Excellent. Thank you, Liz. And welcome, everyone, to webinar five on building capacity. Here's the page on Connect, so feel free to use it to follow up, to ask questions, to check the subscription from some of the speakers. And feel free to use the chat for the questions. Probably some of the speakers will be able to respond directly, but we'll do the presentations one at a time and then do the questions mostly at the end for the last half hour. As you can tell, live closed captioning is enabled, so feel free to use it if you need it. And the recording will be available after the fact, after a little while on the same page from the session. So I'd like to welcome you from Chochake, also called Montreal, on the traditional unceded territory of the Canangahaga people, and welcome to this panel on building capacity, this webinar session on building capacity. I will let people introduce themselves instead of butchering their names. So Brenna, why don't you start. Let's try unmute first. That would be a good idea. Hi, thanks so much. I'm just going to share my screen. Okay, so hopefully folks are seeing my PowerPoint slides with no problem here. And I am going to just share in the chat, although I did just lose the chat where did you go. There's a resource available. It's in the chat there with all of the H5P activities I'm going to talk about today. Scroll all the way down to the bottom of that page there's a resources link and you can actually just download a zip file of all the H5P objects at once, rather than going through that painstaking process of downloading them all separately. So the slides are also there please do feel free to share anything here that's useful. My name is Brenna Clark Graham coordinator of educational technologies at Thompson Rivers University, and I'm here to talk about using H5P to support composition practice and I see this as a capacity building concern, because I think that H5P has a lot of promise that there are open ended formative feedback in composition studies, and I just, I haven't seen the take up there that I would love to see so that's mostly what I'm talking about today. I am an uninvited visitor on to come with a Sweat Mac territory within the unseated traditional lands of Sweat Mac Google, where learning has taken place since time immemorial and I am grateful to and shaped by time spent in Algonquin on a horse, who was stuck in mid ma and kick height lands. So the genesis of the project that I'm talking about today or really I guess my interest in using H5P in this particular way. It comes from first. So I transitioned into faculty support from being a full time community college teacher primarily of academic writing. I've done that job for nine years and then I transitioned into this role as coordinator of educational technologies with interest, particularly in supporting faculty. Well with all kinds of practice but my expertise is definitely in supporting composition practice and a right around the time that I transitioned into this role which was August of 2019 I signed up for a Lumen learning hackathon I had heard about H5P kind of vaguely thought it was sort of cool. I started their continuous improvement workshops where they asked you to go and sort of solve for a problem, a sticky point in one of the OERs and so the one that I jumped in to try to help resolve was around creating a working thesis statement. This was a really great introduction to H5P and if you ever have an opportunity to take part in one of these hackathons there are a lot of fun. In this case the assignment was specifically to use the course presentation type. So I spent some time playing around with course presentation type but it led to me starting to want to explore new ways for building composition feedback in H5P. I have noted here and I think it's important I got a lot of time to play. I have a director who's very encouraging of spending time playing with building resources and I was also building faculty competencies along the way but I got a chance to just spend a lot of time in my office messing around with H5P and also leading workshops on it, which gave me the space to think about when a BC campus grant came up. This was the grant for improving existing OER impressed books or augmenting them with H5P exercises and so our unit put together an application to improve an existing OER, writing for Success First Canadian Edition and I was able to hire two students to develop the learning objects for that book and I think we ended up creating about 200 H5P objects for that textbook over the course of a much longer period than I originally contracted to work on it for. It sort of spiraled but it's finished now so it's fine. And that project was a really good introduction for me to the range of types that we could use and the value of bringing in additional voices and thought in terms of how to use the resources and for us the key component really was the student involvement. So our RAs on this project were Linz, Tomi and Ashmeeta Roy. They were two student RAs and they took responsibility for actually just reading the textbook. They had both completed first year composition courses successfully and so the first task we assigned them was to read the textbook and identify the sticking points. Where would some additional support feedback or practice help you as a student moving through this material? And they also identified an entire activity type and application that I had not considered for a composition textbook so they suggested particularly I should say Linz who suggested and then developed these resources using flashcards for key terms at the end of each chapter which had not been on the project radar at all. I wasn't really thinking of key terms in relation to the text and there weren't a lot. It's not like there was a glossary at the end of each chapter as you might see in a first year science textbook for example. But the students recommended this as something to help move students and particularly second language speakers through the material. So really critical to the breadth of what we were able to achieve with this textbook was the student involvement. For me, the gateway activity was the thesis development exercise and you will find that posted to the resource that I posted about earlier at OEglobal21.truebox.ca. I have done thesis development exercises with my students always and typically we devote a lot of class time to this. And it's a way to walk students through the process of going from a question or a prompt to a working thesis statement, lots of free writing, lots of determining what you already know about the topic, lots of examining where you want to go, lots of examining what kinds of questions you have. And one of the things that I have often struggled with with students is sort of signaling the value and importance of this work of giving time over to this kind of free writing. You know, and my practice in the classroom changed over the years I used to ask students to just pull out a blank sheet of paper to do their free writing. And over time I realized that just the act of me bringing in a handout for the free writing made the whole thing seem more formal official and sort of worthy of time. So exploring H5P in this regard kind of did the same thing and I'll talk a little bit about the importance of devoting space to this kind of drafting and practice work in a composition class in a second. This was the first resource I developed in with this idea in mind of trying to capture my classroom thesis development exercise as something that could be sort of portable and reusable. And it's been fun to see various instructors and communications and English and actually other subjects matter expert but sorry, other subject areas at TRU as well. Pick up this particular exercise and adaptive for their own classroom practice so this was my first activity and my kind of proof of concept for the idea of using H5P in composition classes. We know probably most people who are here H5P if you're, if you haven't been exposed to it, it's a really neat little they're very easy to create learning objects that you can stick in anywhere. Most learning management systems will work with it WordPress loves H5P press books you can stick them in anywhere. And they're great little interactives. It's really established in reviewing closed ended concepts right lots of multiple choice questions lots of fall lots of sort of fill in the blanks those kinds of questions really easy and straightforward to adapt into H5P. But as I've suggested here, I'm interested in how we adapt stickier and messier skills development in somewhat subjective fields like composition right like I can't just put well here's the right answer to the summary in an H5P exercise without potentially really truncating and like throwing off student experience and shutting down their own creativity which isn't part of the goal right. So students also need to do rough work and they need to draft a master composition skills. So how do we signal the value and importance of drafting and review anybody who has taught a composition course knows that drafting and review is often where we lose students right because they have so many competing needs and concerns and pressures on their time that sometimes review and rewrite and draft are like the last things they want to engage in. So as I say it's rare I can offer students a right answer right not a lot of film of like possibility, but tools that allow me to build sample responses and simultaneously Q aspects of the sample response are really quite critical. And that's where a tool like essay in H5P has become really central to a lot of what I do in my practice. Because marking formal essays is really really time consuming. And to find that as instructors of composition we often spend the lion share of our feedback time on final comments on essays, which is unfortunately the point in the process when students can't act on that feedback anymore right sort of like, what am I going to do this thanks lady. What I'm imagining here is judicious use of H5P to both read and guide formative exercises, so that they are both reinforcing key concepts and offering a kind of early intervention feedback to students at the rough work stage. And automating a bit of this through H5P