 Great. Hello everybody. Hello. Let's let's start with this really interesting webinar of today. We have a perfect great audience as well. So I just want to let give you a few, a few instructions for the session and go perfect. Please use the form of each presentation. So we can post their over congratulations to the presenters and spying thoughts anything you want to share with us there. I will be checking on and I can read it. If you would like for for the presenter as well. I am posting the link for the presentation on the chat here on the system. You can see it and you can click on it and directly going to the to the forum. Well, you can just scroll down right find it. Please, everybody, give us your mics in silence during the presentation. Maybe after each presentation we're going to have a direct interaction between each other and so we can open our mics. Let's see if there are not so much question to handle. So that matters and please. You can write your questions or comments also on this on the chat in the system. So I can read and figure out how we can manage the ending session of questions and answers. Okay. And we will going to have four presentations and that there will be also presented by their own authors, and we'll be in the same order that is showing the website right. If anyone have a question before before we start with the presentation you can do it right now please. Okay, so let's begin our first presentation is going to be by Pim Belinga. So nice to meet you Pim. He is co founder of Graspol. It's an open education resources website for mathematics and statistics. And he's going to talk about collaboration between the UDF and U20 how they embrace open educational resources. So please Pim, it's your turn. Thank you so much, Rosie. And thank you for this introduction and for the rest of the participants and attendees. For me, good afternoon. I'm speaking here from Amsterdam, but maybe a good morning or a good evening to you to all of the places in the world where you are I've already seen a lot of countries come by. So it's really exciting and and I'm thankful that all of you are here and that we can together talk about open education. As I mentioned my talk will be about mainstream adoption and in particular to universities that have together embraced open educational resources in their, in their education and this is T. And I will talk about their experiences. What I will first do is sort of go into briefly, how did we get here. And then what we've done there, what we've learned and what we're working on right now. And it is a story of, I think, a successful adoption of open educational resources. And there are way more stories about successful adoption and I'm positive about all of them and this is just one of the examples at two universities in Europe. But first, how did we get there. So this is me a few years ago. I started out as a statistics teacher at Erasmus University a different university in the Netherlands. And I, I taught a introductory statistics class and I really liked it, especially also the interactive parts. But I also found it quite difficult because it was really clear that some students really needed more practice than others. And like many other teachers, I found a solution in online practice so that people could practice at their own time and pace, and sort of went into blended learning where you have the offline lessons and the online practice combined. But then I did run into a challenge which I think a lot of teachers have run into, which is where do I get the learning resources from that. And of course this will not be new for most of you. The challenge that I had there was, I could either go to copyright publishers and get a full package nicely packaged but often at quite a cost for my students, or I would have to do it all myself. And basically I like neither options and especially the second part. It felt, it felt weird because there were so many wonderful things happening at other departments but often I, I could not find it or I could not access those resources. And what I really wanted is to actually make sure that we could build on top of each other's work. And of course this is the whole idea behind open educational resources, but I also wanted to do it in a way where I could actually do that quite easily and that the user experience was also pleasurable and easy to use. And then I thought, okay, if we know so well what we want to do, then maybe we should try it out ourselves. And so that really became my mission to make sure that we could actually collaborate in an open environment together. And since then have founded with my co-founder graspel, which is a a merger between the words grapple to struggle and grasp to understand. And what I will now do is go actually into, from the perspective of graspel, what we have done at the two universities to you delfts and to you delft is a very large technical university in the Netherlands, it has about 24,000 students, and they really are a believer in open education, they were one of the first to use open courseware after MIT, and and it's really in their vision. And a few years ago, they, they had a challenge, which was to organize a campus wide math for around 15,000 of their bachelor students, because they wanted to make sure that students could practice online and get immediate feedback. So this was a similar challenge that I faced myself as an instructor. And they did have a project, the project innovation in math, which is what prime stands for and they had a number of instructors now making sure that they could actually do this as a campus wide movement. And of course, they also face this same challenge, like, would they work with copyright publishers, would they do it all themselves open collaboration. And their motivation really was to make sure that they could push for open. They really wanted to make sure that they could customize the materials, and they definitely wanted to prevent a vendor lock in. And what they had managed to do was say, okay, we can work with a very large group of instructors on this so there were like 30 instructors and students assistants and project managers. So they were willing to do quite a number of things themselves, but they really wanted to make sure that it was easy to use and reliable. And so they finally decided that they would actually use a an internal team, you could always call almost call them a content team that will make sure that they would actually create all those materials. And then they would function as sort of a almost an in house publisher. And finally they settled on on a combination I would say of these two models where they would do quite a things themselves, but it would also be an open collaboration. And then just briefly show you how that looks now is students can practice online in their learning management system at the TU Delft, get instant and immediate feedback and really learn from from the from the mistakes and the the attempts that they make. And then there's a grasp before this I, I think this is just some, some absolute self promotion here but I think it is also useful for the context. So they use it, a grasp to collaborate all these learning materials, then the teachers can create a course students can practice actively there and then the teachers can see the insights on where students are struggling the most so they can focus their attention and what I'm, yeah, I'm very excited about is that the TU Delft has also made a lot of contributions already to the open community so all of the, for example, linear algebra exercises that they pulled together from all of these different instructors. And now they published them online and now they published it. Yeah, on their open creative comments license out there for everyone to use. And for that, we've also received a price from from OE global for that collection. So I'm really excited that it's actually being created and published open and everyone can access that with an internet connection without even the need to log in. So they're still more coming so they're, they're now working on a lot of calculus exercises that will be shared soon and also video lessons and interactive lessons so there's a lot that is happening at the TU Delft and in a few minutes I will go I think a little bit into what I think has made has made that adoption work there. And for now I first also want to show the experience of the other university. Also, a technical university in the Netherlands, University of Twente. It's a little smaller but still quite a big university and especially also a very good university, and the challenge that they were facing was to create a standardized quality over all their math courses also campus wide. For all the engineering students. But they were coming from a commercial publisher background, and they really ran into the challenge there that they could not customize the material that they use and they really wanted to do now so they really wanted control, but also innovate their teaching. And they said okay we really want this open collaboration model. Because we, we do not have the time and luxury to do it ourselves, but we do want to have this control. So for them, I think open education was not sort of the prime motivation. It was just a means to an end. They wanted to innovate to make sure that they could combine assessment with with practice and to sort of blend the distinction between that. And if open educational resources help in that that suffire sort of that worked for them. But it was not a goal for them and I think the reason that I'm stressing this is because I think open educational resources are really now making this step from, from only the people that really wanted to to the people who who also see the benefits of it and are using it, mainly for that because it just provides them value. But what we also notice is I mean these are two technical universities in the Netherlands. It can often be more more similar and yet every curriculum is always slightly different we found out. The DELF has their curriculum with their sort of building blocks of exercises. And then what we did at the University of 20s actually create a sort of a puzzle of what exactly would they need, which was similar but slightly different. At Graspel basically functioned as a sort of a matchmaker, making sure that we could see all of the open educational resources that were out there and especially also to the DELF, and make sure that they are presented to the to the University of Tventa in a right fashion so they could easily adopt it because they did not have time and there was very high pressure to make sure that it actually would start in the new year. And also what we did at Graspel was basically function as a sort of an open educational resource publisher and create some of the extra modules that would be needed to make sure that there was one package that had no gaps so that it could actually be adopted into the their entire math education. And actually at that time Graspel