 Okay. You're all most welcome. My name is Catherine Cronin, and I'm speaking to you from the National Forum Office in Dublin, and my co-moderator in the webinar here is Leo Farrell, and we are delighted to be joined by our guest speaker today, Jenrin Wetzler, who is the Assistant Director of Open Education at Creative Commons. Hello. And in today's webinar, Jenrin will deliver the first part of the webinar, which is really just an introduction to OER and open licensing and specifically how to use Creative Commons licenses to do that. And I'll follow up with some specific details about OER to support teaching and learning and how the National Forum is supporting that. And as you can see from our title slide back here, this presentation itself is an OER, so you can see the CC by license in the lower right-hand corner. And we'll talk more about the details of that license and other licenses during the webinar. We have a doc set up, which those of you who have arrived early hopefully have found your way to a document that has the link to the slides and also a place that we can collect questions during the webinar that we can leave plenty of time to answer at the end. I will thank the people who went ahead and added some questions to that document before the webinar took place. The very first question that was posted there was about what open means, particularly in terms of access and equity. And this is a very important question. So I want to say to preface the webinar entirely that this is really designed for beginners to open educational resources and open licensing. And I know that some of you are here in the webinar, have some experience, so some of what we say will be familiar to you. But we know from our discussions across the sector and from wider research that this kind of foundational understanding is what's important for most people. So that's what this is geared at is just people just being introduced to the whole notion of what we are in open licensing. The simplest definition in terms of resources at least is that open means not just that the resource is free, but that it also comes with a set of permissions about how you can use that resource. And generally we'll talk about that in a lot more detail. But it's definitely not straightforward. There are certainly a lot of complexities and hopefully we can get into that in the discussion at the end. So before I introduce Jenrin and her presentation, I would just like to say a few words about the National Forum and our mission in support in terms of supporting open education. So the National Forum is a national body for the sake of those of you who might be from outside Ireland, national body that supports collaboration and enhancement of teaching and learning in higher education in Ireland. And two months ago, as a preface to some of our activities this year in terms of open education, we published this forum Insight, which is just a short document which explains really why we are supporting open education in Ireland. So a key objective of the National Forum since 2013 has been to build digital capacity and capabilities to enhance teaching and learning. And within this, developing and implementing open education principles and practices that are aligned with EU policy and emerging national practice is part of our mission. So this webinar is really in line with that. And if you'd like to find out more about what the National Forum is doing in terms of open education, there's a short URL on the screen there where you can find this particular forum Insight and the resources that we're creating. And I just tagged on there also some of the hashtags that we use when we share information on Twitter. A couple of people were asking me about these. So there's a series of NF hashtags that we use around which are really national forum initiatives. So NF digital is anything that goes out in the national forum space around digital. And then dig HEIE is being used broadly by anyone who wants to share anything around digital initiatives in teaching and learning, particularly in higher education in Ireland. And a year ago at the EdTech conference, we launched this kind of open education in Ireland community of practice. So if you want to share anything about open education and higher education in Ireland, you can just tag it with the open ed HEIE hashtag and other people will find it. And in terms of welcomes, before I introduce Jenren, I just want to say that I want to give a special welcome to, we have a number of audiences, a special welcome to project teams who are working on teaching and learning enhancement projects, which have national forum funding. Because as you know, all of the work of the national forum that we do and that is done through our projects is shared openly. And we know that some of our partners in those projects need support for how to do that. So this webinar is really designed specifically for those projects. But we also know that people are joining us from higher education institutions from further education and secondary from business, you know, all over Ireland and beyond Ireland. So I just want to say I know there are a lot of audiences here in the webinar, and we want to welcome you all. So with that, I would like to give a very special welcome to Jenren Wetzler, who is the assistant director of Creative Commons. Jenren works closely with some of who some of you may know in Creative Commons and Jenren has accepted our invitation to join us today to go into a little bit more depth about Creative Commons itself and how Creative Commons licenses can be used to create OER and support teaching and learning. So thanks very