 All right welcome to the final session This of course is the big surprise session because we will learn what you have been doing over the two and a half days in your cluster meetings So I'm really looking forward to to the outcomes of those conversations before however We start with that I wanted to give a brief opportunity to Matthew to talk a little bit about the event that is going on Tonight at the MetaLab to which all of you are invited MetaLab which is which is the Berkman Center's project in technology in the arts of humanities and I want to echo or is this call to welcome all of you to join us at our weekly workshop hack session for to integrated Seminars that we that we teach in Harvard College and the Graduate School of Arts and Sciences in the digital humanities Students are undertaking projects in a variety of different kinds of media data visualization and analysis projects across history complits and the arts media projects as well and It's a very open format. They often have visitors drop in and Dennis Tenon the postdoctoral fellow who teaches in those seminars runs the scene there and I think it's a it's a Wonderful experience to take part in as well. I'll I'll for those interested demo Zika an open source application that was initially developed by MetaLab to which is essentially a kind of WordPress for multimedia documentary an open source application for developing documentaries out of Online resources I'll show anybody who's interested how that tool works and we can talk about applications to your own work or or or other Projects as well. That's tonight at 29 garden, which is up by the Longie School of Music past the Cambridge Common a nice walk Thank you so much. I can really highly recommended the MetaLab is doing fantastic work and Make use of this opportunity if you're still around and don't have to leave immediately after the conference Second announcement relating related to tomorrow's hack day SJ. You want to say a few words? Or airheart I've spoken to a lot of you over the last couple of days Hoping that you will come up with ideas for the hack day tomorrow So we're running this from 9 to 4 p.m. You can find details on the wiki about that But starting with this session, we're really going to be grabbing these ideas and hoping to distill them into things That we can hack on tomorrow as groups and when we say hack We don't mean necessarily that we're going to be producing, you know code or full-scale projects tomorrow But we're going to be fleshing some of these ideas out and saying them down a path that we could actually produce something You know Tangible or or with impact based on these ideas that that we've identified these solutions To the problems that are there affecting the OER movement So I encourage everyone to to you know come to me or come to SJ But some of the other folks that are going to be involved in the hack day And even if you're not going to be there just pitch us hard on those ideas that you think we need to be working on Because we're going to take that seriously and get the ball rolling in a quick way tomorrow. Thanks Thank you so much also for really organizing the hack day. It's a great appreciated and you guys you just rock Thank you so much With that it's time to turn over to Rob For for the presentation of the heat map revisited what has changed since we looked at it the last time So obviously that these are now more specific Suggestions and interventions that you proposed in the cluster meetings. This should be interesting and fun I've already had a preview and I'm Pleasantly surprised. It's great. It's been an experiment. We have never done these cluster Meetings before and so I'm looking forward to that presentation We will actually I will have a hard stop at five because I'm teaching so With that I just would like to thank you again for being here. It's been a fantastic Two and a half days. I've learned a lot. It's a very impressive group And I really appreciate all your contributions and I'm looking forward to future interactions Please come back to Cambridge and visit us at the Birken Center And thanks for for collaborating with us with that Rob Flores yours. Thank you This is working great us So what we do want to start with is hearing from the breakout groups that we just had so I'm hoping that Three or more of you are prepared to give us a few insights and nuggets out of the past hours Discussion so I know one Carlos you're one of them. Is that right? Can I start with you while the others prepare themselves? Sure, thank you. I was moderating stream one high quality supply and So this is going to be just my personal takeaway takeaway points seed transcript for a much more complete report Great. So what I was impressed particularly our first of all conceptual point about quality We heard that the quality is not a property of the resource itself like absolute quality. It's always the resource and audience the people are supposed to use the resource and so We can have a very accurate Resource but it's not in the right language or it's not at the right level of education So it's not possible to speak of quality in absolute terms is always quality for a specific objective a specific audience So this is a in a sense it underlines the difference between OER and free software open-source software In the case of software Forking sometimes it's good thing, but this can be a sort of a nuclear option I'm moving away from the trunk in the case of OER's forking is absolutely part of the process We have to fork it for different audiences So this conceptual point was then seen in specific settings Because we heard about South Africa and so the need to have resources in for instance in African languages We heard that basic literacy resources are very Few and not of a high quality We heard about the fact that there are local for instance medical problems You want to develop resources about medical issues if you want to do it for South Africa You have medical needs that are not the same as in Boston, for instance then we heard again the concept of Quality meaning doing something for a specific audience in the case of virtual University of small states 32 states across the world In that context we heard also the role of frameworks for formal quality requirements And then we heard about the open high school in Utah In that case also two additional points, which is the quality achieved by supporting the teachers in finding quality resources and the quality of the resources Assessed by assessing the students who use them. So implicitly you are assessing the resources itself And finally A more general observation not specifically ready to quality that I want to share with you because I really liked it That's open educational resources are an infrastructure itself and Perhaps the emphasis that we have right now on open educational resources is not entirely Tune properly meaning that we're focusing so much on the resources and While maybe we should be focusing on what more on what we could do with the resources the analogy was Nobody gets that excited apart electrical engineers like me with electricity With water or with roads Their infrastructure. We are more excited what we can do with electricity or water Roads and maybe the same should apply for open educational resources also talking to the outside world stressing the amazing things we can do with this fundamental infrastructure Excellent. Thank you so much. Does anybody from the Quality quality of supply group want to add on to that. Is there anything else that we should throw into the mix? We sounded like a great summary to me. It's a lot of richness in there So quality in use quality in context as well as many other things. Thank you so much one Carlos Who would like to give us a short rundown of the other two sessions? Who's a I? Apologize on Peter. Are you one of them? Excellent. Thank you Our group was devoted to supporting policies There were six of us all of us had policy experience So we didn't have to persuade each other that adopting policies is difficult But we did spend quite a bit of our time on notes and bolts of policy advocacy and why it's difficult how to overcome some of those difficulties how to anticipate some of those difficulties Starting with the acknowledgement that OER Are not widely understood in that the licensing terms are not widely understood Some of the basics that you would want to put into a good policy Won't be understood by policymakers who you'd like to adopt the policy So there's a hard persuasion problem at the threshold. There's a hard education problem at the threshold So you could say we talked about nuts and bolts. You can say we commiserated about those difficulties But we all recognize that they were worth overcoming. I think