functioned as an external OER publisher. And what we see now happening at Tventa is that this is actually moving inside so now that now they actually have a team that does more of this work. And that actually enables them to not only reuse the materials but also to revise it to remix it. And then distribute it because they've now also added things and improved things that are now shared back to the TU DELF. So now we have actually collaboration across different organizations. And I'm really happy about that because that's really the thing where we, there were always beautiful things happening at these universities just like many other universities around the world. And actually combining all of their contributions and actually sharing that with with the rest of the world, so that every time we have this, this ever growing collection of open educational resources that can be accessed and reused and and revised by everyone. So these were the experiences at the TU DELF in Tventa. But what did we learn from that and what can maybe others learn who also want to make sure that open educational resources are used in mainstream education. And what we've found out that seems to work well is first of all to make sure that the resources that are created are as modular as possible because modularity make sure that things can be reorganized and reshuffled and can be fit into a context that is similar but slightly different. And I think there it also really helps to have at least temporary organizations that can do sort of this mixing and matching and make sure that the adoption for other organizations is as easy as possible. And that that's that there are also people who can make sure that the gaps are filled so that there is no distinction in that sense between commercial publishers and open educational resources because both of them can can fill the entire curriculum. And then open educational resources have added benefits such as preventing vendor lock in and make sure that things can actually be customized. And that I think really helps to make sure that mainstream big organizations can actually adopt open educational resources into their mainstream education. And the final thing is that these what we see emerging is these internal content teams because the instructors are often very busy, and then the internal teams can actually make sure that they keep track of materials, because if we're honest. There are challenges also with open educational resources because first of all, checking quality has now been spread out over multiple departments but often multiple organizations as well. So, keeping track of who actually checked what exercise and can ensure that quality becomes becomes more challenging. And especially if instructors have limited time. Then, sort of filtering through that material. Yeah becomes becomes more difficult so you have to find other ways of making sure that there is actually matching material that is of high quality. And the final part is I think, because the success of easily editing all these materials, because that is happening, all these instructors are changing and improving exercises, but that also leads to a large amount of new items that all have to be tracked and kept in an overview, and with multiple people working on the same resources that definitely becomes a challenge. And so what we've seen is that, or what we think would really help is in terms of building capacity for the successful implementation successful long term implementation of open educational resources is two things is one on the people side. These sort of in house content managers that maintain overview that process feedback that can coordinate between all the instructors is definitely something that we've seen that really enables adoption in universities. The second thing I think is on the infrastructure side, where we need systems to keep track of all these versions and of all these resources, and systems that can help facilitate collaboration between people in organizations but also between organizations. To get to the final point, and actually try to make that concrete we've, we've started a list, which is not complete, but of all the key requirements that we now see that any open educational resource software should enable. And this is that does not have to be restful there are other platforms out there as well. And I think this is useful for every for all these different applications, and to really make sure that they enable all these requirements at least and there's probably more and I think this is also something that at least we're very interested in to see if other people can address those challenges, but also if they if they see other requirements or other solutions that could could help address those challenges. And one of the things that we're now working on is actually keeping track of all these different versions so now that we have people editing all these different items. It's, it's, it becomes quickly very hard to track and that is something that we're now working on to make sure that actually all these different versions created by different people can actually be tracked easily, so that you actually have an overview of all the things that are created. And so that they can be shared easily with others. So, this has been hopefully an overview of the things that we've seen in the past years at two of the biggest technical universities in the Netherlands. So we get there and really this this mission on on making sure that we can collaborate and can build upon each other's work that we now actually see that happening at the TU Delft and at University of center, where they have thousands of students in their actually in their actual educational programs that are doing this right now that are collaborating that are sharing resources reusing it revising it redistributing it. And that we've seen that making sure that the resources are modular that if you mix and match it and fill the gaps and that you have teams internally that can actually helps instructors there. That really facilitates successful adoption, and that what we should do in terms of capacity is making sure that there are the right people in place and also means new functions that may not have existed in the past. And it also makes sure that we have the right software or systems in place. And we've shown at least some requirements that we think are key in in providing that systems. And I really hope that we can continue to talk about this and I'm very interested to see if there are questions or remarks on this, and otherwise also after the session I'm always very open to keep discussing this because I think this is something that is useful for the other open educational resources ecosystem. And at grasp over a very enthusiastic and ambitious about making sure that we can make education more open and more personal for everyone. Thank you very much. Thank you very much. We already have two questions from the audience. So I will read them for you. The first one comes from team. And he's asking you, can these exercises be exported outside of the grasp to other platforms. Yeah, great question. And I think the brief answer is yes, then the longer answer is, there's more to say about it. One, that is definitely something that we facilitate. Can it already be done easily. Well, we're now working on on making sure that it can be done like in the program more easily so that you can export it into an open format and this is something that we have been working on for quite some time and also in the last OE global conference we have actually facilitated a discussion on that also on creating an open format so that the exercises can be exported. And of course the goal is not exporting per se, I think the goal is to make sure that it can be interoperable into different platforms so that you can also import them. And our vision and philosophy there is making sure that we have a very well documented open format created in such a way that it can be easily imported into most other platforms as well. Because that is definitely some the thing that we're passionate about and that we're striving towards is to make sure that you wouldn't need grasp all. Well, in the future, if you think there are other platforms that will work better for you because that's of course is the whole idea and ambition behind open resources is that there is no vendor lock in that they can be used openly from all places, also in other open platforms. So that is, I think the longer answer. Thank you. There also has a question for you she asked you about the term, when you use the term teams. Do you mean students, student assistants or what do you mean by teams. Yeah, great question. Yeah, I think, again, this could be talked for longer I think the short answer is, in this case, the internal content teams that I mentioned include indeed student assistants. But they often also consists of a, I would say a sort of a project manager type, and also some instructors that are more involved in creating resources but also keeping track of it and reviewing and curating them. So it's, it's a, it's a broader combination, but also including students assistants with the goal to alleviate the instructors that are that are teaching and instructing because they're often swamped by by their educational work. So, brief. Yes, they, the teams include students. Great. Thank you. And Robert also asked you about github. He said that it was mentioned as a possible tool to keep track of the versions, and I think I saw in your website that you are using github as well. I'm not good, but what he's asking if you have considered these two to manage the thing with the version of the resources. Yeah, great question. So github is a version control system for code. And what we do think is is open resources needs similar systems. So we have indeed considered using github and maybe still get can be used as a as a sort of more bottom infrastructure. But because github is really created for maintaining code. We think that, and that's also something that we see is it also comes with extra challenges. And sometimes the things that you want to do with resources with learning resources is different from from doing that with code. One example is that the resources are much more modular. So while you can have a big code base where that you can can control. Now you have all different kinds of modules that are also used across organizations. So what we, we have considered using it. We think there are absolutely a lot of things that can be reused and should be reused from get and github. And open educational resources because of the context are slightly different from code. They also require a slightly different system. And yeah, I think for now I'll keep it at that but I'm this isn't a subject I'm very sort of a topic I'm very interesting and interested and enthusiastic about it so so definitely something that I think deserves a more attention, but maybe in a different setting. Great, great. So there are two comments from Gino