 Hi everyone and welcome to this webinar on where to find and how to use open courses. My name is Sally Parsley and I'm the technical lead on the Open Education Program at the International Center for Eye Health and I'm the host for today. So thank you so much for joining us. This is the third in the series of five monthly webinars that ICH is hosting to explore how we as eye health educators can use digital technologies and this concept of open to innovate and improve our teaching practice and address some of the big challenges facing eye care training today. The fact that we need so many more eye care workers in so many of the countries where the burden of visual impairment and blindness is the most serious. So in our first two webinars we looked at these ideas in some detail and we were very pleased to have Professor Alan Foster and Dr. Daksha Patel speaking along with Dr. Rob Farrow from the Open University and I encourage you to if you're interested in open education to to view these videos or download the transcripts from the website and this is the web address here on this page. Okay so before I start I just want to give you a bit of housekeeping information. We're going to hear our two presenters first Mr. Anna Stroud and Dr. Astrid Lake and they'll both talk for about 15 minutes and then we'll have a short Q&A session at the end. So please as you think of questions for our presenters send them in during the talks using the question box on the webinar menu tab and I'll collate them and ask them in the Q&A. You can also download today's presentations from the handout section of the menu tab and to open up the menu tab you click on the orange arrow at the top if it's in miniaturized view. And finally just to let you know we are recording this session and we'll be sharing the link and the transcript in a few days so if you lose connection or you have to go off don't worry it all will be there afterwards. Okay so today we look at how educators could start to make use of free online courses and also open educational resources, digital resources for their learning and to support their teaching practice. And I'm really delighted to be joined by Ms. Jo Stroud, e-learning manager at the London School of Hygiene and Tropical Medicine and ICH's own Dr. Astrid Lake. So before we get going with Jo's talk I'm just going to talk briefly because I know we we talk about a lot of jargon with open education so it's always worthwhile quickly revisiting some of the basic definitions. So in essence open education can be defined as activity by educators which is aimed at reducing barriers to participation and education. So this might be by providing education at a distance or reducing the cost for example and also by opening up registration so that lots of other people can join in. So in ICH maybe ophthalmologists have had the most access to professional development but we know that the training the whole team is incredibly important to deliver good by health. It's not a new idea it has a long history some people would even say it goes back to the very first universities in the Middle Ages and I'm sharing a picture here of the law school at the University of Buenos Aires in Argentina which in the early 20th century got rid of all the entry restrictions so that anybody could apply and start one of their undergraduate courses without having passed a restrictive example beforehand. Open education often makes use of technology so for instance TV and radio were used for health information dissemination throughout the 20th century but it's also about cultural issues such as equity of educational provision or empowerment of learners and educators. So this little diagram the blue and orange one at the bottom of this right hand side of the screen tries to show that the idea that through open education which allows much more sharing of knowledge and ideas we can move from a world where only a few people have the information to a more networked and equitable situation. Okay so with rising access to digital technologies in the NTA net the focus of a lot of open education activity has moved online and open courses such as the ones that Joe's going to talk about are free online courses that anyone can register and participate in online. Massive open online courses, MOOCs, on commercial platforms like Coursera and FutureLearn have been incredibly popular free online courses over the last few years with millions signing up and I think the London Schools own MOOC program has had I think more than 60,000 learners over the last few years, Joe can clarify. And finally open educational resources are digital educational materials such as books or videos or anything really which have a special copyright license applied which means that anyone can download use them for their own assessment. Our work at the school involves providing pedagogical support and staff development opportunities, management of the technology enhanced learning projects we do here and educational research activity across both the face-to-face and distance learning programs we provide. She's also the project lead for the school's partnership with the FutureLearn MOOC provider producing a series of massive open online courses in the field of public health and she has overall responsibility for all stages of the course design development and delivery. If you participated in any of LSHTM's formal distance learning courses or as FutureLearn MOOCs such as Ebola, Zika, Global Blindness, Eliminating Trachoma or Health and Humanitarian Crisis you've benefited from Joe's considerable expertise. Joe I'm so pleased you can join us today let me unmute you. Hello and I'm really looking for, hi Joe, I'm really looking forward to hearing you talk about the options available for health professionals looking to find and study free open online courses. So let me hand over control. There we go. One second. There