allows more feedback to reach more students in a more timely fashion, and sometimes as possible with the way we tend to mark traditional essays. Okay, so let's take a look at some examples and I'm talking primarily today about the summary tool, the essay tool, the documentation tool, and these sort of range from most suitable to more closed end practice to sort of very very open ended from the summary to the documentation tool. These are the examples of all of these on the site that I linked earlier and I'll post the link in the chat one more time just in case. And the reason why I'm not doing a live work walkthrough of these activities is because I almost always when I do a live walkthrough of these activities, a get lost in the weeds and be run over time. So instead I'm going to try to stick to the key components here in this PowerPoint and then it's encouraged you to go and explore the resources that I have posted, and by all means follow up with me if you want to talk more. The summary tool is one that I really like, because it's, it's actually kind of like a chronology tool, right so the summary tool and H5P asks you to pick the best answer from a series of answers and it can generate a paragraph from that. And what I like to use it for is when I'm teaching students things like how to order ideas in a paragraph so you'll see this version asks students to put the statements which are about how I make a latte in the morning into correct chronological order. What's nice is that things like the tool tip function in H5P which is what we have up here. If you're looking at this live on the website you'll see that you can hover over this I and what it does is it gives students the definition of chronological order again and how that works in paragraph structure. So similarly you'll see an example of this using ordered importance as the structuring philosophy and the same idea you cover over the tool tip you get your order of importance to pop up. When students put all these in order they get this progress bar here, which lets them know, which lets them know if they're getting them in the right order or not and they can repeat each step along the way. So the idea here is, can you successfully identify an introductory statement. Can you successfully identify a concluding statement. Can you identify where the items come in order and then the tool tips within H5P allow you to give feedback about each of those component parts along the way. The essay tool, somewhat paradoxically or confusingly the essay tool is my favorite thing to use to teach summary right now. So I don't use the summary tool for summary I use the essay tool for summary theory. But when I'm teaching summary or precy writing. The nice thing about the essay tool, and this is going to be small on your screen but do please go and explore it after the fact. You can give the students a passage right and I've expanded this out to two levels so when students first see this they just get those first two they get the text and they get the box. And what we have after here is a sample solution. So I can provide a sample solution to students one thing I make sure to note is that this is not the only way to paraphrase. And then what I asked H5P to do is to give students feedback about whether or not they've achieved the concepts so within a summary I want to make sure I hit all the main points and I want to make sure I cite my source. And so what I've done here is pulled out key terms from the original text to determine that students have achieved these key points or they've achieved make note of these key points. In the back end of the H5P exercise as you'll see if you download them, you can specify synonyms for all these and I have tried to do so, right so there's a list of sort of synonyms, so that they, they at least hit the concept right. And again, one of the things that I note in the feedback that students get with the score is try not to worry too much about the score as a number and instead take a look at whether or not you've hit all of these key concepts.  This also works really well for teaching paraphrase, obviously it would be a much shorter exercise in that case. And then, using the documentation tool, one of the things I like. So, the documentation tool we could talk about a lot. And I do encourage you to check out like the thesis development exercise and how it works and actually I just saw Alexandra's question about automated feedback and peer assessment. I don't think automated feedback is a replacement for peer assessment but I do like the way in which you could use the documentation tool to signal the value of peer assessment. So just like this, using each IP these tools embedded in the textbook for example themselves can really signal the importance of using the tool with your students. And at the same time, I think, giving this face over to peer review also signals the value and importance of that work. But the thing that I, if I'm really focusing on one aspect of documentation tool that I like, I really like the criteria functionality within within the documentation tool what it, what I like to do with it is remind students of the key. You know, your summary should be 100 words that should include all the key points in the original article that should demonstrate good use of your own vocabulary and use objective language. And then I have students explain in their own words how they're going to meet all four of those criteria. So they're invited to give a sentence explaining how they will meet those criteria. And then down here when they get to the reviewing criteria stage, they're reminded of what they said they would do, and they can go back and read what they created, and see if they actually met the criteria that they said they were going to. So it offers a little bit of space for a guided self reflection on the assignment and to see if they are meeting their own goals as they're working through the sort of criteria of the assessment. And you'll see two different examples of this on the resource that I provided link to. And then a bonus, this kind of came to me late but I really like it. I do a lot of checklists with students when they're getting ready to get towards submission. So, you know, I, you know, my old versions like a big yellow handout that they get to tick off that they've done all these things before they handed in their essay and they'd have time to review or ask questions about them. In this case what I've done is repurpose the multiple choice activity with an h5p. If you make all the answers correct. You can go through and require students to go and say okay I have an engaging introduction. I have a reasonable specific thesis. I have acknowledgement of the arguments limits. And you could even include tooltips for each one of these questions that would give them a chance to review back in their textbooks, right where they might find these pieces. And when they go through and they hit check if they have any of these not checked off yet it's sort of bumps and back it says okay well, don't worry the essays not do until next week but you need to go back and make sure you have a range of evidence from credible sources before you submit your assignment. And I can see I am almost out of time. So I do want to encourage you to download any of the samples as a place to start if you want to explore these ideas yourself and I don't want to leave without making a note about accessibility. So all the tools that I've highlighted today do work with screen readers, but one thing that I've learned, developing these more lengthy activities for students is to actually download a screen reading tool yourself and test it out. So read and write is freely available and one that is sort of easy to use. And it's just worth testing out what the experience is like, particularly for, I find lengthy use of the documentation tool making sure all of the, all the pieces are kind of fallen where you mean them to and that the logic makes sense. And then my other big bug there around accessibility is that we do let TRU on the open learning side, have lots of students who engage with OERs offline for all kinds of reasons. We serve incarcerated people. We serve people in remote locations, all kinds of reasons why you may not have access to the online textbook. And so one thing that I've been chatting with the good folks at Pressbooks about is thinking about how we can replicate these HIP exercises within the Pressbook as what we call page one printables. So the idea would be that, for example, a fill in the blank activity, you don't need to have the HIP exercise to have that page one activity that works, right, you can fill in the blank for the pen on your own. And if we can get to that place with Pressbooks and a big shout out to Steele Wagstaff who I know has this top of mind is development. That will change the way something like a documentation tool is developed. So right now you'll see my documentation tools tend to be like multi page affairs. If we get to a page one printable stage with HIP that's a place where I'll be doing some redevelopment. Okay, that feels like I talked really fast and I think I still went long. So I apologize. Thank you for your time today. I'm really excited to discuss this more and I hope you'll spend some time playing around with the resource that I sent. You can also always feel free to email me or find me on Twitter and we can talk more. Thank you so much. You actually didn't go long. I put myself an alarm and it rang just as you were finishing. So, you know, and we actually started a little bit early because we didn't go around and introduce everyone all at the same time. So we're already talking with Melissa. Welcome everyone I'm just going to share my screen here. So hopefully you're seeing my slides. Okay, awesome. So my name is Melissa Ashman my pronouns are she her and hers. Thank you to you today from the unceded tradition on ancestral lands of the Kwantlen Musqueam Katzi Semi Amu Tawasan Kikai and Coquitlam peoples in Canada this Thursday, September 30 will mark the first national day for truth and reconciliation. And I invite all of you regardless of where you are located to learn more about the peoples and the histories of the lands on which you study, work and play. The research project I