much, Jenren. Thank you so much for having me. So just bear with me for one second. I'm going to share my screen, which is just a continuation of our PowerPoint. One second. Okay, can everyone see the PowerPoint again? Hopefully that's yep. Okay, great. So it's a pleasure to be here. I really appreciate the opportunity that Catherine's provided. And it's great to to connect with international colleagues. So recognizing that many of you probably have a longer experience in open education than I do, or more expertise, I really welcome the discussion and would love to hear from you. So either in the Q&A after this, or you're welcome to email me at anytime, Jenren at Creative Commons.org. And I know I share my my Twitter handle later on, but I'll be honest, I'm at best a lurker on Twitter. So the best option is just my email address. Okay. So this licensed presentation is kind of nested, almost nested within the national forum presentation that Catherine's made available. I wanted to share this attribution statement right off the bat. So you knew that all of the content that I share is openly licensed. It's there for you to use to draw from to remix with other resources that you might want to will make it available after this presentation. And this is possible because this presentation is CC by licensed. So this allows creators to give permissions to users to remix and and use as they like, as long as they give attribution. So here's my attribution statement. This is within the the national forum presentation, which is also CC by. And we can get a little bit more into how these these pieces of content can mix together later on in the presentation. Okay, so in this presentation, I will give you a quick overview of Creative Commons and how we got started. I'll also just talk a little bit more broadly about some of the concepts of open education and OER. As Catherine mentioned, the term open can be a little bit confusing, depending on the audiences and who's using that term. And then we'll actually launch right into how to find and use OER and also how to create and share OER, which can be a little bit more complicated. I actually run a certificate course at Creative Commons for the last two bullet points. So we spent about 10 weeks delving into this in a little bit more depth. So please know if if there's anything that I'm rushing through right now, it's only because we don't have 10 weeks together. But happy to share more information about the certificate course later if anyone's interested. Alright, so what is Creative Commons? Creative Commons, as many of you likely know, but maybe some some don't, is an organization that builds and stewards the legal tools, technologies and programs that power open movements around the world. You can learn more about us at creative commons.org. But in a little bit of our history, we were created in 2001, as kind of a response to a challenge, folks, mostly in the US, we're facing about copyright. So many of you know copyright is the area of law that regulates the way products of human creativity are used. So products of human creativity can be anything from a squiggle on a napkin someone writes down in a bar to an academic book, or article, music, art, etc. songs. So copyright grants an exclusive set of rights to the creator. So the creator has the ability to prevent others from copying or adapting her work for a set amount of time. And that time varies by country. Copyright law was actually first created during the era of the printing press. So it's focused on regulating copy on regulating who is allowed to copy and share with whom. But we're obviously not in the era of the printing press anymore. So we're now in this much more information abundant resource abundant era of the internet. So while copyright places restrictions on on sharing creations, the internet provides obviously plenty of opportunities to share access, adapt resources, collaborate on creations and and access things at a much lower cost. So Creative Commons helps creators around the world share their works in a legal way with the terms that best suit them. We provide the public domain tools and open licenses that have become the global standard for sharing. And so far, this is not a total estimate of full estimate, but we have over 1.4 billion works that are open licensed on 9 million websites. And these works are used by different global movements in open education, in arts and culture, government science and more. And forgive me, I've got a little bit of a cold. So I might be taking sips of tea during our presentation. So let's just jump right into open education. Open education at its heart is about sharing. This is a sometimes an umbrella term that can be used for the mix of educational resources, practices, policies and communities that can ideally provide broad access to effective learning opportunities for everyone. The definition that I, I've liked in the past is open education is about using open resources to expand our collaborative, inclusive, accessible and active learning and our pedagogy. It's about giving more agency and opportunity to students and to teachers. So in terms of the umbrella term that captures our resources, practices, policies and communities, I want to unpack that just a little bit more. So we've got open educational resources, which we'll talk about in a minute. We've got open practices, which can include collaborative pedagogical practices, fostering interaction and peer learning, knowledge creation and sharing and empowerment of learners. They're a way for learners and teachers to, to develop new approaches to co-create knowledge. So it's more of an empowerment