 Yeah, that's what we think of as Iowa, that's a language touch. Okay, thank you. Okay, hello everyone, good afternoon. If we could get started, because we're already running slightly behind. Just five minutes, great start killing me. So without further ado, I'll hand it over to you. Hi everyone, welcome. Thank you for coming to our session today. My colleague basic cats that can be here with us in spirit. So today I want to share Stacy and I work together to guest edit a special issue of the journal for multicultural education. So that's what I'm going to be talking about. And if you're interested in reading the articles, I have the link again to start to the end of the presentation or if you're online, use that URL. It is open. So. Oh, down. There we go. So our goal started a long time ago in 2020 actually on my colleague and I stay see we co-authored a publication teaching with OER during pandemics and beyond for the journal multicultural education. We were approached by our colleague who is the editor of the journal, and she said, hey, there's a lot on this in our journal. Would you be interested in writing something because we are during a pandemic it will be a great resource for teachers and for educators all over the place. So we wrote one and it was really well received. So we're both members of the OER research fellows group. And we're able to make that publication open access through the funding by human foundation to the fellowship. And so since that was so received, the editor came back to us and said, hey, how about we do a special issue on this and that's where we came to a problem because Emerald is the publisher of the journal for multicultural education and it is not an open access journal. And our core beliefs here are we need this to be open. We want this to be made fully available to everybody, but we were both untenured faculty at the time and publisher Paris right. What are we going to do. So we approached the Hewlett Foundation, since they had so generously provided the, the fee for making our article open access, we approached them and said, hey, is this something that would fit in the goals of Hewlett Foundation and they're like, yeah, absolutely. And we were able to create this entire specialist you as an open access piece. So we released the public CFP, we published the CFP on Twitter and all the lists serves. And we had brainstorming sessions at open ed 21 only global 21 and we are camp and in those sessions we shared the CFP we talked about what is equity pedagogy. How do we see these things intersecting and what are your ideas provided a place for authors or potential authors to come together for collaborations, which is great start and think about with this work. And those, those will be great sessions lots and lots of collaboration that happened there. So here's what we ended up with we ended up with nine articles in total. And this is kind of just the big broad view we're going to take a look at three of them. But putting them all together. Stacy and I co wrote open with intention which really just provides background, it provides a bit of a historical background on education, open educational practices and equity pedagogy and kind of situates the whole special issue. Then the pieces that we've got from authors really were grouped into three themes. We saw professional development applications. And with this, I should go back in the, the topic open educational practices and the intersections with equity pedagogy. What we noticed is that there's a lot out there on, oh here's what open educational practices are. Oh, here's social justice within these practices. But there's not a lot of research out there on specific applications in the classroom. We have ideas about it. But what does it look like. And what have been others experiences with it, which is why we thought this is, we need more on this. And that was our intention with the special issue. The C are off there's did just that they describe projects they described research that they collected on open educational practices within equity pedagogy and equity pedagogy has its roots in multicultural education which fit the journal really well. But it really takes a bigger broader look in looking at students, their lived experiences, how their identities, their backgrounds, honoring that in the classroom fits really well with open educational practices right. All right, so we had professional development applications and we wanted within the specialist you to really look at open educational practices from pre came all the way into higher education we were really wanted to prioritize K 12. Just know what out there on K 12 and the applications in K 12 tends to be a little bit more tenuous, whether people don't know that's what they're doing with their students or haven't mean it as such or kind of try to fly into the radar with it. We're not sure why there's not a lot of it and you'll see that. But the professional development applications. These three articles come from a wide range. Most of them are higher and focused, but which is it. Supporting educators professional learning equity pedagogy looks at pre came or like preschool teachers in Australia, they don't receive a lot of professional development. They care kind of workers in the early childhood ages. They are in some of the most formative years of a child's education yet they're not receiving any training on how to appropriately appropriately address equity, especially in Australia with the reconciliation work that's happening right. They, in that first one, they were looking at how we can use we are to build in some professional development for these pre so pre earlier educators. The second one looks at how to create equitable access using it looked at now I forget which one that one is. Yes, I believe that's the one where it took undergraduates who are in teacher preparation programs created earlier and they collaborated with with practicing teachers in service teachers who read through it said oh I found this really helpful. It went back to the undergraduates and they filled in the gaps and then it went back and forth creating a really unique dialogue between pre service teachers and in service teachers. And then open for anti racism program is a program for higher education faculty of PD that they can go into and learn more about how to apply anti racist practices using we are in the coursework. The next section at classroom applications we're