we go. Cool, one second. Okay so can you see all of this okay? Yes I can see it fine I think you're good to go. Brilliant thank you very much Sally. Cool okay so yeah thank you very much for the introduction you've got a little bit of an overview of the kinds of work that I've been doing at the school. I'm gonna talk to you a little bit today about some of the terminology bound up with an open education and then how you can actually go about finding open educational resources, open courses, that kind of thing because it can be useful just to have a few pointers about where it is that you actually need to start. So Sally's touched upon a little bit of this already but there's some pretty wide-ranging terminology for open educational materials, teaching resources and learning experiences and these can mean quite a lot of different things. You'll also find that the terminology that's employed is used quite interchangeably which can make things a little bit confusing. But in no particular order I'm going to discuss some of this terminology now so we've got two different things up on the screen here. We might talk about looking for open educational resources or OER and this can be an umbrella term for much of what we we discuss not only throughout this presentation but in terms of open education more broadly. However OER, even though resources is in the title, doesn't solely encompass resources and it can extend to tools to support your approach to teaching and staff development so it could be things like lesson plans, reading lists and so on. The second thing that we have in the list here is something called open courseware or OCW and these again are sort of free and openly licensed materials that are specific to a particular course or program of study and accessible to anyone at any time via the internet. Now you might describe OCW as a subset of OER and that's undoubtedly correct and they've been around for quite a long time now having preceded what we now know as MOOCs which I'll discuss a little bit more in a moment. But the open education consortium defines them as a free and open digital publication of high quality typically university level educational materials but the distinction between OCW and OCR more broadly is that they are bound up within or from a specific course. They don't however offer a course experience as such and that's why we move on to things like open courses. So these are full course experiences but again they can take you know many many different forms. Here we're discussing those which are free in a monetary sense but in many cases only to a certain extent and that's where you know conversations around the degree of openness come into play I'll touch upon that again in a moment. They are however typically free of entry requirements and that's open to anybody who would like to study on them. A very common term for the ones that we're discussing here is MOOC the massive open online course but I think that it's important to think about open courses in a broader sense because they're not the only type that we have access to and then finally here open access research and publishing is something that you know I'm not going to talk about too much because we're thinking more about educational materials. The open access movement via both open institutional research repositories and established journals like this London schools our community eye health journal is becoming stronger and stronger it is undoubtedly part of the work that we're doing in open education. So broadly what brings this varied terminology together is that open educational material tends to be freely accessible it's openly licensed documentational media that's valuable for learning teaching and assessment but openness in it is in itself quite a tricky term and there can be varying degrees of open. The image that I've used here is a reasonable analogy for this is one of a door. A door might be slightly a jar it might be pushed or propped open with a doorstop but in either case it is open we can't really debate that. That's undoubtedly true with open educational materials and particularly things like open courses which might be free to study but tasks like exams or buying a certificate to prove your attendance they might incur a fee and that's where we where things start to get a little bit muddier. So moving on to you know more practically where you can obtain these kinds of resources we're going to start with OER and open courseware. A really great place to start searching for both of these is the Merleau which is a platform that's made available by California State University but it acts as a sort of curated collection of free and open online learning teaching and academic development resources as well and these come from educational institutions across the world. These can be searched or broken down and browsed by academic discipline, the contributing member or institution and then also by the type of resource as well. Another useful tool is the open education consortium's course search which works in collaboration with Merleau. I've put these around the wrong way on here but you can also use that to search for specific keywords which will flag a number of different resources relating to that discipline and it can act as a useful starting point as well. You can additionally with that tool search through a number of like a directory of individuals and organizations with expertise in OER or open access practices and publishing and then even things like open course development and delivery as well. So if it's something that you do want to get into and you don't have the resource available at your organization then that's a useful resource for you too. Another location that you can search is something called OER Commons which does a similar sorts of things to the previous two examples. You'll find a lot of people there with a lot of different