and media. They congratulate you for the presentation. Thank you. Also Robert and give you things and he wants to take a coffee. I also are interested in how you handle this track of the versions issue. And I think it will be all from from the housing for for you. Great work. Thank you very much for this. And I only want to ask you if you could post in the form of your presentation, the links to those resources that you have mentioned it right now. For instance, this is open tool for keep the for tracking the version of the resources, etc maybe that can increase the participation in the form. Yes, absolutely. I will do that. And yeah, thank you all for your attention. And also I want to sort of again give sort of a shout out I think, especially also to all the instructors and the students assistants at to delft and university of sense because it's it's of course really their, their story and it's it's they who are doing the, the wonderful work and being open to sharing that with each other so thank you all and also thanks for them. Thank you. Thank you. In the chat that are some comments for you just for congratulating presentation. Yeah, thank you and I will definitely share all the resources in the in the section. Thank you very much. Okay. Well, our second presentation will be by Robert Schubert and Ben Jansen. Okay, Robert Schubert, he's professor of open educational research resources at funds university of applied science. He owns a master in mathematics and a master in science and computer science and a PhD at the end having university of technology. Ben Jansen, he's a consultant and researcher he owns a master of science as well, and they together going to present at work about the process model of using digital learning materials in teaching and learning activities. So, thank you, Robert, go ahead please. Thank you. Yes. Yes, thank you and welcome all participants to this presentation. Actually, this will be the content of my presentation. First I will sketch some context, the context in which this process model initiated was in the acceleration plan people who followed my talk this morning. They know now they hear now. Some of the same stories. The acceleration plan is in the four years innovation program which is currently in its third year in the Netherlands and Netherlands Dutch higher education. And in, well, in several topics, which in its jargon, it's called zones, zones. Institutions of higher education are working to boost innovation into on this topic and one of the topics is a zone about digital educational open resources and open between brackets because it is digital educational resources. This whole and open educational resources are part of it, but they are not only working on OER. When we started this, this work in this is collaboration of several institutions. We needed a conceptual model to think about the topic at hand and to, to, to think about what can we do in these four years to boost innovation. And therefore we devised this conceptual model where in part in the top of it. You see that we think about learning materials, starting from a vision on education and we use the constructive alignment theory as model to to devise good education and constructive alignment learning outcomes you need the assessment and the teaching and learning activities you design should be aligned with each other and learning materials play a role in both the teaching and learning activities and also in the assessment they can play a role. So learning materials can be on a continuum from open to, well, in this, when we devise this couple of years ago we say close I think the better term is commercial learning materials. But that there are also as we also talk this morning, also materials which we call semi open days are open learning materials but only open for a specific group of people. Work with these learning materials you need an infrastructure and this infrastructure is not only a technical infrastructure but also comprises an organizational infrastructure. So for instance, the support needed to to work with these learning materials and also an accommodating policy and teachers and students but they, they use some principles when they are trying to create their, what we have called the optimal mix of learning materials and this optimal mix of learning materials can comprise of all these different types of learning resources that can be analog. So it can be plain books, it can be digital, it can be open, it can be semi open, it can be commercial and and and for the teacher and for the student, they all have their specific optimal mix of learning materials to achieve their goals. We don't talk about analog learning materials because this this whole program is about boosting innovation in education with ICT. But we should keep in mind that this this books so analog books can also be part of this optimal mix. Well, and when we thought deeper about this conceptual model and thought about the teaching and learning activities, we, we, we, we found out when we were thinking about activities we wanted to to start in in our program that we need some level level more deep about this teaching and learning activity because this conceptual model is only about what, but it says nothing about how, and we needed more insights about how. So as our group of within this, within this invasion program, we thought about how can we get get more model for how can we define some model for the how of this teaching and learning activities in combination with the learning materials. And we needed this because we want ultimately in our program, you want to device better support for the use of OER or educational resources in general, and we also wanted to determine demands for professionalization. So therefore we needed this model and this and we see this model as a tool to realize this. And we, we did we decide, or we distinguish between two scenarios and for reasons which will become clear later on in this presentation, you call these scenarios the reading list and the instruction. The reading list, and we came up with this model. We did not do some extensive literature research about about model but we use our collective intelligence our experiences as a group to come up with this model. And you see in this model, the really which we called the reading list, which actually is the more or less classical situation which I think is still in use in many of the of the institutions nowadays in the upper in the upper part of the screen you see the part where the teacher instructor is what what he or she is doing with learning materials. They are creating their optimal mix it is this dotted line, and for this optimistic they are searching for limit is the search can be in the cloud the search can be in a local storage mostly become the departmental storage or maybe a storage which is available throughout the whole institution. In most cases will be some network drive, or maybe they have their own private storage their own hard disk or their own personal website where they have these where they have elements where they have their own materials, and they create, and maybe they can shoot and also create some materials are new materials. And this, it all they, they can, they get their optimum mix of learning resources, which they either publish and publish is at least a reading list that can be that can be the list of mandatory and optional literature should, should, should study should use when they are taking their course, but they can also decide for parts, not to publish it but only use it for instance they can they can create a video, which they will use in their, in their lecture hall, but will not but can for reasons not for reasons they they probably have that decide not to publish it for instance on on the public platform or on the platform from the from the university, they are working at. But the, the, the least thing they publish is reading list and this reading list is their means of communication with the students and the students actually do more or less the same things they are also creating their optimal mix of learning materials that can be all the mandatory stuff which is on the reading list, they but maybe they, they create their own materials, for instance the notes they make during the during the lectures. They search for additional materials when they are not when they want to practice things with more, they need more practice than is offered by the learning materials. And they also use these this optimum mix but they can also decide to publish, make it available for instance for their fellow students to to use. I haven't said anything about this quality control, because this quality control at the students side will be in their use and they they have created the auto mix of learning materials in using they get this feedback loop in which they, they maybe find out okay, I need some learning materials, which will affect their optimal mix, and they can also have some quality control some feedback for instance in the survey, which is in the, in the Netherlands, taken at the end of each course, where students can give their opinion about the quality of the learning materials and the quality of the learning materials, and the teacher can use this feedback to to improve its optimal mix of learning materials for the next run of the course, but this teacher can also use quality control with the same feedback loop. In the materials, and maybe get some feedback from the students or they they they find out well they they don't have some pre knowledge available and then they can search for additional materials and add that to this optimal mix. This will be the process model in the in the scenario which we have called reading list. Then we said well there is a second second party and we call it the instruction in which you see the more or less there are the same processes but there are some differences. These are the situation in which the student gets more agency, more active learning that it is not that the teacher decide everything and the student has to follow. For instance practices, which we call open pedagogy, and which fall on this umbrella of over pedagogy are examples of this scenario. What the teacher at least publishes is a kind of instruction that can be a challenge that can be kind of a problem which the student and mostly they will work in groups then will try to solve it and that is their learning process, which they will follow. For this process they will also search for additional resources, maybe the teacher gives some, some, some, some clues for research for, for, for, for resources, which the student can use but but in most cases the students will will search for their own resources. You can see here that that in ultimately it could be and that could be part of the learning process and the learning process which is designed that the teacher come together with the teacher come together with the students are creating resources with the student, which the teacher then maybe can use a next runs