of learners and teachers together, which I really like. Policies are formal regulations that that focus on supporting these practices and the resources that fund them that focus on adoption and use of OER and also practices. So we've got the resources, the practices, the policy. And then in terms of communities, I think of it as an open education global movement. There are a number of different communities, each with their own unique needs around the world that are contributing to this broader access to, to education. So just a few points about open education as a global movement. I think there were a couple questions about some of this. I wanted to spend a moment on this. Open as a term can get confusing. Open education is related, but distinct from the other open movements. So there are open movements and scientific knowledge and research, that's open access. There's open data, which is focused on making research data freely available for anyone to use, download offline, analyze, reprocess and so on. There's also open source, which refers to open source code. So the term open can be applied kind of at a meta level to a number of different movements. But also I wanted to note that open can be a term that is used by different stakeholders or even used in, I suppose, misused in some ways. So people can apply open to platforms, resources or practices that are actually closed or not easily accessible with the widest permissions available to reach the widest number of audiences available. Sometimes, at least here, we call that open washing where an individual or entity might use open because it resonates more with the audience that they're trying to reach and access, whether it's for commercial gain or otherwise. And even if the source isn't fully open that they're offering. So in a nutshell, open can get confusing. And I fully appreciate that. In terms of the global education movement, we would have to go back many, many decades, probably over half a century, to look at some of the beginning steps. There have been a lot of pivotal events that have shaped open education and the movement that we have today. But I did want to highlight one in particular, one, the Cape Town Declaration in particular that I think summarizes the ideals of open education. And this was a kind of foundational document that hundreds of learners and educators, governments and educational institutions signed in 2007. So the Cape Town Declaration aims to create a world where each and every person on earth can access and contribute to the sum of all human knowledge, which is a pretty lofty goal. And I think something that really connects so many different communities in this movement together. So this goal is also supported by UNESCO. UNESCO actually coined the term prior to the Cape Town Declaration, coined the term open educational resources in 2002 at a forum on the impact of open courseware for higher education. And since then UNESCO has been a big advocate and promoter of OER. And you'll notice if if you follow the SDGs or Sustainable Development Goals, implicit and Sustainable Development Goal number four is a need for open education and OER and higher education and beyond. Okay, so what are open educational resources? So we talked about the definitions of open practices, open policies, open education as a movement. OER are teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no cost access use adaptation and redistribution by others with no limited restrictions. So I think it's important to kind of unpack that a little bit. Oftentimes people think that OER have to be just online, but that is not the case. They can be intangible copies. So I actually, I should have made it available. I have a an OER book that I often like to show people. Okay. So this definition is one that Creative Commons holds. And also that UNESCO's recently updated and holds as well. So I bring this up because I I recognize many of you may may notice different definitions of OER online, depending where you're looking. Some funders have different definitions. And I think over the years, and as the open education movement has grown and developed, the definitions have also evolved. So there are a number of different debates on what should be included in the definition of OER. We are aligned with UNESCO's definition. And one other note on UNESCO earlier this month, Cable Green and many others were working with UNESCO Member States to get a UNESCO OER recommendation approved, and it was so I expect this will be in its final stage in November, most likely. I think that's what he said. But this this OER recommendation builds government support for all the different facets that we need to further OER. So from capacity building and supportive policy, quality OER to sustainability of models to international cooperation and monitoring. This OER recommendation is a really critical step in the evolution of this open education movement. Okay, and Creative Commons focuses mostly on the licenses and the licensing part of this definition. So while we have the the global standard of licenses, I will rep I will recognize that there are other open licenses around the world. I would contend that the Creative Commons licenses are the global standard because they're interoperable, they work around the world and have the clear licensing language that lawyers around the world have worked on to kind of unify. Okay, so another way to think about OER, which might make things a little bit easier is by the permissions that they grant users. So when you have an openly licensed educational resource, that resource will allow users to make and retain their own copy of it. It'll