 Hello, everyone. Good morning and welcome to our presentation. I would just have to do a brief moment of screen sharing here. And there you go. I hope you can see it. So thank you again for coming to our presentation this morning and welcome to day two of open at conference. I hope you are having a good conference experience so far. First we'll introduce ourselves. My name is Regina Gong and I am the moderator of this amazing panel of faculty teaching foreign languages at Michigan State University. I am the we are in student success librarian at Michigan State and I'll turn it over to my to the panelists now maybe we can start with I'm one. Hello everyone. This is I'm a Muhammad assistant professor at Michigan State University, and one of the new panelists today, talking about our experience in building we are I teach Arabic all levels, and along with other many integrated humanities courses. Also, some online I hide and hybrid teaching. Thank you. I'm Rajiv. Namaste everyone. Hello. My name is Rajiv Ranjan and I teach two languages at MSU Hindi and Urdu. Along with that I do teaching for SLA course second language acquisition graduate courses and also mentor full bright language teaching assistant. So thank you. Welcome to our panel. Shannon. Hello, I'm Shannon Quinn and I teach Russian at Michigan State University. And last but not least, Saddam. Hi everyone. My name is Aslam is originally from Jordan and I am an assistant professor fixed term at the linguistics department teaching Arabic. Thank you everyone. Just wanted to give you an overview of what we are going to talk about today. So, you know, we'll do some introductions and we've already done that. So we're going to give you an overview of the MSU we are award program, because of faculty that who is in the panel today we're all recipients of our award. And then we are going to showcase their work, because you know some of them are already published and some are to be published. So, they're just going to talk about their we are so that you know how to find it. And then we'll have some questions that I will post and will be answered by by our panelists. And then lastly will will have plenty of time for you to ask questions. So if you have questions feel free to put that put it in the chat, or when the time comes for the Q&A you can unmute yourself and ask the question live. So our OER program is going on third year now at Michigan State, and like many of the OER program in higher ed institutions, our primary goal is really to remove the barrier of educational costs for our students, and also encourage and support faculty in whatever way they want to engage with OER so whether that the adoption, adaptation or creation of OER. And, and, you know, more importantly provide the technical support infrastructure for our faculty in order for them to successfully implement their courses using OER. And empower our instructors in order to take OER beyond, right, beyond just replacing the traditional textbook into exciting pedagogical practices and models that leverages the affordances of OER and open education. So, our OER program started in fall 2019. That was when we did our first call for our faculty to submit applications for the OER award program. It's actually an incentive program for our instructors to encourage them and support them in the use of OER. And we have five categories of award and you can see here the award amount that we provide for our faculty. So from adoption of existing OER to adaptation, creation, most of them are in the creation category. Continuous improvement is when faculty creates OER and wants to improve upon the OER that they have created. We also have that category of award. And the scaling up of OER award is for those courses that want to scale across all sections of that particular course. So this is our publishing platform. We have Pressbooks.edu. We use Pressbooks as our authoring platform. And our faculty here are going to talk about amazing things that they have done with Pressbooks and those interactive exercises that they have put together in the OER they've created. These are our titles we have so far. We have 10 titles and more titles are going to come. There's a lot of work that is already in publications. We are just doing, you know, a lot of copy editing and making sure that all of the titles that we publish are accessible and conforms to the university's accessibility standards. Okay, so now I'm going to turn it over to our faculty authors to showcase their work. I think this is Saddam. So, Saddam. Thank you, Regina, for this wonderful overview. So, first we're going to talk about why we have decided to write our OER projects. Me and my colleague, Dr. Ayman Mohammad, teaching Arabic at MSU have been teaching here for more than seven years. Over this period of time, we were able to get in touch with our students closely in terms of what we call needs analysis, their wants, their lacks. And, you know, their needs as far as learning the language. So we were obviously using a very famous Arabic textbook, which is considered to be probably the best among the available ones, but this textbook has its own shortcomings that I can briefly summarize in the following. The textbook has scattered vocabulary that most of the time students are not able to formulate a homogeneous story if we want to, you know, utilize the vocabulary. It has fuzzy cultural topics, relevant reading topics, and most of the time, and stimulating videos. So, from these gaps, okay, plus what we have been experiencing over the past seven years in terms of what the students wants, needs, and what they lack, we decided to obviously create, you know, a platform where students can make up for these shortcomings. We experienced the hybrid component four years ago before we, you know, being introduced to this wonderful opportunity, the OER project. So our project over the past two years, obviously