of the course or maybe can supply it to the next group of students who will do the same challenge. And you see also that because of this, there's much more interaction possible in this scenario between teacher and students that can also be maybe one on one directly in communication between the teacher and the students about the quality of the resources which are used or which are created. So we call this instruction and this is a completely way you see that maybe in ultimate cases, the difference between the teacher and the students that can be are much less than for instance in this in reading list scenario. Well, when we have created these two process models, we were able in our program to, to find out what activities we needed and where to work on. So first, the support part. Well, each of these activities that should be support available, but especially in the second scenario, the support should be available both for students and for teachers. So professionalization needed. This is a professionalization scenario based on publication from the IOF where you see that they, when it becomes to OER, they, they differentiate between these four competencies you should have awareness of OER should be able to distinguish, use and adapt or remix the OER. And these are the activities we have, we have distinguished in our process models, and where the process is are said, they need professionalization for, for this competency on this activity. This second scenario, this instruction, this instruction should, this professionalization should be available, not only for teachers, but also for students. So that is the demand you put on an educational institution that when you want to have this more active learning scenarios in your institution, you would also take care of sufficient support and sufficient professionalization activities. Not only for your teachers, but also for students. And that is also the conclusion we want to draw this process model is a tool to better determine the support and the professionalization needed. And for pedagogy with more student agency, this support and professionalization should also be available for students. That concludes our talk. Thank you for your presentation. Thank you very much, Robert and Ben. I don't see questions from the audience. We are now 48 participants, well done people. I have, I have more than a question is maybe a comment, I don't know. It's about this process of quality control of the resources to explain to describe it I think it's very interesting that the student can work with the, with the resources as well as a teacher. I think this can be a way to identify the preferences of this for the students in terms of resources, or even though they could be ways to figure out how to present bear the resources for the for the students. I don't know if you have grasped this type of things in your mother. Actually, as you saw in this in this model, we did not go very deep into how this quality control was done. We did some suggestions. The teacher can have immediate feedback this control it can be control about the quality control can also come from from student surveys or but also in direct contact between students and teachers. There could also be parts of this quality control could be done, especially when it is our open educational resources in inferences to the student ratings on the materials, where, when they are openly available. And that can be can their own shoes but could also be other persons from other institutions we using your materials and providing some quality control, maybe writing a review in it, maybe directly contact you with with their suggestions for improvements, etc. Actually, the letter is what we in the open movement also well advocate as as as a as an advantage in using or being involved with we are, but actually in the it is rather rare that you as when you publish we are that you actually get some comments from from users you don't know. Therefore, yeah, I support greatly the concept of professional communities communities of practice, my teachers together in their in their own profession, collaborate on creating and sharing and we using this reason because this community can also be the platform where you can get your feedback on the quality of your learning materials, and they can also be the group which in a sustainable way, eventually, can can keep this keep this we are movement alive for their resources. Great. And maybe you can post a picture of your model, the conceptual model that you show us. I've posted my slides on the on the pages is added to this webinar and I've also posted the presentation on the slide share and both links are available in the platform. Thank you very much Robert. Thank you. No further questions. So, let's go with the third presentation. This will be introduced. Ramesh Shandar Sharma. And also Eva Oceani so. Okay. And let me tell you about a little bit about Ramesh and what he's I can find the notes I'm sorry. Okay, well he's a PhD in educational technology. He's specialized in web 2.0 technologies. He's working as well in the open educational resources platforms and has a great experience and in publishing works about open educational resources, and also he has a professional experience in I don't know, which is very interesting for his profile. And Eva Oceani was she's she's from Sweden she's professor of innovation and open online learning. She's considered an influencer and researcher in the field of open flexible online and distance learning. And he's the lead of the ambassador for the open educational resources at the IT. Let's begin with their presentation. Please, Ramesh. Thank you. Thank you very much everyone for joining us in this session. And thank you for the introduction. I welcome my, I think I can see my three colleagues. Professor Abha is there, Professor Daniel is there and Marianne is also there. In fact, this is our study, which is a global study in which around more than 30 colleagues from different parts of the world, we collaborated to examine that how the open education and open science practices as a use case. They have worked during this pandemic. And just a brief means the colleagues, they represented on a global scale like we had from Netherlands from Turkey from United Kingdom from Spain. And Dr. Daniel is from Spain, Sweden, and Dr. Abha is representing me from India. Then we have from United States, South Africa, Australia, Nigeria, Mexico, your home country, Greece, South Korea, France, Canada. Another colleague from UNESCO France, Taiwan, like that. So this way, these are our colleagues who have shared their expertise, views and use cases from their own countries and can see the truly a global picture and I hope that these are well known experts in their own work. So, I think I don't need to introduce them one by one. Our study provides an overview of the status of open education and open science for our global society, and our focus was in the first year of COVID pandemic. It represented practices and use cases from around 13 countries and global regions on the challenges of formal education during this outbreak. And a special focus was laid on the potential solutions and examples of open education and open science in these regional use cases. So it helped us in the way that the analysis and comparison presented insights about the developed strategies and implemented practices in different regions worldwide. And their discussion offers opportunities and recommendations on how the open education and open science can innovate and improve formal education in schools, universities or lifelong learning during the ongoing COVID-19 pandemic, as well as afterwards. Now, responding to the impact of COVID-19 on formal education, our study profiles global perspectives of OES and open science there through highlighting the practices and use cases from these countries. And by drawing on the examples of extent practices, the insights into effective strategies, they have come up with certain recommendations for how we can use open education and open science for innovation and improving formal education. Our response to these challenges is of vital importance to sustaining its ideals and philosophy. So with the emergence of COVID-19 on this pandemic, one is tempted to either stay reserved for a variety of regions or be inspired to embrace the new normal. Now, as we all know that this COVID-19 pandemic, it had shaken all societies and the whole globe. And as a consequence, very recently, even a document of EECD reported that the educational systems in all the countries they were affected and we witnessed disruptions and partial lockdowns. In some regions, formal education was interrupted and new approaches and alternative delivery modes. They had to be intervened from day one and so on. So the governments, the public authorities, the educators, the pupils, their parents, they were not prepared to facing these unexpected challenges. So thrown into, say, like cold water, all parties tried to develop and implement solutions and workarounds. So as the whole world on a global scale, we were witnessing this pandemic that how our planet has become vulnerable to global health crisis and outbreaks. So such interconnected challenges remind us of the pivotal role of science and technology to respond to these challenges by finding solutions in the service of humanity. Acknowledging the opportunities enabled by rapid development of information and communication technologies in the interconnectedness of the world, scientific information and sharing of knowledge resources. They have poorly correlated as just Robert and before that team indicated in their presentation also. So we found that the global health crisis affecting the whole world means profoundly like this COVID-19 it has compelled or heightened the need for enhanced sharing of the information and knowledge. And in line with this need open science comes into prominence or stands out as a scholarly movement in the current digital era to respond to the global issues, the world encounters by showing the transformative role of science and technology. Our key interest is how the potential solutions and examples of open science and open education they have been introduced and used in different regions worldwide. Through the analysis and the comparison of these regional use cases, we wanted to explore the developed strategies and implemented practices and how much they were built on open education. So our study, it investigated that with a particular focus on the affordances of open education and learning their form. So our intentions were to identify whether the sudden surge in distance education modalities has also increased open approaches. And if these changes might become embedded as operational. Once the pandemic is over, and by come examining this case studies from different countries as a regional representation for the first year of pandemic, like in the beginning of 2020 until the 11th, March of this year, 2021, we deliberated upon