expertise and there's a search facility contained within it too. In terms of thinking more specifically about open courseware that movement really took off probably about 15 years ago at this point so it's a long time now with the launch of MIT's open courseware platform. Now as you might expect the resources that they make available are naturally more targeted towards the disciplines that they teach in research so they're quite heavily weighted towards things like engineering, technology, mathematics and science but there are a number of courses that they teach around health and life sciences too. However some of the absolute best open courseware in the context of public health can be found with Johns Hopkins University in the United States. So all of their course material, courseware is Creative Commons licensed and they have an absolute wealth of resources spanning the entirety of the disciplines covered by the Bloomberg School of Public Health so this stuff like health policy, infectious diseases, child adolescent maternal health, nutrition, epidemiology, everything you could think of and probably everything that you might want as well. They've really thrown everything into making their material available so it's well worth checking out their open courseware site. In the UK we have Open Learn from the Open University. It was a sort of precursor to their future learn partnership but it's still a really valuable resource and it features a very broad range of articles, videos, interactive resources but then also some full and open courses that could potentially be linked to and re-used as part of your own delivery. There are also a number of other indexing services and collaborations from lots of different regions across the world so this isn't something that just happens in the United States or in the UK or Europe. We have real pockets of activity all over the world. So one example I've given here is the African Health OER Network, that's worth checking out but then you also have big databases at places like the University of Southern Queensland in Australia and Shanghai Jiao Tong University as you might imagine in Shanghai. There's plenty out there so worth checking them out, worth googling them. So we move on to Open Courses. So this is something obviously as Sally said that I've been spending a lot of time doing for the past couple of years. Our primary avenue at the moment for accessing Open Courses is through these sort of commercial, massive open online course providers. Now all of them were born of at least light association with higher education institutions but they're now largely for profit ventures and lots of people have lots of different opinions about this. I know that I certainly do. Future Learn, this is the provider with whom the London School of Hygiene and Tropical Medicine is aligned, is wholly opened by the Open University in the UK and is partnered with both university and non-university organizations across the world. They're slightly different to the other two in that sense. Coursera was founded by Stanford professors and edX is a joint venture from Harvard and MIT. Now while the business models for each of these respective platforms developing all the time, each of them does maintain a free to study model and is thus loosely open in that sense. Not truly any more sadly but certainly loosely. The breadth of courses available via these MOOC providers and from the world's very best educational institutions is really quite exceptional and it's well worth exploring each of them to see what is available. Johns Hopkins again, I will name check them again, they are based I think exclusively on Coursera. I might be wrong about that but they have tons and tons of courses on there and they're well worth going and having a look at. I met their team about 18 months ago at this point and they were really really passionate about what they were doing and have done an awful lot of work in this area so it's worth checking out their stuff. We're based on future learn and I will talk about that a little bit more in a moment. Other avenues, slightly different avenues, these sort of non-commercial platforms include the European multiple MOOC aggregator, nice catchy name there, this is why they used a useful acronym of Emma. It's a multi-lingual MOOC platform, supported by the European Union, I think it's something like a three-year funded project but that contains courses that are delivered by a number of different European universities and organizations. You've got institutions like the University of Leicester in the UK, Parma in Italy, Inesco are also quite involved with that platform too. Courses again are available across a range of different disciplines and this one's slightly interesting in that the project acts as not only a host for the courses but it's a development tool as well. So if you know that you don't have a sort of partnership organization that you're working with it might be worth checking that out to see if there's something that you can do with them. Another option here is Allison which is in effect another MOOC provider but one that focuses a little bit more on CPD. The way that the courses are developed and structured is quite simple but the reason for that is that they want to be able to reflect and properly cater for their learner base. The majority of whom are based in low and middle income countries which is substantially different to what might term the big three. I think something like 40% of their user bases in India which is quite an interesting prospect so that's something to check out too. They've got plenty of stuff on there and there are some global health resources too. So to sort of wrap up I'm going to talk a little bit about open education at LSHGM just to give you a little bit of a flavor of the kind of work that we've been doing. As I've mentioned already the school's been