of tears. They'll get presented with a badge, and if you're from North America, it's a coaster. If you're from this side, it's just a bear mat. But it's designed by the indomitable and hugely talented Brian Matters. So fabulous. Our next speaker is Emma Beatson. Her first presentation, first time big academic conference. Lauri asked me to go. Noisunner of course said, no, I'll go even worse. So instead of, have you prepared for five minutes, Emma? I have, yeah. Set the timer for four. No, please don't, please. Hash, but I think ultimately fair. It'll be character building for you. So we get the hands up. No, no, no. You threw down the gauntlet. There we go. Get the hands up. Now, so I just started off with you. So we're going to start off on the hand on the left. You ready? Hey. Hello. Beautiful. All right. I'll tell you. I'm not going to. Institutions that were doing things a bit differently. And then we became a bit interested in what was driving them into existence. What was happening socially, environmentally, economically, technologically to kind of push them, nudge them forward and encourage them and what might happen and embed them even further. And it's these trend drivers that really dominated our work on the project. We had a huge amount of information. So we grouped them into the six themes that you can see there. And there's kind of intersection between them. And we really hoped that our research about these drivers of change would be useful to educators who are considering future proofing. There's a massive amount of issues to consider. And we wanted to make the task more manageable, give a kind of heads up about what might be coming down the line and help institutions to identify the opportunities in it. So we created a workshop that's based around 100 challenges or sort of mini scenarios of things that could happen in the future. And they're organized into our six themes. And participants in the workshop get a chance to think about how they could react to and prepare for some of the challenges. And then they go on to imagine their future institution that's kind of embraced those challenges. We've had over 750 people use the resources over the last half a year, which is really great. It's actually not the thing that I want to talk to you about. What I want to talk about is this, is that it seems that the disruptive institutions seem to be leading the way forwards. When we did the workshops, we didn't present any of the trends that we'd been looking into. We didn't talk about any of the disruptive institutions. And yet the participants in the workshops, imagine futures, tend to be things that were based on models that the disruptive institutions were already doing. And I don't say that critically or negatively. I think it's potentially good, it means, as consensus, about a way forward. But for me, it means that we should take notice of the disruptive institutions and what it is that they're doing. So let's do that. So here they are, or at least some of them. It's not an exhaustive set of examples. And there might be some that you recognize here. Others maybe not. I'm calling them disruptive institutions. It's a convenient term. They might not describe themselves as that. You might not describe them as that. But what they are is institutions from all over the world who are moving away from traditions and they've got new models of mission, operation, and delivery. So looking at these institutions, we've identified around 30 characteristics of these alternative ways of working. Some of the institutions we found do a lot of them. Some of them just a few, maybe even one. But there's one overarching characteristic that seems to be true for most, if not all of them. And that's that they embrace the student as a consumer wholeheartedly. So what I've done is, in terms of the rest of the things that they're doing, I've grouped the characteristics into four groups and I wish I had more time to talk through them in detail, but I don't. Characteristic group one is mission open. So this is things that institutions are doing to improve social mobility and make education accessible to those who might have extra barriers in the way to getting there. All looks like good stuff on the face of it. Group two I've called practical access. They're also making themselves more accessible, but less through guiding mission and more through model changes that give students flex in time or cost or how to pay or how to access learning. Group three, place route to employment as top priority. And group four is a little bit more nebulous. It's where the sort of changes to organizational structure are designed to maximize efficiencies and increase the impact that the institutions having on the students and the world around them. So I whipped through those slides and I know that you probably didn't see the detail, but there's good stuff happening, but this is the key. It's being delivered by largely profit-driven private providers. What do we think about that? Get in touch with me if you want to know. Don't if she's denied you the fun. That was three seconds to spare. That was good. But the really good point, and I always encourage people when we are doing the gossips, there is a seriousness here. It's an opportunity to give people a chance to have a shout out. If people have said something that's of interest, they want to come up, chat to them afterwards. As I said, there really is, it's an opportunity because they're often, they're going to be saying something interesting apart from the next two. So this is where, right, because, no, honestly, no. Well, like Donna, yes, but Laurie, yeah, on so many levels. They actually asked, because it was two of them, could they have 10 minutes? Sadly, no. That's a lie. Forcal Zeus. Sultry sound of my voice. Oh, do you like that? No, I don't want to. No, she's in bonnet oil or sing along. No. Oh, okay, all right. Okay, so we start off on the left. We're going to start off on the right. We'll get increasingly complex. Are these working? So by the time we get to be, then it'll be very complex. Yours will be absolutely air-chatteringly mental. Are we