the pandemic has put some motivations on us to create something that the students can, you know, utilize and provide sort of self of autonomy. In our project, in some we try to make up for these shortcomings by providing students with activities that would enable them to talk about, for example, self-family. I'm talking about First Semester Arabic, their surrounding things, and also provide homogeneous vocabulary that would, you know, enable them to create a story about a specific relevant topic based on themes. Thank you. Thank you so much, Sadam, for that overview. Just, you know, please give us an overview of the book that you have available now in our catalogue and we'll have plenty of time to answer those questions about your motivations. Okay, Aiman. Yes, about elementary Arabic. It was awarded under this OER program and we started working at Target is learnings of Arabic who had just completed building their literary skills. So we built this upon the first OER that Sadam talked about. This starts after students have completed their literacy. And it has communicative exercise, particularly with H5P with do-self-check modules. And we actually used it in hybrid and online offering in the last semester and we are still using it for now. Thank you, Aiman and Sadam. So the first one that I showed you is the beginning Arabic. So that one is meant to be for the first semester of Arabic language learning and this one is for the second semester. Yeah, so the next one is Shannon. Hi. So I've worked on a couple of different projects that I've opened materials, but today I'm going to mostly focus on this one, which I call the Russian Bridge Course. This is the fourth semester Russian. And it's trying to take the beginning textbooks when students were in the first three semesters working with the beginning textbook, and then prepare them to transition from that to using more authentic materials. And it gives them more autonomy. It gives them the opportunity to continue to learn from authentic materials. And by that, of course, we mean materials not meant just for students but for native speakers. So that they can continue to learn from things that they encounter as they encounter texts and movies, whatever kind of text you want to call it, that were made for native speakers. It also gives them the preparation to join the upper level courses. So the course has three parts, it has language building lessons that has strategies and tools for reading and listening. Part two, a set of lessons based on Russian cartoons and then part three a set of lessons based on a Russian sitcom. That is so interesting Shannon. Yeah, and Rajiv. Rajiv has to. So the overview of the book is couple of keywords. I wanted to have the book which is tech enhanced interactive theme based and informed by current pedagogy. The, the, the, this is these are the four keywords that I want to mention to kind of give the overview, which we lacking from the previous paper based textbook, which was expensive and our digital natives didn't find it cool. So to make the Hindi and Urdu language learning cool, which is also pedagogically updated and can be used in a hybrid face to face or complete online synchronous synchronous courses. And I also wanted to inform that the self-paced so it's not just for teachers. So on anybody who has the access to this book with internet can use it and self-paced learn them learn from the book or interact with the book because we always talk about interaction between people or teacher and students and students and I wanted to have a book where learners can interact with the textbook itself. So that was my kind of overview out given I'll answer more questions later. And the next one is Urdu, which is under the process the same idea but what I'm adding more to this is the learning that I had from writing my basic Hindi one. And the couple of learnings and challenges that occur because was pandemic. I didn't have many speakers around me so that I can record male or female voices. So those are the upgrade in basic Hindi one and the basic Urdu one will have multiple voices and what I learned from the experience of writing the first one. It's like an updated version and then I'm also updating basic one after basic Urdu one then I'll go back to Hindi one and update both of them. Thank you. And really that is that is the beauty of all we are right because we can always go back and improve upon it based on you know the way you teach or the feedback that you get from your students so I'm glad you've mentioned that regime. And so now we go to the part where we have some questions prepared for our panelists in order for us to really get deep dive deeper into their motivations and how they have filled the niche in the little language in terms of we are materials. Yeah, so what made you decide to write and know we are. Okay, so I partially have answered this question in my first introduction, but I would like to add the following. When I meet back historically since I came to the United States in 2006 as a full right scholar teaching Arabic. I've noticed that the students have great this this satisfaction with the current paper textbook, although it's one of the famous probably the best among the available ones. And that's in terms of providing them with the linguistic proficiency available at that level talking about first year. So you see one of the first vocabulary items that students learn in first semester Arabic is the United Nations, the students always wondering why we have to learn this. At the same time to give you some specific example, why students, students complain why we are learning colors like in a second year. I personally want to something, as I said in my introduction to talk about, you know, themselves about family, talk about their surrounding, and at the same time achieve the appropriate linguistic proficiency at that level. So we decided to fill