we all also acknowledge that Achieving policies is not sufficient There are certain barriers to OER that can only be overcome if we adopt certain policies So in that sense policies are necessary But as one of our panelists put it policy changes not the goal changing practice is the goal Or another way I sometimes put it you want motivated Participants and stakeholders teachers students administrators legislators parents Not just a policy which makes this possible or which facilitates it. So Even if policies are necessary you've got to get Beyond policies to the other factors that would worry about the change that you actually want We talked about some of those We talked about how policy intersects with some things that are hard to dictate through policies such as quality You can't dictate quality through policy On the other hand in so far as quality is measurable You can use quality metrics within the policy and the other hand maybe quality is not measurable At least impact is measurable and there are surrogates that are better and worse We didn't talk a lot about those but we did recognize the difficulty of the problem I think we recognize that different policy makers and different institutions might have to adopt different kinds of policies That is a policy for a school might have to differ from a policy for a school district Which might have to differ from a policy for a state or a nation Policy for university might have to differ from a K through 12 institution So as you're thinking about what policies would facilitate OER think about What jurisdiction you're talking about what kind of policy maker you're talking about what kind of target institution you're talking about and Think about what policies would be desirable for that jurisdiction or for that institution And we close with a good discussion on whether the problem is large or small Should we simply try to Achieve an OER version of some curriculum materials that are not currently free today, or should we use this opportunity? this historical moment To open this on many policy fronts it wants to achieve a deeper kind of change that goes beyond simply changing some resources from Thank you. Thank you so much Peter. Does anybody wanted to add to that? I'm gonna ask a question in interim as well, which is Certainly there's what we've seen from last couple days is is a lot of different ideas pushing on a lot of different things and policy being one of the important ones and a question for this all these separate interventions is how to sequence them and how to kind of allocate time and attention to the various things and There's two different versions of these perhaps not completely mutually separable But one is to change the world and and let policy follow along in the aftermath That's kind of an afterthought the other is to devote everything towards policy and say we need to change the hearts and minds of the Top-down decision-makers and that's the only way it's going to happen or something in between Did you pick up on that at all in your discussions or do you have a thought on that? Yes, I Talked about it at the point this way After you've got some policy adoptions You've got some targets for research for data gathering case studies and all of those should be thoroughly discussed In part because the policies that are already adopted may not be as good as they could be So you need to point out the weaknesses and if they are good you want people to spread the word But once you've got this buzz going then it turns around and helps adopt more policies So I like to think of it as a feedback look not as a sequential chicken and egg problem If you think of it as a chicken and egg problem, then you're paralyzed and you never get to step one You change the world first Policies because the world has made that possible or do you change policies to help change the world? If you think of it that way then you do get stuck But if you work on all fronts at once then you can let policy change create the buzz which creates further policy change And then you can if you're not in a position to pull the levers of power You can simply work on the buzz which helps to adopt policies great. Thanks so much Please please. Yeah, I was also in that group and I just want to add that I think we were also just beginning at the end to have a conversation saying we see how Policy has been used and very effectively in a lot of ways now around changing some of the textbook policies and whatnot But that was there a way like we were can we can we be brainstorming and grappling with this idea? I'm not changing the world But what kinds of policies could we be doing that more directly impact the teaching and learning aspect of what we're doing in And and we some of us weren't content to say it's just an institutional issue about changing culture So so how do we maybe key in on some of those more cultural changes in a targeted way? That actually would be a national policy something is easy to comprehend as a textbook. That's very useful. Thank you, please about six or seven years ago, Cathy and I were in Northern Africa at a major meeting and One of the things that we ended up doing was Trying to forestall many Europeans from from instituting a variety of policies about an education resources almost a Sense of they saw it coming. They want it and they wanted to control it They wanted they wanted something to control the policy to control it. It's almost the direct opposite Of open education resources is to create all sorts of rules for creating them and so on How would they be judged and can we use things that aren't you know, aren't of the highest quality and so on and so on throwing out the whole idea that This is also a mix Created by people who weren't necessarily going to create the highest quality content, but they're gonna learn from it and so on so I and I In my life, I've had a lot of experience with policy in Washington five administrations and I'll tell you I'm scared to death of the policy that could surround this thing We can't control the legislature. We can't control the Supreme Court Etc. Etc. And the more we push let's have a lot of policy in order to help us along the more I think we just have to be very careful. It's a very thin line to walk I think I think we should think campaign rather than policy that is changing hearts and minds and getting things done as you do it It's a different kind of strategy And it's a mobilization strategy bringing lots of people together around you and letting letting that then Drive what might be a natural policy at a state level. Let's say for Textbooks the reason that there are open text books now folks is because it was a campaign launched by the students All that we did was nothing Thank you, so Policy is a double-edged sword. It was kind of the nature of my question to Peter is when do we Choose to focus on a given lever and when Might it be more prudent to avoid the whole policy policy context There was another question that came out of this that I don't know if anyone has taken on or would take on but it's it's the role of of state government action and investment in this and I I walk here gingerly knowing nothing about this topic and and so I don't know if the debates have been Raging in this area for for many many years or have been resolved many years ago But I just wanted to pause on that as as a question mark as well and and in doing so I was wondering if I might call on the The people who put together one of the interventions Which I will mangle if I don't read it, but it's the common core State standards does somebody from that that team want to give a quick little couple sound bites as to what they were proposing in that one I'm kind of cold calling people there Yes, yeah, do we do we do we not want that out there? Yeah Can you find a can you find a microphone? So this was one of the very few interventions that was put out there that said here the state needs to do something here Here's how we want them to do it and that's why I was curious about that one What ended up getting left behind was me as state ed tech director and my peer who is the executive director of the state ed tech Directors Association So between the two of us working together closely me the chair of the board of the organization and him the my executive director We have a political or a particular bent on trying to do things from a state perspective And I think we very firmly believe that a lot of things from a policy perspective Need to be driven at the state level the federal government obviously is not in a position Nor do they want to be pretty clearly kind of pushing states around there's always kind of been that state and federal relationship They'll try and kind of set some guidance some ideas. They may