the strategies and practices followed by the institutions. Our methodology was like a qualitative comparative case study approach, while acknowledging that open had different connotations and interpretations in different regions. In the case studies here describing the impact of this COVID outbreak on formal education and how distance education was adopted, we collected data from various countries, and in what ways the open education has been proposed and using distance and online methodology here, that was the primary research question from there. So we based our study and the collected practices and use cases, these were the four guiding questions for us. And there are two general questions and two specific questions on the adoption of open science and open education, like the general question face we asked different regions that how this formal education it has affected the outbreak, and what were the adopted strategies from there. And the specific question was how much open education and open science have been proposed and addressed, and what is the difference between when the original intentions were there, or the means what will be the contribution in the future of these guiding there. So this is how we noted that the impact on formal education, it was very high among these countries, the high level, the moderate level, and so on. So we have, you know, found that the overall key aspects which emerged from it, we divided them into these three broad groups, micro level MISO level and micro level, micro level means how the formal education. And they have been offered at a distance for the first time because everybody was just switched these two. In fact, it's much of the research has been done, and a new term like emergency remote education emergency remote teaching, etc. was given a term for that. So some similar approaches and then we found that there was missing infrastructure because all of a sudden, the people they need to search for that what can be the tool for the platform. So going in for Microsoft Teams or zoom or Google Meet, but there are many other open source tools like big blue button or jitsie, etc. At the micro level there were we noted that the kind of diverse teaching and learning methods and practices, they were adopted and the variation in the use of we are an open education, etc. In the micro level, we noted that there is an urgent need for the professional development in the countries for teachers to prepare them for this. So, this may request, Dr Daniel and ABBA also, if they would like to add to this presentation. Thank you so much. These are the references, and I have already put the link to this presentation, which is in the slide sharing the global platform. Okay, so thanks a lot. Thank you so much for my great presentation. Congratulations for the, for the effort that you and your team have have made. I think it's very important to have an overview of what is going on in terms of distance education, but also in terms of general education, right? Because the pandemic and how this affects the efforts of open education, open educational resources as well. I don't think there are any questions. Well, there is one question from a person whose name I don't identify is CDLA, and it says, what were the main geographies called differences that you found. And actually this can be answered, but one of the slides that you shared with us. Yes. Yes, let me share it again. In the meantime. Dr Abba, would you like to add something in the meantime? Yes, while you are looking for the slide, maybe I can add that maybe there were not so many, so large graphical differences. Is it visible? Yes, it is. Shall you maybe start to talk about this one. Okay, okay. So actually, if we see from the geographical region wise as we divided, say for example, if I talk about the macro level, which is about the missing infrastructure as a challenge to the formal education, we found that the formal education sector was generally not ready. Like in case of Turkey, France, Mexico, and the UK, they reported that providing free access to online resources using television and internet. In India, in our case, the satellite based Swamper bar, it is the name given, which is a bouquet of around 34 direct channels. So that was there. And we are usage was reported through projects like in through a project called as BELUGA Beluga or Beluja. How do we say it in Africa, then the chat platform in India and say countries like France, Nigeria, South Korea or Sweden that reported that the strategies for reaching out to the disadvantaged geographical or valuable means vulnerable populations there. Similarly in Netherlands, Sweden and Taiwan, we found that the development the work was proceeded towards the development of open policies and strategies. So, like that. And in case of means like there was in developing countries, they like in India. There were many cases, because I know that some of my friends colleagues, they reported to me, and I think it was, it may be a global about the loss of jobs, and because the schools were closed and some of the institutions they took the plea that no classes, no students, no admissions or no salaries and something like that. So, these were some of the, you know, geographical issues, which were noted by us. And adding to that is that we also found as many other studies have also found that depending the current infrastructure and the culture of teaching and learning and education, but also very high impact. So it's not just the graphical sides as per se but it's also the structure in the country and in the region, which they have huge importance. And of course, institutions who were well, not prepared, not well prepared because no one could prepare oneself for the situation but who already have, you know, infrastructure technology, open pedagogy in place could manage it easier. And also didn't have that for them it was really, really hard. Thank you, thank you. Thank you, Ramesh and Eva. Bacari Diayu also posted a question, but he thinks that he's already answered it. And if they can go to, oh sorry. I have posted the link okay let me paste the link for the presentation in the chat here. In the meantime, Rosa please go ahead thank you. Thank you Ramesh. Also I posted the link for the forum of this presentation on the chat. So maybe you can go there and and find some additional resources of this presentation and I want to share with you guys for that this type of work is not easy to do it because it depends not only of the geographical differences can be very tricky, right. For instance, in my own country, Mexico, we have differences geographically located right. We have several differences between the north and the south, the west and the western in our own country. So I think it's kind of tricky try to make difference in a larger context. I think this type of studies can can manage another type of difference found that maybe regional situation that can be handled, but also this type of issues that you have identified. I don't know if we have enough representation in some other countries, which also I have, for instance, I'm thinking in America right like South America, which Santo Domingo, and other countries that are more apart from us, but they also are having this struggle. Thank you, Sharma. He's sharing their presentation with all of us. So there is for everybody. Thank you very much to the whole team for this presentation. I don't think there are any other questions or comments. So let's move to the, this is our final presentation. It would be introduced by Tel Amin. I think so. And I'm not sure if there is any other person who's going to be the representative of the team. I'm going to tell there is Dominic or and I think are you going to be the presenter as well. Thank you Dominic. Well, we are going to talk about about an open policy for open educational resources. So I think we can start with your presentation. So let me try and share the screen here. You're waiting on a couple more colleagues to show up, but I'll begin. So I trust that you have my screen. And I'll open up the camera again. All right. So, thank you for the opportunity. It's great to be here. I'm joined today by my colleagues Dominic and then Moitza and Anna should join us shortly. And we're here to talk about I know we are a policy strategy that we've developed as part of the master's in leadership in open education as University of Logotica, and we'll begin by talking a bit about what the program itself is. Some of you might already know some of you might not and the open education strategies course which is what where we developed this this model that we're using to develop policy. We'll follow that with a discussion on the materials that we use and how we drafted this and we'll finalize with I think the most interesting part which is how this was applied into two case studies. So, to begin with, I'll spend a couple of minutes talking about the course and the master's program itself it's it's called a masters in leadership and open education. It's hosted in Slovenia at the University of Logotica, and it's a two year program. I think it's one of the few programs that really deals with the issues of open education that dedicated to the idea of leadership and open education and the course is the program itself is a two year program that focuses on every aspect of open education from development of technologies and advanced technologies design policy legal concerns. And the idea is to really promote the sort of professional that can get into the field of open education have a really systematic view of the field. And so it has a fairly large group of professors and lecturers from all over the world to get a very big, perspective on on the topic, and a very diverse set of students as well so it's a pretty exciting program and, and in this, in this master's we have one course is called the open education strategies, and it's been co taught by Dominic and I, and it is focused on the idea of identifying how to build programs around open education, particularly how do you design a policy from scratch and you think about this systemically you know from from a gap analysis moving forward. And so I'll pass the word on to to Dominic to talk a bit about the materials that we use how we sketch this this proposal together so that students could develop their strategies for open education. Dominic. Yeah, thanks very much tell if you could keep control of the slides and just go on to the next slide. Yeah, so as tell said, I also have the pleasure to be co leading this together with with tell, and we're using two basic background materials. And the reason is, what we're really trying to aim for in the end is to get to the phase where it's possible to look at all different site types of strategy and policy and open education and have some kind of framework from which to view them critically and to see Okay, what should they be containing. What maybe is the process to make a good policy or a good strategy, and just to make