this gap by creating. And we are a project that is accessible to our students, and at the same time, you know, help relieve the students with the financial burdens, and by also but also achieving, you know, or filling this gap, and also enabling the students to reach the appropriate linguistic proficiency. Yeah, thank you Saddam. Yes, I would just add that over the years I have accumulated like handouts and worksheet that has become that I have called handout books. So one of the reasons I put that is okay. I wanted to share these with other teachers as well. Let's take this and work from this use these worksheets, and they develop gradually. I put these into the hybrid curriculum, and then later on move to this we are to be accessible by by everyone. Yeah. Thank you again. For me, I had originally started because I was already working on hybrid course materials that was part of my job description. And then a Russian OER came out for the first year and so I started using that but there were some things I wanted to do to improve on it and that's one of the, like we said one of the beauties, you don't have to reinvent the wheel every time. It's really good and then add to it. For the particular OER that we're highlighting today. The reason that I wanted to create something like that was because I always saw a gap between and I hear this gap gap the word gap as kind of a keyword here. Between the beginning textbook and then students being able to use authentic materials that's always a big jump for them to take and so I don't know that I've seen anything that's specifically trying to address that and so that's what I was trying to address in the particular OER that we're talking about today the hybrid course. Thank you. And Rajiv. Yeah, so all the above, but plus more. My motivation came from as a trained SLA person and when I start teaching Hindi in 2010 in this country. I accumulated material from different sources but one single book is not enough. Maybe my book is also not enough. But what the motivational part was to have something which is not just giving the linguistic competence but linguistic communicative and cultural competence. So I wanted all the three linguistic and communicative and cultural competence in an easy access way to to have student kind of differential student or differential learning. So somebody might learn implicitly or somebody might learn explicitly. So those sorts of the the pedagogical or training that I receive as a grad student as a PhD student in second language acquisition. I wanted to bring it at the service of my students and Hindi, Hindi or the language learners. So those were the motivations and the the making it cooler that was really like my student would come in a class and say in Spanish we have this or we can play games here and and those are not available for for whatever the reason I don't want to go in that but I wanted to give my learners or students kind of gamification of the learning experience that are available for the commonly taught languages which are not kind of in available for for less commonly taught languages so that's the motivation. Thank you everyone. Thank you. And, and can you talk about how you decided on the structure and pedagogy. So I know there's really a lot of interactivity in the OER that you have created and you mentioned the gap that you are trying to address. That's why you created this OER so can you just briefly talk about the structure and pedagogy of your OER and how you decided on it. Thank you. The key word here is filling the gap since students a gap that we try to fill is bringing them to the appropriate linguistic proficiency level. We aimed at creating text that use the word readiness standards for learning languages developed by the American Council on the teaching of foreign languages actual as a framework. These standards as you all know our communication culture connections comparisons and communities or that are commonly known as the five C's. So we use these standards as road map as a roadmap for our Arabic we are textbook. The motivation to use these standards stems from its focus not only on language and culture learning, but also on making connections to other disciplines and maintaining interaction with local communities. Amen. Yeah, I would look for the same thing like I would add that to decide on the structure one of the key ideas that I had is to have a theme based organization for students to work from point A to point Z. So they know where to go how to progress from the lesson and what are the objectives and then move to achieve these objectives and this again echoes in the idea of filling the gap and to put a structural theme based modules that they can work on self study and through the online and hybrid component of our class. This particular bridge course, because one of the things that we know is that a lot of language acquisition comes out of input right students interpreting what they hear and also what they read. This is one of the major ways that students can make progress in their language. I felt that they needed some scaffolding some help to be able to interpret these authentic texts. And so the first part of my course materials have to do with giving them some strategies and tools to to interpret those texts. And then what we do is slowly over the semester we use it with more and more difficult text so that's why it makes sense to a certain degree that we first start with cartoons that are somewhat simplified because they're for children. And then the next step is the sitcom where of course sitcoms tend to be very predictable and that helps students with their understanding of it and so it's kind of a step by step process to take them from strategies. To simpler texts to slightly more complicated texts. So, so for me to structure that I started with the reviewing lots of books and seeing that the structure, and not just the Hindi