actually going to appropriately for this conference, look at the offers are going to speak to us through videos we collected about each of their projects. There was only one this first one open learning design for using open educational practices and Facebook and beyond. I'm bringing a rubber to spoken at a lot of sessions here. That's actually her work that she did. And that was the only one that we got was really focused on K 12 students and engaging students in open educational practices at that level. The others looked at the teachers and where you were teachers and these practices not necessarily their students. Then who writes and responds looks at social annotation and open educational practices and the cultural capability unit looks at another Australian context working with undergraduate students using open educational practices to do some of that reconciliation work. The last set of articles that we got the last two. These weren't necessarily in practice, but there are ways that we can take what we've learned and apply educational practices in practice. So the first one looks at how can we how we are can support collaborative teacher learning looks at an open learning guidebook and how small groups of practicing teachers can work together to build their practices for more equitable learning in their classes. And it doesn't apply it in action, but it gives like a framework for how this could be done. And the last one designing for resistance takes the theory and kind of draws it out looking at where the educational practices fit in. And then they provide some really specific practices that you could take in your classroom and do right away. So we got a lot of really, really rich articles here. All right, so let's learn more about those classroom applications. So these are the three that we're going to look at the first one. I don't think I have one that poor buzz by Sarah Lambert and Joanna Funk. And this was the one the cultural capability. So let's hear from these authors. Hi, I'm Sarah Lambert. And I'm Joanna Funk. And we're talking about our paper Open Educational Practices in a Cultural Capability Unit Learning at the Cultural Interface. What's it about? What's it about? Well, our motivations were to consider the intersections between traditional pedagogy as particular kind of equity pedagogy and OEPs. We also want to draw on the understanding of how OEPs can be helpful in design and to require educational units or classes. And so we developed this Australian University case study curriculum design. And there's three data sets in there including some great quotes. On the use of OEPs in a first year cultural capability unit at Australian University, a classic kind of foundation unit taken by lots of different types of students who are going into different different areas. So both our study unit aligned on the same concept, surprising cultural interface and modeling and practicing collaborative power relations interactions. And so really the takeaway message why it might be interesting for you is that it's really useful for universities and educated students. Both local and international come from a range of different social and linguistic background. And it's also a way to help teach and learn across multiple cultures in ways that are respectful and provide recognition to the strengths of the culture. The board of board crossings are also a really good way to frame how did you collaborate with learning in those intersecting contested disciplinary spaces and also that led to students feeling a lot of urgency and actively engaged in learning about their own future practices. And so it's all of us, you know, so while the unit was designed under Indigenous direction, the concept of board crossings was found useful by all students to navigate across lots of parts of their lives, the discipline of differences, professional and personal contexts. We also found that the OEP design in the cultural interface came on a lot of equity, but also emancipation from those limiting spaces and cultural dominance internalized by students from Indigenous, non-Indigenous and international backgrounds. So have a look. We hope you enjoy and get out of the paper. Thanks. All right, so that was their project that they implemented. And there are so many rich student quotes showcasing their experiences and how they found this unit really, really helpful. So I encourage you to go in and read that article. Our next one is Verena Roberts. She had some meetings and she was here to join us, but she did create a video of her work. And this is the one with high school students. My name is Dr. Roberts and I completed this research as an educational technology specialist and doctoral student in Alberta, Canada. I am now an educational developer at Concordia University in Edmonton, Alberta, Canada. The purpose of this research is that there is a need for research that examines how digital networks can support all learners and open access to people, resources and experiences that were previously inaccessible in K-12 learning contexts. So this study examined the potential of open education theories and open practices in high school learning environments for teachers and students. Using a design-based research approach, this study used the Open Learning Design Intervention Framework, or OLDI framework, to examine the experiences of a researcher, a teacher and grade 10 students, so 15 year olds, who expanded their learning from formal to informal learning environments by integrating open educational practices. The key findings suggest that open learning in high school is dependent upon opportunities for learners to co-design personally relevant learning pathways. The emerging design framework highlighted the need to emphasize the complexity of students' lived experiences in connection with the curriculum, or formal learning environments, to promote diversity of perspectives and shared connections in informal learning environments. Secondly, learners needed the opportunity to share their learning experiences collaboratively and individually by transparently demonstrating their learning processes in relevant ways and open practices provided the digital and community spaces to share this knowledge. Finally, open learning occurs through stages and continuums and is a personal learning experience that transcends the boundaries of formal learning environments. The key takeaways of this project is that the magical part of this