partnered with Future Learn since summer 2014 and we deliver free online courses in the field of global health. Our courses today have been attracted. I'm going to update your figure now Sally. More than 80,000 learners and healthcare professionals from I think more than 190 countries and territories which we're really really proud of but we also would kind of expect based on the kind of work that we do already. Course titles that we've delivered have been relatively specific so we've got Ebola in context, we've got global blindness and eliminating trochoma from the Centre for Eye Health. We also have improving the health of women, children and adolescents, preventing the Zika virus and health and humanitarian crises and then the one that we're currently working on will be a history of public health in sort of post-war period in Britain so that's another interesting one that's forthcoming. So these courses, it was very important to us that they are sort of completely free to study. They're open learning opportunities during the course duration but certificates for participation or attainment are made available as a paid product in line with other MOOC providers. The school is an active member of future learning development forums as well. This is a really key thing for us to be involved in and we're a really strong voice in support of learners from low and middle income countries. We do our best to provide as much information as we can to future learn around the differences and considerations that need to be made in terms of the needs of learners in these kinds of regions. So it's a really paramount important to us that the openness of these courses is maintained as far as possible because if they're not, it's quite difficult to maintain parity of access for everybody. There's a danger of them only being available to people who are in quite privileged positions or those with who have greater purchasing power and that would be a real shame to me. So this is something that the school does talk a lot about when they speak to future and hopefully we're doing a good job of that. And then finally, the other thing that we've been doing, we have something called the open study platform. This is something that acts in addition to our sort of cohort-based course experiences offered by what we do with future learn. So on this platform we also house all of the course materials, you could call them open courseware. From those courses on the future learn platform, we put those on to open study. We make them available with a Creative Commons license that allows individuals to download, repurpose and remix the content with attribution. But the platform does also give us the opportunity to make open access courses available, you know, non- affiliated with a MOOC provider. Some of these offer the opportunity to request paid certificates. All I really say is that this is quite an experimental platform for us at the moment and we're still working on it but we do hope to develop it more in future and, you know, the Centre for Eye Health will play quite a big part in that, I think. So that's about all I've got to say about open courses at the moment. I think we're waiting until the end for more questions, aren't we Sally? So probably hand over to Astrid now. Thank you so much, Joe. I'm going to nip in before Astrid. Go for it. And to say thank you so much. It was so interesting. There's several, there's so much out there to look and if you picked up on a number of key places for eye care and health education to go and look. I must go and have a look at the John Hopkins platform again. Yeah, to be frank, they've pumped so much money into it that you would expect the kinds of results but they've got some really fantastic stuff available. I would just say that again you can search Google for all of this material. That's kind of why the terminology is reasonably important but provided you've got your disciplinary key words and then you're looking for OER, you're looking for OCW, that kind of thing, you will find an awful lot out there now. So this is just a little bit of an introduction to the resources that are there on a number of different websites but just whack it into Google and you will find plenty more. That's a great point about Google. It's like you've been watching me in my own work because that's the first place I can look at. So I have a day. Thank you, Jo. Okay, so I hope you're thinking of questions. I've seen there's a couple of questions coming already so keep putting your questions in. I'm now just to remind you that if you click the orange arrow on the webinar menu tab to open up the question box to put your question in. So now I'm delighted to introduce our second presenter, Dr. Astrid Lek. Astrid's original undergraduate training was in medical microbiology before she moved on to specialize in medical mycology. I hope I'm pronouncing that right, Astrid. And Astrid the presenter. So Astrid is joining us today to talk about what we as eye health educators need to know about copyright to enable us to download and start to use these resources that Jo was talking about in our own teaching practice. Okay, thank you so much, Astrid. I think I need to let you speak if I can. Oh, I think you need to unmute yourself, Astrid. Hello, great. Hello, we have you. Hi, so I'm just going to talk a little bit about copyright and I shouldn't really have called it deemed as defying copyright because that's a very big claim, but I'll try and give you some insight into it. Just what copyright means for content development in the traditional sense and what it means in the context of open education. And just to talk a little bit about Creative Commons, which Jo has mentioned, just to give a really brief overview of what Creative Commons licensing is all about. So I'm sure that within academic, certainly in academic areas, we're familiar with the requirements