push some money around But at the end of the day the state's always trying to assert their statehood. I'm a state don't tell me what to do Right, which is the same relationship. We have at the state level with our schools to some degree But if we really want to see mass movement of things We know that there are certain times in the states do need to step in with their local districts and say, okay, look We're gonna assert some leadership here Because you always get this from the local level of the schools They say don't tell me what to do like in Maine. It's fiercely local control, right? We are the descendants of Massachusetts. We used to be part of Massachusetts, right from this rock It was game here. They said King get out of my house. We're gonna do what we want to do So that still lives strong in a lot of states, but instead at the same time They always say don't tell me what to do, but how do you want me to get it done? Right, and so what we were looking at with this was the idea that with the common core The great promise was this idea that if if many many states and we've got now at 46 or so Can agree on state standards that it kind of necessarily drives you toward this idea that oh Well, and now the content that supports that work can be common And the whole idea behind that was that we could start to share because one of the Traction point that the struggles we've always had in states with the different state standards You had textbook companies and producers producing specific editions in particular for you know Texas, Florida California big places and the rest of us just kind of they wouldn't find an alignment guide They would kind of say oh, yeah, here's yours. This this aligns to you, too But there was some individualization and there was a lot of just kind of inefficiency in that system And so now that we have all these states who are thinking okay Now we have all this this common standards and everyone is clamoring now in the states and at the local level going Oh, what does this mean? What does this mean? You know how do I change what I do now? The answer we try and say them yes you do and then they say well How are we gonna do it and what we were suggesting that is states come forward and say okay So let's do this and I'm not sure why it hasn't happened more we many of us have been saying you know We're not doing this yet. It's a simply say okay. We need Third-grade ELA content to help kids meet these standards that we all agreed are the third-grade ELA content standards I need some volunteers. How about three states who wants to do it? One two three great. Okay now. I need fourth grade. Okay one two three You know pick up three four states and if those states then organize their teachers to do a little bit You know it's that simple camp mentality summer camp if everyone does a little nobody does a lot Right now what we're seeing is lots of states Trying to do this and they all talk about sharing. Oh, and we're done. Anyone can use it because you know They all seem to agree in this openness of the common core, but they're still doing it inside their state boundaries Which then is wasteful because no one's even coordinated the fact that if Hawaii is working on three third-grade ELA They don't actually know whether or not Wyoming is doing the exact same thing which they very well may be doing And so I think the goal here was to say okay From us from the state at tech directors Positions across all the states we could say look we need to coordinate this effort a little better and say okay So who is working on third-grade? Let's not duplicate efforts if two states have invested in this idea They want to do third-grade ELA. Let's get them together and they can mince up the work a little bit So okay, you guys focus on these pieces you focus on these pieces and we'll have meetings every month and Then beyond that there was this idea that from the opens Standpoint a lot of what we've discussed as a group about this the iterative nature of open content and the value of the iterative nature being able to Keep modifying and making it better over time that we also then needed to change and this would be a long-term Process changing the model that the teachers have with their Relationship to their content instead of this notion that well my curriculum coordinator told me that we got new books this year It's good thing because I haven't seen her new books since I was you know in the 60s But now I got a new book this great here. It is okay. This is what I use which is what happens today in many schools instead It would be look every summer We get teachers together's ongoing professional development and working with those teachers to re-examine that content What hasn't worked for you throughout the year and hopefully maybe even do it more often But you're probably gonna have to have some certain Points in time we actually gather people together and say okay. What didn't work about this curriculum this year What should we fix? It's all open so we can either rewrite ourselves or maybe someone found something during the year that they just Grabbed and inserted and said you know this worked a whole lot better than what was in the Theoretical kind of canonical version of what we created So we're gonna be seeding the the creation of more OER resources Using state pump and and coordinating capacity is that it's all sounds pretty good Is there a downside to this? Does that make anybody nervous or is this all working in the same direction in the same good? I just want to say I'm not gonna say a downside I just want to actually link that to the the conversation about policy because we have to look at that and say you know There were some policy decisions made about Federal grant money that required states to work with common core if they wanted to partake in those monies And so we have a great example of sort of some policy levers and then actual more You know work that's done in a distributed way I also just didn't know we have Jennifer from a chief here She went to add anything about those standards because there's certainly the kind of the national experts and what's going on. Yeah Let's hear it Jennifer This is kind of like a re-cold calling it's what there's this Yeah Linda it's your it's your microphone working Linda. Thanks We stop there, you know Because part of this is the notion of being able their ability to change practice to really personalize learning To get away from aging grade level grouping and that requires a sort of modularization Which I think is where they with and I think it's also big we get back to the assessment We not only need that is part of that content. We need good Embedded formative assessments that do more than look at content acquisition Wonderful wonderful. Thank you. Thank you Linda Let's move on to our next pillar if we can who's our who's our third pillar representative That would be the standards group is that right Was there a rapport tour for that at the airport? So are we Are we in the dark then does a can anyone give us a couple of tweet length Observations out of that or or as long as you want to go, please So that gave away in which you could make some judgments, I think it's interesting overlap with the quality Discussion because in a way, there's no absolute quality you can say for Resources when let's you know the context being used it So the achieve rubric was being used and put into the OER Commons environment as a way to to actually say well if The context is common core then here's a way in which you might describe the way in which it works I think that's that there is an interpretation. Okay, but I think the other really interesting blending in this standard area was the discussion about work on how resources can be adjusted or Replaced to match to the needs of particular people in the margins people with accessibility problems People with any sort of issues really about how they might use content that can be a lot of all of us and So there the flow system was described in particular work here at Harvard cast was described on Universal then design and So that is place where the power of the sort of working with open resources comes through because open resources are changeable resources so you might in the past have been stuck with a resource that You know isn't suitable for everybody and you'd like to make changes Where's the mission to do that open resources have that permission? I think the work of those two groups on working out what you would then do to make the match This is really a good one. So sort of two sides of it sort of looking at how Standards about what you learn might help us judge What performance of particular resources and also appreciating what the range of diversity of needs are will make us