allow users to use the licensed resource in a wide range of ways. So hypothetically, if I gave you this PowerPoint, you'd be welcome to use it in a video that you create, although I'm not sure if you'd want to create another video, there will be a recording of this, which I hope will be openly licensed. The OER also allow users to adapt, modify and improve the content as well. So a lot of times you'll see Google Docs that have a Creative Commons license on them, as they are improved and updated, that is that is possible without infringing on copyright because they're openly licensed. So it's easy on Google Docs, it's also permissible. And then we've got the ability to remix. So openly licensed educational resource can be added together. And we'll get into this a little bit more in a minute, it can get a little bit complicated at times, but you're welcome to generally making sure that the permissions align, combine different resources together to create all new materials. And then you're also allowed to share or redistribute what you create with others. So it's not just sharing the original resource, but sharing the offshoot. And this is, this is kind of an important point. Not all of our licenses allow for OER. A couple of our licenses that include no derivatives clauses have, they restrict the ability to redistribute if you've made, made changes. So we have our CC by and D or attribution, no derivatives license, and also the CC by NC and D, which is the attribution and non commercial, no derivatives license that are not OER. Okay, and then who uses OER? We, we came up with a list. It's not exhaustive, but it gives you an idea of the, the breadth and the scope of the public and cultural institutions that currently use OER. I think we could break this down much further. But for right now, this is just to give you a sense. And I don't know if Catherine has any, any additional folks to add to this or any updates, but we wanted to give you a sense. I think this is a great kind of macro list and, and what we'll do is maybe we'll dive down a little bit more deeply into the university sector after you're finished. Sounds great. Okay, so why is OER important? This is an example of an a piece of openly licensed actually CC by CC zero content that we've added into the presentation. So OER are important for a number of reasons. They improve affordability, which in turn helps students with success rates and learning. So particularly in the US, there are a number of studies that have demonstrated that improving student access to educational resources through OER improves their learning rates, which makes sense. There are examples that the open ed group publications and also the excuse me, the UK open textbooks work, excuse me one second. Okay, OER are also much more accessible than traditional resources. So they allow people to better adapt the resources to meet learner's needs, whether those needs are based on a particular location that changes the cultural, environmental or social cues. They make them more available to and adaptable to learners with disabilities and their needs. They also because they're more easily shared across higher ed institutions, for example, and a little bit more flexible, they often lead to greater innovations and improvements. So one example I like to give is based on a US Department of Labor initiative, they created a repository for vocational training options that are all openly licensed. So this is skillscommons.org. There, you'll find a number of different syllabi and class resources on a range of different classes from all these different technical colleges in the US. Well, one organization in Mexico found this, found a, I believe, a solar paneling class that they really liked. So they downloaded it, translated it into Spanish and then re uploaded it to the skillscommons page. So now even more people with more language needs have access to this content. So they not only made it adaptable to their own community, but then also enhanced the resource for everyone. And then finally, oh, we are also scalable. So it costs much less to share resources with more people more quickly. The cost is nearly zero online. That's not to assume that there are not hidden costs for institutions that adopt an OER curriculum, but it is far more scalable than the traditional hard copy of books, for example. And this is not to say that OER are a silver bullet or a solution to every challenge. But it's just to give you a sense of why we really are passionate about OER. And I can talk more about some of the challenges if anyone's interested. Probably later in the Q&A or afterward. Okay, so now let's move on to how to find and use OER. This is kind of the fun part. You can find OER on a number of different repositories online. I've highlighted a few here, because we're seeing open education efforts at all levels of education, not just higher ed. We're seeing z degrees at universities or zero textbook cost degrees. We're seeing the Global Digital Library, which offers openly licensed children's books in over 30 languages. We're seeing, and I have a number of US examples, but there are plenty of others, open stacks, providing full courses, syllabi quizzes, assessments, videos, etc. OER Commons is a wonderful repository for searching OER. Skills Commons I just mentioned. Merlot is another textbook repository. And you can always go to the OER world map to find out more about different OER initiatives, policies, etc. You can search by country or by keyword. And then finally, we have the CC search functionality. So I want to see if I can share that website. Hopefully you guys are seeing the Creative