that we normally have put on as when we use data, tables, photographs or excerpts from people's texts or articles and how we have to acknowledge that. So adding web links, giving references and saying when we access the source if it was online. And in some cases, we actually have to seek permission to use them at all. So copyright really gives you very all-round, robust protection so that other people can't use your work without your permission. And that's the norm. I think I'd be fair to say that's most people's general perspective that copyright means you have restrictions and limitations put on using and reusing other people's work. In terms of open courses, the idea is, as Jo's already said in detail, that is that we're trying to provide an interactive resource which is widely accessible, that being the key. And to make it accessible as widely as possible, we need to make the content accessible to people without the restrictions that are normally imposed so that we can, but it needs to obviously be high quality because then we're using this really to train people and for them to go on and have a sort of so they will become more knowledgeable themselves and then hopefully go on to train others. To achieve this, our content needs to be free of normal copyright restrictions because we want people to not just access it, the materials themselves, but we want them to go on and reuse them and use them to train other people. And in their local setting, the way that we present information may not be as relevant or applicable and we want them to go away and develop it and use it in a way that maximizes their potential to train others as well. So what we want to do is use copyright-free high-quality images when we're illustrating things, data that can be freely distributed and shared so that people can do exactly that. So in order to do that, we have used Creative Commons licensing. Creative Commons is a not-proper organization that equips and enables people and institutions to reuse a creative tune knowledge and provides the legal tools, again, freely available to us to best equip us to do so. So a Creative Commons license is one of several public copyright licenses that should enable free distribution of otherwise copyrighted work. And it's used when people want to be able to share and build on something that someone else has already created to optimize its use in their situational and their educational setting. There are differences between Creative Commons and copyright and it may be a little bit, some cases it feels a little bit subtle, but Creative Commons is a license that's by the way protected by copyright. It's not something totally separate from copyright. It's a way of putting different kinds of restrictions around material to ensure that it is fully used as opposed to using a restricted fashion. Creative Commons licensing structures are used to license copyrighted work, but people have to abide by the licensing terms. Although we have this idea of open access, open freely available resources, it's not taking away all permissions, it's saying how we want something to be reused, rather than saying you can't reuse it, which means it's easy to share work without giving up total control of it or spending hours granting permissions. And it might be worth saying that if somebody takes up your work, which you have put a Creative Commons license around onto and they violate that, you can still, you would then be able to pursue that institution in the way that you would if someone had violated normal copyright rules. So we're trying to protect the, we're trying to protect the premise about which our work is used rather than saying please don't use it without gaining permission. So there are various licensing types for mainly. One is attribution. So there's licensing around giving credit and indicating if changes are made. So we're allowing people to use work, but we may want to ask them to give credit back to or acknowledge the original creator of the materials. By placing a non-commercial license on it, we're saying that whoever then goes on to reuse and use our resources will not do so for a commercial purpose. You may also put on a license which says that people can copy, distribute, display only the original copies. So if you don't want your work to be modified in any way, if you don't want it to be changed, but you're happy for people to reuse the material in the way that you have initially presented it in a MOOC or in an open access course, then you would put that kind of licensing on it if you're concerned that if the data was manipulated or if it was presented in a different way, it might not be representative of the original work. Share alike, that just means if you do change and remix or transform or tweak materials that you have open access to online, you must distribute them under the same license as the original. So you could go away and redevelop or recreate a teaching tool, for example, but you need to make sure that it's under the same terms of agreement as the original authors put it under. So if they say it must only be non-commercial, you must also make yours non-commercial. And in addition, Creative Commons basically these licenses state that you cannot apply things that legally restrict others from doing anything other than the license permit. So it's really putting a framework around your work and saying, this is how I'd like it to be used. Please use it in this way or reuse it in this way. So we decided to use Creative Commons for our education resources. And the type of licensing that we use, for example, for our planning for iCare, OER was attribution, non-commercial and share alike. So we want people to be able to remix, tweak and build upon our work to reuse it as long as they credit us and they license their new creations under identical terms, which means that they can share it how they need to