realize that Changeable resources are really valuable resources in this circumstance. Yeah fabulous. Thank you so much anything else to pile on to that Should we move on? I should probably pivot at this point to Discuss the results of your of your clusters It'll really be part of this the same exercise. So When we envisioned this process we thought about 90 percent or so of it The of this measure of success in this would be getting people together to have substantive interesting conversations So I wanted to clear victory on that and give ourselves an a right off the bat So I'll do that and then if there's anything else we get out of that would be very happy So the next part of it was the notion of having a Substantive conversation about interventions into a space so taking general ideas and problem statements and crafting them into concrete Actionable changes in the world Mentioning who's gonna do what what the impact would be how much would be how much would cost and I guess I shouldn't be surprised that if you take highly motivated skilled intelligent people with a lot of experience in the space and put them around Tables for a day that they're gonna come up with really good ideas. So I Guess that's one takeaway from those There's I don't know maybe 18 or 20 interventions listed in there and They're there for you to browse and look at and they're they're very very interesting and and some of them I think are really seeds for for further interventions in the space and could be Could be used some some fleshing out in the future I was just thinking darn if there are only some funders working in the space They were around to get access to that these ideas. Maybe we could do something with them And the final bit of it was to try to take these ideas and put them Into a mapping of the field exercises along along with a visualization I'm not sure we've done as well at that, but you'll be the judge of that We'd love to hear your feedback eventually on the cluster exercises how they were framed what you were asked to do The constraints under which you you operated and what you did with that We won't do this right now, but we will be sending out an email with With a plea for feedback on this conference with this being one of the things in that so we would greatly appreciate your your honest And open feedback on that one of the questions is whether this would be something we would ever do again Or if it was so fatally flawed that we want to kill it so Here is a word cloud out of that. I guess no no great surprises there. Here's all the words of your space Let's go on to the mapping if we can so Many fewer things out there than the ideas he's submitted earlier We were asking for a whole lot more detail in an impossible time frame, so no surprises there I'm very delighted to see research a little bit better represented as a proportion of these than before a Lot of focus on the mezzo and the macro again the micro. What's next Justin? Sure, so this is how the clusters produced it looks like there was a little remixing in the clusters themselves fine with that how about by Subcategories that useful Okay, okay, let's skip it quickly quickly go on going Let's go can't be implemented by Implement by existing institutions is that right? So we've got a mix of things here Some of them are just gonna be plug-and-play in among those Requires new cooperation amongst existing entities so again about half of them there. What's next? Oh That's wait a minute. What was the previous one? Expanded cooperation of existing cooperation. There we go And that's no I'm just a little surprised by that and Then requires new organizations now. What's up with that? Do we really believe that? All the organizations that are needed to implement these policies and make them happen Already exist in the world or is it just the focus of the people who are part of existing organizations that? Want to do what their existing organizations can do It may be true it may be true. I don't know I was just thinking about this I think of you know We were invoking Christians in before and and the notion of innovation and disruptive innovation and you know The observation that often things don't come out of existing entities that you need other people to come in with a new idea A new idea to hack from the outside No, there wasn't we should have added that Organizations that are a very common strategy is to say here's a problem that needs solving here's a way to solve it And then here's an organization that we need to create to solve it, right? It's a very natural sort of sequence of dialogue Yeah, and so it's really encouraging to me that people didn't go down that because that indicates some sophistication But I wonder if given the opportunity of people said well, what kind of mergers what kind of you know More sophisticated organizational structures could be created amongst the people here You know So that that's that's a really good point You'll you'll see in some of the interventions if you go browse through them that several of them are proposing Collaborations of new of existing organizations and it is in a sense a partial merging of these organizations I think that makes a whole lot of sense. I don't think we'll go into the voting Organizations off the island exercise in this one. What's what's what's next here? So is it hackable and the answer for you guys is is you have a lot of a lot of inputs for tomorrow Which is which is fantastic. I don't know count them up there, but you'll you'll be able to go in and look at those Facilitates sustainability most of them. Yes, not surprised with that. That's all good a Lot of reusability I guess that's kind of one of the the tenets of this whole field So I don't know we don't want to poke on the nose and see why they don't but Not a lot of focus on translation, but a few of them are out there. What's next? So this one too is interesting this harks back to our this is the question Does it require legal or policy changes and and most of the interventions that were shaped Avoided the policy arena. They're like just let's go change the world with what we have and not ask for permission along the way Do you think those proportions are? Generally consistent with the proportions of how much policy work you do versus just making it happen Please please You know based on sitting here and listening for the past three days that does not represent the Split in the conversation and amount of time we've we've dedicated to conversation about policy So I think it's interesting that the intervention is actually saying no, whereas we keep talking about yes That is very interesting That's just reflective of these specific interventions. That's right. That's right But maybe this is a good sign that people are looking for tractable things that are can be can be achieved without asking for permission You don't make up an intervention say just I think that's how we read this question Yeah Yeah, great great, let's move on what's next here Facilitates feedback a whole lot of that that's again. That's one of the tenants. That's one of the themes here What is this one? Promote interoperability So a little more nose than yeses. I'm going to save that one for us Promotes access great Mostly yes Promotes discovery so these are kind of these mezzo transactional infrastructure in your intermediary type things a lot of that Good to know that it's that it's promoting adoption. I don't know if we want to push on the nose there If they're not doing that then what are they doing? Engages non-traditional actors I'm a little bit surprised by that in a sense, but Again, this is working with known entities people that know how to get things done perhaps a huge focus on community building I don't know if I should be surprised by that and it makes sense as well. There was mentions of a lot of collaborative work Requires public outreach. I'm a little bit surprised by that one I thought that there would be more focus on the hearts and minds. We need to change behavior kind of things and That's actually a different question. Maybe we should go forward to that and then come back So it's the notion of outreach is that just Too big that it's not a short to medium term goal to have but the means are not well known or Maybe it's not that important It's not well-defined. It's it's it's not well-defined. So Right Yep, yep, fair enough. This is kind of a crude version of that So another thing that that's struck me about the conversations of the last couple days Which I didn't hear a whole lot about is is a theory of the diffusion and I don't know anything about this in this space But I know the theories that exist amongst Farmers for example and how you get new innovations into and get farmers to adopt them Are there are there