will be telling you about today was completed during my time as open education research fellow at Kwantlen Polytechnic University from 2020 to 2021. So in my presentation, I will describe the background and context for this project, explain my methods and sampling, share some of my results and discuss the implications and some of the limitations of my research. Like many, I have found engaging in open edgy, open pedagogy to be transformative students shift from being consumers of knowledge to being creators of knowledge. And this seems to visibly change their experience in the course, and the roles of instructors change from being a source of knowledge to being a guide to help students have impacts outside of themselves or beyond their assignments and learning activities. So I was really curious to explore this more. There was a lot of research available on the cost outcomes uses and perceptions of OERs, but there isn't as much research on open pedagogy. Most studies have been done outside of Canada studies have that have been done have explored faculty perceptions or student perceptions sometimes both, but often with smaller samples and often only exploring or reporting on one or two open pedagogy practices at a time. To date, there have been no studies that I'm aware of that have explored perceptions of open pedagogy broadly speaking so not limited to a particular type by faculty and students across multiple classes that are using different types of open pedagogy. The research that is available in this area does show that students and faculty tend to view open pedagogy positively overall, but the provision of additional supports could be helpful to students and faculty alike. Ultimately, how can faculty support students who are engaging in open pedagogy, how can faculty set themselves up for success, and how can institutions support faculty and students. Overall, this project supports the criteria for the UNESCO OER recommendation of building capacity in a couple of ways. First, the results provide an opportunity to build awareness about how open pedagogy and open education practices can motivate and empower educators and students to create knowledge together. And second, the results of the study suggest gaps and areas where institutional support could be helpful to faculty who wish to engage in open pedagogy. So I had two research questions, what are the perceptions of faculty towards open pedagogy and what are the perceptions of students towards open pedagogy. My study was too pronged and I wanted it that way because I wanted to be able to compare and contrast the experiences and perceptions of faculty and students. Could there potentially be a disconnect. And anecdotally, I have heard from students that open pedagogy is great, and I know many faculty have felt that way as well. But what if these voices speaking positively about open pedagogy were simply louder than the beliefs or the thoughts of the group as on the whole. So there are many open pedagogy practitioners at KPU which makes this a great setting to explore this topic. We have a ton of admin supports for open education, including an office of open education library support grant funding and other supports for OER So we are adoption adoption and creation. We regularly have workshops and open education and open pedagogy. We have a community of practice and teaching fellows open education is even embedded in the strategic plan for our institution, which makes KPU a really great place to investigate this topic. So I compiled a list of 67 faculty members who had expressed interest in open ed or open pedagogy, who are known to be engaged in these practices who'd expressed interest to gone to PD events, or who were known by colleagues to be interested. And it reached out to these faculty members to get their consent to participate. And participation meant they would be teaching one or more courses at KPU in the spring 2021 and or summer semesters, where they would be using one or more open pedagogy practices, and they consented to receive faculty survey in the spring semester, and they would distribute a survey to my students on my behalf. So in total, 11 out of the 67 faculty members agreed to participate. My student participants for those who received the survey from their instructor in the class or classes where they were engaging in open pedagogy in the spring or summer. I cannot say for sure how many students ended up receiving the invitation to the survey, because some faculty did not get back to me about how many students were receiving the messages for whatever reason. So I don't actually know if all 11 faculty who agreed to participate ended up sending the survey. I didn't incomplete tallies putting the total potentially at more than 700 students who received the survey, but I don't know how many, how many actually did. I don't have specific demographic information about the students who responded to my survey, but at KPU overall 27% of students are international students. 64% of domestic students and 96% of international students are multilingual. 32% of domestic students and 48% of international students are first generation. 53% of domestic students and 64% of international students work 10 or more hours per week, and 68% of domestic students and 95% of international students are full time students. So in this study, I used a definition of open pedagogy that moved beyond simply leveraging the five hours to explain to the explanation provided by Gianniani and DeRosa, whereby open pedagogy allows students to have impacts beyond themselves and potentially beyond their classroom walls, whether or specifically openly licensing their work. So in the surveys I provided to the faculty and students I provided some examples of open pedagogy, which I sourced from faculty early in the survey development stage, and those examples are on screen. In addition, in the survey to students. I was wondering how they perceived open pedagogy in comparison to traditional learning activities, which I defined as essays, quizzes and exams. So the surveys for both faculty and student asked open and close questions, and I analyzed the qualitative data to see what themes emerged I also analyze the qualitative day quantitatively. The surveys came from were reused and or adapted from other past surveys, and those links those sources are on screen here. I don't have time to share all of my results so I will just be highlighting some of them. There were eight faculty who ended up providing responses to my faculty survey, which is a little lower than I'd hoped for but what can you do the years of experience, the average was about 13.4 years. The faculty had between one to 10 years of experience teaching using open pedagogy, seven out of the eight use multiple open pedagogy practices and all of them used OERs. And three quarters of the faculty said they need more time to prep for using open pedagogy than traditional activities. There were eight themes that emerged in the comments about what prompted instructors to start using open pedagogy. The comments from the some of the respondents covered more than one theme. So the top ones were beliefs about open pedagogy improving the experience for students costs, as well as issues relating to access equity inclusion and social justice. It was interesting to see what continues to motivate instructors to keep using open pedagogy. There were eight themes that emerged and some of the top themes were providing an improved experience for students, students having the ability to share their work beyond the instructor. Again issues relating to equity access and social justice, as well as alignment of open pedagogy with an instructor's teaching practices or philosophies or interests. In terms of what benefits faculty have experienced, there were nine themes that emerged, and the top two were the improved quality of student work and assignments and student engagement in the courses, as well as how open pedagogy positively changed the dynamic or the relationship between students and their instructor. While open pedagogy was viewed overwhelmingly positive by faculty they did of course experience challenges. There were seven themes that emerged in the top five related to time. So not enough time to prepare to plan to complete projects to get student buy in challenges related to finding opportunities, a lack of funding compensation or recognition for the work. There was a lack of funding student anxiety to the process and project, as well as a lack of support from colleagues. The results on the student side were really interesting to me, and there were 55 respondents in total. To be honest, I was really expected to see more of a distribution in the response again the responses were overwhelmingly positive. A few slides will have some complicated looking boxes like this you'll just simply read them from left to right to build your sentence build your result. So overwhelmingly students found open pedagogy to be more valuable, more engaging, and more creative in comparison to traditional learning activities. They were consistent with faculty respondents, their responses about the perceived benefits of open pedagogy, as well as feedback that faculty said they've received from students. Overall students seem to have had a more motivating and more rewarding and enjoyable experience completing open pedagogy, compared to traditional learning activities. They did find open pedagogy to be more difficult. Just over 40% strongly or disagreed that it was more difficult. And while some students did find open pedagogy to be more stressful, half disagreed with that statement, and just over 30% neither agreed or disagreed. And the much of this is consistent with the faculty responses. The results were varied on whether open pedagogy was perceived to be more time consuming than traditional learning activities. 