books but the many other foreign languages textbook or commonly taught language textbooks and seeing the structure and and I started doing that and And Regina helped us to guideline everything like you know write down the the whole chapter and what you're going to do about this that's really helped to structure the textbook just sit together and brainstorm like we what are the activities we can do for like pre reading or during reading or listening or post reading and listening. I also wanted to structure it that so somebody teacher or a learner can induce the knowledge or deduce the knowledge from that sort of learning. But couple of things that I'm really proud of in my book is having a set goals and a review of the previous chapter and and a study abroad section because I also noticed that many of my students they want to go to study. But they do not have enough infrastructure available to go to study abroad or they go there with clean slate and they do not have much of a linguistics and cultural kind of capital to kind of use when they're first there. So I added a sex sex and study abroad in each chapter so so that those are the highlight and that's how I structure it. I really love how you you know foreground the first you know your student experience you know what your student will experience will get out of the OER and you know it really warms my heart that you know our faculty really are the pedagogical practices really are student centered. And so we we aim really to produce those kind of OER that are not only rich in content but also rich in interactivity for students to do the learning self base at whatever case they are in in language acquisition. So oh my gosh we have a lot of questions but maybe we can like try to go through all of this maybe we have about five more. What was your experience when you taught this OER for the first time so some of you are doing it now you know like for the second semester but but what can you say about your students feedback. Okay, so as I mentioned before we were piloting some of the materials that we use in our current OER products with our students through you know variety of forms but one of them is the hybrid component that me and Dr. Aiman Mohamed have launched four years ago. So from that experience we've noticed like how students interacted with these materials plus we me and Aiman wrote a paper on measuring the students attitudes of the hybrid component and we received like overwhelmingly positive feedback. Now we created our OER project we are more confident about you know the positivity that our project brings to our students. But over you know the past several weeks we can tell that the students are really engaged with with the activities that we use in our project and they seem to be happy. But I would like to highlight I would like to highlight briefly that from a scientific point of view, in order to measure the students or gauge the students a proficiency and how much this our project impacted students proficiency. Maybe we need to do what's called OPI test with our students to see whether they have scored the desired levels that we wish from them by the end of the semester through our project. Thank you and you know Aiman you can add this if you feel you need to add or anything. No I just say like using this we felt it's enriching for class communication it's provides the big picture and then we come to class to activate what we learn what I noticed just anecdotally that I see students just like I'm teaching them. Second year now, and I see that they go back and review things from the previous years we are that they did. So they check they know where to go and to find this information I saw this in class happening although I'm not yet doing the second year overall. So it's a resource it's still a resource for them. Yeah. And I'll just briefly say that I think it makes it a lot easier to do a flipped classroom approach where students get familiarized with particular topics of vocabulary before class instead of spending. And so then you can strategically use your class time for other things. I will add the that now less of printing. So we are cutting the cost of the papers and bringing in a classroom and handouts and stuff but that's from and from students side I also experienced that students are not googling things that they have an online book that they don't have to go to Google and wonder around. They can they exactly know where things are. They can write a bus and review the vocabulary on their phone, which is also so these are the experiences that student come in and talk to me about it. And that makes me really happy that they're not just engaging in in class but the outside the class this book has kind of help them to engage they always wanted to engage but you have tons of materials available on tiktok and and you to and but this is not in an organized way. So what this book did is serve the purpose served the need of a digital natives in in the target language that we want to do and they come up with the questions and oh I was trying this and this happened. So this was this is all wonderful experience and our our hard work and support that we have is paying off. Yeah, so, so how do you think so now we come to the to the subject of impact, especially on the accessibility and multi multiculturalism. Can you speak about how this we are addresses this very important topics. And any one of you can can answer it. Obviously, one of the main goals of the we are but not the only goal is to, you know, provide more accessibility to the textbooks, and in this case, and this particular point we're talking about obviously the financial burdens that resulted from buying very expensive textbooks that I personally experienced when learning French and Spanish, but our project from, you know, provides the students with free access to these textbooks. But it's not only about that. So this is