 Okay, thank you. All right, welcome everybody to our first virtual regional leaders and open education meeting where we had all of our work groups and also very pleased to have other regional leadership efforts with us today too, so that we can really talk about what we're all doing, how we can work together and make sure we're not duplicating efforts. This is Una Daly from CCCOER at the Open Education Global, and let's see. Before I go into the details of this, we wanted to take a moment here to reflect on what Arlo can do to recognize marginalized colleagues and students and and Quill wants to say a few words. Quill is one of our team leaders, as I think many of you know. I don't know that wants to say a few words is the right thing to say here. I think it's that we need to say a few words, and I think right now is a challenging time for us to talk about this. My college has been doing a lot of work around equity for years, but in recent days has been really focused on this conversation about the whiteness of higher education, and it made me reflect on the work we've done this year with Arlo and trying to figure out, I think one of the things that one of the reasons why we have Arlo, why we started to do this work, is because we wanted to do a lot of work around what it means to be a part of our profession, and how regional leadership leads to the definition of our profession. And as we go through that, I'd really like us to be asking questions today, and as we move forward in our work around how we bring marginalized communities into these conversations, and how we can use openness as a way to address some of the inequities that exist in higher ed and in our social makeup. So, I don't know that I wanted to have to say that, but I feel like we have to say it, and we have to address it, and we have to continually address that conversation in every meeting we have in open education, or we are not creating an inclusive movement and an inclusive profession. Thank you, Quill. And as you know, Quill was, you know, our president for many years of our CCCOER Executive Council, and she started our equity diversity and inclusion blog, which we have continued over the last two and a half years. And it has been an opportunity to discuss these issues, but without maybe the heightened urgency that we really need to bring to it. So thank you for that. And we have a survey that you can take at the end of today or tomorrow, whenever you have time, and we're going to ask you if you would like to share with us. Any other comments from folks? All right. I want to go into the agenda here with People Book. First of all, I want to say welcome. We have 43 people online today. So really exciting. I would like to invite you to introduce yourself in the chat window. I'm sorry we don't have time to let everyone introduce themselves individually. We'd love to do that. But we'd be here past 6 p.m. Eastern if we did that. So yeah, please introduce yourself in the chat window. Particularly those of you who are joining us for the first time. And I know we do have a number of people who are joining us for the first time. So from an overview perspective, we're going to go into a panel here in a few moments. First of all, we're going to have a few words about Arlo, where it came from with James Glaffa Grossclag. And then we're going to go into a panel with several other groups that we work with that have their own kind of separate groups. And that is the higher ed compacts, the doers, and also the statewide leaders that is run out of the Florida virtual campus that Rebel runs. And so we're really looking forward to that panel. They're going to talk a little bit about their work. And then we're going to go into, we're going to ask them a couple of hard questions. And then we're going to invite you to ask them questions. And that we expect will take about 45 minutes. And then we will move into our work group presentations. And this is really the focus of the day is the work group presentations. I have to say the panel is kind of the frosting on the cake. So thank you so much to our panelists who are joining us. And we want your feedback on what the work that's being done that's in process and in some cases further along than others. So that's really what we want today. And I appreciate you verbalizing that you can either use the chat or your microphone. We ask that you keep your microphone off if you're not speaking just due to the fact that we do have over 40 people on board. And then so those are run about a half hour each. Roughly we might finish early on those. But we have a 15 minute break in between the two four work groups that are presenting. And then we'll get to next steps. We're targeting about 215 Pacific to get to the next step section. And there will be the first thing we'll talk about with the next steps is crosswalking between all of these great regional open education efforts. And then we will shift to a community discussion around how we work with these materials and also potentially about issues around getting people who are from more marginalized communities or sorry more marginalized I guess I would say ethnic groups involved. Making sure that we have the voices here that are important to have here in a regional open education leadership event. So any questions about that? And thank you. Liz has posted the agenda in more detail. We hope to stick to that. So that is our hope. All right. Thanks everyone for introducing yourself. Really appreciate that. All right. I want to just for a very brief moment here talk about what we've where Arlo came from and then invite James Glapagrosskirk who is also one of our other leaders to talk. So the regional leaders of open education really came out of this CCC or our member need to collaborate across institutional and state boundaries. Many many of you are facing similar issues and you really want to work on these and collaborate on these issues together to find common solutions and not duplicate efforts. And so we started this back last summer and I will say our team has been Amy Holfer from open Oregon, Quill West from Pierce College, the open education manager there, James Glapagrosskirk from College of the Canyons and also a statewide California leader as Amy and Quill are in their states. And then Denise Cotay from College of DuPage who's she's the librarian there and also a statewide leader in Illinois. And so they are leading their own individual efforts. We met at open education 19 sorry in Phoenix and we had a whole day event there where the four groups were able to develop their initial plans and they've been working on on that steadily since. And so really excited to have them share with you later on. But first of all James is going to give us a little bit of background on on where this came from and kind of the vision for the future. Wow thanks and I really appreciate that and appreciate being here. It's exciting to kind of see everybody. I'm not going to give a whole history of the movement or of how this all came to be. But I appreciate the opportunity to say a couple of words and dial us back to what in my mind I think of as the spirit of Phoenix. Phoenix last year open ed where this group came together for a full day before the official open ed conference. For me it was one of the one of the most fun days I've ever had. I don't whether that's pathetic and sad a comment on my social life or more of a inspirational comment about how important open education is to me and to all of you here. But I think it was fantastic to spend the day with established and emerging leaders, formal and informal leaders from all over the country and we have friends from Canada as well. It was just terrific for me to see us taking our destiny in our hands really to the danger of overstating things. You know in my mind open education is evolving rapidly from a movement, a collection of individuals, a whole bunch of different organizations where open is sort of an add-on. Maybe it's here, maybe it's there in an organization but it's just kind of this add-on and people are doing it because they feel the passion, they roll up their sleeves and take on something extra. It's evolving into in my mind again a field of profession. There are some people here who are lucky enough to build their careers around open education and I think most of us who don't get to do that look really obviously at those who are able to place open education at the center of their careers. So for me this project, Arlo, really represents the opportunity the need for us to control our destiny, to grasp what we're doing, to shape what we want to do and to define what it is that we're doing and define the outcomes that we want to have. There's also if we talk about Phoenix there's no denying the transition that happened with the open ed conference last year, right? The day after we had our fantastic meeting, David Wiley drops the mic at the opening session. So there's a massive transition there and maybe when real historians look back years from now they will see that as a real change in open education from a movement to a professional field and I think we have the opportunity and we have the responsibility to be at the center of that and to guide things. So the work groups here, the subtopics that we're going to dive into today come out of a lot of conversation around what the field, the movement thinks are the key sort of themes, topics that we need to define in graphs. So we've got sustainability, professionalism, stewardship and policy. So that's where those topics come from. We think those are essential to taking control of our destiny and moving the field into being a proper field. So that's kind of the promise and the hope and the fun of what we're doing here. I want to take one last minute though to reflect on Quill's injunction at the beginning. I really appreciate Quill taking the time to express those sentiments and that challenge to us and if you haven't yet seen Amy's tweet from last night, it's terrific. Look at open Oregon. And in my reflection on the current state of things, I realize how often I personally have used the term equity as a polite way to disguise what I feel in my heart is the work that I want to do and that is anti-racist work. But polite society that I've been in and that I think I suspect many of ourselves find ourselves in has not been ready to use that term or accept that term. So I'm going to make a conscious effort to substitute or to be really more conscious about whenever I use that term equity to really ask myself if that's what I mean or do I mean anti-racist work instead of equity work. So again, I'm really happy that we're all here and I'm going to kick it back to Una for the start of the day with a really dynamic panel. I'm really happy to be here. Thanks everybody. Opening remarks and I'm very pleased now to introduce our panelists who are all regional open education leaders. I hope that term works okay for them as well. And I'm just going to go ahead and introduce them here and then we'll hear from Rebel first. But first up, I'm just going to go right left right here. We are very pleased to have Deep Shenoy with us today from the Doers project. And also Rebel Cummings-Saw, who is the director of digital services and OER sorry and OER, excuse me Rebel for murdering that, at the Florida Academic Library at Florida Virtual Campus. And last but certainly not least, we have Tanya Spillavoy, who is at witchy, let me see and I'm sorry I'm moving this way, she's the director of open policy there and she also leads the work among the higher ed compacts as well around OER. So very excited to have those speakers today to come and tell us about their really inspiring projects and Rebel I'm going to ask you to go first if that's okay. Sounds great. So the question that I, we're not doing questions yet, we're just doing introductions. Sorry did I miss that part or am I going straight to the question? No, no, please. I want you each to have, you know, five minutes to talk about what you're doing in your individual groups. Yeah, thank you. Okay, so my, I don't know if we are an official, I guess we're an official group now, everybody keeps calling us an official group so I'm going to take it. We're an official group of OER statewide leaders. We came together kind of nonchalantly and out of frustration Amy here on the call today can witness to that frustration that we felt as statewide leaders looking to the future and also to the past about the work that we had been doing in kind of siloed areas and how we might be able to work more collaboratively in the future. And so that was kind of the idea of pulling this group together. And I started with a simple call out for people to either self identify or nominate someone from their state. And that list has started and has consistently grown month after month. So we are just asking anybody who feels that they are a leader for their state or participates in a statewide leadership aspect in their state or wants to has aspirations for that even are invited to join this group. It's an open group. Anybody else welcome to join. We have discussion point agenda areas that we look at each week and really the goal for the whole year we accomplished in the first meeting. So this group has been doing really great work so far trying to pull together resources and align strategies and our thinking so that we all have the best resources and and move forward on the whole. Sorry I'm trying to read the chat to us because so and move forward on you know what it is that we're trying to do as a nation. I know that we're all individually trying to do these things within our states but this is one that we are able to you know to get together and and I think we're making great progress and even just the short time and I know we're short on time so I'm going to stop and wait for. Thank you Rebel. Did you want to share with people if they want to get involved with your organization would they contact you directly is that. Yeah they can just email me ourselves at flvc.org I'll put that into the chat. Thank you yeah and any questions for Rebel since she she did finish up two minutes early. So we'll we'll leave that open for Q&A. And I know Rebel that you explained to me that you've been collecting state state documents around funding and data and let me see it's in the crosswalk. The administration yeah yeah all that. So we as a group kind of brought together what are our challenges that we're struggling with right now and we identified a long list of that and from that we had people kind of vote up those challenges as to which ones they were dealing with on a state level in their state and so three naturally came kind of to the top and we've been working on those and we have a shared documents area that we use right now and it was actually brought up in our last conversation on whether or not we should have more structure to that sharing so that's something we'll be looking at in our next meeting I think. Great great wonderful thank you so much Rebel. All right and next up I'm going to ask Tanya Spillavoy to to go and Tanya I'll move the slides for you if that's okay. Tanya can you I'm not hearing you. Okay can you hear me? I can hear you great thank you and we can see you. Can you all hear me? Can you see me now? Yes okay so I think this is hello everybody it's great to have you all here and I think it's probably important for me to show you a map and tell you what a regional compact is. The four regional compacts are the Midwestern Higher Education Compact that's MEC which is abbreviated MHEC. The New England Board of Higher Education and we call that NEBI. The Southern Regional Education Board SREB and the Western Interstate Commission for Higher Education and that's WICCI. And you'll see in the center of the map there are two states that are members of two regional compacts North Dakota and South Dakota are jointly affiliated with WICCI and MEC. You'll also notice that the compacts have lots of outreach among other affiliated territories such as you can see Hawaii is part of WICCI and so they also reach out beyond the continental UL. They have a shared common interest in assisting and promoting the adoption and scaling of open educational resources. Just for context the regional compacts have been valued resources for decision makers and institutional leaders, researchers and practitioners. States have made significant investments in their compacts since they were established. The commissioners who serve on regional compact boards are appointed by governors of their states and the states usually have some sort of language in their constitution or within law that allows them to join into a regional compact collaboration and they do so for a variety of purposes and for historical purposes just to tell you how long they've been around SREB the Southern Regional Board that has the most member states and Wanda's on the call Wanda Barker from SREB and she has much more historical knowledge about SREB than I do but they were established in 1948. WICCI was established in 1953, Neve in 1955 and Mech in 1991 and so states who send their commissioners such as SHEO heads like state higher education executive officers, sometimes presidents of systems, sometimes a lot of legislators are sitting on the board they really gather together to have a non-partisan partner in effective policy practice and research and they've done a lot of things together in the past to adopt and sustain efforts on behalf of students. Some of the things that they've done are collaborations around exchange for students so let's say a state like North Dakota doesn't have a veterinarian school they have an agreement with other states where we could send a certain number of students to another state and attend the veterinary school and they hold those seats. There's also interstate agreements for the purposes of state authorization throughout the prosody for distance education and all kinds of other interstate agreements. This is really a place where a lot of policy gets passed among the states best practice and so when compact leaders come together they share all the offenses that are happening in the states and they take it back and they duplicate those efforts and a lot of goodness goes really quickly at the compact movement and so it's an exciting moment in history that all four regional compacts have come together to talk about open educational resources. In the history of all time the regional compacts have only come together around one other issue not with distance education authorization and so to talk about the importance of this moment when all four regional compacts are talking about the sustainability of open educational resources reducing costs for students promoting equity and as James said anti-racism making the materials more open more available more equitable for all students that is a huge moment for everybody really and it's a it's an exciting thing so to give you some example of how they go about working and you can go to the next slide the regional compact this is an example of the mech multi-state open educational resources convening really the regional compacts are very mindful that there's a lot of activity going on in states and a lot of grassroots efforts and they want to support that and not supplant that and you can see an example that we we brought together stakeholders in the mech region members from each of the 12 mech states were in attendance and these folks were people who were part of libraries policymakers sheo had k-12 folks distance education and a lot of them have never spoken with each other before even in their state let alone as a multi-state they brought them in the same room together and said hey did you know that there's actually a librarian in your state that is doing these wonderful things with open and they have a whole repository and they even have an open library in the state of minnesota and you can all use that right so just getting people in the same room together was highly productive because a lot of the people hadn't even they didn't know even what was happening in their own states around open let alone what was happening in multi-states in their regions we also brought in national leaders and open like Nicole Allen did a keynote and others who were there to just kind of introduce them to open education as a concept and introduce to the amazing movement that's happening all over the world so my job is to coordinate all four regional compacts we hold weekly meetings there's wonderful teammates who are some of them are on this call right now who are really passionate about bringing open to their regional compact and empowering the the folks who are already doing the work and then introducing open to people who need to hear about it who could make a huge difference in a state so i just wanted to put that out there and if if you all have questions that's kind of the high level overview of what a compact is and what we're doing and how we would love to support the open educational resources movement that's already happening but just on a more formalized coordinated effort at this very high state level thanks so much tanya for that overview and i do think we have representatives from each of the um compacts here today do you want to introduce the the other three um compacts sure and they can probably wave we have um