43.6% of respondents agreed with that statement whereas just under 30% disagreed. And these results are somewhat ish consistent with results later in the survey were just over 60% of respondents felt the time to complete open pedagogy was longer. And 30% said it was about the same. Overall students seem to think their learning was better with open pedagogy in comparison to traditional learning activities. And students provided many responses and comments about what they liked about engaging in open pedagogy and the top few themes related to the improvement and the use of creativity, the flexibility and the choice that it was just simply more interesting or more fun. And because they had the opportunity to collaborate with others. And again, a lot of this is consistent with the faculty comments. Students also provided comments about what they found to be challenging and the top few themes related to time. So this is definitely a theme here, feeling uncomfortable with the process and the choices, working with others, the cognitive demands was greater for some, as well as technology issues. It's interesting to me to note that despite three students indicating they found collaborating with others to be challenging, by and large, most people seem to have a positive experience in working with others. Something else I found interesting to note were the larger number of students who reported having issues with time, but surprisingly few faculty shared this as feedback about open pedagogy that they've received from students there were some faculty who mentioned this, but not as many as the student comments might indicate. And I was also surprised that there weren't really any significant comments or concerns about privacy. There are a number of limitations with my study, smaller sample sizes for sure, and the data was self reported. One of the positive features of my study was that it lumped together classes using different open pedagogy practices, but there was potentially uneven participation between the classes. So I don't know if everyone from every class participated. Because I was reliant on faculty to distribute the survey on my behalf, I didn't have full control over the timing of the distribution. Different instructors may use various open pedagogy practices at different points in the semester. And so it's hard to tell whether some of the students might have received the survey in the middle of the messiness of their project, or at the end of the semester. My study was done during COVID times, we are still in a pandemic. So it's hard to discern whether some of the challenges the students experienced were the result of completing their coursework online or at a distance. The project parameters if there were issues relating to technology and internet access and equity. So it would be interesting to repeat this study once there are face to face classes again to see if and how these challenges might change. My study was also done at one institution, and a very unique one in BC so I don't know how transferable the results might be to other institutions in Canada. I'm going through my data still and revisiting it and interpreting it more but overall the results from the study are really consistent with what previous studies have found. But based on my results there are a few actionable items that are starting to emerge. I'm sure that students feel that open pedagogy approaches are helping them to learn and apply the material and have an impact. And the results provided by faculty and students were more or less consistent with each other which was nice to see. Seems everyone is short on time, aren't we all, but especially when it comes to open pedagogy. It was a really significant takeaway from this study that students could potentially benefit from having more time in class. It was a semester to complete open pedagogy projects, as well faculty who want to use open pedagogy in their classes could consider building an even more time for the projects and practices to take place. As well, faculty could potentially benefit from having schedule or time release to support in prepping and planning open pedagogy approaches, as well as having institutional supports to find opportunities to make an impact outside the class. Students could potentially benefit from having more upfront discussions with their instructors about the process and navigating other uncertainties posed by the open pedagogy approach that aren't typically encountered with traditional learning activities. Faculty should be aware of how they can support building student confidence in decision making relating to content accuracy. So for example what additional checkpoints might be helpful. Fourth, faculty could consider providing students with more opportunity for flexibility and choice, as well as opportunities to collaborate with others. So for example instead of having students blog all alone, could they peer review each other's blogs. And fifth, institutions could provide more professional development opportunities for faculty in areas relating to open education, open pedagogy and learner centered instruction. And this could include workshops and opportunities to network and collaborate with others engaged in similar practices at the institution. And lastly, institutions could provide recognition for faculty who engage in open pedagogy, including providing admin support, resources and funding or compensation. Open pedagogy practices have impacts on students, on faculty, on the class as a whole, and potentially on communities outside the walls of the classroom. The impact of open pedagogy work, plus the fact that 89.1% of student respondents said they would enroll in a course if they knew the instructor was using open pedagogy. It's clear that open pedagogy could have significant impacts on course program and institutional enrollments, and this work needs to be supported in ways that are proportional to the investment that faculty and students make to engage in open pedagogy. So my project would not have been possible without the support of so many individuals, Dr. Rajiv Janyani Aruj Nizami, who you get to hear from next, and others in KPU open education. So thank you to everyone, thank you for your interest in my project. Excellent, an excellent timing as well. So I noticed that Kate asked one question in the chat. I encourage you to do so, all of the others. As I said at the beginning, we'll take the questions at the end, but I'm sure Melissa can answer in the chat and others can share as well whether or not it fits in different class levels. You can also post on the page for this webinar on Connect. I would encourage you to do so. So now we can move on to Michael, Shinta, Debra, Debbie and Aruj who can introduce themselves and tell us about this. Thank you and welcome. We're happy to be here and we're a great segue from Melissa's study on open pedagogy and the impact it has on students and their assignments. And this presentation is a faculty fellowship, an international faculty fellowship that focuses on open pedagogy and the UN SDGs. I'm Mike Mills from Montgomery College right outside of Washington DC and Maryland and I'll have the rest of the leadership team introduce themselves. Hi everyone, I'm Shinta Hernandez and I'm Department Chair of Sociology Anthropology and Criminal Justice at Montgomery College. Hi everybody, my name is Debbie Baker. I'm an instructional designer with the Maricopa Center for Learning and Innovation. And I am also currently one of our interim co-coordinators for OER across the district while our faculty coordinator went to space last week or two weeks ago. So she was one of the members of the crew for the Inspiration 4 mission. So I'm really excited to be here and talk to you about this fellowship. Hi, I'm Aruj. I'm a trained librarian and the open education strategist at Quotland Polytechnic University in Surrey, British Columbia. Before we get started with the presentation, it's important for us that we do land acknowledgments. So I'd like to first begin by acknowledging the Piscataway people, traditional custodians of the land on which we at Montgomery College reside here in Maryland. We also want to acknowledge the 22 native nations that have inhabited the land on which we reside in Arizona. Thank you. We work, study and live on the ancestral traditional lands of the Coast Salish peoples, including the Quotland First Nation who bestowed their name onto the university where I work. Just a brief history of the fellowship. It all started at an open ed conference. Shinton and I were at a presentation in Anaheim that Cable Green was giving, talking about the SDGs and we left there thinking, how could we take the sustainable economic goals and marry them with open pedagogy. So, four years ago, we started this fellowship at Montgomery College, looking at a collaborative cross-disciplinary, interdisciplinary approach to this work. And as we got into it, we looked at developing these renewable assignments, having faculty become agents of change, or helping, having students become agents of change within their own community. And as Melissa said in her research, this isn't easy for students to embrace. It's difficult. And likewise, it wasn't easy for faculty to embrace because they were working, as I said, across disciplines. As we expanded to include other institutions, it became not only interdisciplinary, but inter-institutional, cross-institutional. So we had Montgomery College faculty, for example, working in a team with Maricopa and KPU faculty. It's just some incredibly rich assignments developed as a result of that. At the end of the fellowship, in the spring semester, there's a student showcase and we allow students to demonstrate their projects. So the faculty deploy their assignments in the fall semester and then the students get an opportunity to showcase those assignments in the spring semester. And it's just an incredible growth opportunity for the students. We've had several students who have told us that these are assignments that they will never forget. And at this point, Shinta's going to talk a little bit about the conceptual framework for the fellowship. Great, thank you. So we created this diagram to help illustrate the conceptual framework of open, particularly for any who might need some clarity. So what you see here is at the left of the diagram is open education. And this is essentially the teaching and learning framework that is centered on accessibility, affordability, equity, inclusion, innovation, and opportunity. And then in the middle of the diagram, we have open pedagogy, which includes the teaching and learning strategies by which educators meet those parameters that I just listed under open