 Great. So my name is Will Ingle and I'm a strategist for open education initiatives with UBC Center for Teaching Learning and Technology, or CTLT. And I'm joined today by many amazing colleagues who help support open scholarship at UBC and who developed and organized this program. And we're just going to take a moment to introduce ourselves. So I'll ask Christina to go ahead and do a brief introduction. Great. Thanks, Will. I'm Christina Hendricks. I teach in the philosophy department at UBC Vancouver. And I'm also the academic director of the Center for Teaching Learning and Technology. And I helped to work on this program last year and to put it together. And I'm excited to see it happening again. Thanks. Shall I pass it on to somebody else? Yeah, we're just going to do alphabetical. So, Erin, do you want to? Hello, everybody, and welcome. My name is Erin Fields and I am with UBC Library of the Vancouver campus. I am the open education and scholarly communications librarian. And I'm very happy to be doing this once again and seeing so many folks here. So I'll pass it on to Lucas. Thanks for the pass. I don't think the alphabetical order was going to work for my morning brain. My name is Lucas Wright. I'm an educational consultant at the CTLT. And I've had an interest and open as an area that I've worked in for a while now, including a second minute BC campus a couple years back. And I had the opportunity to work on this program for a couple of years and facilitate it last year. I think it's Rie now. Hi, everyone. My name is Rie and I'm one of the facilitator as well. I'm an educational resource developer from Centre for Teaching Learning Technology, and I'm really excited to be part of this program again. So I'm just going to pass it on to Steph. Hi, everyone. My name is Stephanie Savage. I am a librarian at UBC Library and I specialize in copyright and scholarly communications. So publishing open access and I helped create the open access unit for this course and I will be helping along with Erin to manage the discussions for the open access unit and it's really nice to meet you all. Thank you. I'm just going to take a minute to get back into the slides. Before we get started, we would like to acknowledge that UBC, which is hosting this program, is located on the traditional ancestral and unceded territories of the Musqueam people. As we're working virtually today, I'd like to acknowledge that here in the lower mainland, the lower BC mainland, we're often on the unceded territories of many different Coast Salish people. And outside of this area, we may also be on the traditional lands of other and many different indigenous peoples. If you haven't explored it already, I do recommend the Native Land Resource, which can help you discover the indigenous territories on what you reside. And when I acknowledge being on the territory of the Musqueam people, it's rooted in the understanding that I as a resident of Vancouver and a member of UBC, I'm privileged to be living and working on territory that is not my own. Furthermore, as POSE is focused on open scholarship and as somebody who specifically works in open education, the topic of open scholarship can often be in tension with or is often grounded in Western notions of copyright law and ownership and that these ideas can be in tension with indigenous and traditional ways of knowing. And we're not going to be exploring these tensions specifically in the kickoff session today, but we will touch it on it throughout POSE. And we're excited that Kayla Larson, the indigenous programs and services librarian at the WeWAH Library at UBC, will be hosting a POSE open session on the six yards of indigenous OER, reimagining open educational resources to honor indigenous knowledge and sovereignty. And this session will take place during the open education unit on March 10. So to help us get started, I'd like to introduce Dr. Susan Parker, the University of Library of UBC. Thank you, Will, and it's great to see everybody here. As Will noted, I'm Susan Parker. I'm the University of Library at UBC, and I'm joining today from the Point Break campus on the traditional one seated in the territory of the Muslim people. There are very important points raised there about indigenous information sovereignty. POSE, which is an awesome program, is definitely intended for those who have an interest in fostering and sharing research and practices related to open research, open access, open data, and open education and scholarship. By completing this program, you will have tools and strategies to become proficient in supporting and advocating for open practices. I wanted to also acknowledge that this program is a unique collaboration between the library, CTLT, and this UBC Open Working Group. These practices in open scholarship are intersecting, but they also underpin knowledge sharing and creation. And the concept of open supports free access to research outputs and empowers communities and users through engagement and education. And this helps to increase the credibility and reproducibility of research. By breaking apart the barriers that have locked up scholarship and educational resources behind paywalls and other barriers open as a starting point, transcends traditional practices and welcomes, collaboration, participation, and dissemination of information. As you know, libraries are strong advocates of open resources and we support our users by helping to identify open scholarship. We also offer support by making spaces where people can learn how to create and share open scholarship. Libraries and librarians are strong advocates for the creation and preservation of open scholarship of all kinds and we hope to create more advocates and allies through programs like POS. That's why the POS program is such a great fit for the library sponsorship and the colleagues you will meet through this program are knowledgeable and supportive guides