similar theories of adoption in the OER space or in the education space that are useful and needed? That needed to be understood. Well in this space I mean a lot of this OER thing is putting together resources that could be reused over and over and again We're gonna copy them and we're gonna remix them share them around but how does this happen? What's the propagation of this and What are the key seed points and how do we promote the propagation of these and is this well known or is this a question that needs research I Just ask that out of naivete. I Don't have something in mind, but I didn't hear I mean rich said earlier that you know He showed the what is it jumping the chasm Strattling the chasm. I don't remember the word he where it's but It's there a theory in this space for for diffusion. There are lots of theories space for confusion And it depends upon where you're trying to what you're trying to reach if you're trying to reach into Into the schools. You have one set of theories about it. How you do it may involve policy. If you if you have a very lively product And you want to reach across the world You can go up on on the web in the same way that the Khan Academy did and suddenly diffused all over the world So, you know, there's there's a whole bunch of different different sets of strategies and most people who use a mix a mix set Or try to use a mix set You know, it's not there's not one set. It's not like agriculture right right as much control Right, so I'm not suggesting there should be one path So that was that was the other thing that I that I've picked up and listening these days is that the the the point and granularity of Intervention seems to be Multifaceted in this case that that people have a lot of different targets in this you could you could target individual teachers You could target schools and say let's get this school to adopt it a school district a state a country or a completely different slice which is let's find some students who are going to be insurrectionist and bring these things in the classroom or a coalition of students or or or Get in through the informal class and we're the Trojan horse example we heard from before so I guess there's a lot of diversity of Approaches here and it's the the theory of diffusion is going to have to vary by the approach there, but I I'd love to hear more about that if that's something that needs more research then I'd love to hear that too as an item to put on the agenda and say we need to understand how to do this Are we going to take up a? Coney 2020 12 approach to this thing or are we going to go to the states and have them seed the work in this area or How's this going to happen? So an open question. Do you have a microphone? Because having an innovation that you want to share broadly is very difficult without a transmission means and the publishers have created that very effectively and it is at Someone at the state level and then at the district level. Yeah, and then it goes down through top-down mandates So that's one system of transmission. That's been very effective. It's very difficult except through as Mike said That something catches fire And then That is the exception in this space, right? Yeah So I just want to restate what you're saying in different words, which is to say that the choices are to Try to work with and co-opt existing Institutions and distribution. Is that your point? I'll let you make it Tell me the tell me the difference The publishing industry does yeah, that's the way the system is set up right now faculty teachers State boards they hear about textbooks from the publishers. Yeah, so if we're gonna compete With the traditional model. We need to fight fire with fire. So you need a marketing firm. Well, actually My organization has been funded by the Hewlett Foundation to organize students as a marketing Awesome, so it already exists. Yeah When I when I mean diffusion by the way, I mean the more Useful version which is people are actually using the resources not just Throwing them out there. Did you want to pile on please turn your I would suggest that We don't actually want to go fight fire with fire or go head on with existing models I think we have the opportunity to create a pull system as opposed to a push system and to and that I think will Also help to transform the usefulness of our resources Because we should be responding to the demands for learning resources that are out there existing gaps And then we can create an infrastructure or a system whereby Teachers students etc can request a specific resource and we supply it that way We're not creating a resource and then attempting to push it on people We are creating resources that respond to the needs that people have So it still gets us back to the question of so what is it that spreads pull whatever that is and who's pulling is it? Students is it teachers is it schools is it district as it states who's doing the pulling and why? Which leads me to my other question if you if you have an answer for that I'm glad to hear well, I would say all of the above and specifically the reason there would be pull is because there's there's demands that are not being met there's gaps in either the The ability to serve specific learners the ability to cover new subjects the Lack of time to prepare curriculum. I mean we should be looking at this from a user user centric perspective Yeah, the users are all of the above. It's the all of them are experiencing issues with education. There's a crisis in education There's an economic crisis. There's a Engagement crisis. There's all of these things are happening. So we should structure it such that we address those particular needs, yeah Do you want to respond to that please So we need to let them know that we are is a solution and that we have the capability to create these resources for them So that it is still going to take some action and I objected to the word diffusion because it is a very passive word think more about Yeah, but diffusion can happen through a lot of different mechanisms and certainly people do need to know about them They not only need to know about them. They have to want them when they see them. So yeah, please So when Nicole talk she's particularly talking about the textbook space and there is an existing structure that sometimes we're trying to Create room have wedge top whatever the word might be and we need to have different mechanisms I think to tackle that vis-a-vis some of the pull issues that you just talking about So I think one of the issues for OER is that there is a you we're from cradle to grave We're from the very beginning until the lifelong learner inside schools outside schools And we're trying to figure out what mechanisms at this point in time will be most effective and I think we have to Disaggregate the grain size of the market a little bit to Mike's point about the data It's hard to read the data because we're representing a certain group But to the extent that we can be much more finely tuned as we think about each aspect that each of these group Each of our groups here is trying to tackle then I think I whether we're a campaign or we're going for diffusion Or what our tactic is or policy Excuse me, whatever the lever is there's going to be different levels and different strategies because if you think about Some ways the competitor or the gap is a reason that exists and we have to tackle that head-on. Yeah. Yeah Useful addition. Thank you We teachers don't care where the resources come from Whether it's OER or publishers. I mean we care in the sense as if we're out looking for resources and it's free That's obviously a better option in the the budgets and the poor schools that Or funding but one thing I one observation I've had this week is the OER community is much more nimble though And then it can adapt and change where I think the traditional You know publishing world is is not as as nimble and can change with The needs that that are changing so rapidly. So I think you guys have got a lot to offer us teachers You do but we still don't we just want good materials to put in front of our kids that engage our students In real learning. Yep, wonderful. Wonderful. So I just wanted please please go for just a quick comment people talk about diffusion and Broadcasting and outreach and promotion But we don't talk that much about the gap the difference between a movement for the community Yeah, PR I think if we're going to build a movement if we're going to recognize the amazing community that that is the current OER community Or maybe the bigger community that doesn't know that that term, but it's doing our is is doing God's work then To use to use movement language That's that's a different approach and that requires a different kind