education. And then we carry out open pedagogy rather through things like curriculum redesign, through student engagement practices, assessment, technology. And then now open educational resources on the far right of the diagram, these are the actual efforts that are delivered at the ground level and on the frontline. And OERs are the specific applications by which our educators can deliver their open pedagogy. So you see the way that all three concepts are linked. Some examples of OERs are what we list there. They're renewable assignments, open textbooks, streaming videos, learning modules, open access journals. And for the purpose of this fellowship, we're going to talk specifically about renewable assignments. And so I'm going to now turn this to Arush who will speak specifically about renewable assignments. Thanks. So Shinta just outlined the framework for the fellowship by highlighting the opportunities that open educational practices offer the sustainable development goals but I want to take a moment to flesh out the renewable assignment piece of this fellowship. Since it's one of those threshold concepts that's both challenging for faculty to fully grasp but also so rewarding once they do. And you know just to reiterate as Melissa's presentation showed us it's just one of the tools the renewable assignments in this toolbox of open educational practices. So, moving on to this definition of renewable assignment is a form of assessment that centers students as creators of information rather than simply consumers. It's a form of experiential learning or authentic assessment where students demonstrate understanding through the act of creation. The artifacts of open pedagogy are student created and openly licensed so that they may live outside of the classroom in a way that has an impact on the greater community. So even with that definition, we, you know, we speak to faculty who are new to open pedagogy and who are interested in replacing a disposable assignment with perhaps a renewable one, and we struggle to explain what makes an assignment truly renewable. So this chart is very helpful so Wiley and Hilton included in one of their articles. And it explains four components of a renewable assignment. So first of course students are creating an artifact, but that artifact should also be making a contribution beyond the classroom beyond the grade, so that it, you know, somehow, creates a contribution in the community where the students find themselves. It should also be shared. And finally, it should also be openly licensed and in many ways, that open license is what enables assignment to be truly renewable and that somebody can take it up, adapt it, recycle it if you will. And so, you know, this chart gets us thinking about how there might be various approaches that help mitigate the effects of a disposable assignment, but perhaps not all of them are truly renewable and that there are certain things that make an assignment renewable and this is really what we hope to, you know, impart and share with the fellows that, you know, come on board because they have parts of this already they're already practicing all of this stuff but to be able to articulate it as a renewable assignment is a really rewarding part of this fellowship. I now want to move to highlight one of these standout renewable assignments. So a collaborative group made up of instructors in urban ecosystems, sustainable horticulture and anthropology designed three assignments to take a stab at goal two, which is zero hunger. So the goal of these assignments was to have students identified plant life on their campuses and take photos. They openly licensed these photos and uploaded them to an app that was available to the public. And then students populated important information to that app such as, you know, whether a plant was edible or not. And the anthropology students added histories of the plants and how they were used by certain communities and certain spaces and areas throughout time. And one of the key takeaways here was that so much of the plant life that we've identified as weeds are actually edible and have long histories of sustaining communities. So this is an exemplary assignment because it really is a tuned to the framework that Shinta opened with right. You know it's a renewable assignment it takes the, it takes this interdisciplinary approach in working with students and it makes an artifact public and usable by folks outside of the classroom. So one of the things that we did this year is this fellowship has been going for the last three years. We have built quite a collection of renewable assignments and so one of the things that we did this year is to pull all of those renewable assignments into a press book. And we've organized this press book around the UN SDGs because that is a big focus of the assignments themselves and provided it in such a way that future fellows or people outside the fellowship would be able to reuse or build on the existing assignments. So here's a couple of things that faculty fellows have said over the years. Towards the end of each fellowship we do ask the faculty fellows to reflect on their experience. And so here are some of the kind of highlights of the things that they've said over the last few years. And it really was really awesome to hear Melissa's presentation because I think what she found was very much echoed by the things that we've heard from our faculty. That it was the highlight of their experience that it allowed them, allowed them to think outside the box but also allowed their students to think outside the box. It really opened up the students to focus on something they really wanted to focus on and made the work, both for the faculty and the students, meaningful and beautiful. And a comment that was echoed, I think throughout many of the reflections is really around this idea that they got to see sides of the students that the students had never previously shown in their classes and so it really built connection. And I would even go so far as to say a sense of belonging with students and faculty around these particular experiences. So I'm really proud at how we've grown, how much we've grown in just these four years. I really want to do a little bit of a shout out to the leadership team. So for this year's leadership and fellowship. These are the colleagues that I've had the fortunate opportunity to work so closely with. We have from Montgomery College here in Maryland, myself, Dr. Mike Mills and Christine Crefton from Kwantlin Polytechnic University in Canada Dr. Rajiv Djingani and Eruse Nizami from Maricopa Community College Debbie Baker and Dr. Carla Gannum in Arizona, the Community College of Baltimore County in Maryland, Cynthia Roberts Whitelock and Jamie Whitman. And by the way, these four remaining are brand new partners this year. To continue that we have Pima Community College Dr. Josie Milliken in Arizona, and Langara College in Canada, Lindsay Tripp, Dr. Alina Buiz and Caroline Corbell. And then Thompson Rivers University also in Canada, Ken Monroe, Brenda Smith, and Dr. Michelle Harrison. So we come from different backgrounds in higher ed like administrators, department chairs, instructional designers, librarians, support staff, I mean you name it. Together we make quite the dynamic international leadership team, if I may say so myself. So I want to say thank you to everyone on this team. Now on the next slide you can see from this table how much we've grown. One of the most fascinating pieces of the data from this gross chart is the number of fellows from the beginning till now so that's that first row. So you see that we started off in the summer of 2018 with just 15 fellows. And as Mike pointed out, these fellows get grouped into faculty teams that are interdisciplinary and cross institutional. Now, if you look at summer 2021 we have wow 43 fellows grouped into 20 faculty teams. And you can also see the institutional partnership growth that I mentioned earlier in that second row when we went from Jess Montgomery College in the very beginning year to now seven institutional partners across North America so of course we are certainly very proud of that. And the another exciting piece of data that you can see here is the increasing number of disciplines that fourth row, who are represented in the fellowship over time we went from 12 disciplines in the beginning to now 26 disciplines today so that's of course very exciting as we can see how we've increased the impact over different disciplines that weren't a part of this in the beginning. So where you see TBD in the last column that means we're still collecting the data from our current cohorts so we don't yet know the number of different courses in which these renewable assignments are being deployed how many sections of those courses. And of course we don't yet know how many students will be selected for that February showcase. And in fact, October is the month when we gather the course data so we'll be able to tell you in a few weeks what those TBDs will translate more soon on on those pieces of information. And then on the next slide is another exciting piece of data here where we have the number of students who have been impacted by our fellowship. So from the very bottom there, where it says fall 2018 so what that means is you know is the fellowships, the fellows rather create their renewable assignments in the summer and then they deploy their renewable assignments in the fall. So we had 571 students in the fall of 2018 and we first just started to last fall over 600, 1600 rather I'm sorry, students, and then we don't know yet the number of students this fall but you can imagine it's going to be much larger just because we've got more fellows this year than we've ever had in the past. So, so we continue to see some excitement as we continue to grow this fellowship so more to come and stay tuned for the remaining pieces of information. And now I want to turn this over to Mike to talk about another exciting accomplishment. Last year, we were humbled to be recognized that at this conference with the Open Pedagogy Award for excellence by OE Global we were just thrilled that we were recognized for the hard work but it really is an award that belongs to the faculty and the students who have engaged