project was when some of the high school student participants asked if they could put their participation in this research on their resume. They were able to articulate what skills they had learned as a co-designer of the research experience. I also value the fact that I started with less participants than I ended with. After spending time in the classroom, additional students and parents chose to give their consent because they wanted to officially be included in the project. Assuring that we explained research consent was an essential element of this project from the beginning until the end. As a result, we learned together about digital privacy, research, security, and ethical elements of educational technology and ethical research standards in order to ensure the participants felt safe to learn in all the learning contexts. The biggest surprise was starting in a digital context and ending in an area of indigenous knowledge which was land and human relationship focused. I felt like I had started in the clouds and ended on the earth in a pedagogical journey that I had not previously considered or experienced. I did not accept the final direction of the final project and I was humbled when the teacher and students asked me to continue for another iteration using design-based research. The final iteration was highly personal for the students, the teacher and myself, and left me with more questions than ever to explore like equity in assessing open assignments. However, being able to transcend formal and traditional learning boundaries in the name of learning and be a part of shaping the participant and teacher abilities of building confidence in their personal learning journeys was a priceless experience. And in both of these projects, the two that we just heard from the authors, they both incorporated people, shared experiences with people from the community that were related to the learning that was going on. And so we're talking about open educational practices, not necessarily connected tightly to OER, but open educational practices as in the process of learning. And here's another one. This is the one on social invitation and what we learned about gender and race-based differences in open invitation. All right, hi all. We are going to talk quickly about our article who writes and responds, gender and race-based differences in open invitation. This is part of the special issue of gender and multicultural education. My name is Jeff Pfeiffer. I'm the team that did the research. And we'll talk to people together along with Martin Mockerman, William Sanmar team, and then also my colleague, Kimberly Luxer, who is always with me. We'll talk a little bit about some of the findings. So I'm going to just introduce the paper, introduce the projects. We have been exploring use of open annotations, not where, like for Rizal and others as a way to think about issues of systemic justice and related issues in the classroom. What we know from a long history literature on anecdotal evidence is that in the classroom, in discussions, there are sort of traditionally run women and historically minority students are often silenced or their voices are listened to. And on access of, we call it the semi-authority is given to more traditional students in the classroom. What does the semi-authority being the idea that people along have a kind of opportunity to say they have background knowledge that can help. And so we were looking at how open annotations are like for Rizal and encourage students with historically minority-based gender and race and ethnic identities to share ideas and also help me dispute that. What we found in the study, Kimberly was talking a few minutes about more detail about the findings, but brought me that open annotations can help possible foster more equitable interactions. They're not a sure all or a total solution, but if you use them in the right way, they can contribute to making the classroom more equitable and redistributing that semi-authority. Kimberly, can we talk a little bit about the findings? Yes, the way we came to that conclusion was through distributing a survey at the end of multiple courses and we found that students reported that open annotations help them to do a number of things that we presume are really important to things like epistemic authority. So they found that help them collaborate to be able to integrate new ideas, rather than see a new idea and maybe reject it because it doesn't agree with their own thinking. And to really critically analyze sources. We found that women reported that using the open annotation software, so in this case, Rizal, help them to deepen their knowledge and their engagement so they were engaging more and more deeply. Women of color went further reporting that the open annotation process helped to redistribute epistemic authority. So a couple of things to think about if you use open annotation software in the classroom, some best practices that we've come up with, especially if you're thinking about it in this kind of context, thinking about distributing more epistemic authority more widely and making the classroom discussions more equitable is our a couple of practices that we think are effective is to certainly bring the annotations on the conversations that happen in the annotation software into the classroom discussions. So I actually use them. I read the annotation discussions before I go into the classroom. And I think about how what is discussed in articles by students as they're reading can help bring discussions we have in the classroom and I will pull out comments by students and often call out comments by students who are more quiet in the classroom. So I want to sort of help show their thinking and also to help emphasize and reintroduce some of this epistemic authority, emphasize the ideas of those students who are maybe as loud as others. And when I do this, I see students light up, they get happy, and then it does work on helping them to be kind of authority. Also, if you're using pro-resolutional open education as part of a larger open educational pedagogy, you can kind of use that to talk about the usefulness of multiple voices and open educational resources as in the educational process. Finally, just to know there's a QR code in the top corner, a slide here that will link directly to the paper if you would like to read more. Thanks so much. Which if you got the first QR code and it's on the last slide as well, we'll