Commons search page right now. You just go to ccsearch.creativecommons.org. And this is actually something that we've been building that started with images, but now we're moving on to OER. So what you do is you can search the Commons for any kind of openly licensed image or resource that you want. We will be adding to this regularly, but I'll just give an example. I'll say, and I haven't tried this, so I don't know what's going to come up, but I'll say penguin. Okay, and then you see a bunch of openly licensed images of penguins. So these are just a few areas of where a few sources online where you can search for OER. In terms of how you use OER, it's actually simple once you find what you want to use. You share the content in the way that the creator permits based on the license. And then you keep the creator's license applied to your content. So you have to place the license on the content so future users also understand who made it and with what permissions. So we'll get into a little bit more of that in a minute. But the acronym that we like to think of is TASL. It's TASL title, author, source and license. That's what you want to include on works that you use and also your own work. Okay, one more second. Okay, so how do you create and use your own OER? I'm not going to spend all that much time delving into the particulars here because I know Catherine has a summary of the process in the National Forum Open Licensing Toolkit on the next slide. But really briefly, you can share, you can go to our our chooser and actually walk through a number of different questions that will yield the recommended license for you. So I'll just show that really quickly. One second. Nope. Not the penguins. Okay, so hopefully you are seeing the the CC license chooser, you can just go to creativecomments.org slash choose or find out more in the toolkit. And this, this is actually, this will be updated at some point, but it's a simple tool to walk you through just a very couple, a couple of few questions that you need to answer. So you start at the top, license features that you want, you have to choose whether you want adaptations of your work to be shared or not. So I'll say, no, I don't want adaptations to be shared, that'll change the license. Or, yes, as long as other people share the adaptations, they share alike. So they basically are applying the same license and using them in the same way. Actually, they don't have to use them in the same way. Then we look at allow commercial use of your of your work. So I'll say no, and that'll change the license or I'll say yes. So then you scroll down to selected license. And based on my decisions, I would be best suited for an attribution share like 4.0 international license. These are the symbols or the icons that would kind of let users know what permissions you're allowing. But then you all you have to do is copy and paste this text and that icon on your document or your resource to allow people know. So we've got the icons, we've got the language and also the link to the legal code. So if you have a website, then you also just copy the code down here and you can paste on the back end of your website. Excuse me. So these are, this is kind of a really quick and dirty overview of our licensed user. Again, we can get into more details on that. I think with the next slide, I will return to our side now. The other the other component of this is, well, they're actually a lot of nuances that we can get to in either the Creative Commons certificate course or in further discussions to kind of break down the in depth use of OER finding them, sharing them and some of the some of the ethos around this, this broader open movement and community. So if anyone's interested, I think I have this up, the Creative Commons certificate can be found here certificate statcreativecommons.org. And that's all I'll say on finding and sharing OER for now. If you want to use existing OER in your resource, things get a little bit more complicated. So I'll share a couple things to keep in mind. But please note that my guidance is not considered legal advice. I don't have a lot of great. So it's technically not legal advice. So when you share unadapted versions of a work within your own, the content is considered collection content. So if you share two or more works that are openly licensed within your own work, and you provide the attributions that's considered a collection. If you if you adapt the content that you're using, then we consider that a remix or a derivative. So that remix content or derivative content is still used within your own source. And we still have to kind of give attribution the same as we would with with collection. So basically, we have one recommended practice, whether you use content in a collection, or whether you remix the content. So what you want to do, as I mentioned this before, is share the title author source and license tassel. Sorry, one second. So the other thing to consider when you are working with openly licensed work that you adapt is that you have to not only you have to make sure that not only the work is compatible with your own license work, but it also allows for adaptations in the in the first place. So what qualifies as an adaptation is actually complicated. It depends on a country's applicable law and that that can range. But we have a couple different resources on this front on this front help. So we've got an adapter's chart, which I can actually click and share. And then we've also got a chart, excuse me, for collection content. So this is under our frequently asked questions page, you can basically look at our chart and see, sorry, I'll use my