and these are people i've worked with in the past who have done amazing things it was in their compact states i think a lot of the things that happen um in the higher ed happens kind of the rest of us think oh wow something wonderful happened and they don't realize that it really took a lot of effort and a lot of emphasis and some great policy making and work from the regional compact so um some of the people who i could credit with the awesome things that are happening for students is um we have uh let's see if i can find them on here but wanda barter from sred lily on ideas represented witchy and jenny parks is here from mech and we also probably might have um rachel stich hope to kofiak here from the nevy region so they also have a a really great oer fellow in the nevy region if she's on i can't tell but her name is is lindsay gum yeah you know um lindsay was hoping to join us today i don't know if she made it i hope she did um and we need to get rachel on our list too so um paul had a quick question for you um paul if you don't mind i think we will um wait to um answer that one because i want to give deep a chance to um to do his presentation and then we'll come back to paul's question and maybe um you can take a look at that in the meanwhile tanya in the chat window it's a good question all right thank you thank you all right and um deep i would like to turn it over to you now thanks hey everybody um uh thanks for having me and also wanted to let you know there are other doers folks on this call um amy hofer andy mckinney britney dudek um i hope i didn't miss anybody i was trying to look through who all's joined so far but i'll certainly provide information um and and guys jump in if if i miss anything uh that you'd like to say please go ahead uh doers is um i think uh compared to uh the compacts relatively knew it was kicked off as a conversation between uh state university of new york city university new york and maryland um in 2017 um and it's really focused on oer um uh issues at the system level so um it's grown as you could see from that map on the screen um to about um i think 23 members now i think that's about right um and it tends to either be a system so like in you could see like in texas two systems join university texas and am at the system level um or it could actually be statewide representation um uh you know there are organizations like amy um uh with um open organ um educational resources or um affordable learning georgia where it's it's a group that is dealing with the oer issue statewide and a few cases it could be um there's i think one board of regents and a couple departments of higher ed so um it's really open to any um of entities at that level um uh of organization so you know multi campus or statewide um and i guess really the uh and that's us and canada we have um two participants from canada as well and really the approach of this group is around project so we've got projects which i'll go over in a minute um and we've also recently stood up a website which you could see at the bottom of the screen there so i will go through stuff quickly but if you would like to get a little bit more information or anything is too fast you can certainly flip over there um but um you know whether you know i guess really this organization what has drawn people to it is people are interested in the organizations that are interested in the specific project so they could see some value in it as well so i think over time you know membership may um uh fluctuate as people get interested this is the group that's interested in our current set of projects which we are aiming to get mostly done by this october and then i think we'll see you know that's really the it'll be the first set of projects this group has really tried to do together um and then we'll see um from there where we go um after that um unna could you take the next page please absolutely thank you so doers is organized into three work groups around uh different topics there's one on research one on equity one on uh capacity building so and those groups have um uh you know very specific projects that are on their plate um the research group is doing a landscape analysis i would actually say these are shifted a little bit since we wrote them um it's more of a synthesis of the um uh the materials available in oer um and it sort of stems from the fact that like a lot of our members are people who might be like a the vice chancellor who is responsible for the oer issue in their system and they're getting drawn into conversations with other stakeholders like maybe the chancellor's office or the provost's office for the system and people are confused they're like confusing oer and inclusive access for example so just trying to write some sort of explainer for those folks to really help them um the um uh research agenda or research priorities has shifted a little bit and in the crosswalk section we talk about later um uh we can talk about it some more because i think there is is good collaboration opportunity with other projects we'd initially started out thinking that um we were going to look at research standards for oer um and i think what we realized a more valuable contribution based on the skills in in the in the work group of the people involved with it would be to um uh be a bit narrower than that so we were a little bit um uh it was a little daunting to come up with all those so we've kind of scoped it down for ourselves but we really want to focus on a research question or questions for which we will put together some data standards but then also see if and again this is not confirmed but we're trying to see if we can find um a data archive partner so if researchers want to use this methodology and then contribute data it's in a place where everybody can get at each other's data so that way across different state systems we're actually sharing data um and it's not you know penned up in one place or another um with equity it's either the guidebook or blueprint we're still settling on the name for that one um that was a project that started long before uh recent events um and it's um i appreciate james's comment before uh about different ways in which we use equity um equity here equity and oer here was i think meant in a in a in a broadway certainly inclusive of race um but uh other kinds of inequities uh sources of inequity as well um and with that particular project what we're developing is a guidebook which will um uh take a stab at a definition um and also produce a rubric that goes with it so if a system is trying to say how are we doing with equity issues in oer there is some way to kind of see how you're doing to give you not in any judgmental way but to give advice about you know uh how could you do better what areas you could do better um and um some case studies and and some practices that would go with that in capacity building uh we're working on listing and fulfillment in bookstores um some of you folks may have seen that um survey come out through twitter earlier in the year the idea there really is to deal with practical issues that are happening for students when they go to the bookstore and you know there's actually digital oer available but the print copy is marked as required and all these sort of confusing problems and there we're really looking at it we found as we dug into it it's not just bookstores there's some upstream pieces as well like campus policy so we're trying to sort of paint a continuum there of best practices about when you finally get to the end point where our students access oer be it digitally or in print that experience goes better um and then the final project is on tenure and promotion that one uh is evolving I think we did start it out as a the thought was to try to write model policy and I think what we found is that there's so many diverse tenure approaches to tenure and promotion that um it's challenged to do that so um we are taking more of a um a conceptual approach to that project where we're going to talk about ways in which different stakeholders so how can faculty talk about oer um what can you do at the policy level at your institution and things like that so we're just taking a little bit more holistic approach than just talking about the policy so those are the five projects yeah let me pause there right thanks so much uh deep for sharing those uh lots of really good um and concrete kind of deliverables that uh the doers have um come up with um and exciting to see your new website I haven't seen it yet but I will thank you yeah just stop any feedback let us know folks thank you absolutely and um actually to get to just to respond to Paul's comment real quickly we do have a statement up there about how oer and covid fit together so if that's of use to anybody when you're having those discussions you know please feel free to it's openly licensed please feel free to borrow from it if it's helpful thank thank you yeah um so um I also want to give um I also want to give um Tanya a chance to respond to the question about the the pandemic as well um and how that might have effect our educational compacts and has you know the shift to online also um supported um movement to oer I'm paraphrasing here there it is so um for sure the pandemic has affected how we've thought about um working with states and stakeholders around open education um the the actual term um open education in in the broad sense where we might say like free and open college that would be even a step beyond so far the compacts are really focused on open educational resources but within you know just specific areas like what about the overlap for dual credit and k-12 really creating this pathway between k-12 and institutions at the collegiate level and um there's there's this wonderful thing that mech can do where they leverage vendor contracts where they can help states come together around a compact say um insurance or something like that well we thought well why couldn't they do that for course marking right so there's all kinds of opportunities um that the compacts can do to help the oer community move forward I wouldn't exactly say that they've ventured quite into open education which I think of more as like um you know the open university where anybody can go for free although that would be awesome but they're not they're not doing that we're working on oer specifically great thank you for that Tanya um so I've asked Amy to go ahead and share the arlo virtual crosswalk in the chat window um at this point Amy I'm sorry I don't feel like we can go into that conversation more deeply but I want to invite people to edit or add comments in there I know a few people can't stay till the end and I apologize for that we will shift to the crosswalk right after the project presentations thank you Amy for sharing that um we had a few questions that we uh wanted to ask our panelists um and um if there's other questions that come up we could um shift to that instead I think we have about um maybe about 15 minutes before we go into um our each of our groups each of our groups presenting so um I don't know how people are feeling um I'm not seeing a lot of questions I'm seeing some great comments from Spencer Ellis at the Colorado um Colorado State um asking about K-12 and higher ed collaborations are a hot topic right now would love to hear more if folks have concrete artifacts to share okay so and thank you looks like uh Rebel has some some resources to share with them as well so I'm going to go ahead well we don't have any specific questions in here I'm going to go ahead with our first question which is why is growing the next generation of open education leaders important and Rebel I think we assigned this one to you yes you did okay so um I guess the most important answer is because I'm one of them now I'm just kidding um uh it's important because um we're all in this together I think and um growing the next generation helps um not only this generation um I think kind of um I don't know almost justify the work that we have done in a way I think it's important for us to document the efforts that have been made to date so that people coming in um who are just joining the conversation or those who are starting to maybe grow more in that area of leadership don't feel like they have to start from the bottom and I think that is where a lot of us in this room probably started and so it's important to give the next generation a leg up and um allow um allow them to you know kind of grow off of our backs and off of the rung of the ladder that we've already created so that they can grow higher and reach a larger impact of audience I think for us it's important um for those who are in the conversation it helps to support our daily work and our visionary goals of tomorrow as well so um I know in our group particularly we talk a lot about um critical news and developments so what is coming at us that we need to be aware of or what is coming for the future and so that helps us um to be able to shape what our guidance and our recommendations our best practices um as well um for us um and I think for a lot of people um it helps them to overcome the challenges that we may have already um either overcome or partially um combated I don't know if that makes sense but um so they don't have to um go over the speed hump that we have already gone over we can tell them um how to just go to the other side and continue I think that's a big important for us and just growing and growing ourselves um helping to grow the next generation helps to grow ourselves so as we um relate our experiences to what the next generation is dealing with um it helps us to see potential um errors in our ways um practices I know um several of us have learned from our first OER speech um we would probably not deliver that same speech today so I think um I think that's important of helping our our arguments grow and our motivation factors for faculty um so we just we make the process better um for everyone thank you rebel um for that thoughtful response and um I know that there's um you know there may have been times in the past where we were more exclusionary about encompassing um all of our colleagues and would-be colleagues and so I think there's a lot of room for all of us to grow um and I know uh Tanya has mentioned that uh the spark leadership program um is accepting uh cohorts uh sorry applicants for their third cohort I'm sorry their fourth cohort I'm guessing um and we and we're very lucky to have Nicole Allen I think she's still on the call with us here and Tanya Spillaboy who leads specifically a leadership program for librarians yeah wonderful and I'm so sorry to cut in I just wanted to quickly note that we are actually expanding the program beyond just librarians for this year for anybody who's interested oh okay wonderful exciting to hear that okay um that's really super the outputs from that program have been just amazing the ones that I've seen so thanks for that um so next I think we're going to go to the challenges um and I'm going to ask folks to probably stick to two or three minutes on their answers um so deep this was yours what are the challenges of growing open education leadership and I realized that was a very open-ended question that's going to say we could probably all talk on everybody I'm all going to say them so I'll try to be super brief um just about two things that have stood out to me particularly having worked kind of you know um uh with the system level um I think one thing is culture um in the sense that you know people can be interested in OER but is it considered a valuable part of your career um you know can we get a partially funded or fully funded line for an librarian who focuses on OER and it's actually part of that um and so I think you know all the efforts like the the spark one we're talking about in the window in the chat window um the uh the arlo group on you know building the profession I think all those things will help with that but I think certainly as you're trying to grow we're trying to grow the number of leaders uh we have certainly people ask what you know there are questions like hey if I put time into this you know uh how does that affect my career progression or you know uh is it recognized is it of value so I think that kind of whole culture change is one big challenge and the other challenge I think and this is sort of thinking about as leaders in OER speak with other leaders is really in just building that understanding of what OER does I think and this is one of the reasons and doers and I think in some of the other efforts people are really looking at research a lot is that I think it's kind of gotten out in the culture um of leadership but a lot of institutions that OER saves money um all the other benefits of it I think are not as well understood and part of that is because you know research is evolving we're all we're all still developing that but I think that's the the second challenge is just really what people outside the OER community think OER is so as we change that message I think we'll be able to draw in more leaders. Thank you, Deep. And our final question um is and we're still waiting for questions from the audience as well is um what opportunities arise as we grow um regional open education leaders and um we we gave this one to Tanya. So I think that um you know there's a lot of things that we're we need to respond to currently especially with the change with the COVID environment um we're seeing that everybody all of a sudden had to transition to online and so many students were without um access to education and then in the same time the um the publishers swept in and said hey here's access to my um limited time offer of my um my catalog right so all of these things sort of happened at once and it left the open education community all sort of done like what do we do now who's in charge and within that um we didn't have a real plan right a concerted effort around being nimble there's a lot of people doing a lot of things duplication of effort a lot of people um creating similar initiatives or materials or guidebooks or handbooks and all kinds of things out there and people have a hard time finding it so they get on twitter and look around or they start asking friends so an opportunity that arises as we grow regional open education leaders is just to make us all more coordinated all more aware of what others others are doing it'll it'll make us better able to respond to crises such as COVID to um efforts made by publishers and to really have them like instead of a uh we need to be more proactive instead of reactive to these instances um I really think that if we're sharing more coordinated um we're ahead of the game instead of sort of trying to keep up and I really hope that um as we grow more people within the region that there'll be a lot more sharing a lot more awareness of where to find things and how to work together thank you for that Tanya and Amy you you've brought up a question in the chat window would you like to speak to that a little bit sure um I mean talking about you know bringing new leaders on and making open ed a welcoming profession um it does I mean I was just noticing that mentorship is not on the crosswalk document um but I will also just say that you know I say that with a little bit of hesitation I did um at one point I you know informally tried to get a mentorship effort going just specifically in Oregon and it wasn't one of my successes um it fizzled pretty quickly so um you know obviously others have been more successful with that kind of effort um and I can see that Tanya says that it's part of regional compact so so that would be great to have mentorship represented here on the kinds of things that statewide groups are doing um but then I guess my follow-up question is um the way that I got started was by relying on um networks you know even in 2015 there were networks and there are people that are on this call right now that I called called like Quill and Una and Nicole um and who helped me get started and so um there are like informal ways of finding mentorships so maybe a formal program isn't what's needed yeah thank you for that Amy and you know James asked a question just before that um which I think the mentorship somewhat addresses so James asked what should we do that we're not doing to grow leaders and I I think um whether it's an informal or a more structured mentoring program um would would be helpful um can I add to that yes please do I was going to ask other people yeah so one of the things that we heard is that there's a lack of recognition of their efforts so one of the things that you could do is recognize those and their efforts that they have done and I know that we say I say this a lot to um my institutional leaders you know celebrate even if it's just one um you know one person um that person we should shout it from the rooftops and let everybody know so I think that's one thing that we're not doing well is supporting um the highlight and recognition of the work that some of the regional leaders have done good good point um let's see Paul you had a question here um yes so Paul do you want to speak to that um Paul has posed a question in the chat window or a comment sure I'll just say I mean I I think that it's always fascinating I mean I I love these uh efforts to coordinate and collaborate across