of focus. Yep. Yep, very very useful point So so one thing I just want to throw out there And I don't want to talk about because I'm going to run out of time and I it's I need to turn it over to my boss at Some point and if I don't I'll be in trouble So the incentives are all all in the right right direction here But one of the questions I think that needs more pokey and I heard Barbara talk about the need for more research is It would be really nice to know in more detail To what extent people and teachers and schools are unaware of the resources are aware of them and don't adopt them And what the other obstacles to adoption are and I think with without that information I think many of you may have a better vision of that than I do or we're an intuitive feel for that But I think that more information in that realm would only be good and help to target The various interventions that are out there I'd like to just draw in a couple more of the specific examples I apologize that would there's so little time and so many good ideas that could be discussed But I wondered if the the stories people would like to give us a quick kind of one minute Summary of what they were talking about somebody want to do that Yes, yes Exactly with the OER in the middle. Yeah, push your button so we can hear you. Thank you. Hello So I guess I'm the last one standing for our group. So essentially from the story's perspective. We basically What form of one from what they're trying to capture the stories of people using the OER tools be it from the content or be it from whatever The software people are producing getting up to capture that but not even kind of going a step further Kind of just capturing those narratives either video or just through comments for theirs But that would be interesting would be to allow them to To post it somewhere so we can get feedback So kind of have that inner process of them getting this feedback so we can improve our content or our products Producing for them from the OER side and then Ultimately allow them to voice the students or the teachers or the developers or not who are doing it Then at the end would be interesting is that when they do share their story They'd be able to embed and ask both they would like in order to kind of improve the product It'd be really great if you had this when you did this and then it in some way kind of Chick-Starter asked but not my money wise they could Which is which is related to SJ's kind of movement building idea Why I like that idea is one of the kind of the Constellation of the great ideas that were put out there as that weaving together the Personalization of learning and the feedback as well as as the narrative element in the human voice You could you could see that as having an impact out there a lot of great things there was There was mechanisms for developing trust. I think that's one that would resonate when everyone here There was a couple Research related projects, which I found very very interesting one was using SMS and in rural India to evaluate Professional and developmental training, which I thought was a wonderful kind of pilot program They put the level of risk on that one and as very high, but I think the space needs more high-risk projects There was the open virtual labs in US high schools, which is a very ambitious to get every school to adopt a Virtual lab and the point being that they already exist out there the infrastructure is in place We just need to spread it. We need diffusion as it were of that an interesting proposal put out on studying the retention of students in community colleges, which is a problem and seeing if the use of OER resources helped with retaining students in in community college is a very interesting idea There are many more. I highly recommend you go poke around on there and read the things there, please What was it clandestine group K? All right, all right And I think we had two two ideas that could easily be projects for the hack day. One of them is the documenting open education resources and related concepts on Wikipedia, so specifically For like a one-day project Getting a sense of what articles should be the highest priorities. I think would be the main thing But also doing some work on Wikipedia articles But yet the other one at which Vicki Davis came up with and I think she's she's gone by now Which really resonated strongly in the group was the idea of a forgetting the name that we came up with but it was it was basically 2013 year of OER for for K to 12 and The idea was to have for every week you have an open educational resource and you blog about how that is the OER of the week and you make a Video and a presentation about how that resource might be used in a K-12 classroom and you have like a badging system where educators can get recognition for having Incorporated, you know ten of these throughout the year or 20 of them throughout the year And you develop a community of people around a specific open educational resource so they can compare notes on what was effective Great. Thank you. So I want to pause this conversation. I don't want to close this conversation There's a lot of great ideas out there And I think they would benefit from the feedback of others in the group. So please do go have a look at it I want to say thank you. Thank you. Thank you for playing along with this exercise I hope that you saw that you were all guinea pigs and this was a very Experimental process and I really appreciate your your patience and persistence and and following through on that with us I will turn it over to you or if you're ready and I'm sorry for eating up so much time That's that's great. Actually, I if you agree I would be nice to hear maybe two or three more proposals before we then turn to to week Certainly, I think that's really inspiring. I just want to add of course we will we will Once we have gone through the the cleanup of the data We will make everything available back to you to the community and certainly also share the ideas and for interventions with With the hula team So this is of course this session very much a starting point And not the end point as as Rob just said and we totally understand that we want to get more out of the conference in terms of concrete Suggestions and the cluster meetings of obviously have been one vehicle it's just not possible of course to Aggregate all the data within the one hour we had between collecting the feedback and this concluding session So there's more to come, but probably we can get three or so more insights from Intervention ideas that we haven't already heard Here what you had to say though. Does it does anybody else want to throw out their project idea and please please One of the things we noticed was that While all of us have our own projects and To some degree are doing great work and all advancing the same movement. There's less collaboration among Various organizations than one might expect and perhaps it's because we're although all working towards a you know Public good. There is still some competition for scarce resources and funding and things like that One of our asks was to encourage foundations like Hewlett and others to make a distinction to To fund rather Projects that are collaborative among other organizations to really foster that cross-pollination Because we come together once a year basically and here all the great work others are doing I think there could be a slightly more deliberate approach to Funding people to work together and perhaps Lisa would you mind I thought there was a fine rendering of that it occurred to me that the Infrastructure and players in this space You might think of the moving forward as taking the hourglass shape of the internet as if Jonathan were here He would describe it well to you but the notion that you have many different sources and types of impacts of Inputs into a system, but at some level you need a certain level of interoperability To allow the shareability the redistribution of things but then you have many ways they could spin out into the world and many forks there and the one of the questions is what are the points of redundancy that are healthy and What are the points of investing in collaboration collaboration is never cheap. It's never easy, but often it's worth it and How to do that it also harks back to the you know, is it a wikipedia or is it a hundred wikipedia questions before? So leveraging off of that same idea of collaboration one of the ideas that our group worked on was There's been a lot of discussion in all the sessions about professional learning for teachers and Whether it's about OER or more innovative pedagogy or all these areas and so just a very short term thing that we're we're going to be Watching the first phase of in June