ready? Hands up in the air. I'm watching. I'll stop it if I see some people who don't commit. I'm sitting down in the back row with one hand. I'm watching you. Are we ready? We're just going to the right this time. Ah, hey! Hey. Ah, doh! That's beautiful. Hang on. These two deserve your attention and your enthusiasm. I'm talking about engagement. Yes. Get the hands up and I'm watching. Well, I'm watching this, so I can't see that. This side doesn't do it. Okay. Are we ready? Ah, hey! Ah, doh! Ah, tree! Ah, car! Ah, cuic! Gusta! So. What happens when senior leadership teams show their work in? What might be the impact of radical open practice in management of a university? And what do we do if we do open management of pedagogy, of practice, of research? How do we manage our universities? So we want to talk a little bit or at least ask questions about where does openness and transparency intersect with this sort of sanctity of managerial discretion? And I think about how often you or any of us have discussed or argued or just bemoaned our lot in academic light at the latest edict from on high. Some of those have been discussed here today. How often have we been frustrated again, another policy change? We've all heard our colleagues exclaim how they would not have made that decision. We've all seen why that policy is dumb. So we invite you today to imagine with us what radical open practice would mean in leadership in an institution. Let's talk about trust. Openness from leaders builds trust within the institution. Are you with me? Are you with me? We're fostering a more cooperative and inclusive educational environment with openness. Too much transparency. That's the problem with trust. If we have too much transparency, that leads to information overload. And if we have too much of that going on, then we get misinformation. Then we get people not knowing what's actually going on. And that causes confusion and it causes indecision. I thought he was gonna say confusion and delay. In a crisis, open leadership can give us clarity and stability, yeah? We can guide the institution through these challenging periods with openness and transparency. No, we agree. No, seriously, we genuinely agree on this one. I want open and transparent leadership during a time of crisis because I want to know who to blame. I want to know who to hold accountable for what went wrong. That's just like you. Let's talk about innovation. New things. Stimulating innovation by openly sharing as we all are here today. Ideas and processes. That's gonna spark more innovation, like generating like. Others can contribute and refine. We don't have to think all by ourselves, as our good friend Nick said. We can think together and collectively and that's good. That is good, isn't it? Yeah, isn't it really good? I want everybody to share their ideas because I want the vice chancellor and the president to know that it was my idea, okay? Share with me your good ideas and I will tell the vice president exactly how good it was and why I thought of it. Because that's a great idea. Okay, speaking of governance. Were we? Yes, I was. Okay. Okay. We're gonna allow all staff to be valued in asking questions about decisions and processes. This is gonna allow senior managers, who you invoked just recently, to more easily change their mind when they need to. They're gonna pay attention to what people are saying. They're gonna take seriously the priorities of the people who are talking to them and they're gonna change course where necessary. That's fantastic. Yeah, that's good. Gerardo Sullivan has just walked into the room and he's got version 42 of the strategy that we've all had a piece of writing and we've all agreed and we're now gonna take that to the Senate and Senate are gonna say, but also now we want some more changes and we're gonna see all those decisions out in the open because we all wanna have a crack at it, right? We all wanna have a crack at governance because we can all do it better. So if we share all of that governance out, what could possibly go wrong? How long could it take to get something through Senate? Evidence-based decision-making. Now think of it. Imagine, picture if you will, your leadership is open and transparent. We would see decisions based on evidence, showing leadership by empirical processes and not based on intuition. None of this I'm going with my gut bullshit, right? But this is what's the case and this is what needs to be the case and that's gonna be the basis of our decisions and we're gonna talk about it out loud so everyone knows why we do things. Everybody in the room, I need you to know that evidence-based decision-making is a marvelous thing and it works so well because I come from Brexit Island where we really paid attention to the evidence. Vote now, vote now. You can clap for me or you can clap for Donna. We're open, open, hey, open. Thank you. I say John Gay, you're good, it's 40 now. Well done, brilliant, great work. That was a lovely, lovely, lovely, lovely format. So now, Alan, I hope you're taking pointers for tomorrow. So we're now going to welcome to the stage Catty S. Miller and Leo Haberman. Now, come on, get up. Oklahoma, that's about the only bit I know. Okay, so some people, a little bit more physical now if you can manage it. We're gonna go up on the hay, down on the doe, up on the tree, down on the cahar, up on the kuiq and then the arms out for Kosta. We got that a little bit complicated, but yes, you have to stand up. I know. So no, no, no, no, no, no, no, wait, wait. I love your enthusiasm, but just curb your enthusiasm, okay? So when I shout out go, we're gonna go up on the hay. Okay, are we ready? A hay, a doe, a tree, a cahar, a kuiq, Kosta. Hi, thank you for having us. Welcome to beers with Leo and Cathy. And we just really, as long as no one's bleeding by the end, we're ahead of the game. That happened yesterday. Yes, it did happen yesterday. So first I'd like to give a shout out and a thank you to Rajeev for recognizing Librarian's role in Open. This morning, and we won't invite him to stand or anything just in case he isn't here. But there you