regions and and nationally and and sometimes when I think about the aspirations for um you know what what open education might look like and it's not ideal state because the resources are ultimately shareable and reusable and remixable by anyone then the way we constrain ourselves sometimes by thinking only regionally or nationally it feels to me like a self-imposed limitation and um and of course you know in our work at open education global we tend to think more globally and so so I just thought I'd put that out there when I asked food for thought I think there are opportunities to consider collaboration and and you know coordination beyond just regional and national boundaries and it's inherent in the open education principles themselves that that there really are no sort of you know boundaries that we tend to impose on some of our work so that's all I'll say yeah thank you for sharing that Colin um there's been some great comments here um Michael Mills of course uh said he's I know that at Montgomery College they are um exploring some international membership or a collaboration as well I think it's on open education and then of course there's the open education for a better world which um some of our leaders uh not only Arlo leaders but also on the executive council have acted as mentors um in those programs so yes um and that's it yeah thank you all for sharing those great comments um we're just about finished we have a minute or two before we transition to our first um presentation um any final thoughts or questions for thank you Regina you've um okay so here's Regina's question and Regina I might ask you to speak up so my question Regina says is how do we fold in these statewide coalitions from non-system states obviously Michigan OER network hasn't signed up for membership yet okay Regina do you want to do you want to speak up um just I'm having I'm reading the question but I'm not trying oh yeah so well yeah so um so if we are if we want to grow um statewide OER leaders um I think we should fold in those states also that are not part of um system states that is one of the things that you know we are talking about in um the Michigan OER network we have not launched it yet um as broadly as um we wanted because um the Michigan OER summit was canceled this year due to COVID um yeah so I I was just looking at the members and it seems like when I looked at it most of the members are all from system states um so how do we how do we fold those um states that are not um set up that way great great question yeah great question um Regina um and I I don't know if um and when you say how how do we encourage them to participate in yes how do we encourage them to participate because there's also a lot of things that are grow are you know happening in those states that may not be um you know part of of a system-wide um higher ed you know system and I think that is the challenge that um we we have for the Michigan OER network because we really want to fold in um not just higher ed but also k212 and um you know we have a robust participation among our k212 co-leagues also in Michigan so yeah yeah it's a it's a great question and each state like what Tanya has mentioned each state is organized differently in terms of um how how higher education governance is um run not only higher ed but k-12 k-12 yes across the spectrum of um education one of the things that sorry what's one of the things that the regional compacts are really experts in is bringing um state stakeholders together and they do understand all the governance issues in their states and maybe Jenny can talk about how she organized um but that mech OER state action team that came out of um Michigan was directly related to the work that we did in with the mech region so there's amazing things that the regional compacts can do even in states that don't have um like a a system per se yeah and that and I think and to to what you just mentioned Tanya and as I mentioned in the chat um that is really a direct offshoot the project that we have with Michigan OER network is the major project that was um an offshoot from that mech gathering and you know regional compacts really play um an important role towards this coalition yeah so it's a yeah it's a really great question um but I do think it's the regional compacts who are who know their own states best and how so I'm really glad that we have representatives from I think all four today um to help us with those questions so that that's kind of a parking lot issue for us Regina thank you for bringing that one up anyone else want to share on that before we make the transition over I just wanted to say that I shared the statewide leaders link in the chat and that's a great way to find out others who are in your state if you don't know if they've if they've self identified absolutely thanks rebel oh thank you Paul so Paul says that we I'm sorry Paul said that there's in the chat window there's been a a question about an early leader early career leader award and we did add that this year I thought we did but I wasn't sure so the so OE global has um a set of um awards that um are given every year and the nomination is open right now and it includes students and um educational leaders and um educators in the classroom or virtually and um also includes a lot of projects in different categories and it's exciting to see that we have a um an emerging leader award oh wonderful all right well thank you to our panelists for sharing with us that inspiring work that they're doing and um I know there's there's a lot of interest in how we can collaborate and um we will be touching on that after our um work groups present and so these are our four work groups James of course mentioned those but and this is our beautiful new graphic that uh Liz and our graphic designer Mario um have come up with um so showing that sustainability policy and strategy stewardship and professionalism are um the key areas that were um organizing our projects around and these are the guiding questions I think these have changed a few times but overall each of our projects is now going to present um what they're doing and then they're going to um ask for um suggestions about information to add to make this project to make their project more representative um how will this be useful to your program or how can they make it more useful and finally feedback on the overall presentation to make the information easier to navigate so kind of what would be the final format where might this live so that it would support ongoing adaptation and improvement over time and before we jump to this um I want to make sure that um each group has their scribe identified is that is that true so Amy I know you're up first and um yeah um Liz can you give me a point out that we don't have a scribe and I'm wondering if somebody from our group wants to volunteer on the spot and if not I'll do my best to take some notes um thanks Liz Liz would you mind doing the scribe for Amy's and I'll pick up for other groups if needed what that would that work actually we we have a volunteer oh you do thanks wait yeah okay so who volunteered uh Wade oh thank you Wade that's that's wonderful and um Wade Liz has a folder uh where there's a set of uh google docs um and I think they're identified by the group so if that's helpful you could use that document and she put that right in the chat window all right um Liz did you want to stop the recording and restart it or what were you what did you want to do there I already did but I could again if you want oh no that's fine all right Amy sorry we haven't done this before and we're having a lot of fun with it so Amy please uh go ahead okay um so um I'll just practice um this by um I guess I'll introduce myself here I'm Amy Hopper I'm the statewide coordinator for Oregon's higher ed um and if you go to the next slide um you can see who's been in the sustainability work group and thank you so much to everyone that's been participating um and um just really brief background um the slides that I'm gonna share were also presented during open ed week and um when we did a joint um panel webinar to talk about the Arlo projects that have been ongoing um and then our last slide was like you know call for community feedback and additional documents and um then immediately after that we started um you know heading into a crisis with a global pandemic and everybody scrambling to get their spring term offered remotely so um I don't think that it was um anything to do with the quality of the sustainability work group work but we didn't get any feedback as a result of our open ed week project so um we're really hoping to hear from folks today about what you think so let's go to the next slide um so the sustainability group was really um inspired by Nicole Allen's remarks at the beginning of our pre-conference um day in Phoenix um and she talked about um a metaphor of infrastructure like you know physical roads and bridges um and how we want to see open education as core to what we do in higher ed um so what that might look like some transitions that we would want to see would be you know things like moving from having one time funding to having continuous funding or um things happening on one campus in the state to um open ed being at the system state or regional level um basically you know these different situations where you can think about OER as being something extra that's like added to people's already very full plates and instead thinking OER is already part of what we do um and so in order to address that gap and get ourselves from point A to point B we started thinking about like well what do we need we need expertise on campus we need whole teams not just individual champions we need faculty and administrative support so let's go to the next um slide so what we decided um was that one path to this kind of um vision and sustainability would be looking for examples where we are already mainstreaming open ed so we um we had an analogy that um I actually saw it sort of fly by in the chat earlier this morning so um you know online education was once viewed as being only about distance education and now we see that it's really integrated especially right now but even when we had on campus courses you know we often had a course shell in the learning management system even for a course that was taught fully on campus in person um so the way that online education has been mainstreamed so um the question that we're asking is you know where are their examples of open ed already embedded into resisting processes and workflows and procedures and um you know to what extent can we be creating something that's a living collection that keeps growing as we find new examples that we want to share so let's go to the next slide and um this is one that um Kevin put together and um I think he's in the room and Kevin if I I didn't prep Kevin but if you um want to turn on your mic and speak up a little bit about the SUNY sustainability toolkit that would be great and if not then I'll be my best to cover it. I can just add just a very few words um as we as a group underneath Amy's leadership we're exploring how to structure our conversation around sustainability the folks at SUNY have put already put together this wonderful resource that we used as a basis for the structure for our our Google spreadsheet and collection um what what is wonderful about this particular resource it's not just looking at sustainability from a financial standpoint it's looking from infrastructure and culture and so you can see from the graphic on the screen that it details all of the various aspects of a of a college institution a system and all of the different variations of of support that need to be explored within this whole conversation sustainability I'm going back on you. Thank you so much and so let's look at the next slide um which is actually a link which um so the link is tinyurl.com slash R-L-O-E sustainability and Una if you want to click on that and um guide us through a little bit of a tour. Yeah I'm happy to do that Amy but we could I think you're a co-host so you can actually share if you would like to share it because I think you'll probably be able to move it uh better than I am. Do you want to um share your screen? Otherwise I'm happy to share it but I thought it would just be easier for you it would be less awkward. Okay so I think um if you um stop sharing your screen then I'll be able to share mine. Okay yeah I'm sorry I maybe I need to do that okay yeah okay we can see your screen you might want to enlarge it just a touch if you can the font is a little bit small. How's this? Looks yeah that looks great thank you okay. I think it's moving slightly and now I think it might have gotten too big um so okay so the front page here um has um just some information about the project and in particular under about this document um some information that helps to scope what we are collecting here um and just as a reminder like we really tried to stay focused on examples of OER being um existing examples of OER being mainstreamed already um and then under the different tabs we broke out our examples um using the different section headers of the SUNY documents so that we could stay aligned with the work that they've already done um and on each tab um we've got the SUNY definition here up at the top and then um a title and a creator and a license for folks who want to reuse a link and then a brief description and it looks like um a bunch of people are in here so um do please feel free to continue exploring um but um I think what we should do um well let's see let me look at the chat do people want me to show anything in particular or having the link are you okay to continue exploring on your own while we come back to the slides um Amy I think it might be useful just to take people through some of the tabs and you know just because terminology can sometimes vary so here we here we've got our process tab and so what what does process is mean in this framework it is at the top sorry I know it's at the top and it's also like you know as you're asking that I'm like you're right I haven't looked at this tab in you know week um and looking at what we've got um you know it seems like it's a variety of processes a lot of it having to do um with like student discovery of like processes that have to do with how students discover no cost and low cost courses absolutely yeah looks good we've got professional development we've got platforms here and so are these platforms for development of OER um technology platforms and processes okay and also it looks like measurement as well yeah I mean I think that the way that Sumi has it is it's really like any kind of platform and we thought Abby is really beautiful spreadsheet um about commercial platforms in here um it seems like the class schedule is being thought of as a platform itself um so yeah maybe that there might need to be like a final sweep for like how things are organized or where they're categorized um you know now that we're coming back to it with specialized people in organizational framework this has a lot to do with position description promotion and tenure as well with financing efficiency vision and strategy I think we wound up not managing to put anything under here which I don't think that that's because it doesn't exist I think it's that we haven't collected it um and then communication there were some platforms here and finally metrics this is wonderful I mean everyone's ooing and out wowing but they're wondering if it's okay for them to contribute yeah so let's come back to the slides actually we've got 10 more minutes for our work group and if folks want to keep on exploring you've got the link in that great but I would love to just turn it over to questions and comments it seems like in terms of the comments so far Spencer would love to help all about the finances tab thank you wait it's taking notes and I'm sure he has written that down um James says if we want to add to the toolkit how do we do that um do you have did we share it with edit permission I believe it was editable until recently um I don't I'm checking right now um yeah anyone with the link can edit so I would say go ahead and add um and then in terms of the questions um we're kind of covering the first one what can we add have we missed good examples that are in the scope of what we're trying to do here um the group also wants to know how will this be useful how could it be more useful those are related but different questions um and then um since it is the sustainability group and the project hopefully will be sustainable um are there existing projects or communities that could host this project in the future because I think that the work group um at this point needs to move the project out of active mode and into maintenance mode so if there's a group that already has energy and capacity for maintaining something like this um you know I think that the work group is feeling like yeah let's hand it off for its next stage of existence um so I will turn off my mic for a second and see if people have questions or comments thank you Amy for that um this obviously is something that's of great interest to the CCCOER community as well so we we hope to certainly share this and I think there's interest in maintaining this and that'll be something that um we'll look at over the summer you know because these projects are um the first phase is completing in the fall that's that's been our plan of course the pandemic has has thrown a lot of plans awry um but I would just put that out there that um Amy that and Amy and I have shared this before that CCCOER is interested in um these resources so but we also happy to work with other communities and collaborate on it so we've had some interest about um financial disruptions in the chat window and I don't know if anyone wants to speak to that it's not the most pleasant subject but it is certainly something that is is likely to affect open education efforts if it hasn't already so I have a comment related less to financial stability and more about the usefulness of this project because I think one of the things that we're asking here is how can the Arlo community how can people here use these resources um and I really love the ability to say to do an assessment of the sustainability of the OER project at my institution and then say oh I'm missing something um or this seems weak and go see what other institutions have done using this tool I think it's beautiful for that purpose and can help guide some of the work around the thinking that's happening at other institutions and recognizing and thinking that and I think it's another way we met and Amy mentioned earlier that when she started this work she made cold calls to people um and it kind of gives me a sense of oh if I'm really having problems with um one of the areas of sustainability I can cold call somebody from one of those tools love it yeah thank you for that quill I think um in a sense it's a it's a mentoring tool of sorts um and I love that idea of institutions looking what am I missing you know what what have others done and what you know looking at these amazing resources that have been collected by Amy and and her entire team so one other thought that um circulated um in a work group email thread is whether there's a companion piece needed to go with it um you know maybe a CCC OER blog post that introduces or contextualizes what's been created um so I just wanted to sort of put that idea out there as well I think it's a good one so Amy you're saying that this work could be contextualized um in different ways to support different needs is that is that what I'm hearing um so but I took away from the message that I got was more like um you know a blog post that says like hey we're highlighting the existence of this and sort of what it's for and how people can add to it okay yeah I was just trying to clarify what you were saying and it's probably just I'm ending up being distracted by the people cutting my lawn and thanks for Darcy for for uh sharing that yeah so um that sounds like a great way to um to share and and maybe get more input as well Amy so Amy are you still there yeah I was puzzling to see if more people were gonna um jump in but I think um you know people um I'll put my email address in the chat and people can kind of continue to mull this over um and the document is open um with editing permissions so um you also don't need to send me an email just to jump in and start um adding um you know taking care with the scope of the collection and the definition so at the top of each tab um and if people have other feedback to share um you know emailing me or continuing to use the chat today is also fine so thank you thanks very much Amy um any last any last questions or comments for Amy before we move on it looks like there's some real interest in the SUNY OER framework and um you know making sure that we reuse that so thanks to Amy and Kevin for um bringing that into uh their work um Liz did you did you want to stop and read next up is Quill West um who is the open education project manager at Pierce College in Washington State and I apologize for not introducing Amy I was distracted when we when we got to her session and Quill is going to talk about a really exciting area the professionalism of the open educator hi everybody um so I'm