link you to the entire specialist year as well. I want to engage you guys in discussion. I think we have like four minutes. Think about your own educational context. Think about your role. How do you envision applications like this in your context? I think we were pretty interested in using pro-resolutional as well, but we came up against the GDPR. So it sounds like a great thing. And I know some academics are kind of using it under their own steam, but as an institution, we can't. We can't go copyright breach. Oh, copyright? Okay. The way it hosts content, so we put tool, I suppose it's agnostic of the tool that we use. Our institution uses hypothesis. Now comment is another social annotation tool I've used. I like how comment hypothesis can only use text-based documents or web pages. Whereas now comment, you can put podcasts, you can put videos in there as well and have students socially annotate. It can go public or you can do it in like a private class group only. So I found that that's really successful. It doesn't necessarily link so well with learning management systems, but you just take the hyperlink, students have to sign up for their account. I know. You can't link it with our management system. You can't link to anything outside of the management system? We don't have control of our own. That's a problem. It's a problem. When I'm building up my coursework, I can put a web link in and then links to the now comment. And that's my workaround with my students. I'll have some of this. Thank you. Other thoughts? Learn management systems yourself. Okay. Especially if you buy one that is meant to be integrated with things that your institution locks it down. And then you can't integrate. Exactly. Sorry. Sorry. Yeah. There you go. What resonated with you in some of these projects that we heard about from others? I think there was an engagement was the thing that came through student engagement. And since the pandemic, and I'm really glad that they've gone to this for your presentation, because we're not talking about what happened in the pandemic, you know. And it's been the major thing that's happened in everybody's life. You know, everybody's been affected by it. And I know certainly in the UK, there's been a lot of talk about how we put students who are, there's a real problem with engagement. You know, even when they're on campus, we don't see that they're engaged. So I think that's what came through to me about this. It was like, this is a way to get students engaged for them to think about their own scholarship to hire them. And I think that's really important. To give them agents. Yeah, exactly. An agent, if we feel like we are agents of our own learning. Then we're more engaged. High school or young, you know, or early on, that's fantastic. But again, in universities, we get to touch education. And we have all these other things that shut that down. Yeah. Well, in K-12 systems, we do as well. Yeah. Yeah. And then you've got the parents that are also like, I don't want my child's information out there. Okay, that's fine. So you run into different kinds of reports. Yeah. Other reports. Stuff about the Indigenous peoples is obviously a thing that's been popping up for a long time, quite regularly. But it always stuck to me raised this question, blow back to the people who weren't the Indigenous people. And how did they get down? How does it come about? It's taken a couple of hundred years to suddenly discover Indigenous peoples and do something about it. So I think there's a host of challenges. There's not quite reparations in one sense. But some ways it is. It's kind of repairing the psychological, cultural damage that the oppressors have done themselves. And some ways you say, well, yeah, but they think that the big house is in the garage. So let's not cry too much about them. But it is there. And I think it can must express itself in quite awful ways. And we can see how through each of these projects, students become more aware, just aware. They see other perspectives that maybe they wouldn't see if they weren't engaged. All right, so I encourage you to check out the special issue. Stacy and I also recorded a podcast episode. And if you have any questions, feel free to reach out to us. One of our next steps is we are thinking about expanding this into a handbook of open educational practices. And we want it to be international in scope. So that's the thing that we are thinking about. Yeah. Awesome. Perfect timing. Thank you. It's here with us now as well. So Keith, I'm sorry, you're not going to get a break. We'll hand it over right to Bill, Sheila and Keith for their presentation of the Bear Home title. Yeah. We've already done the programme. We've got the clicker. If somebody wants to take, just click it down. Click down. OK, so the big title is just so we can put anything into the academic. So we're really glad to be here. Thank you all for coming at this late stage in the conference. We might ask you to participate and please feel free to interrupt because you might not want to hear as much as we should have. But we're just going to share some of the work we've been doing over the last couple of years around open education and around commissions of curriculum. And actually the OER conference itself has been really pivotal for our research because what we've been doing is our work has really been a discursive construct, hasn't it? And we have taken drafts of our work to OER conferences and we've had feedback from the community. And that's been really, really important and how things have developed. But I've got to move to the next slide. This is just what we're going to do. Quick overview, we can do that. Again, just kind of moving on from what we were talking about. This work, our original work was done in the before times before the pandemic. And we have this model of the digital distributors through it from. And we've been looking at it. We're looking at it again during the pandemic. And it seemed to stand that up. But now we want to review it and we want to kind of build on it. And we want to get your feedback on how relevant we think this is now in good notice. And we want to see if we can develop this for that kind of an open artifact. And the lens of the potential lens. I'm thinking about curriculum issues and what we're doing in this and the role of openness. Open educational resources, but probably more importantly open educational practice. Increase women learning