go. Thank you for including us in the fairy tale. And it highlights the fact that Librarians actually have a very long history with dragons. Right for the next slide. So origin stories are important. They help us know where we came from, why we're here and help us kind of guide our future trajectory so that you don't end up a giant air dill chased into a grand piano by a chihuahua, which happened in our lives. So it's just kind of a metaphor perhaps for where we can end up if we are not intentional about identifying where we would believe we came from and what our current state is based on and where we hope to go. And so how I got here, Cathy S. Miller from Oklahoma State University, a background in music education and came to Librarianship through educational technology and found out that what I'd been doing my whole life, sharing resources with other people because the arts are not funded, actually had a name and it was OER. And then I started hearing this history about how it started in 2010. And I was like, well, I've been alive a lot longer than that, but wonderful. And then all these high points of when it came to be and then that its history was rooted in open source. So I thought all this is, it was very interesting. But I knew that didn't really resonate with my experience. So that's how I got here. How Librarians got here is based in a long history of bringing communities together to help generate knowledge and understanding. Librarians trying to provide access and make sure people can get what they need to get to, make sure they can get to the spaces and the people they need to get to and they've been doing that for freaking ever. And so that's gonna matter here in a minute. Leo, do you wanna share how you got here? That was a surprise for him because he said we couldn't write a script and so I didn't. Is this on? Oh yeah, good. How did I get here? Oh, I don't know. I just got into it. Yeah, someone just handed him a grant and here he is. I was kind of a learning technologist and before that I'd been a librarian. Right, there you go. And that's why we're here together. So, but what I'd like to share is something that Marco SV from the University of Idaho has shared and I think it was open ed. Well, I don't remember which one it was. 2020, but the reference slide has it and I'm reading it so I don't mess it up. But he says, he pointed out the conventional histories and scholarly contextualizations of open movements do not connect open pedagogy to laboratory women of color feminist practice and scholarship on education. And he pointed to black feminist scholars, Bell Hooks and Regina Austin as intellectual foremothers. And I thought that was a really interesting take on the history of open. And I think kind of deciding where are you? What are you grabbing from which history? How does that factor into what you're doing? We'll kind of have an impact on this moving forward. Okay, next slide. Community to practice, someone here's an expert on it. Find them, share vocabulary. It matters, right, as you come together of what you're talking about. Okay, so, but I took too much time on the earlier side, so we gotta go. Okay, so 2019. I don't know how many of y'all remember that. Yeah, so it was something, didn't have the guts to actually put up here what I wanted to put up here. But if you're curious, just Google, open, and 2019 and maybe hashtag and Twitter. And I was still kind of new to the space, was interested to see what was happening and it's a pushback and how the pushback was being pushed back at was stunning to me. And I think the roots of that are in where librarians came from. And if you look at the timing of some of the things that they've taken place, you'll see how big of a role we played. Go. How he asked me to co-gast, I tried to resist. I thought it's a long time since I worked in the library, what do I know about it? But it did seem like an opportunity to have a rant that I like to have, or at least a new version of it. I saw a quote unmastered on the other day which was without an analysis of power, it is hard to understand inequality or much else in modern capitalism. This was from Nobel laureate economist Angus Deaton who was slamming his profession as clueless. And I felt like this chimed with the message of my rant, which is that we cannot gain an understanding of education without an analysis of labor. Rajiv mentioned the idea of the hero's journey this morning and this idea of the educator who just comes to openness and does fantastic things is one that we often talk about but we need to think about the labor and this is also in the library. Thank you. Thank you. So we want to tell you that we did that on purpose because we wanted to model open as never finished. Our last one has been Delas Arcos, I'm apology for butchering that there. We're gonna be really getting complicated now. One of the things I love that the European soccer a few years ago was the Icelandic doing the clap. Do you remember that? You have to live with that, you know? Spatial, there's enough space there. You clap on the numbers, that would be great. Wait, wait. I wanna build a rope. I was trying to build up the sense of momentum. Are we ready now? So I'm Bea de Osarcos. I worked as a senior learning developer at the extension of school in Delft Technical University of Delft University of Technology. I always get it wrong. Anyway, it doesn't matter. I do many things. One of the things I do is MOOCs. So the extension of school we make MOOCs and I like to think that I am the guardian of open in massive open online courses. By default, our MOOCs get shared on their creative commerce license. But I struggled a lot in a way I keep struggling to make people understand not only the license itself, so what is it, commercial or non-commercial, share alike, blah, blah, blah. It's the concept of sharing, the implications of sharing. How do you prepare for sharing? What do you share? What do you not share? So again, I said, how can I make it easy? How can I make it so, so simple that they can't actually, they can't totally miss it? So pretty much what I did is I opened a Flickr