and instructors. So welcome to POS, welcome to your first day, and I hope you enjoy this learning experience. Thank you. Thank you. I'm just going to get back into the slides just briefly. So as Dr. Parker mentioned, POS is organized very collaboratively and we do have support coming from the UBC CTLT, the UBC Library, both on the Vancouver and Okanagan campuses, as well as the UBC Library Research Commons and the Center for Scholarly Communications and the Open UBC Working Group. Today, at today's sessions, we're going to highlight the program structures and do a course overview. And then we'll briefly explore what is open scholarship and look at some of the areas on which we'll be focusing, mainly open access, open research and open education. And today we also hope to provide an opportunity for you to meet your fellow participants a bit. And speaking of meeting the cohort, I'm going to turn it over to Rie to help facilitate that. Rie, thank you. So we would like to get started with a couple of activities to get to know more about each other in this room. So in this X-ray TV, we use a padlet map to see where we are all located. So let me post a link on the Zoom chat right here. So if you're approaching to the padlet screen in the map here, put your approximate location or the institution or the place that you are located that using that pink icon right here. And the contribution will be anonymous, but please don't put exact address, approximate location like UBC or Vancouver or Toronto will be great. So I'll give one minute for this FT. And I see people are starting to put the approximate location in the map. And I see, whoa, it's all over the place. Many are coming from Vancouver, Calgary, Winnipeg, Toronto, Ottawa. Well, so like many people are taking this post course. Okay, so just in this activity for now, but we can see that it's coming from everyone is coming from everywhere around in Jakarta. So we can see a lot of people coming from Vancouver, like also like Calgary or like Winnipeg and Toronto and Ottawa, like everyone's coming from everywhere in Canada. And that's really great to see. So next now we'll move on to the next poll activity to see everyone's ad and what are everyone's interest with it. So I'm just going to launch the poll right now. And I see almost everyone have answered the poll. So I'm just going to end the poll now. And looking at the result, we have a variety of people coming from the institutes general like we have people coming from the library faculty and like many are coming from the faculty and a lot of stuff are taking and I also see undergraduate students and graduate students are taking the course and also like people coming from different role as well. And also for the second question where like what are the open scholarship, what are the open scholarship are you most interested in. I think many are interested in open education. But what I find very interesting is like all of the open so everyone is interested in like open education research access data. And like there are also some people who are exploring like different aspects of open scholarship. And anyone thinks we're taking the poll. I'm just going to pass it on to Lucas. Thanks, thanks for it's exciting to see such a variety of different people taking this course. So pose is a fairly complex course meaning there's a fair number of moving parts. So what I'm going to do now is just spend a few minutes with you, guiding you through the online space. So walking you through both the WordPress platform, as well as the canvas platform for pose. I will mention that there's also a walkthrough video we've included in pose so you can refer to that as well. So, just let me pop open the pose course now and one of the first things that you probably started on in pose is the pose WordPress course and we've used the WordPress space to house all of the post contents and many of the interactions. So just to kind of orient you to this a little bit. First of all, you probably notice now that on the homepage. This is where you can find all of the general information about pose. So, a moment, if you scroll down here you'll see that we put accordions where you can find about a program format etc. So if you're ever stopped about dates format etc. return to this page on the top bar you'll see there's a getting started unit this is the open scholarship unit. And this will be the first unit that you go through it's just kind of an introduction. That's where you'll find the walkthrough video through pose. Each of the other units open access open research will be opening each month open access unit is open now. And for the for each of the modules you'll see that there are multiple units within it so three units per module. You can move through them by clicking on the unit and clicking on the next page and what you'll find in these units is you'll find content. You'll find that we've developed scenarios. We've also embedded some h5p interactives within the unit to give you some practice scrolling down a little bit. So here's the different units and then at the very end of the unit you'll find that we have some shared activities. So for each of the units we have an activity bank. If you've used activity banks before these are inspired by Agora and DS 106 and the activity bank is a space that you can go to I'm just going to go there now. And you'll see for each of the different units, we've created activities that you can select from and complete. So here's an example of an activity. You can read about the activity and we'll get you to share just below it and you'll see the shares from the previous group going back to the open access unit now a moment here. Just again so we have the activity bank. We also have a discussion for each month and the discussion description is on WordPress however when you click on it I'm not going to now what this is going to do is open canvas up so that you can