sure that it's an inclusive one in other words all the different perspectives have been taken. And the two major resources we use if using for that is on the one hand, the guidelines on the development of open educational resource policies, which Ben and myself developed and Jansen is also hearing the call. This is very nice resource I think in the end to involve many different people working on it together. We also had a lot of kind of peer reviewing that went into this, and it's now available in English, French and Spanish from the UNESCO website. And there's various elements in it, but one of those is really exactly as as you can see here from the chart just to kind of take the user, take the interested learner or take the policymaker or somebody evaluating a policy through a whole series of steps. And we've actually used this also within this in the semester with the students to kind of go through. Okay, what should we be looking at what should we be thinking of what are the typical elements we would be expecting in a policy. And we often see that this is really a challenge to apply this to something like open education because I think all of us in the community we feel quite happy talking about open education or open educational resources. But when you start to really applying them as a strategy or policy, you have to kind of unpack them and say okay what do I really mean what is really the focus of the policy is the policy for example, focused on open education or as open education a facilitator, or as we said many years ago in the OECD report a catalyst for other things we're actually trying to achieve. If it's for other things we should make sure the other things are very given high enough prominence in the policy. So we're using on the one hand this document which kind of walks through and actually it's designed in a way that after each chapter key questions are asked because the idea is by the end you should actually get to a policy which you can implement and then review afterwards during the monitoring improvement phase. And the other tool we're using which is a nice interactive tool is the policy game which was developed by our colleagues in Brazil. And here we have for the policy game when we were actually using it last in the last semester to go together with Maria and Anja we didn't have it yet as an online tool but we now do. So here's a quick screenshot from it but basically it's possible then to work remotely across boundaries using this particular tool and this tool is there to really just look at various elements and to check how open is something or how it closed is something. It's a great way to kind of use it to really review a policy or strategy once you've already got kind of the nuts and bolts or the puzzle pieces already kind of set so a way to review them. So but as tell said the more interesting point is okay so we set up this kind of framework but how can it be implied then and so that we would just like to use a few short presentations of policy and practice and I see now Maya is there so I would pass straight on to her. I think where it looks like you had a bit of a rush to get here but it looks also like I can pass over straight to you. Thank you so much Dominic Rush indeed yeah can you see and hear me well please just thumbs up yeah perfect so many things and I hope Anna is in charge of scrolling down the slides. Yeah I'm really happy to be here to be part of this short OER policy webinar much the same as I was happy to be a student in the course on open education strategies taught by both Professor Tel Amiel and Professor Dominic or who both gave this inspiring introduction. So my case study project is a real project indeed a project I'm working on at my day job where I lead the communication dissemination and exploitation package for a European horizon 2020 research project called newcomers. So newcomers, it's an acronym actually for new clean energy communities in Europe. And in this project we explore this new clean energy communities in Europe their ways of operating their business models that they apply that they develop that they improve and the potential that the energy communities have to support the energy transition in Europe. They promote the opportunities and the barriers that they encounter in realizing their potential. So my role in this project is to promote to promote the research findings and to disseminate the project research research findings, not only inside the, let's say narrow research community, but also externally. In addition to the interested stakeholders like the other energy communities themselves, you know, it's, we have 10 case studies inside the project but there are of course many other energy communities, all around Europe. Then it's the policymakers is the subject matter experts from different fields connected to energy climate environmental social economic issues. Then it's the media and citizens in general. And the question that I asked myself as a student of the masters program leadership in open education is how can open education support that kind of endeavor. And why should it support actually what's the aim and where and how can open education add value to this kind of basic research project to its findings. How can it create some larger or broader societal impacts, and how to approach this, all these different dimensions of opened in a project that's already running and has a preset of, let's say, predefined research in dissemination and how to plan the open education elements what activities or tools to choose and the course on open education strategies as part of the masters program leadership in open education as it was already mentioned came just right you know to to offer some answers to these questions. So, from the, in my assignment actually, which you can find in the open repositories in order, the link you will find at the end of this presentation. We closely follow the seven step process that Dominic already mentioned in the beginning from the from the guidelines on developing OER policies. So it all started of course as you can see at the right upper side of my slide it all started with the understanding the potential of OER, and then continued with the second step which is about determining the OER vision. I would like to stop here for a second, I will not go into any major details but just to tell you how I have framed this vision, the OER policy for the newcomers project, and for one of its key educational and dissemination outputs with which is the our energy online educational platform. So how I formed this vision before I continued with step three which is about framing the OER policy itself. I'm framing the newcomers projects OER vision. I focus on the following three points of action which you can see on this slide, and they are related actually very closely to the general educational goals as they are defined in the SDG for SDG sustainable development goal number four on quality education. First of all, it's about improving the relevance of learning content to individual energy communities needs, because the needs of the energy communities around Europe might differ significantly. One community might need some really basic information for example about the energy sources they have available in their country, and another community perhaps might need some really sophisticated additional information about the possible business models they can operate within. So they really need this learning content that they can reuse the remix redistribute for their own specific energy community related needs and expectations. Then the second, the second point of action in a way is about providing multilingual and localized content, which would enable high quality learning content to be available in local national languages because it is no of no use to an Italian energy community, for example, to have some learning content available in English, or it's of little use so to speak. So it needs to be the learning content needs to be available to be adapted, you know, to change the language to localize information regarding energy sources available, the types of energy use etc. And last but not least, the third circle is about the energy community skills development, we are all aware that we need to develop the skills of the energy communities in order in order for them to respond to the changing world and the future of learning, which has to do with digital learning online learning and open educational resources. So all these three educational challenges are really significant for the energy communities, and the research findings of the newcomers project actually confirmed this significance you know the energy communities actually express their need for this kind of educational resources where they could share their findings, their practice examples their skills and learn from other energy communities. And therefore a clear way needs to be defined to contribute to facing them on the European level by making better more efficient more open use of the research and science, exploring energy issues in general, and energy communities in particular. And as you can see on this slide. I thought when you know creating this final assignment for the course as part of the leadership in open education master's program. I thought that this kind of proposal to make the newcomers project an open educational project, and we are in itself so to speak, will likely be welcome not only by the energy experts and researchers and the energy communities, but also by the researchers on the European level as there are really clearly defined, let's say strategic aims of the open science policy defined by the European Commission. And this is just an excerpt from from the European Commission side where they say that open science is actually a policy priority for the European Commission, and the standard method of working under its research and innovation funding as it improves the quality efficiency and responsiveness of research. And on the next slide I go I zoom a bit on the on the, let's say specifics of the open science policy under the horizon Europe, the new funding program, where it is clearly explained that it's important, it's really important for the open science to go as widely as possible to incorporate citizen science which means translating the findings of science for the citizens and also for engaging the citizens to be part of the scientific endeavors in a way to co create science, and to be engaged and involved in this processes and to promote the responsible research and innovation of the European Union and the energy sector of course is, it's, it's one of the key sectors in this. The reason actually why the newcomers consortium, the partners of the newcomers horizon 2020 consortium decided to really add to the existing communication dissemination exploitation activities also a package of activities related to open education in supporting the open science. So as you can see on the next slide another guideline that came out of the