is a collaboration using the University To put together some professional learning groups for teachers around Different different topics and the one we specifically have to have planned is with n-rock Around developmental English, which will also bring in OER and I just on behalf of the PDPU school of ed I would like to extend an invitation to anybody who would like to do a learning group Around any topic you would like I would be very happy to have people we're gonna do we've done We're on our third sort of launch of of groups or courses Which will be in June although we're happy to do stuff off cycle as well, and I think it's a really nice It's it's it's a good collaboration tool for our community as well as modeling Collaborative more innovative approaches for teachers, and I think it also can be really low cost in low time It kind of a way to sort of dip our toes into some things and especially PDPU as a sort of laboratory environment to try different things And I would I would love to see just everyone here try something share ideas about what works And what doesn't it use it as a as a platform to launch your stuff and get the word out more. Yeah, please Hi Ruth Rominger from mighty n-rock to build on this idea in our network of Educational institutions we hear a lot for the need of a new kind of professional development And I know many of you have different needs and capacities in creating professional development for particular topics around OER and 21st century learning And so we thought that maybe Low bar would be to use the PDP University platform to and the school of education to actually host some of these early Collaborate collaborations on developing and sharing professional development resources and see if we can build up in the community some good resources and Collaborative efforts. Yeah, wonderful. Thank you. Thank you What else what else any other interventions we want to throw out there and discuss? Anything that really needs to be said before we move on Go ahead They have to go hopefully mind when this room and call them up and say okay It's what I actually do with this. Yeah, and we talked about creating essentially with some just people ask questions like if I'm in this position What do I do? How do I get this deployed? And I basically have to figure out the answers to those questions But I think to the degree that we can do that just put it up a really specific website It says I am an ex-student teacher Administrator, etc. And here are the questions that I might want to answer to actually use this Really help adoption Great great. So a more centralized node in the network, please I'm not quite sure exactly how to express this but I mean listening carefully of the last couple of days and I mean one of the things that seems to me to be abundantly clear is that increasingly the issue of content access is a non-issue as long as people have an internet connection, which is problematic in certain parts of the world but but decreasingly so and The thing that's concerned me as I've listened over the last couple of days is the extent to which We seem to be drifting into a kind of focus on systems level change And that's not to ignore all the important changes happening at the micro and meso level That is focused on what we think the system is capable of tolerating Instead of the ways in which we think the system needs to change And I think that this movement is that at a point at which it's going to go one of two directions It's either going to get absorbed into the system in a way in which its effect is blunted And the system will largely be able to carry on operating as it has done from a teaching and learning perspective over the last couple of hundred years Without any fundamental changes Or alternatively we're going to try and confront the system with the requirement for a real serious pedagogical transformation And what's concerned me over the last couple of days is the extent to which I think we're drifting in the wrong direction Because we're focusing so much on what we call low hanging fruits or easy quick Wins and these kinds of things that I think that actually what we're starting to do is Certainly introduce some cheaper business models around textbook production say or help people at a micro level think about how they're right I might re-manage their classroom in more effective ways, but we're not actually Anymore challenging some of the fundamental assumptions on which the system is based particularly pedagogically What is the curriculum that we consider to be important to be teaching and assessing and what that means for how? We actually use content in teaching and learning environments And secondly how we manage and organize the human resources and physical resources we have at our disposal Because predominantly we're still assuming that we organize them according to classrooms But there's actually no real logic to that anymore when you have such Predominant access to digital content you want to reorganize the way you use your physical and human resources in much more efficient ways So I suppose the challenge I'm putting to the community at this point is is do we allow ourselves to be Increasingly co-opted into the system so that we all becomes a subset of a feature of how the system operates currently Or we now with the wonderful achievements that have been made so far in the great innovations that are out there on the margins Are we actually going to stand up and start challenging the way in which that system runs on a more Fundamental level or you know, we're just going to say well, that's too big and the systems change too slowly Therefore we'll just step back from it and I'm really worried at this stage So I've heard too much of a willingness to step back at this point just when we at the moment when we could actually challenge the property That's quite a provocation for 455 on the last day We're just so close to resolving all the issues too and you can you threw that out there Anybody want to respond to that how do folks feel about that? Please So it's been hello, so Essentially for BIE so my name is Albert souls I work for the Buckingston education and we tried everything and anything for PBL for project-based learning So that's one of the things when we go into places and people are trying to adopt even PBL now Kind of as I understand more about the OER space and trying to also say how to bring OER pieces within that So you kind of have a two-thing Kind of a two-step thing that kind of adopt and look at all we are pieces and also thinking about adopting Potentially doing PBL in their schools in their classrooms So that's something that we're going to try to see as you kind of roll this out You have the grant for you picking on them and see kind of also incorporating the OER pieces and seeing if they could also do Project-based learning throughout their entire context also trying to give the context of how all these things kind of work together So that's something that we hope to try to do during the pilot So if you didn't learn more it might be part of that you're talking to a lot of people trying to see how everybody thinks kind of It's really really interesting All right, so I'm gonna respond to your question. I'm gonna turn it over to Vic after that So part of me says yay. Let's take it on. We need to change. There's fundamental changes that will do real measurable good in the world and we shouldn't ignore those opportunities and there should be a call to action and part of me is going to channel Justin and say We have a deep problem on our hands if OER is successful as we think it might be and it allows very talented people from Talented educated families to opt out of an ossified system and leaves the rest of the population living in these abandoned institutions, so there's there's Difficult questions to be grappled with there and and bigger than today you want to respond to that you couldn't let you couldn't let it go Powerful anyway, one of the projects that we're working on is is teaching youth skills through business process outsourcing having youth actually engaged in real-life employment and doing real-life work and getting paid for And learning in the process I just I have found personally that it can be a bit more latitude and experimenting with new ways of educating In the developing world than in the developer. Yeah, thank you. Thank you very much So there's obviously so much to talk about and I wish we had two more days But we're gonna have to call it a close at some point So thank you very much for your participation in this session and for the final words I want to turn it over to you. Thank you All right. Well, thank you all for a phenomenal three days I think the first thing I would like to do is Express