obviously various collaborative modes of learning that acknowledge a student's personal experiences in terms of the language that we even use inside the activities, we try to avoid, you know, using for example, you know, like pronouns related to only males, we try to obviously diverse to make sure that we are inclusive in our, you know, activities. We try to avoid some controversial issues, you know, especially specifically that controversial cultural issues to make sure that, you know, we have really a smooth moving interaction. I might be something you want to add or Rajiv. Yeah, Rajiv. So, so everything that Saddam says is, we all are trying to do this thing. And the one thing I want to add is, because my book was the basic book. So that if you think about teaching culture, you know, we think about the product process and perspective, because this was the basic language book I did not put lots of effort on perspective but the product and process is there. India about Pakistan. So I did not make like a Hindi for Indian and Pakistan would do for Pakistan. I kind of try to include the whole South Asia culture, which, which kind of targets my inclusiveness and multiculturalism. But amazing thing has happened when I started like when, you know, when you offer a course and you write a textbook and students go online and say like, Oh, what does the cost textbook cost. And they may or may not take the courses but first time I have so diverse student group, African American student and there are so many other students that they told me that this is cool because we don't have to buy textbook for this course. So learning such a less commonly taught languages which they would not even, you know, heard of so this is all kind of making my class more look diverse and the book is is making the including them to learn and trying to create a multicultural perspective in the classroom. So for my course, the Russian sitcom includes characters who are from ethnic minorities in Russia and I think this is an aspect of Russian culture that not all students are aware of. And so that's a really great opportunity to bring up some of these cultural issues. And it also is a way when Saddam mentioned the five C's one of those is comparisons right and so one of the things that students can do is then take some of those issues. And in the Russian sitcom and say, how is this similar to or different from your experience in your own country and make those connections. So I think that's a really valuable opportunity to bring in some of that diversity into the materials. And, you know, I'm sure you've learned a lot right with this process with working, you know, with me working together as a group collaboratively. You know, like, just reflect reflect on what you've learned from this experience and how can you know you will, you'll be a better teacher as a result of your engagement with open. Yes, this is very important for me, in terms of sort of eye opening on matters like the design curriculum design activities design, specifically activities that will enable the students to provide them immediate feedback. So I know, you know, some about H5Ps, but you know, being part of this project has expanded my horizon and my experience about the multiple ways where H5Ps can be used in our projects. So the curriculum design, the H5Ps obviously have tremendous impact on me personally. Same here, like I would say like learned about practical tools to put things in order and deal with the software or the press books we have it has good capabilities. I'm sure it can also be improved over the time. And once we have like what we need as faculty members, sometimes we are not all the same in terms of technology, like working. So this was one of the friendly website and we're hoping to have more of these that have more tools to help us do more for our students. I think one of the things that I've learned in working with the group or open community is that at first I was doing this, mostly so to save students money. And that's what I thought was the main goal. And of course that's an important thing but I think I just realized that there are a lot more ways that it can be open and accessible, and not only through how much the textbooks costs. I also just wanted to say that I really appreciate that Regina has built into the program, the continuous improvement category, which is the one that I got my award under because so many programs, give money or you know give time up front and then forget that there's a lot of maintenance involved and there's a lot of if you want to improve it it's an investment. And with OERs it's so valuable that it's not like a textbook where you make a print and then you have to wait 10 or 20 years for the next edition, you can keep improving it as you go and so I appreciate so much that you have remembered that part of continuing to improve the OERs. Thank you Shannon and Rajiv. So I would say my learning was great. I learned that it's not easy work. It requires lots of hard works and lots of amazing people as a team. You can start the project but then there's so many diligent decision that you have to make any work can be improved and our work I'm going to say like my work is not the best work but it has an opportunity to keep improving as Shannon was saying that we don't have to wait 10, 15 years. What I also learned is it's really important to tap in your implicit biases about your own teaching philosophies because if we are writing a textbook as a author, whether it is OER or non-OER, it has to be more inclusive in terms of teaching philosophy because not everybody is going to agree with you but if the book can be used by everybody. I'm very proud to say that many community language teachers in New York area because they have more community language teachers and West Coast in California are using the Hindi textbook. So this textbook is not serving the purpose of only