Quill West I use she her pronouns and um I am definitely going to talk about professionalism of the open educator and what our team has been doing so first I want to say thank you to the professionalism team um go ahead and move on to the next it's a pretty big group of people um and they've done some amazing work helping to collect documents and rethink what it means so um and and really we focused this time on professional development and kind of defining what does it mean what are the skill sets you need to have to be a professional in open education or that are useful if you're looking for that so um moving to the next slide um so our we started with the questions of what are professional practices um and how do people find out about them how do they become a part of those fields um and then what do employers do how do employers evaluate this and is it something that employers are actually looking for um so we're really we're just trying to find um answers to these questions and we started by saying let's define some roles of what people do in open education um and then let's see if we can define what the competencies within those roles are um so Una if you'll jump us forward um so here's a sample of what we were kind of looking for so revising OER is something that discipline faculty do publishing librarians help with instructional designers help with k-12 educators so you can see that it kind of maps to a lot of rules in open education um a lot of the jobs that people do to support and sustain openness um and so we were working with that kind of definition revise OER um and then we wanted to go out and figure out where are the professional development opportunities that somebody could learn this um and so affordable learning georgia has a tutorial that talks about what does it mean to revise OER and so um in a simple like using our spreadsheet model this is what you'd be able to do you'd be able to go I need to know how to revise OER because or I need to know how an instructional designer can learn about revising OER and click on that and follow it through to a set of training um that's what we hope to design divine design and make easy right now this all exists in the form of a spreadsheet and so I'm actually going to ask if I can share my screen now and I didn't do a tiny URL I just did a really long google spreadsheet list um so um I'm going to go ahead and share my screen um oops and of course zoom is going to show me everything so I can't find my correct spreadsheet um okay here it is so the professionalism group will note that this is a much smaller spreadsheet than the master one we're working off of I made a second one that uses the um the roles that we have defined more expressly um so there's we actually started with something like 20 roles um and some of them I realized um may not need professional development they may just need advocacy work um so it one of the things I'm going to ask today is if you have a role that you think actually really there does need to be professional development or there is professional development around that and we need to add that role to this spreadsheet um so if that's the case please let us know so um and can everybody see the spreadsheet okay yes it looks fine okay perfect so I'm going to go ahead and start with discipline faculty as a definition of how we um found the roles um and what skill sets they need in openness so um we focus just on like there's a bunch of things that discipline faculty need in order to do their jobs that is not necessarily related to open education and we didn't list those things um but we did list things like oh understanding copyright and fair use and then we tried to provide a a description of that competency and why it's important um and the reason why is because eventually we would like to break these down into um kind of controlled vocabulary to use librarian speak and um so that we can more easily map to the professional development options that are out there so you'll see that we've done this for um discipline faculty um and we're kind of in varying stages of completion here but you can also see instructional designers for example we kind of have a big list of skills um and not a lot of description about why it's important but we're getting there um one of our most complete areas is um in the librarian's field and the reason why is because there are a lot of existing documents that show for example job um um job descriptions for instructional librarians who do OER or for librarians in the open education space there's such things as OER librarians um as far as I'm aware a lot of and this is something to note in our fields um there's a lot of discipline faculty who do OER work because they care about it and their institution has um made it part of their professional responsibility but there's not people who are hired just to be OER faculty if that makes sense like it usually happens from within the institution whereas there are many there's an increasing number of OER librarian positions um in the United States definitely um another field that we really want to grow into and I think we have a weakness here as a group is we really wanted to do some work with K-12 instructors and figure out what competencies and skills they're looking for in open education or what a skilled K-12 open educator does um and knows how to do but we don't have any K-12 instructors in our group so it's just another area where I think we have some growth to do in terms of finding people to support us um and to work with folks so the other big thing that we have done with our spreadsheet is we started collecting professional development opportunities um so what's out there um what do they teach and the things that are out there and how can we incorporate those skillset or how then can we map these professional development opportunities to the different roles so that a person who's new to open education are trying to find out about how to do open education can figure out which training might be most appropriate for them um and we tried to find the things that are both like institutional trainings um but also bigger project trainings and things like um the spark leadership community like what is what are the things that are available to people what are things that they may have to apply for um eventually we'd like to have also like what is the regular sequencing around this so that you know and can plan ahead um anyway our goal here is then to have a tool for people who are new to the field or people who are advising people into the field um for how to find out about professional development opportunities but also what skills they need and will apply to open education so I'm gonna stop sharing my screen now because I've noticed that a lot of chats have happened and I haven't been reading them um thank you Regina we will include that so the other thing actually is that link that I shared is editable so some of you if you have um things you'd like to add even if you don't have time to break down right now all of the things that are in it if you would pop your resources into the appropriate space in the um in the document in the spreadsheet I just shared that would be fantastic and lovely so we'd have a recommendation of it um so for example Regina if you wouldn't mind popping that document from iskmean that would be great thank you Cheryl very much for adding um the or for mentioning the otn work and again yeah we just need to add it to the spreadsheet so if you wouldn't mind jumping in and adding it that's one of the things we'd like to do when I can we have the slides back so um the working graph of the matrix link is the same thing I was on um but the idea is that people can use the matrix to find professional development um maybe write job descriptions add to the sustainability of where we are at their institution in that way um and eventually talk about what it actually means to be a profession professional in open education and particularly um how are we making space in our profession for um people who haven't been invited here before for a variety of reasons and what are the ways that we are not inviting them and what are ways that we can um it it would also be really useful this is just me talking off the top of my head but it would be really useful to compare what does it mean to be a disciplined faculty member who advocates for OER in the US versus other places and how can we draw relationships in the international space for for having good conversations about how to do this work um yeah Amy good point um that um maybe part of this can be about breaking down gatekeeping like these are these are things that are useful in the field but a lot of people have learned OER by doing it um but I think that that also is a privilege it's a privilege that we get to live in a space where that happens um and that's not true for new professionals necessarily that they get the privilege and space to do um open education because they want to um how many people are part-time faculty right now who don't get to do that because they don't aren't afforded the freedoms that tenured faculty are for example um so that's one of the things that I think I want to add to our template conversation about the usefulness of this tool and the way that we um speak about it because the last thing I want it to do is become a hardship for people in finding work I wanted to support them in finding um work that that supports their effort okay um so we do have some questions although I didn't put a slide in here about the questions so don't go to break yet help us answer our questions and then go to break so how can we use this tool or make this tool more representative of the open education field and movement and people that we want to work with in openness um I'm asking the community here for feedback and how to get better hey quill this is james hi james hey I don't want you to be hanging there with that silence you're at I I agree that you're at asking absolutely the right question and and my silence is just that I don't know not that I think it's a bad question it's an essential question how do we bring in more voices how do we not just sit here and wait for them how do we actively seek out more voices that is exactly the question I'm asking and I was sitting in silence I have I have learned to give people at least 20 seconds because we have to put our thoughts together and zoom meetings sometimes you can't even find I forget to unmute myself and I'm talking um so can I add some a comparison that might be appropriate here at many of our institutions when we recruit candidates for open positions uh we or our hr colleagues actively seek to uh advertise in uh journals and advertising venues and professional associations that typically would serve an underrepresented or an under resourced population in our in our institutions is so so what are we missing there are there are there uh professional are there organizations that do professional development for african-american educators are there organizations are there subsets of the american library association that uh work with uh african-american librarians in other communities I just don't know that would those be opportunities that's a good question I don't know either but I'm it's going in our list of things to explore um I want to turn the the mic over to elaine um because she raised a good comment this is my dead horse that I beat um but I feel as if us having of these group google groups and spark and library association is a barrier um I work at a two predominantly um minority schools and the faculty aren't necessarily part of these groups or involved in this or feel included in these groups so I very much like to our communications need to be sort of more open and more searchable on the open internet because when people find out about OER I've been at this for three years I can't believe I still meet people that are surprised but um they they just wouldn't even know where to begin so I think that we just need to be a little bit more transparent in how we communicate as a community even if so that people can see what we're talking about and be invited to the table I know that that's vague but that's why Tusa I love that I love um trying to figure out and it actually leads to the next question that we have which is where should this work live that it would be more approachable available um and and in the space where people will find it and use it um you're right living in a silent google talk is not a place to get it out in front of the world so and I think that this is we're going to come back to this question later today as well where should the Arlo group work live because we're trying to produce things that will serve the community and when I say the community I mean not the echo chamber we tend to chat into but the wider higher education actually education in general space um and I think we've had some interesting conversations about groups that are we don't mean to be closed but we are um and and we're closed groups because we don't know how to be bigger um so I think we need to be talking about what does that look like um yeah so Rubble that's an interesting thing as we were talking earlier today about leadership I was one of the things that in the past has kept me from wanting to be the voice for regional leadership in my area or that kind is is that there is somebody in my state who has a job description that makes them the leader of open education in our state um but I've been a long time voice in this space um and I feel like I staked my claim but I have a lot of privilege in the way I was able to do that how many people are out there who have whose jobs don't say they're a leader in open education but who are leaders in open education or who are potential leaders in open education and how are we letting job descriptions or um practice or closed spaces keeping them from being those incredibly stellar voices so so quill just to jump in this is paul and thanks for presenting out on this work it's good good stuff um I just want to kind of reference the comment that I just posted into chat which is um as we look at how to invite more voices and kind of make this more broadly available and more invite more participation it's worth noting that that kind of on the international level there is now the formation UNESCO has formed something they're calling the dynamic coalition but the dynamic coalition will have working groups and one of the working groups um will address what's being called capacity building and that's one of the action areas of the OER recommendation but in capacity building there is an emphasis on professional development and how to put in place a means by which people can acquire the necessary skills and competencies to author and reuse and adapt and so on and so I think that in some ways this work is ahead of what that dynamic coalition will end up working on but ought to act as a great starting point so this is really good stuff and I think that over time we'll see more diversity in terms of voices and a broader representation of what's happening around the world thank you paul I'd love really love to hear about those things and also I love that that group sounds like a superhero team um I'm wondering um for folks here then and and I don't want to put anybody in the spot and I don't know that anybody has completely thought this through I know I've been struggling with it for a while but um what is the space that will best reach out to people who aren't hearing us and I guess I'm gonna ask that you answer that question in the survey at the end of today if there's room for it there una or via chat here if you're not ready to speak out loud and I've seen a couple of ideas already which is great um but I think um in preparation for that UNESCO group I would love to have some advice and some work done based on what we've done here um thanks quill yeah we do have a question in the um question regarding um bringing more people in in the um survey and there's also a general question at the end where you can share additional if you'd like so it's open ended we've had some really great comments um about you know whose whose responsibility is it is and so forth and I'm sure you're reading those as well Jenny Parks had kind of an interesting question about um credentials badges and certificates um and I know this is something CCCOER has been exploring for a while too and something that we may look at um Creative Commons of course offers um certificates if you will uh for um for their Creative Commons classes I think and we had some conversation about it too and the role that OEC maybe plays in that conversation mostly because in um October we had the benefit of having Paul at the table so we could all look to him and go oh we see can do this right and I think where we landed was we actually needed better definition of the types of micro or badging credentials that are needed before we could like we didn't want to live in the space where we were recreating a wheel that already exists just for the benefit of putting another name on it um so we wanted to look at what's out there and be able to be supportive of um prior learning and um of not we didn't want to create something new that already is there does that make sense um and um yeah thank you for that quill and I I noticed Judith mentioned that um Digitex which is um her organization in Texas um is releasing a Texas Learn OER sorry Texas OER Learn which will give um Texas it's focused on community college faculty and staff a certificate upon completion and Elaine mentions that some of the training is cost prohibitive and um it is true that the Creative Commons one does have a fee and that might be a barrier I mean I would certainly think that that could be a barrier for those who aren't currently in the field and can't get you know can't get their institution to help particularly if they're adjunct I think all of those are really um important things to note and I'm excited to learn about a new training that we might put in our thing um and Elaine you're right it's $500 to do the Creative Commons um trainings and I think the other issue with them another barrier I mean $500 is a significant amount of money um for some a lot of people um but the another barrier with some of the trainings that are out there is the um space in them right even people who wanted to do the Creative Commons trainings in the beginning those slots filled fast um and so there wasn't even a lot of opportunity in terms of you didn't meet registration deadlines um so I think that those are all things we need to be considering and finding ways to address um and and address in ways that are oh that that support people who may not know even that they want to do this work yet um and Rubble I think that's true too like some of us were like I have to go get a certificate and something I've been doing for a long time so how do we add badging for demonstrated skill sets um how do we um help people who I don't know took a college class and learned about open education there um as part of a curriculum get that on their resume how do they talk about it on a resume so that an institution will recognize it is valuable um these are all really important questions that I think we need to deal with coming out of defining professionalism so some great comments in the chat window you you might want to address Quill for people who might be there's a number of people who have phoned in and they might not be able to see the chat window okay all right that's a good point I'm not reading them I'm reading them and trying to decide how to respond to them um so there are a lot of comments about um like how what is how do we honor hands-on learning or I taught myself or I've developed skills over time um with micro badges or other things um and Jennifer I may I have questions about your response so it looks like your organization does um bulk pricing so and and I'm guessing that this is another place where regional groups can do work for us or help us and I know for example if somebody wanted to look at the Creative Commons um licensing system I think um or credentialing I I think that the original plans and it's been a while since I've checked in on this project but one of the things they might have wanted to do was do like oh if an institution wants to pay to do this for a series of faculty we'll hold a specific course just for that institution for the faculty credentialing um so if you're talking about that kind of um contracting to get bulk um registration in a particular area and pay for it in a central place instead of having individuals pay that five hundred dollars that might be really interesting and it might be a model if an if a region is interested in um credentialing using some of those pays pay for models um a lot of work in OER is done with an open license and following something like a MOOC model where people are um volunteering their time to learn things um and the credential is more for themselves because we don't have a central system around that or I think that that's maybe what that addresses um Rebel can you say something I'm not sure about the ancillary platforms that you're describing in the chat so Jenny was asking about the bulk discounts offerings or that she might be able to help with them I was saying that any of the ancillary platforms offerings