design. So I'm going to hand over to Bill now. I think so. We'll leave it in the background. The big purple blob there, if you can't see it, is in the color of the brick. It came out of some of our discursive constructivism. Some years back. Pre COVID. And it's one of the themes that we'll bring up and maybe help us with this is the work we were doing then. Still as relevant as it was as it gained new relevance. But the way we work to this discursive practitioner was very often to go down to the blackout bar. And have a pizza and a glass of wine and try and get it out. And so it's a. Guess the pandemic is given us time for reflection. I've talked to a number of people about it. And the focus reporting all sorts of very odd senses of time. How it's affected their sense of themselves in time. The past and the future. A lot of stuff. There was a thing called the post pandemic university on the go for a year or two. And early on in the pandemic, a lot of people put in experiences like I can't do anything. I'm trying to teach online. I just can't do it. And it's not because like skills. Some things happen existentially. There's a lot of things that happen in the future. But it's not because of the pandemic. It's not because like skills. Some things happen existentially. That is interfering with my ability to engage. So the book itself. We started out with the idea of the digital university. There's a lot of stuff about tsunamis of technology at that time, which we didn't really fancy very much. We. Once we took a step back a bit and say, well, what is the university anyway? And we're a couple of themes that one was the university is actually better called the neoliberal university these days. Because you can conceptualize it. Everything that was on the university center in the UK and other parts of the world has been part of the neoliberal capture of public policy and economy and the people's lives. That's the starting point. And we also, you know, kind of thought in terms of constructs, more like curriculum and course design. So those are big constructs for us. And we'll say a lot more about that in the next week part of the presentation. And I think also we had quite distinct views ourselves about what pedagogy might be. What it might entail. We were quite influenced, well influenced by Paul Therra. We were obviously kind of best known to people for the pedagogy. They impressed. Which I was thinking about in terms of your talk. That was very pertinent to it. And we thought it also pertinent to us. Not so much for the attack on the banking system of education as he called it. But more the idea of the development of critical consciousness. And his work with the kind of broad title education for critical consciousness. So we thought a lot about what is higher education for critical consciousness? What would go on? And a lot of the things I've heard through the conference the last couple of days of people saying, well, you really have to challenge the students who think they're coming to get to learn the speaking bits of engineering. Or chunks of law. And that fact base will see them to the rest of their lives. Which if you put it together with a neoliberal political policy for education. The government has said to people the real value of education comes five years after you graduated. And it can be counted if you like in terms of your salary then. If you're not earning enough, then you're screwed up. You spent four to five years at university. And you're not earning nearly as much as you ought to. And that obviously I think you can just pick that apart so many ways. And a lot of what I've heard over the last few days has done just that. But to wind up and pass on to Keith. One of the main constructs we got out from that work was the idea of a digitally distributed curriculum. I'm not sure what we want to focus on this afternoon. Get some feedback on it from yourselves and possibly start thinking, how does this fit in the post pandemic landscape? Is it still relevant? Can it be changed? What are the values that we suppose that we are that are relevant to that model? I'm not sure if you've been told, but you're nice. Thank you. I need to remember another presentation. So, yeah, I mean I think as Bill, she looked at it too. We kind of framed our work around the concept of the digital university and the harnessing of the digital within the university. But actually what we're really talking about in the universe, but that was the lens. We're kind of looking at what's the purpose of the university? What should be the purpose? And what's the role of the digital and open education practice in extending higher education and the work of universities as a public good? And not just for those who could benefit from formally participating in higher education, but from the wider kind of beneficiaries in our communities. Anyone could benefit from the activities of learning and teaching within universities and what that produces. And that's where we kind of focus on the idea of the digitally distributed curriculum. This could probably say the digital distributed university. We could probably say digitally distributed learning in the future. But we focus on the curriculum partly because we felt that was kind of a pragmatic response. Our educators all deal with the curriculum in some form or another. Those of us that support learning and teaching all deal with the curriculum and the programs that study in some form or another. But we also wanted to challenge what is this notion of the curriculum? And challenge things like the notion of the curriculum as a syllabus, knowledge we taught, or even more developmental things like the curriculum is that kind of journey that supports personal and professional development. We were interested in the curriculum as a space and a cone space, a cone-spotted space, and a space that could be located and dislocated as was appropriate. So in relation to the, I might just move up here. Here that's all right. See a little bit better. Digital distributed curriculum. We, sorry. Sorry. It's okay. I'll stop now. I think this is my best slide, obviously. So we don't suppose to go through all of this, but we can conceptualize this as being based around the core values of praxis, public pedagogy, and participation. Our notion of praxis is drawn directly from Friary's notion of praxis in an educational context about challenging and changing the structures and the beliefs that need to be challenged