in, in all of this. So we, we are thrilled with this but it's certainly not something that we're resting on we continue to grow as just pointed out and have a lot more opportunities ahead and then welcome any institution who may be interested in joining us work to reach out to us and we'll have our contact information at the end of the presentation. So one of the things that we do towards the conclusion of the fellowship is to have a faculty and student showcase. And this past year, being, you know, covert times and pandemic and online learning and, and all of that what we did was an online faculty and student showcase and we used the screenshot that you see here is from Padlet, where we brought the videos of the faculty and student showcases together into one centralized place, but you can also view those faculty and students showcase conversations through the YouTube We were last year in February through the Arizona Regional OER conference, able to offer some of these in a live online type environment, but really found that the YouTube pre recorded sessions gave faculty and students an opportunity to better showcase. No pun intended, the amazing work that they had done so if you get a chance or you're interested please feel free to check out that YouTube playlist, and we'll drop the links in the chat in just a second. The leadership team is also committed to improving the experience for the fellows as we go on every year. And you know one of the great things about this fellowship as was highlighted by my colleagues is that it's made up of, you know, different experts so we have administrators and structural designers we have librarians we have, you know, department chairs. And each of these experts have something unique to to impart with with the fellows. And so, you know, for example this year instructional designers offered their expertise in the form of consultations with various groups. We were also able to create this press book where we're able to sort of have a record of all of the renewable assignments that were created as part of this fellowship. You know created a slack channel for asynchronous supports a Google site. And as we look, you know, to to the future of the fellowship we've also divided the committee, the leadership team into various committees to continue to build asynchronous resources, and other sorts of projects for our fellows. So we want to thank you for giving us the time to talk about our fellowship if you have any questions our contact information is there. And we hope to hear from you. Thank you. Excellent right on time. I don't know what how how it's happening today but everything is flowing nicely. It's nice that there's some interaction in the chat keep it up, and feel free to use the page on connect to do as well to ask questions or to do follow up at links and things like that. So now we can move on with, you know, Michelle Lauren and Sarah. Hi, I'm just going to share my screen here. Okay, Michelle will get us started. Yeah, thanks Lauren. And thank you everyone for having us here today. I have to say it's difficult to follow the presentation of such impressive programs and initiatives coming in at the very end so thank you for having us here today. And welcome to our presentation on building a culture of openness through the creation of a cross campus oe team at the University of Alberta in Canada. So to begin we would like to acknowledge that we are located on treaty six territory, and we respect the histories languages and cultures of the first nation, maybe and inuit and all the first peoples of Canada whose presence continues to enrich our vibrant community. My name is Michelle Braley and I'm a librarian on the library publishing and digital production team. I'm also the service manager for our press books open textbook program. And I'm joined by my colleague Lauren Stieglitz, who is the co chair of the open education team. And she's also a science librarian and our colleagues, share a son, a seat Shaughnessy who's not here but contributes to this work is also the chair of our OER team. So we all have very different roles but we found ourselves coming together to support open education in our own unique ways. So presentation will cover a bit of the progression for how we got here, but we hope to spend the majority of time talking about the operationalization of our team, and the future vision for that work and hopefully having a good discussion with you. So open education work is so dependent on institutional context. So for your information, this is our context. So we're at a large research institution with about over or over 40,000 students. We have multiple campuses, including a French language campus. Our portfolio includes the copyright office, museums and special collections and until the past year or two, the portfolio also included the campus bookstore, and the university press. So for that reason we have close and kind of unique ties with those two units. And now for some quick background on open education or open education work. The history of some of our open education work gets really messy. I'm sure everyone here can relate to this experience of just how much this work is relationship building that feels quite chaotic. And the state of that work. And that was the state of the work that I was doing for a number of years. But through that, we built some strong relationships, particularly with our students union and Center for Teaching and Learning. As a result, we had an OER grant program that was focused on the adoption and adaptation of existing OER course materials. This grant program was co funded and administered through the Center for Teaching and Learning, the library and the provost office jointly. However, that program no longer exists and our support has pivoted from a library perspective to the library supporting press books for our institution. We actually host press books for any institution in Alberta who wants access. So this is currently 11 institutions in total. We also have a team dedicated to finding OER for courses. This team will locate OER on request and we've actually done proactive searching for all 100 and 200 level courses on campus. We have about probably about 150 courses. So really all of this to say is that we have a lot going on all over the place, but we've been trying to bring everything together in a way that we can support all the projects initiatives and strategy in a way that just one person can't. So I'm going to pass it off to Lauren to dig into that team a little bit. We officially began our open education team last year like early, I guess, beginning of the year around like January, it officially came together. And this team has the mandate to increase OER adoption use and reduce textbooks across campus. So this team is based in the library and it's a library initiative, but we have membership outside of library as well. Within the library, we have Michelle who represents our digital initiative side of the library. We also have multiple subject librarians from each of the major library units. And we also have our copyright librarian who is part of the copyright office and our copyright office is under the library, which works well for us. We also have representation from the Students Union, Central Teaching and Learning, and we recently just added a faculty member so we're really covering just about every single stakeholder for OERs on campus, which is great. So why did we form this team. Well really we wanted to do two things. The first was to move from a reactionary to proactive service delivery model. And also to really make sure this work is sustainable. So, as Michelle mentioned, last year we did create a small team of library staff who were trained to look for OERs on request. And which just second, I'm just talking too much today. So it got a bit of a dry throat. And this, this team was really our first move towards being a bit more proactive with our services and proactively looking for OER. And we also wanted to make things sustainable for our librarians. A lot of our OER work was done by Michelle and by subject librarians in a one off basis. So it was important that we made sure to spread this work to a team, make sure that we had expertise on a team as opposed to just centered in one person. And, and this makes it easier for us as well because we can allow subject librarians to choose how much they want to engage with this work, or how much they're able to if they don't really have the knowledge. So, so we provide training to librarians who are interested, we also will look for OERs. If a librarian does not want to do that work or is unable to do that work effectively, our team can look for OERs on request as well. Our goal was also to provide strong communications and advocacy across campus. So we have brought together all of those different people so that we can coordinate and collaborate a bit more on the development of OE activities on campus. So a big part of this work has really been building capacity for open education across campus, and we've done our work really fall into two categories. So work building capacity in the library and outside of the library. So within the library. I've mentioned our team of library assistants who were trained to search for OER. And that has really increased our ability to search for OER. And in, in general, we do provide a lot of training for staff. Every year we have a lot of general staff training sessions and we make sure to always include sessions about OERs about using press books or about different open licensing so that we're providing training internally. And we've also done a lot of training about getting librarians using press books. So a lot of our librarians have adopted press books to do online library tutorials. And this in turn means that we have a large number of people in the library who have expertise in press books. So we're not really centering that on one person. Michelle, who is our press books lead. And so outside of the library. We now hold press books office hours. So to drop in time where anyone who's using press books can come and ask any questions get help. And because we have so many librarians trained on using press books already. This is great so it's not just one or two people staffing the office hours there's a