 Good morning. Good morning from Brazil. Is that right? Yes. Good morning from Brazil. Can you see my screen there? Yes, very good. Good. Excellent. So thanks everyone for being here with us. So virtual hello's, hugs and kisses. So nice to see some familiar faces and names. And also nice to see new new colleagues with us here today. Our presentation is about diversity, equity and inclusion in Latin America in the context of an open education initiative, this open education initiative is GOGM with a, we would assume that most of our colleagues here are familiar with. My name is Karina, and I had the pleasure to work this have been working. We haven't finished the project yet. But we've been working together. I've been working with Viv since in the beginning of this year in this project. So it has been a lot of fun. Thanks Viv for coping with me. And just to say when we were saying before before the presentation started. So it's, it's nice that we are all here. You know, happy, healthy, safe. But not all of us are sane and that I include myself and Viv in that context. Okay, and our presentation today. We'll cover a few aspects of the project the rationale. And we will also talk about phase one of the project that was last year in 2019. And then, of course, findings from this project, which is phase two. We will mention briefly about the process and methodology we used. We will also present some preliminary findings, recommendations and we'll also briefly present what is already in place what GoGM has been working on in terms of implementing a DEI diverse and equity and inclusion strategy. About the project. It's a GoGM project, and also supported by the Hewlett Foundation. I said this is phase one happening in 2020, which is an incredible year. So phase one happened in 2019. And in phase one we collected perspectives and insights about the diversity equity inclusion in open education from experts in Africa. And I had the pleasure to work with Judith Petty and there together we we then ran this project and collected some insights from experts there. In terms of rationale for the project which is very similar to the other one, it's for GoGM to be more diverse, equitable and inclusive. To incorporate perspectives and experiences of underrepresented community, and really most importantly to develop a diversity equity and inclusion guidelines for the GoGM, because you know, despite of all efforts from colleagues leading the team and all involved and all people involved, GoGM still remains a largely white and from colleagues from North America or developed countries. Similar than Andy was saying before you know whose curriculum so whose content and whose open education. So the idea is to make a GoGM a project that everybody can engage within within some context within some parameters, but that you know we are we are more diverse we reach others. And we are also more equitable. In terms of process and methodology, this in particular phase two which was in Latin America, we interviewed 12 stakeholders there from different countries in Latin America. We then transcribed those interviews and categorized and coded and the analysis was conducted through EnVivo. We have now preliminary data analysis that we are going to share with you guys here today is the first time we are actually sharing that and as many projects probably around the world, our project has also been affected by COVID-19, because the idea was initially our plan was to do what we did in phase one, but today present our preliminary findings in a two day workshop with experts in OER and open education. We were hopeful at some stage, even though there is a promise of a vaccine and today we have more good news about a vaccine another one. But we are not sure if we will be able to implement that aspect of the project, considering the cases in Latin America still growing. So perhaps we will find an alternative way of doing and through Zoom or through a one day of maybe two half days conference or workshop we might be able to then present the preliminary findings and collect additional thoughts on those findings. Dissemination is representation like this one, we have a draft blog post so hopefully soon that it will come out and also a publication, so what is this place? So we then decided that before we present phase two, some preliminaries of phase two, we should, you know, just very briefly, this is a snapshot, very briefly talk about some of the key elements of the diversity equity and inclusion project in phase one, which happened in Africa. There were many more, but some of the key things discussed amongst participants were the definition. They were really, you know, pressing against that they were really discussing and debating about definitions which sometimes overlap. For them in phase one diversity should consider but should not be limited to culture, race, ability, reproductive status, health, criminal records, class and appearance. Diversity should also acknowledge the range of context, and depending diversity and the limitations of people's understanding of diversity. Inclusion participants then believe that we should take in consideration other people's views and opinions. And that inclusion should also include, inclusion should include and not or exclude within the context of GOGN and the reasons why. Inclusion should also involve the marginalized and unheard voices. In terms of equity, it is all about removing barriers to access language, including language and research practices, that it is about equal opportunities and acknowledgement that there are different needs, and that equity must be a continuing process that should never stop. So now I'm going to present similar findings. Well, the findings about the definitions of these three elements, three concepts in phase two and you will see that there are some similarities. Some of the things are very, very similar, but then others addition to that. For participants in Latin America diversity is about multidisciplinary. It's also about a variety of experience. So we should, we should include them. It's about a diverse, a whole range of languages, and then goes back to, you know, it's one language for how many people. And it's also about representation. So you can see that there are some similarities and an addition to that. For Latin American participants, then inclusion is about participation, integration, collaboration. And it's also about colleagues feeling valued for what they have achieved and for who they are. In terms of equity in Latin American colleagues said that it's about social justice equal opportunities came back again. It's about capacity building and raise awareness of open education. And we'll explain that later but not everybody is actually fully aware in South America or Latin America what what it is. It is about equity in resources resources not only materials but infrastructure, because not everybody has the same access. I will pass on to Veef who will then continue present you some of