and changed, both in relation to what was taught, but also in relation to how, for our purposes, the curriculum can be a conduit or a cone space that can benefit everyone, not just those who are formally engaged in teaching or formally engaged in learning. So we have these core values around praxis, public pedagogy, and participation. Public pedagogy, there's this notion that we should be as open as possible in our engagement around learning and teaching, and that goes two ways. It goes from us outwards and it goes from outside inwards. And participation just is a core value around all who should be participating, should be supported to participate, both in activities of the university but also in relation to things like the curriculum. So then we have what we call enabling dimensions. Maybe kind of like the pillars that support the practice. So we framed these around open scholarship, co-production, co-location, and porosity. We were never quite sure of porosity or leakiness was the right word, but this notion that things that we do here can go out and things out there can come in and they can all mesh together and create something much better for everyone. And then the kind of third element, instantiation and enactment of the digitally distributed curriculum, they were really the practices. And we go into this in a lot more detail in the book and our other work, obviously, but the things that you'd actually do to make all of this happen. So thinking about, for example, in relation to porosity, open textbooks and resources, and then kind of open textbooks as kind of social justice and not just limiting open to the more recent discussions that kind of infer open online and open digital, but open on campus, open in the community and how that's supported by fluid curriculum models where they're not necessarily time limited. You can come in and go out at points in time that suit you and are important to you. In terms of co-location, thinking about the designs, physical and digital spaces, also thinking about self-selected digital spaces and informal spaces and public and digital third spaces that can be occupied to do something meaningful in terms of learning and teaching. And then just to collect another couple of little things in terms of kind of co-production, looking at how we negotiate what should be in the curriculum and what should be produced through the curriculum and what they should all look and feel like. And in terms of open scholarship, thinking about things of digital artifacts, the extent to which the outcomes of learning and teaching could be digital artifacts and be shared beyond the walls of the institution and have a wider kind of public value, whether it's like a documentary or a digital social issue report, whatever it might be. And importantly in this context, also student digital scholarship tied to motion of digital artifacts by this idea that scholarship and digital scholarship should be as much for our students as for ourselves and their generated knowledge that can be shared and should be shared. So that's where we kind of came to with the digital distributed curriculum. We got a fair bit of traction with this idea, but then we found during lockdown and we found ourselves engaging or being engaged to explore in a lot more detail in terms of interpretations and I think Sheila's going to cover how we've evolved this slightly. Yeah, thanks, Keith. I think what we found during the lockdown that actually our values of practice, prevention and public pedagogy actually really came to the floor during the lockdown because people were participating. There was a huge amount of public pedagogy during the pandemic. The government was sharing data every day with us. I don't know how it was in other parts of the world, but certainly in the UK, I had a few detail literacy issues with some of the slides that were being shown because I had no idea what they were all about. But you know, they were very difficult, very small things. But you know, people were talking about things. People suddenly understood a lot more about infectious diseases than they ever had before. We were talking about transmission. We were talking about, you know, our language changed as well, you know, isolation, we were talking about, you know, so it did have an impact. So definitely we thought that was there. And also our enabling dimensions. Again, we felt that those notions of co-location, porosity and co-production really helped you. I think in terms of co-location, that was a really interesting one. I think Keith came up with this really neat phrase, but during the pandemic, we were all dislocated. We were dislocated from our campuses. We were dislocated from each other. But we were co-located again through digital technology and through our spaces. So that idea of co-location actually took on greater meaning, I think, than the pandemic. And has done since, although it's changed. And I think something these noticed is that the ideas of kind of hybrid and high-flex kind of co-location, but it's not really. And it seems again to go back to some of our original research, very much centered in this kind of techno-centric view of the world that we will buy the hybrid solution. So we're probably in what is technically a hybrid teaching room. Actually, if you're co-locating people, people are coming in and there are people here. That's a really difficult thing to manage and to design for. So it's not enough just to have the technology. There's a lot more that we need to think about, not just for teaching, but also for our students, how they engage in these spaces. Engage effectively. So the things I've put in purple here are things I think that have changed. So I think what we're looking at is how we design for in-person and for digital or online learning spaces. I think we have to rethink how we're doing that to make it equitable. We still got these self-selective digital and learning spaces, but I think students have much more choice and expect more choice and flexibility about where and when they are going to be in-person on campus. There's an expectation that it's changed. I think as well as a fluid curriculum that we talked about, that kind of leads on to this notion of a fluid campus because where is the campus? What is the campus? I think someone showed the Edinburgh manifesto for online teaching. We are the campus. We all became the campus during that time. We've all got that residual memory of it. So