participate. Within the discussion. Finally, each unit has a shared reflection as well as a unit completion. So once again this will open up canvas and you can acknowledge your completion. Last thing to mention here is that each of the unit is going to be opening on the month will also be sharing program updates through this link. So that is the WordPress space now the other space we're using for pose is a canvas space and the main goal of the canvas space is to track your progress help you track your progress as well as we're doing discussions on there. So I'm just going to open the canvas space now by going to the open access discussion we've hard linked to all of the different canvas components in. So if I click on discussion. This is going to open the canvas course I could participate in the discussion now, but just to give you an idea of what to look for in this course. So again canvas is going to be primarily used for tracking. We're also going to be sending announcements through canvas. So these will be done monthly they'll provide updates of the course. You'll be participating in monthly discussions within canvas. We've also included a general discussion area and administrative discussion area. So if you get stuck in the course if you have a question feel free share them up here. We check these quite regularly. Finally to mention in the course you'll find your grades. We've set up tracking for all of the different assignments in the course this allows us to track your course progress, as well as for you to track your course progress. So if you want to return to the post word press site, you can just click here, a reminder. All of this is open and reusable after I'm going to stop sharing now, and turn it over to the next person. I have a just let me grab one question from Helen. Is it possible to download the units as a PDF after the course is over or will the site remain up and accessible Helen where we will have a export using the word press export so all of the contents is exportable you could even pull it into press books or something if you wanted to PDF it from there. And we'll also have this open and accessible. All right, Christina. Great. Thanks. I see there's some questions about logging into canvas, and I believe re has posted the self enroll link. So I think if you have other questions, we can connect about that later. Great. So, as I mentioned earlier, I'm Christina Hendricks. I'm the academic director at Center for Teaching, Learning and Technology and have been thinking and working in in open, particularly open education for quite some time now, and worked with a number of folks here on the open education unit. But today I'm going to be talking about just generally around open scholarship and some of this is on the getting started page or excuse me module of the post course, and some of it is is additional to that so open scholarship is is kind of a broad term that's meant to include these areas that we've been talking about open education, open access, open research, open data, open science, there's there's quite a few opens that are connected to scholarship and that's that's broadly what the word is is an umbrella for, but we can dig into it a little bit more. And I often try to think about what does open that like the word mean. And it can mean quite a lot of things right if you think about an open door or open for business or open mind or like there's lots of things that open can mean. And these particular discussions that we're doing here. It often means free of cost. And that's the image on the left on the left that there's an image of a bunch of books and assign this as Libros Libres Libres sorry my Spanish is terrible, which means free books. And quite often when we talk about open in in these contexts we're thinking about things that don't cost money though. That's usually don't cost money to the end user certainly costs money to create and sometimes cost money to you know make available as well. So that's one meaning of open. And on the right I have a picture of people sitting in a museum and looking at at paintings on the wall and, and a colleague of mine once told me about like, you could think of open like happens in a museum, which is, you can access the materials and sometimes you can do it for free and sometimes you have to pay. You can't really do any adjustments to them, which makes sense for art right you don't want people to go in and deface the art or change the art necessarily. Although sometimes artists don't mind that. And sometimes it makes sense for for research to write that if you publish a paper, you don't necessarily want people to go in and change it and indicate that you agree with those changes. So, sometimes just being available to access without changing makes sense. But there are also other meanings of open that do involve revision and change. So here's, here's several like there's probably many other things you can think about but here are some of the ways I think about openness in terms of these these areas that poses talking about open scholarship. So free of cost to the end user. If they have an internet access. So that's also not necessarily fully free or a low cost for a print version. Open license. So you'll hear more about this early on in the course, we often talk about creative commons open licenses which allow other people to reuse, depending on what kind of license you've chosen to revise. To use for commercial purposes or not. So you'll learn all about that in in the course and the purpose of these licenses so that you don't have to ask permission. The permission is already granted to do these things. So you can think of open also in a technical sense. We'll talk about this in in part in the open research where talking about open source software to use for open research. And so open formats to your your software, the technical skills that might be needed to use or adapt the work that the more