MSU student but it has an opportunity and it's reaching out to the other part of the country and even in Canada. So that's something that we learned and I'm not done learning, I'm still open for learning and we have a great team under the leadership of Regina. I'll stop. Thank you everyone. Yes, Saddam. I have to add that the idea of creating a textbook has been lingering in my mind since I came to MSU in 2013 and it's something that I have shared with the different chairs we had at our department. But it was really without exaggeration impossible to do something like that because of the course, like writing a paper textbook. Regina came with this idea. I really want to take this opportunity to thank you for the support that you showed to all of us and literally without you within who will not be able to, you know, create our projects. So thanks to you. Oh, you are welcome. You are welcome. Thank you. Well, I see that there's a lot. Yeah, so maybe your last last. Not last but you know just just a bit of advice to to, you know, language teachers out there in this room or, you know, because this is recorded. They might watch this later. What is it that you would like to tell a language instructors about using or creating a we are. So I will tell them don't try and don't be afraid. If there is a will, there is a way. That's one thing. It's another thing that Rajiv has, you know, indirectly hinted that each language teacher has his own vision. So sometimes we are confined with the visions of the current authors for the current paper text books. And now I think we are. We are presents you the opportunity to, you know, present your own vision, and it could be marvelous. It could be better than other visions. So that's my sort of advice to the language instructors about using the we are. I love that. Don't be afraid. Okay. It has to be like a slogan right. Don't be afraid. I would add just just do it. To add other things going to happen that may hinder your progress. Especially if there is like bureaucracy sometimes and program coordination. So things happen, but you need to prove your point and move on. I just think this is a great way to have us collaborate because so many of the more commonly taught languages find it a little easier to collaborate because maybe they have a cohort already at their university. So many of us who teach less commonly taught languages, maybe there's only one person or maybe only a handful of people at each university and so this is a way that we can cross between institutions and pool our resources so that more students are able to access the less commonly taught languages. My suggestion for using a year is like when you when we instructor when are especially less commonly taught language you heard all of us that we gather material from different books and make our own print their own and bring that to the table. So why not use the OER material if it fits your teaching style and teaching you know strategies and and it's for free for creating an OER it doesn't have to be the textbook right it can be anything it can be a student kind of collection of their work and you can improvise that edit that and it would be a collection of their work that will motivate the future student and and it you build on that because you have logged in and password and it can create their own material by the student for the students it's like very democratic process in in terms of creating the OER material for the for the learners. I'll stop that's my slogan, OER is a democratic process. Gosh, thank you thank you everyone this is such a rich conversation and I am seeing a number of questions in the chat so I'll read some and you know we answer it whoever want to answer it. I'm from Zacharaya. I hope I'm pronouncing your name correctly. Ask, do you inform students about how their input historically has has informed the creation of this materials. So I guess do you tell your students that you know when you are creating this materials are you incorporating their ideas for improvement. I can I can answer that very quickly because I think this is my lived experience basically we are less commonly taught language so we do not have 30 students in a classroom. So what I used to do is like every four weeks I'll meet each and every student and ask them what how are you doing you know and stuff checking in with student and their feedback and based on that I'll change things so this OER textbook has also kind of given them a space and and make things look more visible that what I'm trying to do for their benefit so so are basically in less commonly taught languages we are serving to the needs of each and every individual student so so that really helped and the textbook did help. Yeah. We have another question here how do you fit creating OER in your already busy teaching schedules. You don't sleep right. I feel like summer is a big part of being able to update my course materials in general and this is part of the OER as well. I'm probably the only person here I actually do have a little bit who actually has a little bit of my assignment towards curriculum so that's been an important part of me being able to create a lot of materials and hybrid materials for my students. So while you're here Sarah Sweeney asked so you mentioned about the sitcom right cartoon so do you use copyrighted content. What are the openly licensed authentic materials. The cartoons and the sitcom are both copyrighted things but they are things that I can refer to and send students to like the the official posting of them. And then I create course materials around them. Yeah and Amy asked how about like in press books right so you you author your OER in press books. Typing in other alphabets especially right to left it looks like that is one of the built in interactive activities. So like the the alphabets Rajiv. Yeah, so I mean I'm an in Saddam wrote the book in Arabic I wrote in