mouse so you can see because my finger is not showing up on the screen for some reason. You can look at the left side, or actually the top, you look at the left side, though, for the sake of this, and you select the openly licensed content that you'd like to add into your existing content. Let's say we use CC buy, then you can see where there are green checkmarks. That shows that it is compatible with content that you either put in the public domain, or you license CC buy, or you license CC buy share alike. It is not compatible with non commercial use by no derivatives, or some of these other more restrictive licenses. Oops, sorry, it is non commercial, but not with no derivatives. I was flipping down to buy an essay. So what I like to do is just double check whenever I make a remix of content, I just double check that the content on the left matches up with a green checkmark with the license I want to apply on the top right. Okay, and then for a collection content, there's also a nifty chart. And this is similar. So this this kind of shows the the way to to attribute your your collection content and how you can use use licensed content within your collections. Okay, we also have some additional resources that we've shared with Creative Commons Certificates after or certificate participants after a number of questions and challenges with with this area of licensing. So if anyone's interested, I'll make all of these links available in the presentation after after we wrap up, I'll just share the presentation, you're welcome to click through all of these links. Okay, I think I'll stop there because I feel like I've been talking a lot. But I'm happy to take any questions. And I really appreciate your time and attention. I know a lot of this can get pretty complicated pretty quickly. And forgive me for my my raspy voice it's pretty early here in the States. And I think it's maybe allergies. Thank you so much, Jen. Yes, you've been bravely talking through your froggy voice, but it's all very clear. I have a couple of other things back in our presentation. But I see a question from Julie that this might be the best time to answer that. And she's written in the chat. Could you just explain again the difference between collection and derivative content? Sure. So collections and derivatives are, they can be complicated. We've actually gotten guidance from our CC legal team to not not make assumptions on what is exactly considered a derivative because the definition of adaptation can change based on different countries, copyright laws. So, at least in the US, a derivative piece of work is considered derivative if it has a certain amount of creativity to create it. So it can't just be, you know, maybe changing the aspect ratio of an image online. It has to be, it has to actually include more creativity of the person making the derivative content. I'm not sure if I'm making it as clear as I could. A collection is basically unadapted work added into your open license content. And you have to share two or more pieces of unadapted work. And a derivative would be when you you make changes that are considered original or creative, and you add them into your work. So you don't actually necessarily know where the original work stopped and your work began. I think the the analogy that we often like to use is this TV dinner versus smoothie analogy. So you can think of all of the different food components in a TV dinner as almost like collection content within a broader collection. So you've got your potatoes and your, I don't know, your carrots and whatever else that you have in your TV dinner in these individual separate compartments, you can see each of them, you would hypothetically, if this were a resource, you would add the license to each of them individually. Excuse me. But for a derivative, that would be more comparable to a smoothie, where you have all of the same ingredients, but mixed together in such a creative way that you don't you don't actually see where the original content ended and your content and creativity began. It's all kind of an original slurry. So that's one way to think of the difference between collections and derivatives TV dinners, smoothies. Okay, thank you very much. Can you see this lot back to the slide again? Okay, that's great. Let me just get my okay. I wanted to be sure and have some time for questions, but there's just a couple of things I wanted to to say just following what Jenron said, the detail of licensing is so important. But I don't I want to make sure, from our perspective that we don't lose sight of why we do this. And so you know, we're trying to straddle those two things here today in the webinar. So usually, when you look at the definition of open education, it's it says that the why behind opening resources and practices is for three things. One is to increase the accessibility of those resources. A second is to increase the effectiveness of education. And the third one is to reduce inequality in terms of education. So zooming right into the one audience that's here today in the webinar, who are recipients of teaching and learning enhancement fund funding, and have been asked to make their resources open. It's very, you know, for those people, this is very straightforward. So we've recommended a CC by license. And in the gentleman's presentation, you can see why the most open license is the most attractive because you can do the most things with it. So you know, if you're working on a project and you make your resource available, that means anyone at any other institution in Ireland or globally, student or staff can take that resource and adapt it to their own