or how they want to in any format, be it if they wanted to say, well, we had made into a PowerPoint and just give it as a transcript, that's fine. Or if they wanted to incorporate some of our images in a video, then they would need to keep it within the terms that we've put on it. But they are free to adapt it in a way that they still suits their purpose. And this is just an example of how we would attribute our work. So this is a screenshot from one of our OERs showing how that actually works in practice. So to attribute some of these work you would need to through giving us a title and saying the author is where the source was and if it's an image we would link it to the original Flickr page and we would then most importantly denote it by the license. So here this license shows that this original image was provided by the International Agency Prevention of Blindness and these are the creative comments licenses as I've shown on the previous slide which we have attributed to those. So if you reuse this image or you take this image and put it into your teaching materials or whatever the resources are that you're creating these are the terms under which you can reuse this particular image. Okay. So this is just a diagram where actually we've started to put together some to just show how our OERs could these are examples of how our OERs could be used. So we are saying please take one of our free online courses download what you need and share it with people that you work with. You can download if you're a lecturer in education and you are regularly involved in teaching or training courses please download and adapt the materials for your own teaching and share them keep sharing them on or use them for advocacy. And if you're a manager you could adapt and share your materials to empower your I care teams for advocacy to adapt other courses. And so as it were we're just passing on. So although we may have 80,000 people who signed up for the courses we may have another 80,000 people who then benefit from those initial those initial participants in our OERs who are sharing these resources in settings that otherwise these resources wouldn't be available in due to costs or just being availability and restrictions like that. So thank you. If you have any questions I will be joining Joe and Sally at the end. Thank you so much Astrid. That was super interesting. A copyright is I find this copyright so complicated and you really helped explain how Creative Commons helps educators and who are working for institutions share their start to increase the sharing of knowledge in a legal way. So I think as individuals it's fine to go and Google you find a picture you like and you copy and download it for your news. But when we start to work in formal settings as professionals we need these legal this legal support that Creative Commons and other open copyright license offers don't we? So thank you. Let me grab back the if I can remember how to do it make presenter. Let's have a look at it. There we go. Let's go back to so we have we have a few minutes we have seven minutes for questions. So this is and I've had a couple in we've had one in from Dacia which I think is now we've got a couple in from Dacia. So Joe Joe I think this one is really for you. Do governments and leaders in education endorse and fund OER? Do you know of examples? So what we've been talking about is really how universities have created and funded OER, isn't it? So do you know of any wider examples? I think one that I often come back to they do tend to obviously they do tend to be produced in universities but there is a really good example that I've got that was from the OU and I think a collaborative funding arrangement with the UK and Indian government. It was for a project called TESS which I can't remember exactly what it stood for but it was around teacher education so I imagine that's what the T and the E stands for. But I think the Open University had created a series of learning resources for UK teachers and there was then some additional funding from from the UK and Indian governments where those resources were contextualized for use in classroom settings in India. So it's kind of, there's a bit of a parallel between what you guys have been doing with your iHealth resources around contextualizing them for local context, that kind of thing. Yeah, that's pretty much the only thing that I can think of at the moment. It does tend to come out of universities at the moment and the onus is placed on us to make our material available but I'm sure I could find something else. I heard of, I think the Bangladesh government did something about 10 years ago with secondary level education where they created a lot of standard textbooks. But I think there are kind of a few one-off examples around the world. Thank you for the shout out for our localizing of courses. I'm delighted, I'm sat here with Neoira from Kenya who's going to be talking in our next webinar about that experience though. To let the attendees know that, please, next month we'll be even more about how educators actually go about this process. It's super important, is it, for capacity building? It doesn't make a lot of sense for us to create learning resources for one setting. I think it's possibly a little bit arrogant to think that what we've created for one setting would be of any use whatsoever in another. So I think that's really, really important work. Yeah, thanks too, yes. And actually that leads beautifully onto the next question, which is, I'm gonna toss this one to Astrid. Adapting and sharing, is that a strength or a weakness in open education, do you think, Astrid? Or is it both? I think it's probably more of an advantage because like you've hinted and we've talked about, you do need contextualization. I suppose the disadvantage is that, somewhere along the line, things might get a little bit lost or a