account and I just uploaded a couple of my photographs. And immediately I started pestering, I mean inviting my colleagues to share their photographs and pretty much was, oh, you went on holidays. Oh, yes, look, that's my phone. Oh yeah, that's a beautiful photograph. Would you like to share it? I've got a lovely place for you to share it. It's a Flickr account. You will keep the copyright because of course it's your photograph. What I would like you to do is tell me what permissions you give others to reuse your photograph. So that was some three years ago. I continued to pester, the pestering just got inviting, got just bigger and bigger. So that's how we came to We Like Sharing. So We Like Sharing is a photo bank of photographs that are open so they're all released with a creative command license that each author chooses. So at the moment we've got over, well over 1,200 photographs that have been contributed by more than 200 people. I remember this is staff, students, alumni, friends and families of, any connection you have with it, they would have, it's good enough to have your photograph on their repository. Again, all released in the RCC license, the author chooses the licenses, as the only request I say to people in order to kind of have their photograph in their repository. The, every the script, every photograph comes with pretty much with a little text that you can copy and paste. So attribution is never gonna be easier, right? And at the same time, they're all tagged because I want this photograph to be reused. I want this photograph to be found by other people. And one of the things that my guys, my course team's always forget is about the alt description. So each photograph comes with a very little text, objectively describing what it is that that you can see in the photographs that then can be used. Again, copy and paste job, it's just, it cannot get more easy than that. The QR code will give, will send you, will bring you to, to be like sharing in their box. There is actually an email address if you anyone wants you to contribute. But one of the things that we do every year, and this is what's have, this has given me the most fun since Go GN. So, you know, it's just pretty close. And also, you know, cutest to all of them for helping me with the communication and the connection with the global. The first year, so when the repository only had like a handful of photographs in there, it was coming up to Open Education Week. And I said, well, why don't we make the, we celebrate Open Education Week and the way we're gonna celebrate is by having a photo competition. And in that photo competition, I asked people, can you send a photograph in which you represent what openness means to you? Right? So, you know, the award is just a little something. But it's been so, so, so amazing. We've kept this for four years now. Just go and use the photograph, take the photographs, use the photographs. They are beautiful, non-beautiful, but they're all open. Hey, duh. Ladies and gentlemen, hello, yeah. Can I just ask people just to stand up and turn around to the audience. Anybody can be a presenter. It takes a lot to be a guest at here. Can you just stand up and give them a round of applause? So, thank you very much. You'll get your badges now, presently there. I think I've just been asked about the same. Do you wanna come up, please? Well, look, I suppose we need to close the day as well, right? So look, I won't keep you long. Mostly, I think we just wanted to say thanks to everyone, to our speakers and presenters and our delegates, of course, for all of the engagement and participation and thanks, of course, to the support team and volunteers for all of their hard work today and indeed over the last few days and weeks. I must say, and I've heard it from so many people, I think Rajiv got us off to such a great start this morning with a keynote that really set the tone and laid the groundwork for the rest of the day. I heard people saying it was such a unique combination of sincerity and scholarship. It was just great. And I was just personally so pleased that our president stayed to hear that, that was great. From the few sessions I dropped into and from what I've heard from others, that standard and really kind of authentic and sincere engagement carried right through the various different workshops and presentations and, of course, the gossip sessions that we've just closed on. And great to see a lot of engagement online as well. Folks, just a reminder again, the Slack platform has been provided as a back channel because not everyone's on Twitter anymore so do consider using it. But one key thing I wanted to say because there was a miscommunication, the reception event happens in the Clayton Hotel in Cork City tonight. You're all invited. It starts from seven o'clock. There'll be food and drink and music. Some people have, depending on your interpretation, that are promised or threatened to sing a song. I see Louise there looking at me. She's going singing, definitely. We're gonna try and stop this guy singing. But there's gonna be a launch of a national white paper, a sectoral white paper on open educational practices. So please do consider coming along. It serves a few different purposes, but primarily it's a welcoming event and a celebration and a chance to reflect on the day as well and with a few people coming from our organizing committee who, as I say, are gonna sing a song. And in one case, I think somebody has promised to do a recitation. Is that right, Laurie? You're gonna do a recitation? Yeah, that's what I asked. Yeah, yeah, yeah. Okay, good, okay. Don't. Will I say something about tomorrow or do you wanna say something else about today? Okay, so just one final sentence. Tomorrow the conference is gonna begin at 9.30. We're gonna hear from Al CEO Kerry Pinney, who I think is still at the back there. And we're going to get to hear our second keynote, which is a joint keynote given by Dr. Catherine Cronin and Professor Laura Kjernevitz. So please join us then. Okay, but hope to see you tonight. Seven o'clock, Clayton. Thank you very much. Yep, yep. One more.