particular context. So adapt it to their particular program, their course, the needs of their particular students, the needs geographically where they are, you know, make case studies that are attuned to the learners in that particular community. So it opens up the potential for use of whatever resource you've created. So that gets accessibility and effectiveness. And in terms of equity, one of the biggest arguments around open education is simply that, you know, many of us work in publicly funded institutions. And our teaching and learning resources, those that can be should be available publicly. And this is a debate that's going on in many institutions now. But certainly, from the National Forum's point of view, all of our work and all of the work that we fund is made available under an open license. So for those people who, those of you who would like to openly license your work, whether that's in connection with the Teaching and Learning Enhancement Fund project or otherwise, the toolkit that we published last month goes through the steps that Jenman just showed you on screen live, like how do you actually go in and choose your license? How do you do that attribution statement? Just the mechanics of it, really, are what a lot of people have difficulty with. And that's this kind of four steps in that toolkit that described that. And with that, I think I will just open up for questions. I'm going to go to our documents. Maybe I'm just start with one of the questions that someone added to a document. And I might start out with authority one, which is who owns the learning materials that are created by lecturers. And I will invite others to join in the chat here. But the legal statement about who owns resources for lecturers is in the intellectual property policy of your institution. And these vary actually across institutions. So most of those IP policies have been written with a mindset of protecting intellectual property that can be monetized, you know, and can make money. So this is kind of kind of pushing against what we're trying to do in open education. So many of the universities who are really at the forefront of open education have actually revised their intellectual property policies to explicitly state that they support open education licensing, and teaching and learning resources should be made openly available. So for anyone who's here in the webinar, I advise you that's the first place to go is to to look at the IP policy in your institution. And then I'd be happy to have a conversation with anyone in Ireland. And, Jenren, I don't know if you want to add anything or any of the librarians who are here in the webinar. Yeah, I think as unless it's specified as in individuals contracts at their institutions that they're work for hire, then whoever creates a lecture or other creative content owns the copyright. So institutions have their their own IP rights and their own contracts with with lecturers. So it'll depend on that. But look for work for hire in the contracts. Yes. And a couple of people mentioned Lee Allison, others that it's you know, it's it'll be in your contract. So the when you get funding, though, if you get funding from, you know, from the EU or from the National Forum or whatever, you know, that changes things again. So because the funders will have particular requirements for what you produce. So you know, this is where the notion of open gets complicated. But again, you know, for individual questions that people have about this, I'm happy to have a conversation. But the best place to start is, you know, with your own institutions requirements. So, Lee, would you like to moderate any of the questions from the chat or from the document, perhaps, and and share those? So Jenren, I think was clear about that. And I'm glad this was mentioned because this gets back to, you know, the way we we often use the word open and what it means in terms of licensing. So for example, in a former round of teaching and learning enhancement fund projects here in, in Ireland, many of them were made freely available and that they had websites and they shared their resources. But when I went back and did an audit of the licensing, only a handful of them actually had creative commons licenses. So that means, you know, if someone stumbles across or someone shares one of those websites with someone and there is not a creative commons license on it, the person who finds that resource doesn't know if they can use it legally or not. And by copyright law, they would have to go back to the person who created it and say, Hey, can I use this? And how can I use it? So the creative commons license means that you're just putting something on top of copyright that travels with the resource so that whoever finds that resource knows exactly what they're allowed to do with the resource. So it really facilitates kind of frictionless sharing and reuse. And I don't know if anyone wants to add anything to that. And this interesting point from Rob there that you can see. Oh, I can't hear Lee. But I saw some questions coming in. Can you rewind and start that at the beginning? The mic's on now. Oh, sorry. OK, excuse me. So yeah, just going back to Rob's point on the chat, which I'm sure most of you have seen, but most institutions in relation to the IP, most institutions state something along the lines that in line with longstanding academic practice, the IP is best in the academic for their academic work. But in Ireland, the copyright and related rights act is clear that IP creation in work is higher and lower. So academic practice in Ireland is a customary exception. Thank you, Rob. And this is where I