is one of the areas that I know our institutions are buying um on a one-to-one basis so that would be something and as FLBC we're looking into closed captioning options and contracting for that so we would definitely um be looking for some support there if possible so this is Jenny sorry to jump in Rebel I'd love to talk to you about any of those opportunities we are really eager at MAC to bring our experience with um collective purchasing and um negotiating terms of services that that really optimize opportunities for educators um to the OER space so anyone who'd love that I'd love to hear from anyone who can give me some ideas and get us really headed on a good path there I love when connections happen in the middle of webinars this is great I'm running out of time but I do want to bring in and I love the connection of the Texas Learn project um and how it came from a Sparks Fellowship um that was excellent I happen to know because I was the mentor on it um but I am really impressed with um the connections that happen in the open space and I really want to note that part of the reason why we wanted to do this met matrix is because there are so many opportunities out there for people to learn about OER um but they're kind of diffuse and it's important to we wanted to bring them together so people can find them and use them and improve where they want to and make connections and use it for mentorship and all kinds of things um so that's partially why we wanted to do this research and figure out what's out there and be able to give a voice to the wonderful work that people have been doing so Una do you want me to turn it back over to you um well thank you Quill um I think this is time for us to take a break and I know quite a few people need to do that so um we uh the plan is to you caught me right in the middle of a chat the plan is to have a 15 minute break and we will be back go again I'm here all right thank you James just give people one more minute oh yeah it's at 117 so we probably should get started again I know it's it's getting late for some of the folks who are um on the east coast so thank you all I hope you're able to grab a quick drink or something to eat and we're going to continue with our next um presenter which is James Clappa Grossclag um who leads the stewardship of content in student data uh work group okay thank you Una thanks uh to everybody I'm glad to be back hope everybody had a good break um let's move on to the next slide Una pretty please absolutely thank you so I had have had the great pleasure uh of working with uh yet another collection of amazing colleagues um on this particular uh subgroup around stewardship uh you'll see the names here Matthew Bloom uh Michael Mills Cindy Damaica Judith Sabasta uh Brittany Dudek Deepak Shanoi Preston Davis Andrew McKinney and Nathan Smith and forgive me if I'm leaving anybody out holy cow um um this has been a really interesting uh project or subgroup to work with uh and and we were animated by the larger I think we were all animated by the larger question of stewardship what does stewardship mean let's go on to the next slide Una please or Liz uh so let's let's dial back to the definition uh stewardship is an ethic that embodies the responsibility uh planning and management of resources just generally recognized as the acceptance or assignment of responsibility to shepherd and safeguard the valuables of others uh that's I think that strikes all of us as uh ringing true for both uh openly licensed resources uh as well as uh again an emerging field uh if if we don't control our destiny as a field who will and we want to make sure that I want to make sure that we're that we are directing our our efforts um so some of the questions that that animated our initial discussion arise from uh what we I hope we all see happening around open washing and forced purchase programs on the one hand uh you know what's happening with our students having to purchase access codes and and not knowing what's happening to uh to our students once they're inside those those uh platforms uh that that sometimes they're forced to to purchase access to uh to uh uh redlining online and uh all the things that we're reading about and hopefully agitated about uh tracking people online um and then also within our field within open education we we know that oftentimes our content openly licensed content is repurposed if we put a cc buy on the content it's repurposed and what happens then is is our content somehow being used uh to entice students to uh wander into uh a platform in which their data is going to be extracted are we responsible for that what we you know is is a is a cc buy license really the ethical stance these days or or should we uh is is ethical to put more restrictive license on things these days knowing what we know so so that those were kind of the big picture uh questions that got us a bit riled up at the beginning of a long discussion uh and and we uh decided at the end of that discussion to uh use a fantastic tool uh that already exists as a as a jumping off point and next slide please Liz um and that is the care framework hopefully we're all familiar with the care framework that came out in 2018 uh authored by Lisa Padridis Doug Levin and Edward Watson um and on the right hand side of the screen you'll see an illustration of the four uh uh points around which uh the care framework is is organized suggesting that good stewards who take care uh good stewards do do generally the following they contribute they attribute they release and they empower and there's a lot more to this document of course and i'm going to hope that most of us are familiar with this all right so we've had a lot of discussions over the past few months around how we would like to respectfully expand on the care framework uh we tossed around some ideas about uh also uh developing a separate document that would be student facing uh we had once referred to it as a student bill of rights but then we realized gosh it kind of sounds pretentious that we you know we would we would uh be able to to to lineate uh uh all the rights to which students are entitled um and we had an incredibly helpful and inspiring conversation uh some of us did a couple of weeks ago with Lisa Padridis and Doug Levin who were incredibly generous with their time and and Doug Levin suggested that we think about it as the student perspective as a pledge to students so we pledge that when we're engaging in these activities we respect or take care in these other ways so um with that i'm going to turn turn the microphone over to a couple of colleagues who have helped to drive forward our conversation um on the on the left hand side of the screen you see some of the the big picture themes that that our group has has um focused on uh what we proposed concretely is to add another layer to the care framework uh expanding on it perhaps in quote dating it a bit around some of the uh emerging concerns that i mentioned around data and surveillance and and reuse and then now you know more recently you know there are a lot of a lot of questions out there about the power relationships uh that occur in in the profession as well as between students and and faculty so i'm going to turn this over to Judith first and then Matthew who are going to uh share share some of the some of the high level uh thoughts and and and comments that that our group has has uh landed on and then we'll we'll go to the next slide and get your your feedback on whether you think we this would be useful but we're not going to go to that next slide yeah um uh so turn this over to Judith first and then Matthew names thank you so much and i really i just am so appreciative of having this group working together and meeting today it really does my heart good um i have to say so uh you know i i think you're just very general overview was quite seems to me quite accurate in terms of the discussions that we've had around the care framework and we very much approached it out of deep respect for the work that Lisa Doug and uh Edward did on the original version and you know as i put it it was a little like you know how do you improve on excellence right but i was there i was there during the meeting with Doug and Lisa and they were very enthusiastic about uh our um feedback so far and very open to it and and a number of times said yeah we talked about that but we just you know at that point we wanted to get it out in the world i'm paraphrasing we didn't want to make the document too long um so i think there's going to need to be that balanced in my opinion between uh ensuring that it's not too lengthy of a document but that it's up maybe it's up to date and as effective as it possibly can be and so James is right we talked about data primarily in terms of privacy ethical collection and sharing of the data responsibility of the community to regularly release anonymized data we talked about our comments also were on issues of labor fleshing out labor in the contribute section and including avoidance of exploitation of labor to develop and adapt resources um and making sure that those who engage in that labor are appropriately compensated and there were a lot of comments around including the student perspective in the document and um so i don't i won't go into a lot of detail about that at the moment but there was just was a lot of discussion about making sure that the student perspective as both stakeholders consumers and contributors would be included um and but that connects with obviously with the work of those working on a kind of uh pledge to students um so i think i think that's all i have to say i know i think deephawk and andrew i know you were two of the first to comment on this so james i didn't know if we had a moment for them to sure absolutely uh but we want to be respectful of time so deep deep and uh and and and and and and and if you want to say a few words and then we want to kick this to to matthew to talk about the uh focus on the students that we also develop no i didn't i didn't have anything much more much more to add than you all have said so um uh great thing to us yeah me neither um i mean i think that the focus the bullet points here i think cover it quite well i i think my for my sake i think i was the most interested in both the the data and consent stuff and the the labor and power uh structure just you know i think as we said a number of times before whether this is in tenure and promotion or in professional development or any number of things i think we need to sort of be very clear about the the amount of work that goes into the to the contribute uh end of things and and and really recognize that in value and one more thing i'll add i think nathan may be in the meeting i don't know if he is right the moment but nathan had brought up the point of looking at the unesco the newest unesco guidelines and making sure that this aligns with those guidelines yeah absolutely a number of times we did refer to the unesco uh recommendation and we we think that's that's worthy of mentioning for sure uh let's kick it over to matthew now we we had some good conversations with preston around the student viewpoint matthew oh hi yeah well i would just add to all of this um part of our kind of philosophical i guess discussion uh was centered around this problematic arguably problematic concept it's kind of an archaic concept of the student instructor dichotomy or you know because there's a power relationship that's involved in that that open education and especially open pedagogy um tends to destabilize and so we wanted to recognize that and try to see if we couldn't figure out some way to articulate uh you know a critique of that traditional power structure in a way that maybe corresponds to or is in addition to the empower component of the care framework so um you know before i get into more of the you know specific things that we thought a couple of specific things that we thought we would add in terms of a pledge to students or learners because we still want to recognize the fact that you know it's a complex thing because students come to institutions and there is and there is an explicit power structure um that they are you know interacting and and so there's nothing that we can necessarily change that entire system overnight but one and so we have to recognize that there is also kind of a mastery involved in um you know the those who are instructing have gone through uh you know years of education and and do possess a certain kind of expertise or mastery that we would accept those entering into a field not to have in the same way but as we know open pedagogy is is you know leveraging the permissions of the open license to directly engage students in the creation of global knowledge in a way that recognizes that they are already creators our students are coming to you know even first year as an English instructor first year composition classes having already created all kinds of videos on YouTube and shared those some of which have way more views and likes than any video I've ever created right so we can kind of recognize that and what the care framework may or we can use the care framework for in a sense is to maybe focus on how just in general open education does promote uh the the access that's promoted by open education removes the barriers uh from all learners whether those learners are instructors or those learners are students we're all creators and if we're engaging in open education um you know either as co-creators with our students or just seeing what our students are creating um we wanted to try to articulate some of that complexity in the empower component there um kind of woven through that is this idea that and I'm actually reading some of the the draft that we've we've drafted some language that that we uh I'm assuming we'll share with everybody that's all in one word document James I'm not sure if we want to like put that in a chat or if we want to you know somehow put in a google doc or something but what we're trying to kind of think about is how all we are stewards I'm reading it here acknowledge that the distinction between content producer and consumer is reflective of an old and increasingly irrelevant model of publishing when this is applied to the relationship between student and educator the old model uh reifies the notion that students are consumers slash recipients and educators produce their slash knowledge and I think that that that kind of gets to what we wanted to articulate there um and then just in addition to that I'm sure there's a lot of discussion to be had over this but in addition to that the last thing I would like to add before kind of opening it up to Q&A or passing it back to James um is to just say the two really specific points that we would also like to somewhere incorporate into the care framework as a pledge to students of some sort a couple of points that we are starting with is number one promoting the opportunity for learners to exercise informed consent with respect to the release of one small property under an open license and the second one is stewards promoting learners rights to know where and how their learning data is collected and the ability to control or use or own that data as an individual we feel like those are two really important components along with the kind of larger attempt to address that archaic power dynamic that that consistently plagues also just publishing in general pretty much all I have to say does do you think I might hit everything there James excellent thank you Matthew really appreciate that let me also recognize that Lisa Petrides has generously made the time to join us for a few minutes today really appreciate that I'm gonna I want to turn the mic over to Lisa in a minute if she's able to but I'll say that our document right now is pretty darn drafty we will be sharing it our output at the end will be a document we're not we haven't quite settled on on how to craft the the expansion or the overlay or the update on top of the care framework next to the original you know we're still toying around with that we do have a hypothesis document going so so you know I think that's still still evolving the final output but a document will will emerge from this and before we go to the next slide I wanted to see if Lisa is able to to say hi and share any any observations or thoughts hi can you hear me okay yes thank you Lisa great thank you so much for letting me sit in on this today I just want to first of all just voice my complete support on behalf of the other authors that whether you want to I like how you just said that James whether you want to put it on top of next to or any you know or remix it in its entirety we would just be delighted that this is you know seen as a jumping off point many of the issues that you've all raised here like Judith said in the introduction are things that we talked about we talked about examples but we had decided that the first version of the care framework really needed to be a bit more kind of aspirational and leave room for exactly what it is that you're all doing now so just we and so we'd love to you know as original authors step back and let you remix contribute if you'd like us to in any way shape or form this was really meant to be a document around dialogue and to continuing this we've talked about doing a 2.0 version maybe this is the 2.0 version so just thank you again for inviting me to kind of sit in and listen and to hear what some of your thoughts are so far I'm just really liking what I hear and it aligns so well with our conversations in terms of the authors of this so thank you James thank you so much Lisa that's really really fantastic I just don't know how to express our gratitude and and our excitement that you know the authors and you know people who we all admire and who have done foundational work in the field are okay with what we're doing so thank you for that then Liz or can we go on to the next slide please and so we've got some questions here we'd like your feedback on and I have not had a chance to look at the chat yet but what we'd like to know is have we missed anything and what should we add along with how will this be useful and how could it be more useful and then finally what projects or communities are doing similar work or what projects and communities could enrich this perspective that we're bringing to it so I'm just going to open it up to to the floor hopefully you can unmute yourselves or let us know in the chat what your thoughts are hey James and team this is Paul and Lisa thanks so much for allowing the use of the care framework in this way I guess I just want to ask maybe a question around what the group's scope of focus has been when I reflect back on the definition of stewardship that you shared you know there's a there's a kind of ethic and social system in play there that is involved with responsibly planning and managing the resource pool and it feels to me like this is still an you know we don't really look at this very closely and that is by what means are we managing the open education resource pool that is being collectively created by students and instructors together we we have repositories of course but that's just simply a kind of place where they're put we it feels to me like we have a lot of work to do to to kind of enable the creators to have their own right to know if we will around how and where their resource is being used and and also I feel like the law a lot of creators would value collaborating with other creators who have a shared interest in that resource and so part of stewardship I think is forming let me call them a kind of micro groups that all share a common need and interest in a set of resources and those micro groups might then take on some responsibility for the stewardship of those resources going forward and and it's that kind of stewardship role around the management of the resources and the need for some sort of ethical social system that enables that that I'd love to also see included here but thanks for this great starting work I think it's really good thank you paul I I'm pretty confident nobody in our group would would dispute that that that your your encouragement to consider the larger ethic of stewardship and the role of creators is is valuable I also am pretty confident that we we did not touch on that or have not touched on that yet it might be an accident of just the timing or who who had input so thank you for that we will we will definitely consider that and but that also might be version 3.0 so yeah thank you other comments how about will this be useful you know the the care framework I'm sure kicked off a lot of reflection and conversation throughout the open education community to have a document that expands on it perhaps providing some examples and and most generally from a practitioner perspective those of us who are at colleges or universities trying to be the advocate for open education while we're also juggling 10 other hats I think that's probably the predominant perspective for for those in our group would this be useful this kind of document great Amy what notes that could the 2.0 be released with examples of the framework and practice yes Amy definitely that's that's one of the ideas we have entertained and I am I know Lisa and Doug when we were able to meet with them they also encourage