we need to think about that as well. I think in terms of this co-production, I think negotiation and agency are usually important. Evolving digital capabilities, yes. I think now again, we've got this kind of choice of motive participation and spaces and devices. It's something we really need to think about. And this moves on. And I think that ties in really nicely what we were talking about earlier. We need to be thinking about equitable and inclusive and sustainable pedagogies so that everything we're doing enables people to have that experience. So again, one of the things, I think, particularly for those privileged people in the global north, suddenly it became clear in lockdown that actually not everyone had access to things. And it became clear to people in a way that they hadn't before. So I don't know how many stories were told about students trying to write a dissertation on a mobile phone because they didn't have a laptop but they didn't have connectivity. They would kind of forgotten those things. Those issues are still there. So how do we now think about a curriculum to make things more equitable and not forget about the experiences but talk about them and learn from them and students as well. So how can we manage that tension between students wanting more flexibility? About us saying, hey, we can do hybrid education. Nobody actually understands what it is. And you're our first keynote yesterday. I think that blew the lid on what hybrid could mean because we're having a very binary discussion just about what the choices are. So we want to look at that and you think that this is really important to start looking from that and not forget about things but actually work with our students to say, okay, what does it mean to you when you are of campus and you are here? How can you make your experience as engaging as possible as we are supposed to for you as an American? So these are the kind of things that we've been looking at. But again, this is just a starting point and it is quite a complex diagram but we'd love feedback on it. So I don't know if there's a way that you can make it bit similar but it's also quite good at confidence because it makes us need to move the internet. Take the tape off and you take that and you get a PhD. But there are some other questions that we thought that might be worth just having a conversation with. In terms of openness and it has been discussed through the conference. How much is the role of openness actually acknowledged in current approaches to curriculum and learning design? That was quite interesting. I did a survey last year for this surveyed UK in higher education institutions on their approaches to curriculum and learning design just to see if anything had changed during the pandemic. One of the most surprising findings was that 63% of respondents said that they shared my new curriculum designs openly. So there's a huge amount of sharing about the process. What you were talking about, we have these models will share that. During the pandemic, again, there was a huge amount of sharing because people had got a lot of resources that they were able to pick them up easily. I think there's a lot of modelling behaviour by people in this room by educational developers like lecturers and teachers, educators in general people are sharing. But should there be a requirement to utilise all yours in planning and designing things? Would that be another way to get openness more? Keith, do you want to take over? I'll put you on the spot but I'll just keep going. I think we saw these all as a continuum of increasingly sophisticated questions when we ask ourselves about how we invent this. At your institution, how can we get commitments to openness and to sharing? I know again, Leo Hammerman is doing work in that. But when we talk about are we really opening things up and going back to that notion of public pedagogy and what we were talking about the kind of fluid curriculum how are we working with our community? She illustrated that beautifully yesterday afternoon in her presentation and she was showing how her students were working. They were dislocated, co-located, they were working in the community they were working with the community they were opening up what they were doing. So again, that was a beautiful instantiation of the digitally distributed curriculum. But how can we move that forward into other disciplines? How can you be open within the architecture community? How can you be open within French? It's an interesting point and I wonder if you can confirm this with me at CUNY because this is something I heard when the pandemic hit the City University of New York got money earmarked for OER. CUNY has had money earmarked for OER. The State of New York has initiatives out there focused on higher ed for incentivizing faculty to utilize OER to create OER. And the push is really to use OER especially within New York City and I teach in the Bronx in the Bronx which is one of those marginalized communities in the country. And so, yeah, there's a huge push to let's give our students can't afford these textbooks so they don't buy them so let's use OER. And do they put a requirement up? There is no requirement if you're incentivized. I think it comes back to though intentionality. And in each of the manuscripts or the articles in the special issue you can see that intentionality each of these projects had the teachers and educators that were part of them really intentionally designed learning experiences. They wanted to choose OER for their courses or they wanted to utilize these practices to foster student agency. And without that intentionality and I can see the intentionality in your diagram you're really thinking about what is campus. You're thinking about all of these aspects of curriculum design learning design how people are accessing materials. Now it's a little bit of a problem when you get the pandemic the Irish government uses money to give laptops to disadvantaged students. Sounds great. I need to present to the county that they're still brought by them. So here's a free laptop which is the stuff you're doing. You're not using the door stuff. We're potentially on the UK in the mainland with the three laptops and there's great disclosure and that's the last you have until somebody can only 20% of the kids have actually got them but they haven't been delivered yet because of the pandemic it's over by the time you're getting them to deliver. I