difficult it is to to adapt or use sort of you could think of as that as less open. Sometimes we think of openness as transparency so sharing the research data sharing methods, or even sharing with students what data are collected about them and how that is used so being open in terms of what we're actually doing. Sometimes we think of openness in terms of inclusivity so various voices topics perspectives methods, but also accessibility so is the resource accessible for people with disabilities. You might think about universal design for learning in this context as well. And then finally on the slide I have social in the sense of social meaning of open meaning that you're opening the work to collaboration from others so more people involved, or involving community participation in your work. So this is just to say like there can be a lot of ways of thinking about openness, and you'll see a lot of these come up throughout the course. The overview of open scholarship that we have on the getting started module is this and I've highlighted a few words around some of the values underlying it so why do open scholarship not just what it is but why we might do it. So thinking about democracy, equality and social justice by opening up access, but also opening up in terms of who can contribute to knowledge and having different kinds of knowledge and different approaches to knowledge be part of the sort of scholarship of the globe. And here we've got knowledge creation dissemination should be understood as social practices as I was mentioning before with multiple people contributing. Focusing on connection and community and inclusion social impact and participation so it's not just about creating knowledge but also thinking about what impact that knowledge might have for others. And then finally, the other thing we have on the pose getting started website is a set of values of open scholarship and I won't read through all of these, but you can see that some of them are about improving knowledge. So we've got speed and efficiency and sharing research findings which can help to improve scholarship or openly sharing the results of research to enhance reproducibility and credibility in the results. And others are more kind of values focus perhaps so social justice commitment to reduce access barriers to information and engaging the users of knowledge in the process of knowledge production so that we're we're sort of reducing hierarchies so that it isn't just one group of people who produce the knowledge and other people learn or access it but that there's more participation across multiple folks. So I think, I mean I've opened up a lot of questions and a lot of topics rather than closing them off which I suppose is typical of openness, but just to give you an overview of some of the themes that you'll see throughout the various modules in the course. Thank you very much. I'm not sure who is going next. Thank you Christina for providing that that overview of open scholarship. We're going to now look at some of the specific areas in which we'll focus on and pose and the upcoming units and stuff I'll turn it over to you. Thanks well. So I'm going to give you an overview of the open access unit, which is the first unit and pose. At the highest level this unit is meant to introduce participants to some of the broader ideas and complexities at work within open scholarship, along with the basic mechanics of how open access operates within the larger publishing ecosystem. Over the course of this unit participants will have an opportunity to examine the current economics of publishing and the impact that the commercialization of publishing has had on academia, libraries and systems of global research dissemination. You'll have a chance to better understand author rights and intellectual property, particularly in relation to publisher agreements and negotiations. And finally the unit will provide an overview of the development of open access and prevalent models of open access, including the challenges and opportunities that they afford. Here you can see the three modules that make up the open access unit as well as the topics for each page within those modules. I won't go over the individual modules and too much detail as the content should speak for itself once you get into the unit, but I'll briefly touch on the thinking behind the three modules that make up the unit. When we were designing the content that will go into the open access unit. We're going to strike a balance between providing practical information sort of the how to have open access and introducing participants to the challenges and complexities inherent in a deeper understanding of open access. Each module in the unit contains both this more practical knowledge along with some of the opportunities for deeper engagement in the content. Once you move through the content in the way unit, you will notice that there are many opportunities to dig deeper into the topics presented. So while some of the other units impose also presented opportunities there are many more in the way unit, and this is a reflection of the fact that the way unit is perhaps more ideas based or ideas focus and the other units which are more grounded in practice. As pose on the whole was conceived of only as an introduction to open scholarship and not a comprehensive overview the dig deeper readings provide participants with an opportunity to engage in the ideas being presented in a more meaningful way. So none of the dig deeper content is required reading, but I strongly encourage you to do some of the additional reading, especially if you are already familiar with the basics of open access. This dig deeper content is where you will be able to go beyond the introduction introductory content and into the more nuanced aspects of open access. And one thing I'll add here to is that last time we ran pose, we had some feedback that maybe there was more reading