seven step process of the guidelines that Dominic was mentioning earlier is the importance of framing the project. The vision is part of a, let's say larger or broader open education related vision or strategy, if one already exists. And in my case in our case in the newcomers case case it does because the European Commission has said this really ambitious strategic goals on making European open science. So, how can open education support this, what you can see on this slide is part of the part of the, let's say, a concept that we have acquired. And it's coming. It's from another course on the leadership and open education, it's not directly from the open education strategies but it's from a workshop for open education practitioners that was held by a professor Chris in the run see and and there I found this really interesting graphic you know which shows the intersection or the overlap of open science with open education. And in this way, we were enabled, you know, as a consortium and me actually leading this process to clarify how OVR policy could support the open science approach of the newcomers project. It's coming from, from the strategic view to really more concrete, let's say planning and implementational phase which is a step five in the, in the seven step approach, a process that Dominic was presenting. Let me just give you this snapshot of how we approach defining the key building blocks of the newcomers projects OVR policy, and how we drafted the implementation plan it's really just just a snapshot. Of course you can read the details in my final assignment which is openly published on the Zenodo open repository of course. But here is how it looks like in only one picture so the background of it is this overlap of open science and open education. And this is taken from a trend report on open and online learning that you can see the link on the right side of the slide. This background actually shows how connecting various forms of openness you have the open science, which consists of open access open data and open research, and how this overlaps with open education in general with which consists of all we are at the heart of it, but there is also a larger circle of open course open teaching etc. It really shows how we have applied this to the newcomers project and how connecting these various forms of openness can actually add value to a European research project actually. So, for example, the overlap between open science and open education, especially from the OVR open educational resources and open course perspective for example that's of major interest to the newcomers project. And you can see here I just use the logos to make it as clear as possible. What kind of concrete tools or software we will use to make this research project as open as possible for example we will make use of the open repositories in this model, we will post on the free in encyclopedia Wikipedia, and we will also create beside creating a handbook that will be a designed and printed version we will create one on the press books for example, as an open collaborative tool in order to engage all, you know, very diverse set of interested communities and other stakeholders, as well as we will create an open course on the canvas learning management system the free for teachers version. So, more than going into details of what we will do because we will do that in the next six months because there is the project and in May next year and we surely hope to exploit the project also after it ends. So, more than going into details, I'd really like to emphasize here how both the guidelines that Dominic mentioned and the policy game that presented can actually lead you from very strategic umbrella overall visionary frameworks towards making really decisions about how to implement the OVR policy what tools what open activities open educational activities to choose for your own project and this is this goes for my project and I'm sure it also goes for many other participants project and that's the beauty of it all as I see it. The course itself the open education strategies and the whole masters program leadership in open education taught at the University of Nova Gorica in Slovenia really leads you to acquire all these different skills in strategic slash policy, as well as implementational instructional design, as well as technological, you know, digital technologies aspects of open education, open education. So, I guess these are all the ingredients that the future leaders in open education actually need. So, happy to take any comments or questions in the discussion part but before that over to Anna for her case study. Okay, thank you. I hope I'm audible. As my predecessors just explained a lot about the mechanisms and you've heard the moitzer's part of the moitzer's case I will I will present my case now I will try to be really fast and I will stay up to the point just talking about so how the guidelines and the policy game, what were the outcomes for my case. So just briefly about me I'm Anna Fabiana work at the University of Stefan Institute. I'm a student of the leadership of open education of open education and also an affiliate of the open education for a better world program involved in creating the visual identity of the program taking care of the dissemination activities and also help with the organization of the programs events. So, a little bit about the context that the international online mentoring program was launched in 2017 by the University of Nova Gorica in collaboration with UNESCO chair on open technologies for OER and open learning at the Oshev Stefan Institute as a response to Commonwealth of Learning study which concluded that the development of OER is very uneven across regions and largely individual with little attention page to practical implementation. So the program objective is to connect developers of open educational materials with experts in the field of open education volunteering as mentors. The program is open to all from all regions and continents regardless of their professional background, education, citizenship or any other limiting factors. So the global success of the program has shown that there is enough motivation and need for progress in the field of open education from 18 to 21st of October. The program will host its fourth edition of the yearly Eduscope event where 72 developers and 60 mentors from all over the world will showcase their OER achievements and present the insights valuable for future activities of the program. So, to the point, identifying a need for policy, maybe to the next slide please. So the open education practices and OERs developed and tested in the program have proved to be useful for building capacities in open education. However, to develop a sustainable model for use, reuse and sharing of OER through collaboration and strategic partnership, the program needed to address its key challenges. The analysis was done following the seven phase policy process described in the guidelines and activity called the open education policy game. The game was used as a diagnosis tool especially to assess the extent of change to be made for achieving the best possible outcome which was determined in the gap analysis space. So, the results showed that the program with its growing number of participants and materials produced would benefit greatly from a clear set of guidelines for open licensing, development of OER, quality and curation of the materials, as well as establishing a collaborative open online environment that would facilitate the discovery, use and reuse of the OER material. So, to get a comprehensive overview, maybe to the next slide, of the program's objectives and ambitions, a master plan took place, a shape where an operational foundation was determined. Objectives were two-fold. On a primary level there were aimed at supporting developers and mentors of the program, addressing the issues of open licensing, capacity building, awareness raising, adopting mechanisms for quality assurance and sustainability via appropriate ICT solutions. Secondary level and vision planning for partner engagement strategy. Wider consultation and increasing stakeholder engagement was planned via the advisory board which actively participates in the consultation process with the program coordinators. Together they act as a governing body and their mission is to provide early insights into areas where the objectives are too ambitious or need more support and ensure that stakeholders are properly empowered and informed about the overall master plan. Their involvement also ensures that the plan is prepared and executed collectively. Coordinating body is charged with leading the teams in collaboration and those are the coordinators. And individuals charged with policy implementations are then the mentors. So, the next slide and my final one. The challenge was to bring together key stakeholders of the program for the implementation of the policy for which an appropriate communication strategy was developed. Already in place was the program's website and an annual event where the community gathers to share and discuss the progress of OER. The program progress calls to participation and other activities are communicated via the social media channels. In addition, in 2021 several webinars have been organized throughout the year with the vision to harness online mentoring, relationships and promoting active participation in the development of OER. Furthermore, the Open Education for Better World platform was developed by me team in close collaboration with the organizing team. The platform enables developers to show their OERs, actively participate in the events and connect with the community. In the future development, further material encompassing clear set of guidelines, helping potential developers expand and work on building participatory community via platforms communication services where stakeholders could also meet, discuss and seek solutions that would increase access equity quality, cost inclusion and innovation of the Open Education. So, I hope I managed to keep you interested and I thank you all for your attention. And I think now we open the floor for discussion. Thank you very much. The three of you. Thank you guys. This is a really interesting project we wish have different outputs, right. Great presentation. Thank you. I don't think there are questions in the chat. So, there are some links that were posted by several of you for the audience so if you can copy or maybe later I can post it in the forum of the presentation. And there are several comments for congratulate the presenters. Thank you. I do have something to tell about this topic. I wonder about open education. What does it really mean for each of us? Because I think there is a difference between open educational resources and open education as it is. So, in my country there are several differences in how we interpret this topic, right. And I would like to know how did you understand the topic? How did you