that yes and Nathan notes in the chat that he agrees with Paul who raises a deep set of questions around the nature of the comments in OER or whether a commons is even the right metaphor and thank you Paul liking the notion of a pledge to students other comments James this is Mike Mills hey Mike how are you one of the things that we had talked about early on with this pledge to students was how do we how do we internationalize it and and I think that's still something that we're going to have to struggle with and take a look at and and not just make it a United States thing but but bringing it to a larger audience excellent point thank you for the reminder Mike really appreciate that and Preston also in the chat notes that our idea is to be as inclusive as possible absolutely and I'm I'm guessing that that's one that was one of the challenges for the original authors in in terms of including examples right by by by including an example of X you're somehow excluding an example of everything else but I also think for myself as a practitioner it's always helpful to see examples um Preston you want to talk a little bit more about the the inclusiveness that we're talking about um I'll just very briefly state that you know as as you mentioned James this is a work in progress and and it's somewhat philosophical in nature and so how we we take these grandiose ideas and and make them applicable is is the trick but we're working on that and I think that there is value to what will ultimately come about in terms of inclusivity you know I think when we think about what Matt mentioned earlier about the dichotomy that tends to separate faculty and students is something that we want to try to minimize by making sure that we're not inadvertently creating a marketplace that that exists for OD for OER but what we are doing is in a sense creating an environment where everything that exists uh is has has contributors that have very a variety of experiences and and things that they can share so that we're not trying to reproduce what we see as a as a commercial enterprise only taking out the commercial aspect but really changing the way people share and create information thank you Preston absolutely and and Amy notes in the chat that examples can be informal she reminds us that Nicole Finkemeyer sent a an email at one point walking through how that organization lines up with aspects of the framework ah thank you Amy I had forgotten all about that and Cheryl Cullier also notes that the OTN open textbook network has developed guiding principles thank you we shall look at those appreciate that if you have other requests examples other organizations doing similar work that could expand our perspective please feel free to reach out to me or or anybody on our group and with that I'm going to turn this back to Una and thanks thanks to everybody in the group thank you James and the entire team great great discussion all right at this point we're going to turn it over to Dr. Denise Cotay who's professor and librarian at College of DuPage in Illinois to talk about the team that she's leading on open education policy and implementation and I would say that Denise is our last official presenter of the day before we transition to the crosswalk and the community discussion thank you thank you Anna so you guys want to see something funny I came home today and this puzzle the jigsaw puzzle was in my door I have no idea who was from and there's also a note on it that there are pieces missing and I'm like what do you know about my life um and you know it's kind of like a metaphor for everything that I've been hearing today and um you know it's just a big puzzle and there are some pieces missing I have no idea where this crazy thing came from so I'm going to have to go around to my neighbors and find out um I have also lost power for a minute because we're having one of these weird Illinois storms so my wi-fi isn't working so I'm connected to my phone so thank the technology gods for 5g and for batteries so I'm going to shut off my um my video just to reduce the load a little bit okay so um if that's all right um I know you guys don't need to look at my face but um the Arlo meeting in Phoenix was amazing and um if you could skip to the next slide please so um this was my group is my group and I have a lot of really great people on this group and I also wanted to thank Una who's been holding my hand um through this whole thing um making sure that I know what's going on and that I'm functioning well and I appreciate that and it's been wonderful to work with um with Quill and Amy and James I feel like such a newbie and um I've learned so much just from listening to them talk um about their work and um they welcomed me into the leaders group which was amazing so thank you so um my project is um our group project is a response to the challenge of finding examples of policies and best practice and the implementation of open ed programs um and Rob will have mentioned um like finding this documentation is a pressing need for both seasoned and emerging leaders so I'm also hearing the stories of people of regional leaders state leaders you know how they got to a place where they have mature programs so um and at the same time that we were talking about like okay we need to pull all these policies together and and find a place for them um the OER um world map people called out to the community for a policy addathon um so we started talking about maybe working with them and um adding you know formally working with them and adding documents to their database to make it a really useful and current repository um the OER policy repository um the world map repository has been out there for a while but they're re-envisioning it now so um we can go to the next slide so I developed a policy a purpose statement because I need that and um we talked about it in our group so this is what we ended up with and I think we'll probably end up changing it a little bit um so the purpose of the project is to identify and collect policies procedures and guidelines that address the implementation of state legislation regarding the use of open educational resources and these materials will be housed in the OER world map policy registry database and it's now called the open education policy hub so I'm going to show you that um if you go to the next slide so um this is what the policy hub does and I'm going to share my screen in a minute um but this is what they're hoping to do um they're going to allow linking of policies and related resources um and then they want to include also contextual and background information such as reports interviews case studies um the registry also provides statistics and um allow us to do some analysis of the data that's collected which I think is really important um to pull out that best practices thing we need to be able to analyze the data that's already out there um and also another thing um I'm going to show that Liz thanks um the quality assurance mechanisms that they're talking about um they're gonna there's an editorial team so there are people and it's also facilitated by technology of course but there's an editorial team that will make sure that um when materials are put into this database that we are um tagging them correctly um that they're linking together correctly I think that's really important um right now it's just collecting links and I'm really interested in making sure that documents can also be uploaded um the last thing that we want in a database is a collection of google doc links um and spreadsheets and things like that because those um you know for the librarians in the group um should give us hives um to have a google doc and um a database so um because those things are not those are associated with an individual person's name rather than um being something that's really stable so if I could share my screen for just a second absolutely okay thanks okay do you see pink we do okay so this is what um they're working on now what this is is a discovery layer that's going to sit on top of the database um to reveal just the policy pieces of this so um they have here um what the policy hub is about and this is just little placeholders um but they're talking about here the registry so when you would click on these you can look at the statistics and some of the analysis of the of the documents that live in the registry or you can just search the registry and um so this I'm just these are just kind of slides that they they gave me yesterday so there's the statistics and how they are focused go back and then um there's going to be resources here on how to create your own policies um and also um to build a network of people so you could submit your name as someone um that is an expert in your region or it'll link together authors of documents um so you could contact them and then also connect to partners so um they characterize it as consultants um so there's policies and then um I'm really interested in this and I get like overwhelmed talking about it because we keep going back that's mentioned repeatedly where are we going to store documents and I like the um I'm going to stop my share and we can go back to the slides thank you so if we could go to the next slide please so what I called out um to our group for was um people to give us um their state legislation um any policies and guidelines project planning documents that they have state and regional reports public links to their project pages maybe repositories and then institution level documents and project websites I'm less interested in that last piece because um it really gets into the weeds but um Spencer Ellis from Colorado was kind enough to do the work and put together a big collection of um his policies that speak directly to state legislation so if we can go to the next slide so this was a meaning that I had um recently with uh policy hub people and I would like to say too that um Una and I before we even began talking really seriously about this we met with deep in the doers group we met with spark so we met with um Nicole and Haley about their work um and spark and how they're collecting documents um we met with the Hewlett people and um that was really good and then we finally met with the policy hub group and there's a nice synergy here because Hewlett also um sponsors the work of the policy hub people and I mean we had a meeting too with the policy hub people and Paul was also there representing the OEG and then yesterday when I they're the other day when I met with the policy hub people they were telling me about the UNESCO partners initiative so they're really super excited they have um Spencer's material they gave us a whole bunch of stuff to work with and so we're going to try and then lay this out using Spencer's documentation and then to try to like start working on um subject headings and trying to get together how we would ask people to add their own policies so um if you go to the next slide so the discussion that we had was around um the documents that Spencer had sent so it started off with his um the state policies that were um from his legislation and then um we went through all of that and they're just super excited and really smart people so they had a lot of ideas about how those things could be cataloged and entered into the database and then we talked a little bit about having a pilot group so having maybe if we could get to gather five or six pilot groups from states and um ask them to submit their documents and then participate in the development of the metadata and the headings and then talk about with them about quality assurance um how we would go about developing quality assurance guidelines and um then also later include case studies a part of our um original discussion in Phoenix was to do a series of video interviews of state and regional leaders and we decided to table that just for a bit and um work on gathering documents from the states and I thought that it would be a good idea to interview or perhaps get narratives to complement the document collections so if a person's for instance um Spencer um after we got his documents in we could um talk to him or ask him to write a narrative to fill in the gaps so those best best practices kind of gaps and um I wanted to know what you guys thought of that it's hard to um you know I'm hesitant to ask people to pull together documents like this because it is a lot of work because Spencer had put together a very long list of documents and it's a lot of work for the um the OEG the um the hub people too so um um I mean that's a really quick um summary of what I'm doing um yes thank you Tanya so go to the next so my questions um for you are and I know I could have spent a little bit more time in the policy hub but I think you've all have seen it before and a lot of us for like wow this is really great but the documents in it are a little bit old and that's exactly why um the policy hub group is interested in pulling in U.S. documents and I'm also interested in participating at a global level I met with Jan who's from Germany and um Javierra who's from Spain Leo from England and Fabio from Italy and it was really great to participate at a global level and I think that's kind of where we need to go um we talk about it a lot that we know we're kind of in our little bubble um our big huge United States bubble and there's a lot of good things happening in other parts of the world and we're all talking about the same stuff so um when I was talking with with them the other day it's like wow they're really trying to grappling with the same things that we are you know how do we help emerging leaders what do you do about professional development what are you doing about their version of tenure and about financial things so I think that we could really help each other so my question is for you do you think that the document types that we're asking for are appropriate should we make them more narrow is it too much to ask or should we expand it do you think that the pilot group trying to get five or seven states or regions together to get their documents together and how important is it at this point to include perhaps institution level leaders that have a lot of documentation that would be useful and then my last question for you I guess is if we asked you in an open call how willing do you think you would be in just an open call to add to the registry you know I would um I guess hate to do all this work get all excited and then put out a call and get crickets back because it is so much work and how we can make that easier so those are my questions I'm going to try and turn my video back on see if that's going to work hi okay so Denise you had a comment here um from from Judith Sebast as well and she was asking I think you can see that perhaps system level before institution level and I think that's true that there is definitely a focus on the system and and that's my thought too um but some of the institutions are extremely large and have a lot of materials so but my thought was let's start at the state legislation policy then then go down from there and like we want documents that address legislation directly and then start moving um and I want to say down but you know laterally to the institutions Tanya hi I have a freaking dog it really I don't think you should feel bad about asking people to participate in this I know you were like oh it's a lot of work but for somebody who did this work it's very exciting to share and it's not hard so like I led the OER work in North Dakota I know all the legislation I know the story I have all the reports I can give it to you in like 10 minutes so if you get to the right person it's not a huge deal because this is what we do all the time and it's so easy for us to do that um so don't feel bad about asking I would just say ask the right person right and then um the third point is isn't there just a lot of information already out there so this doesn't have to be started from scratch I mean there's OER state policy playbooks and policy there's a lot of places that have state policy already collected so I don't it doesn't have to be so hard for you right that's what this this project is trying to address is that it's everywhere and um we're trying to get it into one try to get as much as we can into one place so it's searchable usable current and something that we can that both emerging leaders and people that already know what they're doing can refer to or have another place for them to store um their documents so um I think Barks has such a great collection of OER policy at the state level and good examples of um you know initiatives and how it's implemented I think it'd be good to add to that if there's more but if it that's where I would always start yeah we we did start at spark and OER um hub people the policy world policy people did start at spark um we met with Nicole and um gosh her name is Hayley um who manages the um the state policy tracker and what we're trying to do they don't um spark doesn't collect up all the documents and they have case studies that are really representative of what they're trying to um what they're trying to communicate in the state policy playbook so um what we're looking for is both we wouldn't catalog the state policy playbook what we're looking for is the state level legislation and then in that state everything that addresses that legislation can I add a talking yeah this is rebel hi rebel so um Tanya I just wanted to address that we had thought about with this group is that like um did he said they don't actually have the document so for someone like me in Florida how do I know how do how can I see how a policy was implemented in another state say we used OER icon as an example so Texas has the legislation that has this mandated across the state is there documents or or guidance that I can look from that they have and pull all that together know what is actually still current if that makes sense um sorry to jump in no thank you that's that helped me so in you know first like state policy at the system levels a lot of that work would be hidden in minutes or in you know actions taken by boards and you might not you know someone would that might be really hidden but if you got the right person say if you're talking to um I'm trying to remember her Bo Young she would know everything right so if you get the right person that's how you get to all that information right and the hidden stuff is what I'm I'm really interested into you know if we just google for days we could find a lot of stuff but I'm interested in those documents that aren't published publicly like that um also so um you know a lot of things that could be redacted if there was like you know money or names or something like that but having examples of documents that people used to do the work that resulted in things that are on the web um that's what I'm most interested in me personally but um the things that Spencer said that the mostly public documents but it was really useful to get started so um yeah let's see James can I make quick comment or maybe not so quick um first of all I think this is fantastic and I'm excited because I see a lot of ties to the other subgroups um the uh you know so that so that this could be a tool for the professionalism group it could be as part of part of the training to become a professional open educator um of course it's tied to sustainability that you have have open or OER or funding or or course marketing is defined in legislation of course stewardship I you know at some point some of the concerns around data and protecting students might appear as legislation right so this is really fun for me to see the connections um and then kind of a wish list uh you know put it you know put it on on the on the parking lot for you know two years from now um when I think about emerging leaders or people who are getting into the field or poking around looking at for policy because they're trying to accomplish something at their institution a lot of times they they might not know what level of policy even to look at they just know hey I want course markings or I want this for students or I want to do this um so again you know like pie in the sky dream would be an index uh that doesn't start with the level of policy but rather starts with the action that one wants to have right so add to that like action that people want to have I think it's um really cool to find out how different states or entities or systems implemented certain policies or practice around OER it's also um not always helpful to others to see it or so one state works completely differently than another and how their boards are structured or governance or funding timing all kinds of things go into these kinds of um efforts and I mean it's an it's an interesting and heavy lift to try to find all these documentations but um it might also be kind of overwhelming for someone who's just starting to page through um you know these origin stories of OER initiatives and states but I mean overall it's it's really fascinating I just I think it's also maybe you know we'd have to make it super useful right so it's bite size so somebody who's like oh how do I do course markings well here's like five ways I could do it right off the top and not have to make it a labyrinth of difficult maneuvers made by the champions who struggled to get this to happen