number of librarians who can. And then, because we're all working together with the different stakeholders on campus, it does allow us to be more effective in our advocacy and supporting open education events some of the events we support our open education week, a yearly week of presentations held by the central teaching learning and also be book smart fair which is run by the students union. We also want to share some of our early initiatives. One of the things we've done is integrate our messaging into collections workflows so collections does tend to work very separately from us. And now if someone requests a book that is unavailable. If there is messaging in that email back about how they can contact our unit to look for a we are alternatives. The university now has a new zero textbook cost indicator pilot. So in our course management system. When you sign up for courses you can see if of course has zero textbook costs so this is this. This semester's the first semester for this pilot and faculty members just fill out a form if they want their course to be to have this zero textbook cost indicator. So, we've been working with the students union about messaging around that and making sure to share that message with our librarians and to our faculty members, and then library communications as a big one, making sure that we have set communications that are consistent. Again, not everyone is an expert on we are so making sure that when subject librarians email their faculty, they have a message they can share very easily has been a big thing for us to this, the communications. So we're looking at our future work, because our team is still pretty new so we still have a lot to do. We're looking at increasing student engagement with we are some of the things we're looking at or we are awards for favorite press books or best course using we are also looking at display options. And then we do plan to further develop our OER library guide. So I did mention before the UVA is a majority English campus, but we do have a fairly significant French campus. So we're trying to make sure that any services we provide are also equally provided to our French campus, and making sure that we have a very good section in our guide talking about French searching and the availability of French language. So we are as well, because those things are not. It's not as as much out there in French as there is for English. We're also looking at more proactively sharing OER alternatives for first and second year courses in a guide. And as this new zero textbook cost indicator rolls out we're planning to support that make sure that anyone interested can find OER for their courses. So that's just a little taste of some of the work we're doing. And now back to Michelle. So the challenges that we've noticed and ways forward that we're looking, looking forward to. So the first challenge is consistent messaging on a large campus, particularly with multiple campuses. And as a library unit we also rely on subject librarians to communicate messaging across the large campus. Each department, just that they communicate they have different relationships with those departments have different needs and ways of communicating so it's just hard to get that consistent messaging go across such a large amount of people. Another component, as mentioned already is having the French language campus and the additional challenges with availability of OER in the French language. We've also talked about success but with our current initiative we really have no measure of what success is. As you can all likely relate we've just been responding to needs as best as we can over this pandemic. With a little time to think about what that assessment component looks like. And finally I was excited to about the opportunity to expand the open education work to to a team. But it's been surprisingly difficult to transition to being part of a team after working independently on that work for so long. And finally, because open ed was not organized as part of a formal team before my response to work was mostly reactionary focus as things came up. But having a team needs taking more of a proactive approach and including external partners in more meaningful ways, and incorporating that more as something that I'm really looking forward to. And now let's end on a high note of thinking where you can start and a few recommendations that we've noticed for capacity building. So first very practically considering your library your institution and your open education program strategic goals to best identify stakeholders. So for us, the main goal was cost savings to students. So we knew that supporting the students union and amplifying their work was key for us. And more practically just starting where where you're at on your campus with campus relationships and nurturing there's those relationships over time. The other consideration is practically considering the best roles for you and the area that you have control over and open ed on your campus. It took us a number of years to situate our role on our campus in a way that responded meaningfully to campus needs. So considering subject librarian relationships existing services around publishing or repositories and opportunities for utilizing those amazing librarian super search powers are places that you can start. And the final suggestion. What we started is building multiple strategy for open ed support. This could include training for public service staff in the library building expertise around open education publishing collaborating with faculty champions and supporting and showcasing that work supporting campus partners in their own initiatives. So having a unified campus approach but would be great but on a large campus just that environmental scanning of what's going on and how we can get involved is a great tool for awareness building. One recent success we've had with this is a student is the student led course indicators program. Our role has largely been mentoring the students leading this initiative, but also through this we've been able to build a relationship with the registrar's office in a new way that's been really meaningful because the registrar's office manages that course feathers registration tool. So the registrar's office now knows that when instructors are interested in the zero textbook cost program that they can forward them to us in the library, and we'll guide them through that work and we can help them locate free materials for their courses. Finally we have this as a simple line to engage administration but we all know how difficult that actually is. For us working with the students union has been most impactful since the, these student representatives are on a lot of committees that directly impact the governance of the institution. So highlight for me was that a new student rep actually just casually CC me on an email to introduce me to the university president to breathe him on open education work. So really the point here is just that keeps trying and taking any little steps that you can to get any attention to this work. So that brings us to the end of our slides. Thank you for listening and I hope we can have a great discussion in the chat. Excellent wonderful. I'm really taken by the fact that we're able to to finish, even before time. So we have quite a bit of time for discussion and including if you raise your hand if you want to speak up. That's certainly possible. We're not using the webinar format from zoom so we can actually have some people participate early as well. So are there hands coming up or just issues that you want to discuss you can put that in the slack as the chat as well. Or maybe connecting threads throughout the four presentations because it was very diverse but at the same time there were some threads being connected the 10 second rule. So anyone wants to speak up I'm not seeing any hand. Oh, sorry, I didn't see. Oh, wow, there you go. I didn't see it. Go ahead. Thank you so much to everybody for these fantastic presentations. The, the first question I have and I may think of more later is is to Brenna. I'm really interested in this idea of printable things from the h5p and I cannot figure out what a page one printable is. I'm trying to figure out, is it different than like a PDF or you just have the worksheet that could be included I mean maybe not a PDF like you would just put it in the, the press book and then it would print out. I don't know. I blew through that and I was speaking quickly. So the first thing that's important is that it's imaginary. This is an idea that I've been talking about with press books, but the idea is that so many of the h5p activities like, if you just took a screenshot of them if you just had them as an image on the first page of the h5p exercise they would be usable right so that's why I call them page one principles it's like what you're looking at page one is printable. And the idea is for particularly with the press books integration that an h5p exercise that is in a press book would by default appear as an image of the first page so that a student working from the print version of the text could just work it out in pen. So, lots of activities would work fine that way, multiple choice, fill the blanks, you'd miss some of the functionality for sure but you could at least get that formative exercise. So that is is currently on on the desk of the folks at press books and I know steel lags staff at press books and a big champion of that going forward so it is, it is functionality that we're, we're hoping for and it would certainly make a difference to a lot of the populations of students that we serve. Yeah, that that sounds excellent. Yeah, I have not used h5p and any of the textbooks that I've been working on. And but we have been thinking about you know how do you take what's online and put it into something printable. And that's something I'm really really interested in so that we can do right now what it does is when you when you do the printed version. It's basically a link appears there and it's like, there's an h5p activity go click on this link, which you know if you're downloading the resource for convenience. It's another thing if you're incarcerated right like a very different context for learning so definitely