think so I came to forage in the pandemic as well but even if you're technology rich in your own home environment it might just stay spirit. It's just a significant challenge. I think this is a fantastic question. I don't think there's a question for me it's a big question in curriculum design. For example the question of openness because when my approach to curriculum design is like teachers know where to need the class for example how open is that to collaboration and interaction with students and it has many layers in nuances for example with the curriculum class to a distributor how open is that in the case it's like really determine that way and the second question that I take for myself is context where there is no internet how can the digital definitely take place for example how can we design for offline context or mobile first so it can respond to this I think it speaks to me about it sometimes it's helpful to me limited brain powers to look at the opposite side see what's the opposite to this look like and in Britain it looks like eating Oxford Cambridge etc. We have a very closed elite gold standard of higher education in this country and many others and I don't even know how many people in eating Oxford come into conversations like this I suspect not many and why would they cost a lot of money to send their kids there but they're on the royal road to not just to graduate Ireland's five years down the line to be prime minister or something like that and I think that's perhaps a thing I'd like to see explored a bit more and it would raise this whole idea of last consciousness and the nature of society culture, politics and in relation to education because if you don't, we need to stop the needs turned amongst ourselves the Europeans the old Herobians the Oxford's crowd will just sail on and stand at the top of the tree there are people who will fill their leaders media, politics business etc. It is a big one I think and I think following on from that I don't know how it was in other countries I think there was a bit of this in Ireland as well but between the first lockdown there was this overriding narrative that online was secondary it was a bad experience we had to get back on campus and to operate exams so there was a brief moment of hope and there was a huge amount of shame people were all assuming all the time and how did you do this and it was great, it was a collective thing and that was tremendous but at the same time that kind of kept people going that seems shut down at some point where universities were actually being a bit more confident about maybe we could change things maybe we could really think about how we had a bit more about how we were using spaces when people are going to be on and off campus how we can really allow people to have a bit more choice and then it got shut down and if the government are running things they pay so people have to do that but also I think there was a big highlight of that issue that a lot of people in Perot did not understand what contemporary university education or even not in anything what it was like but particularly in university because the majority of them have gone through that very traditional go to university, go to a lecture even if you look at, even now when we do a search on Google for a university what's the first thing that comes in it's an electrical so even before the pandemic there was a lot of amazing work going on with people doing things people have got rid of lectures, there was a lot of interaction there were lots of things going on but the narrative didn't carry through and again I think that's one of the things as we as an open education community suffer from as well because people don't really understand it's not quite going into that narrative so as we're moving forward how can we think about how we can do that and how can we trust ourselves and how can we make our university management trust and our students to make these changes as well it's not we bit to the pandemic people seem to think pandemic will be open in two minutes but in reality the pandemic went on for a few years it's a whole cohort of university students and they put them through the recourse in the amount of time that they were trapped in this kind of pandemic pan-dimensional place where you might have a boat and they might have a computer we've been in charge we could just have said we'll change the first year experience and we'll roll that through to the end of the degree course and by the time we've done that we'll have proofed a concept of open education we don't have very much time left so we can carry on the discussion but we have got a little padlet board so if you want to take a photograph of the QR code and you want to share anything with it that would probably be useful but you know we can use that I think we have to be careful though of like anytime you mandate something like your question do you mandate that? and you know it causes other issues especially for equity so that's something to be mindful of and I think that's part of the intention absolutely and again there are people who can't get connected that's still a huge issue and I can one other issue that I can see particularly with our institution is even if we get access to open resources and there's more development of it is the tools that are used particularly around GDPR and our institution is terrible for locking down things it's finding replacements and putting in that extra work and maybe getting to a point actually where open resources are actually usable as they are because we don't have to worry about GDPR and could this be any more but I don't think we are free to take back control of the computer system and also Boris Johnson Boris Johnson saved the country because he learned how to use PowerPoint and TV we're also really keen if folk are wanting to continue this discussion to hear from you we're looking at the next stage and probably taking the form of some sort of co-creating publication or celestial case studies about some of this stuff so we'll have more to share in that due course but if anyone might be interested then having a discussion about that please do get in touch with us it will involve the black ale barn thank you to all presenters and I think we have like 15 minutes before we head back to the lecture theatre for the preliminary discussion the wrap up thank you thank you thank you thank you thank you thank you thank you thank you thank you thank you