because behind every one of these states wins is a murad of pain and in difficulty that someone went through to make it happen and and it's just not it's not a straight road right from A to Z anyway that's just my and we would because I did it we could we could tell you the story but it there's no other state that could probably do it exactly like my state did and just like I couldn't do it like someone else did but it is still interesting but this too is to capture those stories and when you talked a lot about that in phoenix is capturing the stories of the people that did the work because the you know the on the ground work is usually not represented in the resulting documents you know so um you know taking a state's complete story having their documentation having their legislation or not you know as nicole points out that you know policy is not always the best place to start and um so and I I do I do want to have some sort of like research basis in this you know like eventually get to a place where we can do some empirical work on these policy documents and um and and some qualitative work on it um and interview people or write narratives or develop case studies around it that could be also a part of the policy hub I'm really interested in working with them I've kind of just put all my eggs in that basket because they're talking about the same stuff that we're talking about and they also have the tech and the servers and the people that want our documentation so um so yeah let me see what's happening in the chat here no questions just comments yes I also shared with them all of the case studies that are on the cccoer website and they were kind of just like yes you know so um the next step for us is for I don't know Spencer was is still here I think he had to go um early but we're going to meet with um Spencer to talk specifically about his documents and so hopefully at the end of that we'll have a collection of documents from one state and then start reaching out to people to participate in the pilot so um a very specific question do you think that a pilot group is a good idea or should we just start trying to open it up to everyone I really would like that pilot group myself just because I love a pilot and um and try to be so they can ask us questions about our documents because they're very different from not very but in some ways the language is different um from the language that they use in Europe so in their education documents and also um the quality assurance piece of it I think is important and having you know just little things like the ability for an author to delete a document that they put into the policy hub so they could put a refresh document in it or to keep versions you know versioning of things is important so um yeah okay plus one to the pilot are there any other comments super nervous today too so I still feel like so green so I appreciate your time well thank you Denise and you've gotten some volunteers here so North Dakota's uh signed up and I I I know that you also talked with Kyla Torrey and I I know she was registered and and she may have been here earlier but apparently she couldn't make it today but I know that she's also volunteered to help you with the Texas um away our legislation and policy and I know there was a great deal of that available and Amy has also shared some resources and I don't want to volunteer Amy but um Oregon has some great stuff and um I could mention my own state but so I think a pilot is is really an excellent way to go and I think there's some really strong states to start with um or either strong strong policy and legislation or strong interest great thank you so much all right thanks everyone everyone's still hanging in there so um I know that some of you have to take off and some of you probably have already taken off we do have a um a survey for folks um and we'll share this to everyone who registered as well but we have a little survey there asking you for some feedback on how it went for you today you know asking you for um thoughts you might have about uh future uh presentations like this we're looking at doing another event like this uh potentially end of august or beginning of september and I think we asked about that in the um survey I can't actually remember at the moment now but would love to um hear if that makes sense and um I think at this point we're going to go to the regional OER crosswalk and then we have a community conversation following that and we're hoping to finish up in the next 30 minutes so on we go and please you know feel free to step up if you've got questions here while I'm trying to find my my google doc oh there it is okay so thank you all for your patience it's been it's been a great afternoon I think for most of it's been an afternoon for a few of you it might have actually been a morning um and here is our arlo virtual crosswalk um it's not it's arlo in the sense that we're doing it here at this meeting can everyone see that remember should I say is there anyone who can't see that now I think it looks good enough okay thank you quill so the way this is or well okay so the goal of this is for us to look at the different projects that at least the four groups who've spoken today are under are underway with um where their focus is and find out where's the intersections how can we uh collaborate and support each other um on those and so um this crosswalk um has the projects across the I'm sorry has the um group names across the top so of course arlo the doers the higher ed compacts and then the OER state leaders that uh rebel is running and then along the um rows we have actual projects um in some case it's more of a focus but uh sort of projects and focus and so um what we've done is we've um taken all those projects and then for the different groups some have had a chance to put those put their answers in whether they're doing that work or not and some haven't yet so I'm just gonna um I think I'm just gonna start here with um I wonder if I can make this a little bit bigger so people can see this is that helping at all in terms of enlarging this making it worse um so the first project was educating educators and um both arlo uh the higher ed compacts and um the OER state leaders um are interested in that um and tanya you mentioned that yes and no did you did you want to share what what you meant by that so I mean that there's no formal um training program that we are starting up we do however mentor the leaders in states especially at the compact level and then also there's a lot of educating coming from me as someone who's very experienced in open education to the compacts themselves so while the policy leaders at the state compacts um were really interested in a lot of equity work and had done a lot of initiatives in their states they weren't particularly um experts in OER so that's when my role is to mentor them um and establish other leaders so I mentor jenny and now she's leading in her state if that makes sense okay yeah definitely and um rebel this was the one that you put this project in um when we talked last week and so do you want to speak to how the florida sorry your group that's running the state leaders is doing this so um this just came up as one of the challenges um in our group so um everything we do I'll just come out and be honest you know we're very informal in our group so but this is one of the things that um came out as our one of our top three challenges um for our statewide leaders is the educating the educators and so um I think Amy even mentioned this in the chat earlier is about um doing that um train the trainer um information and having the people that we you know having that educational support for those educators who we have going out trying to deliver these messages and advocate for um for this movement so great and um you know I would just turn this over to quill to say I I think we are educating educators we aren't using that terminology um in our law but I think that your project on professionalism speaks to that yeah I think so and I think um again our project is really about facilitating access to the tools that are there um and trying to figure out what's there and what doesn't exist yet and and build connections between and highlight the good things that are happening that are there for everybody so I think that's really important to us wonderful so um I'm just in the matter of time because we do want to go through this in the next 10 minutes I think what I'm going to do um and um Amy let me know if you have any suggestions because Amy this was Amy's wonderful idea was the crosswalk um maybe we'll go through um each row and then if there's something specific that one of our uh groups wants to say um we'll open that up to them and then um to others who might want who have a question or something so I'm gonna does that work Amy what do you think does that work for the crosswalk yeah I mean uh like Spencer this morning um or at the beginning of this meeting I'm just someone who does better if I have something concrete to look at and so um you know that's really the purpose of this document as I understand it right I think it might be more productive of a conversation if we can say rather than what each group is doing try to find overlap space so for example in the conversation that we were just having about educating educators I'm gonna make a point of connecting with rebel and saying you know what will serve the folks um who are raising that need and how can our current existing matrix support you in that work does that make sense so because the point of the crosswalk is to figure out if we're redoing each other's work or if our work can support one another so I think that might be where we should be having this conversation right I would add to um I think it's I think in addition to what quill is saying like to what extent do these need to be done separately like one of the things that came up in the last state leaders phone call that rebel organized was like um you know hey let's put documentation of x y and z in these folders so that we can find each other's documentation of work more easily and then it's like well okay is is that the best place to put things and I think that's where like um Denise and James have done such good work thinking about um where we might want to um have things so that they are located in a really findable place um where they will be stewarded well and so um you know like if we want to know about each other's grant programs for example um I think that was the the one that sort of made me sit up and wonder like okay so should I put the documentation of Oregon's grant program should I publish a blog post on openoregon.org and then always just make people to that link should I put things into the google drive folder um that the state leaders group is using I know the open textbook network has a lot of interest in sharing information about grant programs and so on um so these are some of the places where I get something personally yeah for a really good point that there's multiple places to go to um so quill I'm sorry I may just be that I've been online too long today can you explain to me what your strategy was it seems like the way to go but I am not sure I understood it or you could lead it if you would like well I'll take one on so um let's see I'm gonna go down the line so we're looking at state policy and examples of implementation and we kind of heard already um what Arlo is doing but I want to like turn to the higher ed compacts and the state leaders to have a conversation right now like how does the work we're talking about doing fit with work you're already doing and or what how do they complement each other perfect um so Tanya do you would you like to start so can you tell me the question again what the work that you're currently doing which particular work so the work that denny's was just describing around um collecting a pilot project of some state documents um and maybe narratives to support that work um can that how does that complement what the higher ed compacts are doing right now um and does it you know are we redo are we duplicating work are we supporting work what is that is there a place where these support each other so it's very supportive um so let's say the regional compact held a meeting with um their states and people wanted to know history and implementation of a certain policy and a state and if you'd produce that document we'd be able to promote it and invite you to speak at the meeting and share more broadly with the stakeholders in the room so in some ways what it would do is give your work a platform or a place to go right so how how would people access the segment you're creating well we could we could easily get that out to state super quickly um in a concerted way that would organize thoughts about it and conversations and all the things and kind of give you a space to talk about it um there's no conflict in it in waves um it would just only help and that's one of the things that I've talked about doing in the past was uh more of a qualitative inquiry with the leaders like what are the qualities of a state leader in OER what are the qualities of what are the um pieces of a state initiative that that has to be there for it to be successful those kinds of questions so I think I mean it's it's great great and um so rebel did we want to talk a little bit about what you guys are collecting so um I can just say like I'm on Denise's group so I fully support what Denise is doing in that area and I totally get what Tonya is saying about you know bringing the highlight of the platform that the regional area can do um I think some of what we're having shared in our documents are still um what people may consider working documents or ongoing documentation and things like that so I think um it may also be like a building place where we could build up um uh maybe a topic area in different areas in a in a background way um some of these things are shared and some of the things that we share in the conversations we don't record our meetings so that people can be open and I think that's kind of like the idea of the the back end share as well is that um we're freely sharing to our state leaders but we may not want this um out there um maybe on blast for everyone in the world to see so perfect perfect thanks for that um and then sustainability um you're also addressing that one rebel right yeah that was an area that came up kind of in both areas of our top two areas for funding and for getting administrative backing and as we started to talk more about those two topic areas um we really kind of drilled in that sustainability and what are those sustainability efforts that um help support both of those um different things okay excellent um and and I would just say from can I just quick jump in with sustainability and compacts real quick um the reason why this is so supportive is that the compacts are so long-standing historically and they're not going anywhere and so this in many ways all the things that we've talked about with open like we need to make it part of the fabric and we need to have it be baked into every education conversation that's where the compacts do those kinds of large um they set the they kind of set the standard or the conversation so if OER is part of that it's part of the fabric of how states do state policy really good point really good point um and the stewardship of content and data i'm sorry of content and student data student data um once again i think rebel you're doing um complimentary work yeah so again um mainly our focus is on how does that support the um funding and the administrative backing and very much looking at um ways to create potential um nationwide template so that um we're all reporting of the same information in rebel this is james uh nationwide template for what i'm not i didn't follow for the different data points so we're trying to come up with um for data and assessment point basically the ideas to um work with um data research experts who have already been doing um research on OER and look at what are the different areas that they are identifying and then potentially come together as group as leaders and say okay well which of these can we say we should you know we should all be reporting on this excellent so the data points around let's say impact and efficacy right terrific thank you yeah i think it's you know super complementary to uh the vision of our stewardship group but not not overlapping necessarily so i think that's good thanks james and deep i would say that there's some connection here with um your um data standards for OER research which has now been renamed correct sorry i was on mute yeah it's a research agenda yeah so i think there's there may be some overlap here would you say yeah yeah i think there's definitely good opportunity for conversation okay excellent all right and then of course we've got quills uh professionalism the matrix of roles and professional development um and i once again i know that rebel um is focusing on state level roles given where they're at and uh so that could be an additional piece of the of the matrix if it made sense sorry go ahead quill it could be i think i want to just also add here the part of the reason to do the crosswalk and have this conversation is to figure out um what is the sustainability of our low work look like in terms of you know we're midway through our project now we um are trying to figure out what is the best way to move forward in terms of stewardship of these projects like does it keep living with our low and ccc oer does it or oec does it go um oe global excuse me or does it go elsewhere i i think so when i'm looking at professionalism um and the matrix i definitely will have a conversation with rebel and and figure out like how is this serving a wider need um but i guess i'm asking the group as well do you see duplicates of this work happening in other spaces where we could be building on sustainability by connecting to other groups around sustainability or or professionalism i think i'm talking about sustainability as in sustainability of the overall project not just sustainability of my project does that make sense yeah um so Cheryl recommends connecting with the open textbook network and that's a good place to start yeah thanks thanks for that Cheryl now we're moving to the projects that doers um are running leading um and i don't know deep do you want to uh share this or we it looks like with regards to the oer uh vendor landscape you've got uh cooperation collaboration with three of the groups yeah and i would certainly also i don't know exactly i'd love to hear from tanya and rebel too about their um the projects listed there i would say for the one from our side it's a pretty short paper it's mostly done um i'd be so i don't even know if it's the same thing as as the others um i think what we're trying to do is um just paint the market in a way that actually compares it with some commercial options um tanya or rebel could you guys say more about what you guys are doing there so for us i think our main purpose is to try to share stories and vendor um platforms that the different statewide systems have already used and what are their experiences with those yeah we're definitely not getting into that so are you talking about the vendor landscape analysis yeah the one the road the noon is on there on the thing so um one of the one of the really strong points about mech the midwestern higher education compact is that they create something called contracts of convenience they do this with all kinds of vendors um and what they are able to do is on behalf of the state they create sort of a template um that a vendor would agree to right so in terms of privacy for students in terms of pricing all of these um negotiation points that individual states would have to do on their own they can look to mech to crowdsource it and it saves a lot of money and it saves a lot of time for them and then mech makes those available to all of the compacts and all of their compact states so it's kind of a national service that they do and part of the agreement there they haven't started doing this yet so i'm not calling this a project it is a consideration that there's a possibility that if mech were to do something like let's say um student course marking at this point every institution has to go and negotiate with their course vendor to install some kind of a plugin to create and that costs a lot of money and it's a lot of time if mech could create a contract of convenience that lays out all of the parameters then everyone would have that same ability to do implement you know these course markings into their student management system um it is such an advantage to have like a one point of contact to them um that's what that's just an example of something that we could do with the vendor landscapes they're exploring but i wouldn't call it a project per se they are these are things that they do routinely and have offered as an option possibly for the oer community that's really helpful yeah i'm not hearing much overlap there i think certainly on those two there's no way doers is planning to go into the level of depth either that you're talking about or rebel the level what you're talking about of commenting on individual vendors excellent um how about if we go to the next one then the