than people expected, or more work and we have cut back overall in that but maybe part of the reason is because people were trying to do all of the dig deeper readings. So I encourage you to do what interests you to investigate what interests you but to know that you don't need to do these dig deeper readings in order to have information. You need to do the, the other parts of the course including the activities for example. Finally, I just want to spend a moment on what we're referring to as sort of the big ideas. As I mentioned earlier, the big ideas are presented in the way unit. These three big ideas are each taken from one of the three own modules and represent the larger questions we hope to address throughout the module content. The big ideas are structured as open ended questions and leave room for each of you to come to your own conclusions, which we encourage you to explore through your engagement with the module content, but also through the activities discussions and reflections that we've discussed. So a lot of the way content is open ended. And there's no sort of easy answers to a lot of the complexities we raise and we hope we hope that through the course you'll engage with this and it'll be productive for you. So I will pass it over now to Erin, I think. So this next unit that will be open in February will be open research and open research is covering three areas, open workflows, open software, open data. So in this unit, we chose to really focus on these core areas of the research ecosystem. And we're going to touch on transparency, reproducibility, open scholarship and open data. And similar to what Stephanie was talking about in terms of those big ideas, really what we're trying to approach here is not, there's a lot of intricacies that are involved in open research that we're not going to be able to get into. We're really introducing people to these core concepts and these big ideas of how can increasing transparency of research and project processes like methodology or workflow really improve research and help to advance knowledge. How can collaborative methods increase efficiency and also widen participation in research and also thinking beyond like the cloud just putting your information out there into the world and really thinking about making data open. So in terms of the actual units, we start off with open workflows and really what we mean by open workflows is the steps we take to complete a task. And at its simplest open workflow is when each of the steps of the research process is openly shared through peer documentation, which makes the research project more transparent, but also reproducible and reproducibility is going to come up often throughout this through open research. So you'll understand the clear understanding of what reproducibility means in the context of openness. So we're talking about clear documentation, which includes best practices around filed naming conventions or project metadata so information about your project or file formats. In this section you're really going to learn to articulate what an open workflow might mean in different disciplines because it does differ from sciences to say the arts, but we will also discuss the concepts of reproducibility and replica replicability which are different, and how they differ and appear in those different disciplines. So we're going to talk about open software. The unit on open software is really going to discuss considerations and pitfalls when you consider working with particular software and particular code. Now you don't have to know code in order to understand open software, and you don't even have to know all of the open softwares that we're mentioning, although we do describe quite a few and what they sort of do. Open source software is really what we're talking about is how can support your work in being more sustainable by removing sort of that black box aspects that are inherent in proprietary software and lowering the barriers to reuse and reproduction. So when you use a software that is proprietary that people have to pay money for, we're automatically closing off a portion of our research because somebody can't download the program freely and use the material that you've created. So this unit really is covering core concepts around creating open code that is meaningful, shareable and reusable, and also why it's beneficial to do that. And finally, we're going to talk about open data and data is the fundamental part of modern research workflows across disciplines. So open data, we're not necessarily just talking about, you know, the crunchy numbers, we're talking about any data outputs that have been created during the process of doing research. And as academic work increasingly, we're making use of digital tools and methods, and this module is really covering the basic ideas of how to keep in mind to create, curate and preserve sustainable data outputs and how this can support your work within a project but also how others can build upon that content and build upon that work, thus making research much more open and has more legs in terms of being able to be used out in the world. So you will be learning about different types of principles around open data, we will talk about fair principles, and we'll also go through the structural processes of ensuring that your data is open, and the benefits of making your data open. So now I'm going to pass it on to Lucas who will talk about open education. Wonderful. Thank you. So open education, we put this unit last partially because we assume that you will have explored this area the most in your open work. So the open education unit is divided into three modules, Creative Commons, Open Educational Resources OER and Open Pedagogy. So for the Creative Commons, for the Creative Commons module, open education is often grounded in the application of Creative Commons licenses and teaching and learning materials. Creative