the other findings and also some of the recommendations that participants shared with us. So Veef off to you. Can you move on to next slide. Okay. So, this was a quote that taken from one of the respondents, which basically I think defines very well. The DEI in Latin America. And so basically the respondents have diverse equitable inclusive community is one where the rights of each person are respected opportunities for growth are equal for all but also adaptable to the needs and capabilities of the individual. The community understood that essential part of society is aware that individuals have different characteristics and needs and opportunities for growth should be accessible to all. So, I think this speaks to the underlying characteristics of Latin Americans. They are all different people from the global north. They have different, they have a different educational system. And so, their needs have to be contemplated in order to foster DEI community. Thank you. Next one please, Karina. Okay, so the interviews as Karina said, were conducted. Well, thank God, we have zoom and and other tools because that's when the pandemic broke out. And so of course, I was interviewing candidates from all over Latin America from Mexico, and here, South America from many different countries so the preliminary findings revealed that first and foremost, not all participants were aware of Gojian. I think out of the 12 only four were so that gives us a good feeling that we really have to disseminate more the Gojian network here in Latin America. Another point that came up was was the language barrier. In Latin America, there are two languages that are predominantly spoken, which are Spanish and Portuguese. The lack of language diversity can be a barrier to expand the open education movement in Latin America. And this is also due to the fact that resources are predominantly in English. So a lot of people don't speak English and when they look for resources, they are they are in English and that can be that that is a challenge to be overcome. Another thing that came up was very interesting finding is that participants responded that they would like to have funding support and structure to be able to foster DI community of practice and or research. And this is because many of the initiatives in Latin America are for open education are extremely underfunded. So they need to seek this additional funding. Another interesting finding was that Latin America needs more researchers in open education to expand the movement in the region and to give voice to the global south. Now I just want to say that there is a lot of research going on here in Latin America in terms of open education. But we definitely need to increase that number. And finally, the participants suggested strategies and recommendations to develop effective ways of communicating open research activities in Latin America. So this is a little bit very useful in the future. We'll be trying related with the other results that we find from this project. I mean it's left. So wrapping this up, key recommendations from Latin American participants are to develop further partnerships with Latin American universities to enhance go gen disability and reach so this basically means having like ambassadors that go to the Latin American universities and talk about what go gen establish a clear objective communication identity for the Latin American community taking into consideration all its particularities. The development of conferences workshops or seminars to build capacity and open education, and that includes translation of a lot of the content into Spanish and Portuguese. And finally to provide small research grants to disadvantaged students from the global south. Thank you next. So this is here. This is what go Jen is already committed to. And it does very well informing members that diversity equity inclusion guidelines are not an operation. It does create an environment in which individual unique experiences and contributions are recognized and valued. It does create an open research community that promotes dignity and respect for everyone with respect to race, sex, disability, religion, nationality or general. It makes available open research capacity building and development opportunities to this disadvantage students from the global south, and in regular reviews, all of its open practices and procedures so that fairness diversity equity and inclusion can be upheld at all costs. So that basically wraps up our presentation. Thank you very much for your attention. Good to open here. My chat. Thank you both Karina and, and congratulations on all of this work. Again, and this is, and there is some applause, and there will be some congratulatory remarks also in the chat window. I think by you were asking, you were asking a specific questions so probably would like to articulate this to the panelists again. Yes, it is, it is true. So, Vivian, you said Gorgian is not well known in Latin America. But is it not well known because, because of the language because Gorgian mainly operates in English, and what can we do about it because I think that's the, you know, that's the most difficult thing. The language is certainly one of the reasons why it's not well known. Of course, there are several people from Latin America who do participate know we go and end up learning about Gorgian. But so what can we do. Definitely, we need to disseminate more. We have a Gorgian network here in Latin America. And let people know that there is this fantastic network available in which PhD researchers early career researchers and open education can participate in. So, from Brazil, I'm the only one, then we have Virginia from Uruguay. So, as you can see, we're not very representative in the Gorgian network. Yeah, now I also I also think but if then they put a comment there but if you continue to operate in English so I agree, I agree there we probably could have a stream of resources. In Spanish at least because then people in Brazil would would have some access to it but don't speak in Spanish there but you know it's more accessible to be in Spanish than in Portuguese. Oh, there is also. Thanks Christian resources in Portuguese I know, but Gorgian it doesn't. So, it is, it is to disseminate the network and try to help more people, what can we do, it is, I, according to our findings also it is to increase, you know, and to translating other languages at least so we can, we can make this accessible to other, to other people. Yes that I have resources elsewhere. But, um, yeah. I think another way to do this. I didn't think we necessary translate the research with this handbook although that would be nice if we could do that. But I think another way is just translate the Gorgian site. So that people can log on and see what's going on those who do not speak English. I'm not getting here, but we have out of time now so I have to encourage you to this conversation with you connect. I know that it's just started hitting up.