Devan Agri and Arabic script. So, so for me, it didn't seem much of a trouble and press book does support the foreign script. That was also a big relief for me because they didn't want to romanize the language so it works. And Zachariah asked, do you have course markings that indicate that the course is using an OER. Not yet, but it will be. Now in the future MSU has just transition to a new student information system and so we're still in the process of integrating all the numerous systems that the university has and so maybe as a phase three of the OER project that is really my goal to be able to have a student search for this OER courses at the point of registration. Okay, we have another question here did all of you from the different languages get to meet and share ideas during the process. Yeah, actually, yes. So me and a man have met, for example, Shannon, our Russian professor in the same department. Just that was at the very, let's say, preliminary stages of writing our we have a wide experience on teaching online and hybrid teaching and learning. So we did meet. I would add one more thing that before even I knew the word OER or press book, Shannon was our tech guru, she introduced us H5P and attended her talk and, and like the technology wise see see see educated not just me and panellists you maybe most of the department, you know, fix some faculties that we are. So thanks to Shannon shout out for her. I think in in the program in the linguistics and languages program you have a very good collaborative spirit and so actually all or majority of our land faculty in the languages program are now working on their OER projects and MSU is going to be a OER in foreign languages because they are really committed in in teaching with OER. Right. And, you know, we always meet with our open pedagogy learning community and yeah so I really am very proud of the community that we have out in the open at MSU. So, do you, you know, we, we still have five minutes in the panel. You know, is there anything that you would want to, to ask. And maybe last words from from our presenters about, you know, future plans for for your OER. I see your hand up Saddam. Yes, actually you're reading my mind. So something has to deal with the future. You know, when Regina talked about the overview of OER, there was something about, you know, enhancing our OER projects. So there is a window that she offers for us to enhance our current existing OER projects. Why? This is logical because we created our OER projects, we are interacting with our students. Yes, probably we have sort of an impression about the students feedback and the effectiveness of the activities that we are using in our OER projects, but it is also different when we are completely implementing our OER projects. And this also could lead to ideas for us to improve. And we have the support to do that. So I appreciate that. So me and Ayman, we chatted about it, let's say about two weeks ago about enhancing our current OER projects, you know, by, you know, maybe integrating more authentic videos. We might be traveling to Jordan and Egypt in this coming summer, hopefully the pandemic will not prevent us from doing so. And we are planning to integrate authentic videos in our OER projects. And this way, we have a room to enhance our existing OER projects, so to reach to a more perfect, let's say, text box. Oh, so I was going to say, Shannon, if you want to, but go ahead, Shannon, then I'll. Yes. Oh, I didn't have anything in particular to say I just was answering Manisha's question in the chat about the syllabics. I looked it up. Okay. So what I was going to say, Regina, the plan is that Hindi and Urdu and basic Hindi too is is awarded from India Council and then helping other list commonly taught languages, you know that I'm supervising Turkey's Uzbek, Vietnamese, and Indonesian. So I'm helping these language teacher collaborating with University of Michigan so MSU thanks to Regina again collaborating with University of Michigan. I'm supervising those language teachers, not like I have to teach them how to teach their language but if they need any help or the pedagogical help. The technology wise H5P or any technical glitches or anything that I can offer to to make it possible to reach out to the more diverse and make the OER as a project more multicultural and multilingual. So that's my future plan with OER. So for my future I'm continuing to improve the things that I have. I've created for the, the OER that we already used for our first year course that was not written by me. I did some things to improve it and I'm continuing to improve that. I also have a project that I did in the past called real life in Russia which was preparation for study abroad. I started thinking whether I should maybe put that on press books as an OER as well. Yes, yes. We'll make that happen Shannon. Yeah well thank you. Thank you everyone for taking the time to attend our panel. I know there's a lot of really good presentations in the same time slot but I'm really proud of the work that our faculty has been doing to fill in that gap that holds especially in the less commonly thought language. Thank you so much for Regina for moderating putting up this panel. I think it was fantastic and you can see with the engagement so many questions we have received from the attendees from all over the world. Thank you for showing me the Indigenous languages in different scripts on press books which are available for other if we want to apply the same best practices framework and model to other languages. Thank you so much. Hi, hi, hi. Once again, Miss Tahi, Nina Naskam on Pemaatis, so when Amy Kosian, which in plain screen, why dialect, you're in muscochies means we are very grateful that you shared with us your best practices, experience, frameworks, your resources. Thank you. Thank you. Thank you Regina. Thank you everyone. Thank you, Manisa.