little bit misinterpreted. I think generally, if people are taking things and wanting to adapt and share them, I'd imagine that their motivation is to educate others and therefore to get the message across in the most appropriate and most accurate way. Hmm, hmm. Is that kind of what you feel too, Joe? Yeah, no, definitely. I think that Astrid put that quite succinctly, actually. Nothing much about it. So we actually, Joe, I want to take you back to your presentation briefly because we lost, a few of us lost sound, just as you've got to a really interesting bit about global sources of where we are. I think you were just starting to talk about the African Health OER Network. Yeah, so I think one of the things that I was saying is that these resources aren't just based out of massive United States institutions in the UK and Europe. There are lots of other indexing services and collaborations from all sorts of different regions across the world. So the African Health OER Network is one of them and obviously they have a really great array of resources that are specific to African country contexts, but they do have something outside of that as well. But then if you go a little bit further afield, you have places like the University of Southern Queensland, they have a big database and Shanghai Jiao Tong University also has an open courseware database too. But there are plenty more out there. It's not just those. Again, if you search for something like open courseware, you'll find resources for this across the world. It's not just something that's located in one or two specific regions. You raise a great point there with the China platform about language. So I think a lot of your content is still in English, isn't it? Yeah, lots of it is. It's why it's the things like the Emma Network where you do have proper sort of multilingual courses are really valuable. And again, I will flag that you guys, the Center for Eye Health, are producing your first MOOC course, Global Blindness. You're now translating that into French, which again I think is an excellent idea. It's again quite unfair to keep all of this, all of this wonderful material in English. And I would encourage anybody that's thinking about doing these kinds of things to take a little bit of time to think about what the most appropriate language to use would be, even if it's not your native one. Think about what you could be doing longer term because obviously using a language like French or Spanish or Arabic massively broadens the reach of that material and once it's done the first time, it's not that hard to get it translated to another language and that means that you can reach a whole new, possibly huge audience. We're very hopeful to get the Global Blindness. I could really use this in my own setting, in my own institution. What things should they really think about before they start to apply a Creative Commons license? What kind of, because it's not completely straightforward, is it? And possibly this is probably a bit of a tricky question. What kind of things should influence which version of the license? Hi, Sally, I lost you there, but I've heard the second half, so I think I know what you're asking. I would say the most important thing is to go to the Creative Commons website because we'll have a whole wealth of information on there. They have a sort of selection process. They can take you through how you should choose your license and what is appropriate by asking new questions about how you want to use it and by giving you more detail about each aspect of licensing. On an international level, there are, similarly, I would say you need to know where you are. You need to know the local restrictions on copyright and use in terms of the institutional workplace where you are. But also, there are, again, bodies like Rights Direct, which is an international copyright resource as well online, which gives a lot of information about sort of how copyright is used and applied internationally. And World Intellectual Property Organization also. They have a lot of information too, so I would say start with Creative Commons and think about what you want to do with your particular resources and what limitations you might want to do, but hand-in-hand with what you know where you're actually based, what the local restrictions and national restrictions and regulations are, and then maybe use that as your starting point. That's great advice. Thank you. Thank you both. I have lots more questions, but we are out of time, so thank you again. And I'm just going to quickly wrap up this webinar by firstly thanking our funders. So as I think Datch's question raised, OER is not completely... We needed money to get this program going that we're involved in. And to invite you, and we're very grateful for the support we've had from a number of very generous people. And I would also very much encourage you, if you are an educator and you think this in my context, maybe if we've got together and we're thinking about developing our training at the moment, this could be a good way forward. I strongly encourage you to join us next time. We're really excited to have Nia Wira and Professor Colin... Nia Wira is from Kenya and Professor Colin Cook from South Africa, who are going to talk about their experiences of taking the Global Blindness Open Course, which we developed here at LSHTM and adapting it and embedding it in their own local curriculum and finding accreditation for it. So I'm really looking forward to that one. It's on April 19th, same time, and that web link there is... You can register now so that you'll get reminders about where to turn up and the link. You can find out more about our ICH Open Education Program on our website at that address. So thank you again. I hope you enjoyed it and I hope we get to see you next time as well. All right, take care. Thank you. Bye. Thank you. Bye, thanks.