think we can learn from other institutions who are modeling a different practice who, as I said, have gone in and revised their IP policy. So Rob, I would love to follow up that conversation with you because I think there's a possible opening there. So thanks for that. So then going back to the document, are there specific delivery platforms or hosting platforms that are more open? OK, I'll jump in there. And again, anyone else can join in. Many people in this webinar will remember the NDLR project in Ireland, which was a repository for open materials. And these existed in many other countries as well, the US, the UK, and so on. And in recent years, most institutions have moved away from this model of repositories and instead relied on open licenses and enabling people to put things in different places. So the University of Edinburgh, for example, which has a very well known and widely copied open education policy has some repositories that it uses, but it encourages academic staff to put things on YouTube, on Vimeo, on SlideShare, on whatever platforms they wish with an open license. And then they feature some of those examples. So you're relying really on a kind of a network effect. But the most important thing is the license. So again, the National Forum is trying to model good practice and to make things available and kind of showcase open resources. But we can all work in our institutions towards kind of creating those in our respective institutions as well. I'm just going back up to the chat. There's questions from Alison in relation to projects. Content is behind a user name or password login, such as the T-Rex, etc. Sorry, can I ask another question again? So if the content, so it's going back and saying that the chat from Alison, if content is behind a user name or password login, such as the T-Rex, etc. project, is that technically normal? Genre. No. That's not technically open. I mean, it has to be unfettered access. And I'll just add to that. In the open licensing toolkit, we point out that some resources that are created by National Forum projects may, for various reasons, because of working with sensitive communities or other restrictions that may not be able to be openly licensed. And we'd like to have a conversation about that. But the norm would be that we would like the default position to be that they're creative comments licensed. And instead of asking, you know, why things should be open, why why not open? And if there's a good reason why they should not be open, then fine. But the default, we would like to be open. So the last one there, which of them you covered over if you want to add anything on this, what exactly is meant by I think we we probably answered some of that earlier. But I like the the most kind of inclusive definition of open possible. So, you know, free and unfettered access to the for the broadest community possible and for the longest time possible. So if nobody has any other questions, I don't see anything else going through there. I wanted to add something and maybe give another minute if in case anyone else had any questions, because we you know, we've spent a lot of time talking about the mechanics, but the the whole reason why you might choose to use open educational resources, you know, covers a very broad spectrum. And that can include using, you know, open textbooks or sharing open resources with your students, you know, remixing open resources so that they're more appropriate for the learning communities we are working with. But then there's also working with students to get students to create open resources. So, you know, working, there are examples of people who've worked on creating textbooks along with their students and then openly licensing those textbooks that are co-authored by the entire class. So, you know, and that gets to the point of redesigning assessments so that students are designing things that are designed for authentic audiences and open licensing enables, you know, that kind of kind of creative teaching and learning and assessment. So, things like editing existing Wikipedia articles, many academic staff are doing. So, teaching students about creative commas licenses once we have gotten to grips with them can unlock a lot of possibilities in terms of teaching learning and assessment. And the open licensing toolkit is just going to be the first of a series of resources that the National Forum will produce to help support academic staff who want to do more work in that area. So, this moves from kind of OER Open Educational Resources into OEP or Open Educational Practices. Thanks for coming in from Alison there. This is one of the most informative webinars I've attended remotely. Everyone should watch this to understand the basics of open resources. Thank you. Very, very much. Okay, you know, as someone who's worked in open education for a long time, I know this is, you know, just an introduction and, you know, if it's good, Alison, probably it'll prompt more questions than we can answer here. So, you know, on our last slide, I think we have Jenren's email address and Twitter name, also mine. We'd be happy to field any other questions. I leave the hashtags there. These conversations can continue via email, via Twitter or in person. So, we'd be more than happy to continue the discussion. And I just need to say a really warm thanks to Jenren for your time in preparing everything for today and for joining us today, despite your cold. We really, really appreciate it. Thank you so much for having me. Okay, and thank you everyone for giving up your time as well and just look forward to continuing the discussion. Thank you. Thank you.