great. Thanks to the Berkman Center for an amazing amazing job. I think when we approached them last year It was after the conference last year that it's me through which was an amazing conference in itself and I think they knew they had some big shoes to fill I think it's quite resounding that they did a phenomenal job One of the things that I think really stood out and that hit me was three days ago when I stood out to do the opening remarks I looked in the audience and quickly realized I actually didn't recognize about a third of the people I realized I better introduce myself And I think that's part of what Berkman was really strong at they really brought the Berkman community the open access community supported some of our quality education program members and really brought a lot of I think this is probably just about the highest percentage of non Pure grantees at the meeting and I think it really helped inform our conversation push our thinking bring diverse feedback And it helped grow the community So, you know that was a real gift and something that I think was exceptional. I really appreciate it So I just want to say thank you. Thank you for that. So Especially just want to call out Erzgasser Caroline Nolan Amar Asher Collin McClay and Corey How do you pronounce it? Uriyama Uriyama, so thank you so much and We have we have some gifts for you Yeah, we have some gifts to hand out I also actually want to thank one of my colleagues. I Actually had to step out a lot this year on some family leave and I know this is a huge lift And Kathy really took this on and deserves a lot of the credit from the Hewlett side for really working to help Frame this up working with Berkman and managing this whole process. I just wanted to recognize her and say, thank you So I did want to put out a few thoughts In the open spirit that have been kind of floating through my head over the past few days And some food for thought over the next year I'm gonna borrow a little bit from Some of my training in design thinking actually For those of you that don't know design thinking is a problem-solving methodology and that's developed by designers to support innovation It's used in design schools around the world and is a very kind of generative and creative process One of the concepts they have in design thinking is they talk about sometimes you really want to flare and Sometimes you want to focus And I think you know we do this kind of inherently here and there But I find it as a powerful thought process to really be intentional about that and to think through Strategically do we really want to flare or do I really want to focus and whether it's a project or a strategy? And where do we need flaring? Where do we need focus? What are the conditions and how do you think about that and I think it it's very applicable to OER? And it's also challenging in OER It's a complex ecosystem. It's a large scope. There's a lot of things going on And OER is inherently actually flaring because it's open and it's extremely generative And so what it means is that we often get into these things and we end up doing a lot of things And it's we tend to do a lot of things for a lot of people OER can be There's nothing stopping it from being used and having impact anywhere really So what it also means is that it can be challenging to focus because you may pick something to focus on But then find out other people are doing other things with what you're doing And there's other opportunities all the time And then you start to kind of lose focus or it's hard to maintain and drive to fully completion So just you know a few examples, you know sometimes Something is very early in its maturity or processing you want a lot of flair out there and even OER as a whole in general I think is still in kind of this everyone's learning a lot We don't know the answers and so we have to be very generative But we're also at the level where we're starting to make large-scale systems impact and in order to build sort of an Infrastructure to do that you really need to have focal points very specific clear things whether it's Products that can be kind of flash points and really support large-scale integration Whether it's research that clearly takes on a point and that other people can build on well It's whether it's a policy that's past some you know sometimes a focal point can be we get this policy passed Well, you know what then suddenly there's a hundred other policies that can build off that And so you have to have these focal points out there For other people to really build off of because if you have constant flair You have kind of generative stuff, but it's hard to really take it to the next level So I think I think it's something I think that's useful just to go through in the context of your project your organization the field your position in the field and think about Go through the exercise of thinking well This is something that we want to be very generative and it may be Or is this something where we think we can drive to a very specific point make a clear impact and Either one that that you're doing. I think the most important thing is then you think about How do I communicate that out to the field so that other people can build on it? And so how do I represent you know? Is this a research study that we're putting out there? Does it plug into the you know evidence hub in these other areas in the community to really allow other people to Build on this or is this you know a ton of ideas? And I want to involve the whole community and kind of throwing this out there and seeing kind of where we start Getting some traction and then we'll focus after that But kind of thinking through some of that I think is important and then a big thing that can help I think and help people Focus is actually a strong dovetail with learning theory And I think it's one of the challenges that the whole education system has and that is one thing that That we all know but I think we're fairly unsophisticated in how we deal with it is that context means everything in learning and We're not very rigorous about tracking understanding communicating About context and understanding even what are the what are the parameters of the context that are important or not in various And whatever you're trying to do and so one of the easiest ways to focus when you're doing something very generative is pick a very specific context and Drive to that and get to the point of where you have that inflection point or catalytic moment whether it's a you know product a process of research report or anything and And And I think that that's part of the exercise because often when we get into conversations about trying to focus Well, there's a million different ways that we can go and we want to do so many of them But without that kind of discipline and rigor It's really hard to get it to where you are at a focal point that truly has that catalytic impact to grow on And I think education as a whole you see this time and time again where yes Someone kind of proved something in a context and then all of a sudden big foundations jump in policy makers jump in gets funded at scales And you know what then the efficacy Disappates and it disappears and everyone's disappointed and we didn't get the transformation we want and so we have to get sophisticated about understanding context about seeing what's relevant across them and And and building the body of knowledge and sophistication of tracking impact in various contexts So those are just some of the thoughts. I just wanted to throw that out there and I think the last piece is we get to announce Where next year's oh, yeah, and let me mention I have to plug the open-ed conference of Vancouver in October We'd love to see you there. That's going to be another great event and Okay month left cool and next year we will step down from the halls of Harvard and We will walk to an amazing place that I think will be truly inspirational It will ground us in practice and impact In new ways that we haven't been before we're very excited and it also has some of the best weather in the world We'll be in sunny, San Diego at high-tech high. We'll be hosting the conference and I think it'll be great to dive into it's one of the best premier global primary secondary education schools impact on Exactly the groups that that need the most help and just phenomenal and they're blending into even post-secondary is quite powerful So it's a really inspiring place. We're very excited and we look forward to seeing you all there So thank you all so much for phenomenal three days Amazing ideas amazing passion to where we had to draw the line and say, okay, we got it. We got to have time for drinks And yeah, look forward to seeing you all Very soon. Thank you