data standard or do you want me to rename that um no i mean i um yeah but at least from the doer's perspective this is sort of setting up a a research agenda and trying to collect data um i'd love to hear what other folks are doing on that whether it's standards or or data collection or um uh tanya could you say a bit more about the compacts in terms of data standards for oer research a lot of what they're interested in is cost savings data um points and so like legislators particularly and especially now with covid um and state budget everybody's interested in how much is it's going to cost and how much will it save and that's really what moves a legislator or a big policymaker to sign off on something like we we love the other aspects of oer we're all about like teaching and learning and openness and sharing and all of that a straight up policymaker in a suit wants to say what's what's the bottom line and what's my return on investment and so we we're interested in providing um a more unified way of calculating that in states that's super the doer's one is focused um really on the learning outcomes um and is not dealing with cost so it's about um the last I saw from the work group was you know identifying what sort of teaching practices that people do with oer that we're really seeing make a difference in student outcomes so it's uh there's not I'm really glad to hear about that project and getting more systematic uh cost data that that's not really in our focus for this one uh rebel what about you what what um what were you all thinking in terms of um the data standards piece so I think we um cover this earlier but that would be for the nationwide template so it feeds into the student data would also feed into that so we would be looking at um what are the points or what are the you know standards that we should be looking at for each of these different assessment areas and that that could be one that we talk about maybe we should talk about that offline a bit and uh see if there's any opportunities there sounds great all right our next one is the equity guidebook that doers is working on um want to give an opportunity to um Tanya or um rebel to speak to what they're doing in that we're not I don't know why I put a yes there we care about equity and we're doing work with equity and baking but we're not making a guidebook so you can say no if if you want to on the guidebook part but definitely emphasis on equity okay yeah I would say um we're not developing a guidebook um there but more looking at the analysis and the and the rubric um developing a rubric or um some national data points for that we should definitely talk about that then because that's definitely there's definitely parallel work great great all right and uh deep your next one is the bookstore fulfillment yeah it doesn't um I well I think I explained that um earlier we we did a survey and we're putting together sort of best practices I think from the chain from um all the way thinking about when we create OER do you have an ISBN um what are institutions and faculty doing in terms of policy and getting information to the bookstore accurate information um the software element at the bookstore and then actually what's happening in the sorry the software element between them in the bookstore and there so we're pretty close on that one too um I don't want to make a promise I can't keep but we're we have 95 percent of a draft um uh on there um so that's kind of the direction we're going we're making recommendations around practices um what about other folks on on this line rebel so for ours we're mainly again doing kind of like with the vendors we're collecting stories um and resources that people are using um with uh with reaching out to the bookstore and um ways that they may have their their listing set up or um how they're how they're doing that workflow process so sharing of information mainly great um Amy is this at all related to any of the work that your sustainability group has been collecting regarding book stories yeah I couldn't remember if there's policies or um oh thank you yeah I closed that window but yes you're right I yeah there was some stuff about things like course marking and no cost and low cost labeling which often also shows up in bookstore software and there was some research in Oregon um about you know students want to see consistent you know logos or information across all the places like the schedule where they register and the bookstore where they buy the books they want that same kind of marking information to be consistently displayed great all right thank you um and I think your last one there um deep is the tenure and promotion yeah um and I definitely see the connection to the professionalism side um uh Tanya from the compacts um could you say a bit more about what sort of work is going on for OER tenure and promotion yeah the only thing that would be there is just looking at policy talking about policy but not particularly like it's all just from a policy perspective yeah um I'd say with with the doer side we're still trying to well like I said we initially scoped it as policy and have decided to move away from that piece and I think more of kind of giving um culture change advice to you know system administrators for them to flow it down um the other piece that we're talking about um to that and I'm wondering if this is something that could overlap with the professionalism a bit and there's some collaboration there is guidance to faculty um so if you're writing up your um I forget what it's called dossier um uh you know for promotion how do you um talk about it um actually I was also going to ask um Andy are you still on I am yeah okay um anything to add about um how we're thinking about it I think it was we definitely wanted um faculty guidance as a piece you know so if you're writing up OER um but but what Andy and I and the work group have been working on is really developing a kind of a mapping between different OER contributions and different um categories that people look at in tenure and promotion you do you want to say a little bit Andy yeah yeah yeah I mean I think we pivoted away from the policy thing because if you really like look at you know any of like a cross-section either at like you know at an R1 and a regional comprehensive at a community college and uh and their individual tenure and promotion policies and then at certain schools you know tenure promotion policies and and not necessarily policies but guidelines vary from department to department so the idea of setting together like some kind of master you know policy intervention just seemed not tenable so I think we pivoted more like deepest thing towards more of an advisory thing for you know culture change strategies and then for faculty just sort of setting together like a kind of like matrix of of you know if we take you know our research teaching and service like categories for tenure promotion and then a set of you know possible sort of contribute types of contributions via OER whether that be you know increased student success via pedagogy or you know using an open sex textbook or editing a open sex textbook or creating more OER right so just to sort of be able to pinpoint where all those will fit and make and sort of give some sample arguments of why they would fit there so um in the folks that do or seem to think it's working it's like a it's a good idea so I think we're you know going to keep moving with that yeah and in fact the thing rebel just added in the chat that is and Andy's been on family leave congratulate him on on a new arrival to the family um thanks uh but Andy one thing we talked about when you were out was um whether we could find some case studies of like you know people who have been successful with OER in their career um that's just some feedback I got from other folks that maybe we could add that so rebel I think that's along the lines you're talking about that um I think we think and for the faculty piece in particular um I mean it would be awesome if we could find like a departmental example of you know how they really embraced OER in their promotion policy we're not so you know I think we'd have to dig around but I think that we certainly you know there are individuals who've done very well with it so we could you know try to profile what did you do how did you talk about it all that kind of all those details and that's certainly a place I think where we could uh collaborate with folks to just define folks or to work on the content together um absolutely how much does that overlap the with the professionalism agenda which I know obviously covers a lot more based on the presentation before is there anything there where we should be talking about that jointly this is Suzanne um and I'm not sure this is exactly what you're saying but as you're talking what I'm starting to realize that might be helpful is some way of validating various um professional activities so that when they are put on um on a resume or whatever it it shows I was earlier on a accreditation meeting so this is making me think a lot of accreditation it'd be really awesome if there was a way to have um maybe oe global or something have a stamp of approval for different um professional development opportunities so that when I put it on a resume it has that sort of weight just tossing that out there as a thought yeah that is a helpful thing Suzanne yeah and I I think we would love to talk more about that in the professionalism group um and part of this work has been trying to figure out where does credentialing like that live um what is the organization within our because as a librarian you know anything I do that comes with acrl training on it immediately means something to any institution I apply for um it does not like oe global may not speak to people who've never heard of the organization before does that make sense like we don't have a central professional field um organization as as and that's one of the things I think we need to address and and discuss super and I'm just going to put my email in the in the chat if folks have other thank you for that suggestion of someone to profile um send them to me and Andy and we can um you know maybe learn something from those folks that we could you know again I think to Tanya's point earlier just it's so different in so many places it's really hard to recommend a general approach but some case examples of what people have tried and how it worked um for them you know at least that's illustrative even if it's very hard to give general general advice about this topic great thank you thank you for that deep and everyone else we just have a couple of more uh and I would want to go through those because those are specific to Florida so we've got about 10 minutes left guys and I thank the east coast people for hanging in there I know it's late um so um rebel you have funding sustainability trends and current events and you shared with us the folder where you're keeping all of that um do you want to briefly tell people what's what's up there so uh funding was our number one top challenge reported by the group I think there were so many pluses on that one that um I couldn't count them so uh funding was definitely um something that our group is working on and we're just every meeting working on talking about solutions of what are some solutions that we can do to meet our funding needs and obviously sustainability is a big piece of that if we can get funding or find some permanent funding or a way to permanently fund our efforts then it becomes more sustainable excellent excellent and I I see Tanya also agrees that that's a focus for them at the complex the last um three are Tanya's um and so Tanya would you like to address those and then ask for um feedback to lines 14 15 and 16 sure um the I guess the thing that I've you know throughout this conversation that is coming to light is that we don't really have um projects necessarily or um short-term goals the capacity of the compact is very very long term and more um I guess just in this whole idea of building connections and capacity within states and across states would be a very long term goal and something that would take time um and also within research that might be empowering researchers who are already doing some of this work and I mentioned Virginia Clinton who's a friend of mine at UND um and started with me back North Dakota when I was here but now she's part of the open education research group with um John Hilton and doing amazing work with research but we could support um ongoing research in students efficacy and and implementation um the last one 16 is particularly focused on the talents of the southern regional education board they have K-12 and higher ed as part of their focus they do a lot of work already with K-12 dual credit and career and technical education for OER um SREB is magnificent in the K-12 space and so we would um utilize their their already their expertise and then scale that across the compacts and share that with others so um in some ways what you're seeing here is that each of the compact regions have like specialties where MAC is really great at contracting um SREB is spectacular at K-12 dual credit career and tech ed and then we would be able to share out those results with the community and then across states so that we're not each doing it separately we're doing it all together and sharing the information yeah thanks for that Tanya and you know specifically with CCC OER which is of course separate um from Arlo uh there's a there's quite a connection with um dual credit at the high school level and of course OEG has just added um membership to K-12 institutions so um definitely a lot of interest in that area so look forward to working with you more on that um I did want to give the last few minutes but if anyone has any questions or has any comments to make I wanted to give the last few minutes to um Quill and Amy who were going to hold uh just a little bit of a community discussion does that work for everyone so let me see I have to I'm getting confused it's the end of the day um so um I think we've kind of had some of this discussion with the crosswalk but I don't want to hold people too much longer so I think what I want to do is just raise the question of um how do how does this work that we've been doing with Arlo um and that we will continue for with Arlo until I think October is our one-year mark right so what should next steps look like how do we make this work meaningful in the lives of people who who we're trying to serve and that would be all of you and I know all of you have contributed to this work as well so I guess I'm asking what do you want our next steps to be hey Quill this is deep are you talking about beyond October or just in the shorter term I'm talking I maybe a little bit of both but I'm really thinking about beyond October so one of the questions that keeps coming up for the Arlo kind of work group leaders is where does our work live when it's completed um if if we finish the sustainability matrix and the professionalism matrix um where does that work live how how is it question where's what's the community surrounding it you know if we're talking about the commons how does the commons take care of it um and you know is it another one of those projects that we think is really really valuable but don't have the sustainability built into the beginning and end of it um and some of the other projects kind of have found partnerships already but I think we're still asking that question what is where does it live beyond the time that we say okay moving it on you know I I appreciate you're raising it because we kind of have the same questions with doers you know which is it's a volunteer group right you know who is it there five years from now three years from now I don't know you know it's it's uh so I've had the same question um I see Rebels comment about OER repository that's a good question one thing that we're going to try with equity uh guidebook we just talked to our blueprint we just talked to Michelle Reed today for that particular one because we see it evolving a lot we thought maybe in press books I know you're not just talking about the technology but also that but I just wanted to get um that's something we're considering about that just publishing at least one of them as kind of an OER more in the book format the rest of them I think wouldn't work that way for us I like that concept of what are the things that can live and kind of be um a slow revision iteration kind of process and I think that that you know when you're talking about a guidebook that makes total sense um and I think that might even the sustainability work maybe might fit in with something that's a little Amy what do you think I would love to see case studies of people using them in the next year or more um particularly around that sustainability tool to assess and then address issues at their own institutions or at their own statewide level I think so that's such a good idea and I think also that there's a discussion to be had before thinking down that path because um like too deep point like um you know if we decide just to take the example of Arlo if we decide Arlo was a one-year project then it really needs to the baton needs to be passed to um you know another steward to do that case study and see you know what is the subsequent history of these projects the other thing that's a crosswalk I think is really suggestive of it to me is the question like um you know we we had these three really grassroots initiatives spring up to meet similar needs um you know in particular the groups that rebels coordinating is just like statewide leaders want to find each other like how do we make it easier to connect um and I think that Arlo and doers um really at their hearts have um meet a similar need of like we want to find our colleagues and then the natural next thing to do is to be like well is there a problem that we can solve together now that we've um met but you know it's do we do we want to continue on separate paths like to what extent do we want to think about you know combining forces um what is going to feel sustainable using that word with all due caution you know and Amy if I could add if I could add something to Amy's question too is um you know I think when we look at the project list and we think you know is there duplication obviously if people are inventing the same thing it doesn't make sense to invent two of them but are there other ways to collaborate across those rows also so for example if one group develop something um like I would you know like uh in Denise's case the survey could we use doers to disseminate it so it could also be that um in addition to I love Amy's question which is big picture what should we do with all these and that's a great question um and then I think the other thing is um even if people you know aren't on one line with other people can they through all of our membership lists get some more stuff out there you know calls for information or just disseminate things so they have impact this is Brittany um I have to hop off here but I think that at least that crosswalk for me really demonstrated how much overlap or how much potential overlap there might be um and I think that this conversation is a really good and needed conversation um particularly because of of that and maybe not everyone feels that that way maybe that's just my own um but I do think that we could have this conversation as its own conversation um you know not at the end of our three hours when we're um we're all exhausted and you know done with zoom um but maybe maybe a separate meeting where we can you know this can be the focus and we can come at it with fresh eyes and and really make some decisions that are best for the community and this is James I would just want to echo Brittany's comment encouragement that we devote more time to this this is also for me really helpful and I'll take us back to the comments that I open with uh uh encouraging us to control our destiny and to view ourselves as part of a continuum uh in in the movement becoming a field and I don't have real concrete ideas about what that looks like but I think it's happening all around us so and and the crosswalk is one indication of that very positive in a very positive way that we're moving in the same direction from different sectors of education different experiences different uh different roles uh we're we're all kind of heading in the same direction see similar problems to tackle so second second Brittany's suggestion wonderful then there's more ideas coming out in the chat window I think we're probably at the end here uh please feel free to contribute in the chat I we're at um are we at five after we're at three after um once again and there is the survey it's bitly June 9 survey uh with the j and the s capitalized I love the idea of another meeting um perhaps the four groups uh should talk about um how we might want to do that uh to continue this conversation um so we'll be in touch about that and thanks everyone for all those all your feedback and the great ideas today yes and thank you so much to Liz for doing all this in the background and uh thank you all for coming and of course to our panelists and presenters have a great rest of your day thank you everyone it's nice to see you thank you