implement open education in this project? Not only talking about open educational resources but education itself. Maybe I could make a start to respond to that. Thank you, Rosie. Of course that's a huge question. And I think this is the point that it's very easy. Often it's very easy for us to answer these questions when we're talking in a small context. So when we're talking to other people we work with or in a particular context we have very fixed ideas. It's very interesting when you then start to try and develop a strategy or a policy, especially with the goal of trying to mainstream or something. Then often we have to review these things. So we did set, I think we're always setting a couple of limitations when we say, okay, what do we mean by open education? And I think generally what we're doing is we are actually kind of stuck. One thing I often do is to start from saying open education is the process you want to unfold around open educational resources. In other words, it starts from open licensing. It starts from all these opportunities to actually collaboratively work on materials and to kind of collaboratively work on a learning space. Of course, the thing I always think is when we talk about open education or open pedagogy, this is not new to education. This is something we've been talking about for at least 150 years. But I think that's why I always think it's interesting to then connect it to how we're going to do it today. And how we're going to do it today is then the strategic question. And that's why I think it's very interesting to say, okay, let's really be very practical. Let's say, okay, let's take a project. Let's take an initiative to try and develop a strategy around it. And then we really have to kind of get a bit more fixed about some of the concepts we want. And also perhaps the compromises we're going to take. So one element of the procedure or these different steps which are meant to be hugely inclusive. And even when you get to the launch of the program or the launch of the strategy to always understand any strategy is a living strategy. So it itself, so the concept in it should always be reviewed and called into question. And I think that is part of the philosophy we always are very much supporting when we talk about open education as well. Thank you Dominic. And I think this question can be answered for any other of the participants of this webinar. Yes, I'm really happy to contribute here with us. As I mentioned already in my presentation, we really, you know, our starting point is this is a horizon 2020 European Commission funded research project. We really started from this premise of the strategic aims of the European Commission, which is about open science, you know, share the research findings as early and as widely as possible. Towards the project becoming a citizen science project from the in both directions so that it's the research findings are translated for the citizens and also that citizens can collaborate in making this science. So what we really thought about in the consortium is how to, you know, add this meaningful package of open educational activities that would support this strategic aim of the European Commission on the open science and citizen science. And it's really about, you know, Dominic mentioned this inclusiveness aspect. Our terminology use more the collaborative. I don't know if it's if it's a synonym or if there is at least an overlap, but it's really this collaborative aspect that not only the researchers that are involved in the newcomers project, but also the energy activities which may not it may not be subject matter experts at all it might be just interested citizens who have gathered to, I don't know, either generate electricity or store electricity or trade electricity for example, but they have this interest in making some vital impact or environmental climate related impacts for example, or just some so other other kind of social impact. They would like to contribute their knowledge their skills so let's use some open source tools, or learning management systems or insect free encyclopedia to allow them to enable them to collaborate in making this science so this was the newcomers. This is the newcomers perspective on how what open education, actually it is you know with the aim to support the open science slash citizen science perspective, and also like already mentioned with Dominic I can only, you know, make sure that this enabling the remixing reusing redistributing of learning content. For example by localizing the content or translating into the national languages of the project partners of energy communities. This is really important because if we get funded you know as consortium by the by the European Union to provide some content it's most probably in English sometimes it's translated into partners languages but let's make it open format so that every energy community in the EU at least but then also broader can make use of this content by translating it if we are not funded for translating it, then let's enable the the the interested stakeholders to have the ability to translate it in an easy, easily adapted way and also what I didn't mention my presentation we really use this attractive multimedia format, which we will now we already are partly using it as in open format but we will try to improve in the next six months to to to be really excellent in this aspect, so that really every energy community wherever in Italy, France, UK belt, I mean wherever in Europe can make use of the learning content that we provide. So that's that's what open education means for for the newcomers consortium. And for me as a student of the masters program leadership in open education. Thank you. Thank you very much. I think this is very insightful of how we can be positionated about our own impact on open education and I would like to hear about some other of this group. We are now 50 participants. In the session so maybe anyone else want to share about how open education take place in the region in the country in the city. Right, I think we can continue with this discussion and the forum of the of this presentation. So we have I don't know if Daniel wants to participate because I think he's trying to connect his audio to the session but I'm not sure. Daniel, can you write something in the chat. I mean Daniel Burgos. I don't know if he's trying to say something. Okay, maybe he's having issues with his connection. Well, I think if there are no further questions or comments. Could I mention something just wrong. Yeah, I would just just very briefly because I would just like to comment on the two cases we've we've heard because I find them very interesting. They're very interesting for that reason that we've mentioned that they're starting points were quite different and I think in both cases. You know one thing we always ask ourselves in the master program is, I think we lost connection with Dominic. So if I'll pick up a few feet comes back you can interrupt me, but I think that your question about how this fits with open education and the general idea of we are an open education and the differences between them. One of the things that we find when doing the this process of going through all these steps and identifying gaps and designing policies is how local these decisions have to be. Well, first, of course, systemic. I mean, we have to think about not only we are but the tools, the policies, people, professional development, all these other things that come in. But also just looking at these two examples and if you guys venture to take a look at these these policy briefs you'll see how all the solutions are radically different. The challenges are radically different. I think that's a very welcome perspective for for open education where we were talking yesterday about about this and the dynamic coalition presentation how we started out thinking that we could have in a way one size fits all national big policies and then when we look at it in practice it seems like most of the stuff that we do ends up being very local like examples we have just now in this webinar very specific targeted examples with different challenges. I think these tools and this process kind of helps see that I think it's a very powerful way to do it. Thank you. We have Dominic again so maybe you want to I see that you can see why tell and I do a good tandem because he basically said roughly what I was going to say, particularly emphasizing the systemic view. And I just wanted to say that we really noticed that this kind of taking this view, like taking a step back and say yes it's about open education, but it's also about having a good strategy or a good policy. And if you there are very many reports have been done over the years about is never going to reach its potential open education is not going to reach its potential. And it's often with a couple with the argument because it's often try people often try to implement it in their own kind of comfortable group and as soon as it goes out of that it gets difficult. And I think we have to deal with exactly this question what happens if we start taking it outside to to the mainstream to different contexts etc. And this is what you always have to do if you're developing a strategy or a policy. So it was very interesting if I just take the second case of open education for a better world. Basically, this has been a hugely successful program. It basically it started very small and then has suddenly showed exploded. And this is really great. So the next point is let's just try and make sure it's sustainable. And everyone who's involved in this network has a has an experience which is valuable to them. And that's those points we have to step step back and say, well, okay, this is working well. Let's be a bit more strategic and systemic about it now to really make sure that we've also got open education for a better world in 10 years time and not just in the next six months. So that's kind of what we hope to be offering also through the program. And I think it's very interesting then to have the very specific cases being brought by the students that we can look at together. Thanks. Thank you Dominique. And I think there are no more questions right now for real. So, well, this was an outstanding experience for me, I hope it is for for all. Thank you for your participation and please let's keep in touch. Through the forums and the media of the of the conference and and let us know which of you are interested in collaborate with any other member of this webinar. I think that that would be all for all. Thank you. Thank you. It will be it will be my pleasure to be here with you and learning a lot of you guys. So, I think we can finish the session now if there are no more questions and thank you all for being here. Sorry, I want to take a peek of all of us and maybe you can open your, your, your camera for the picture just a few moments. Please. Thank you for sharing the session. Thank you for being here. Okay, okay, okay.