Commons licenses, as Christina mentioned are open copyright licenses that give permission for others to reuse the work under specific conditions. So we'll start off the module with an in-depth exploration of Creative Commons and how they relate to copyright. So a couple of the goals for you or areas that we'll touch on within this section. You'll be able to explain the differences between using work under fair dealing rules and using work under CC licenses. You'll be able to give an example of what one cannot, can and cannot do with the different types of licenses. So with your by license, with your NC license, with your SCSA licenses, we'll point to some ways to find Creative Commons licenses in different contents types. And you'll have an opportunity to apply a Creative Commons license and share your work in a format that's reusable for others. The next module we're going to look at is OER. And a good question to think about as you go through this module is what makes an educational resource open? So after we've explored Creative Commons licenses, we'll jump into OER. Open educational resources are teaching and learning resources, including full courses, course materials, text books, streaming video tests, software and other tools that are free of cost and access barriers. And which also carry legal permissions for open use. Generally, we use Creative Commons to grant this permission, which allows anyone to freely use, adapt, share the resources anytime, anywhere, depending on the licensing that you've given it. So in this unit, we will give examples of why learners and instructors value and use OER. We'll discuss some strategies for adapting and contextualizing learning materials. We'll identify and evaluate sources of open educational resources, and you will have an opportunity to develop and share an OER. And the final module that we're going to look at is Open Pedagogy. Open Pedagogy asks not what you teach, but how you teach. Open Pedagogy can involve a blend of strategies, technologies and network communities to empower students to have control and agency over their own learning. This module focuses on how to incorporate principles of openness and learner participation into the process of teaching and learning. So a couple of topics that we're going to look at, we'll look at some different definitions of Open Pedagogy, some different pedagogical benefits and impacts to integrating open approaches into teaching and learning. We'll share some examples of different open assignments so that learners can have different agency when they complete an assignment. We'll talk about what rights and controls that students have over their own work, and we'll also look at what are some of the challenges. What are we asking students or faculty to do when we ask them to work in the open? So a couple of different ways that we're going to look at open practice. And I'm going to turn over to Erin now who's going to introduce a breakout room activity. I did want to mention something with breakout rooms before we jump in. They have been a nervous space for people lately, and we've noticed that when we do breakout rooms, some people will disappear. I wanted to encourage you to stay. Community is one of the most important parts of this program. If you are uncomfortable when we do the breakout rooms, you may want to turn off your camera. Sometimes that can help you feel a little bit more comfortable. All right, over to you, Erin. Thanks, Lucas. All right, so as Lucas mentioned, we are going to do a bit of a participant breakout in the breakout rooms, which we will set up. We would like you to introduce yourself to the other participants. And on the padlet that Rie just shared in the chat, we would like you to answer some of these questions, which is what has inspired you to participate in this program? What kind of open scholarship practices or projects interest you? And if you have a project or know of a project that really interests you to maybe share a link to that project. So, Will, if you wouldn't mind showing the padlet. So it's going to look similar to the map padlet in terms of how you respond and comment. Here we are. So at the top, we mentioned maybe it would be good for one person to be the kind of recorder inside of the padlet, just so that we make sure that somebody is keeping kind of some notes of what is happening. As you might want to assign somebody that as well as when we come back after about 10 minutes, somebody who will be willing to maybe just report out some of that conversation that you had. So the three questions are listed here in the padlet. There is the comment function that you could use to answer. You also could actually use the plus sign, the pink plus sign if you choose, but the comment function might be easiest to use just so we keep track of the answers for the actual questions themselves. So if nobody has any questions, we're going to assign the breakout rooms and we will come back. We will bring you back in about 10 minutes where we'll just do a bit of a debrief. So welcome back everyone. I hope you had an interesting discussion and got to know each other a little bit. So we have the padlet open for all of the responses that folks gave and I just wanted to give an opportunity if there's somebody in the session today if you wanted to speak about your group, what conversation might have come up, something interesting, feel free to maybe raise your hand so we could maybe see. So I believe I see Christopher, you have your hand raised if you would like to unmute and maybe let us know. So unless there are any questions, any more questions, I would just say we're very excited to see you start interacting instead of pose looking forward to the discussions that we'll have and seeing you hopefully at our next session. And welcome and I really, really hope that this is a fruitful and interesting experience for everybody so thank you for attending.