something that I'm keeping top of mind, and I know that folks at press books are too. And I see Kate is saying something in the all Connie, go ahead, your hand is up. Thank you so much. Thank you to all the presenters, a good diversity of interesting presentations and research. My question is for Melissa, and I was curious in how the students identified in open pedagogy. The idea of creativity and the importance of it. And yes, it seemed, you didn't report anything from faculty. So, can you speak a little bit more about that area of creativity, and your findings. I shall unmute myself first before responding. Thank you for asking. So I didn't have time to share all the results today but there were a lot of results that came out of came out of the my study and creativity. So the feedback from faculty has was overwhelmingly positive that they received from students that they liked, they liked engaging in it and I can't remember off the top of my head what some of the comments were that were received but they were overwhelmingly positive. One of the questions I asked of faculty or what feedback have you received from students, and it was all positive so I'm not able to answer just I can get back to you through email about the creativity part, but the feedback the faculty received from students was very good. Thanks so much. And that's what I think it's actually, I think it actually drives quite a bit of open pedagogy is actually the creativity and the unpredictable nature of creativity and where it takes us. Great novel learning situations and novelty of course is what women mind loves so much so I'm glad to see that it percolated up in your findings and that's an area I've been thinking about doing some research on so that sort of helps me, you know, confirm that that's a good direction a good topic to go into and you anticipate publishing your results or what are you doing. Absolutely. I want to. It's on my list of things to do. So, I do hope to be able to publish the results at some point in the near future. Well, I'm an associate editor with our local so you know I can't say for sure you get published but it was getting to the queue. Yes. It's always lovely to have some interesting solid research in the area of openness so thank you for your work. Thank you so much. Excellent. And by the way, there are some connecting threads that I proceed I'm sure others are preceding them. And a couple of mentions from one presentation to another, some transitions, but if you have questions about anything else feel free to raise your hand or put it in the chat. And Kate was talking about Hispanic serving institution. So, would you like to ask it out loud or to tell us about that, you know, developing or you are simultaneously different languages I know there were some answers in the chat but Kate if you want to express that a little bit more early. I don't know if you can actually hear me. I can. We just recently became an Hispanic serving institution. We also have a increasing long body. We have Somali immigrants who are in the area. We also run the ESL program. There is an encouragement to move students from the ESL program into broader based education once they get to level four. And this can be very frustrating if you're teaching in a broader based education and you're struggling to communicate basic concepts in a language which you do not speak. The language is minuscule but improving and don't speak long. I do not speak Somali, or any of the languages of that area, and I don't speak Pashtun. So, my ability to communicate basic concepts is hampering the students chances of being successful. And one of the things that we are hoping to do with OERs is to make content available in a format that students whose primary language is not English, can have better understanding of basic concepts so that they will be able to achieve success and go on. And my college sort of picked me and said go to this conference. There you go. You've used OERs and you're trying to write OERs so you can go and find out about OERs and come back and tell us. And that's why I'm here. We are just beginning to do this. And which college is that? This is Milwaukee area technical college. Nice, nice. We are part of a state system that handles about 140,000 students on 40 different campuses across the state. Nice. There are some people on the panel who have experience with working on OERs, but in languages they don't know themselves or they're not that fluent in. That can be certainly a challenge, or maybe if you can compare with experiences, let's say with accessibility, or just with languages that you do have fluency in, but not necessarily other people. So I think for U of A, the French campus, Sarah is unfortunately not with us, but has there's been a challenge within the team? So it, I think that the challenge for us is that we actually we, we have a lot of librarians who don't work at the French campus who do speak French. It's like Alberta does have quite a large French community, so we do have a lot of front speakers at the library, which is good. I think the more issue for us is like availability of materials in French, then capacity within the library. And that's been an issue as well here is that there are many Hispanic speaking faculty and staff members, but finding resources in Spanish can be frustrating and very rarely, even if I find the resource, do I have it in translation I can know what it is. If it's in French, if it's in German, if it's in Latin, I'm fine. Spanish. And that's so much. So, you know, how do is global conference. You know, I was hoping perhaps to find that I saw that some of the panels looked as if they were in Arabic. So I'm hoping to contact with someone there and think maybe, you know, do you have. Do you use any of the same resources, you know, is there a way to provide Arabic resources for Arabic speaking students. Looking to see what's out there. Yeah, and there were some presentations already about Arabic and French speaking context, at least this morning in the dynamic coalition coalition, and the issue of translating resources has been brought up that part of the issue is that sometimes they don't accept the resources are coming from your language because they don't have typically have the same standards, but are there some ideas about ways to make it work across languages, or any kind of trick that you found to get people to collaborate across languages, which does happen quite a bit in open education, right. And certainly we can connect later. There are presentations in Arabic, Spanish, French, Russian, and I think Chinese as well, Mandarin Chinese it's supposed to be the six UNS call languages. And many of those also speak English so it's probably possible to connect with them and, you know, as them how they, they perceive this challenge to find or create those resources. Yeah. My teaching schedule is also very heavy this way. I've been attending sessions when I am not teaching. Makes sense makes sense well we'll try to connect. And maybe, maybe in the page, you know I kept mentioning it but the page on connect from this webinar. That might be. Oh sorry about that for for Russian. But still, you know we have presentations in at least five languages, and so it's probably possible to ask around and people can do a synchronously tell you, you know what, what they perceive from their perspective. Other interventions. Feel free to raise your hand if you have something to discuss. Yeah, Lilia is really active. You know there's a lot of work done between separate, you know, I think it's 304 Arabic speaking countries, where they do. They do a whole initiative among them. So again, other questions I'm sure you have some and other comments maybe I've seen several comments about collaboration and partnerships. The lesson that you've learned about making those connections work those partnerships work, especially across borders as it happened in between Montgomery College and miracle finds on. Thanks. I'll jump in and then my, my colleagues on the leadership team, certainly had their thoughts. I wanted the biggest challenges with these partnerships as time zone differences. I wanted to manage those time zone differences to accommodate for the different meetings that we have to have. So it takes a little bit of scheduling, a little bit of flexibility to make it work. I'm going to jump in. I'll also say that, you know, one of the challenges we faced in these, you know, inter institution interdisciplinary projects was, you know, the different the different the laws that govern what we're able to do with students. And so in BC, you know, privacy is taken, you know, very seriously. And so there are these groups who want to perhaps use, you know, freely available software on the web to create infographics or something like that but the partner in BC can't necessarily ask their students to do that. So we came across some of these issues and working around them has been challenging but really helpful also to think about what needs to be done in terms of, you know, creating software and other sort of platforms that, you know, take into consideration students privacy. And I'll also add to Eruja's note on the restrictions and students we also have institution specific limitations or challenges around faculty to like faculty contracts faculty course load faculty logistics in general so those are things that we have over the years, figure out how to iron out some and others are still quite of the challenge. And in fact, if there are some people in the in the room in the virtual room who have more knowledge about legal issues across institutions and borders. I know, I don't know if Melanie Brunet is still there, but she's also a copyright librarian. So there are some differences in the way copyright regimes are applied. There's been some some talk about the differences between fair use in the US and fair dealing in Canada so if there's anything about differences in legal issues or institutional issues that you've also been through. Melanie has anything to share about differences or other challenges that you've had in partnerships. I can share one other challenge that I shared in the chat about the difference between original original content from languages and translated content and here in Ontario in Canada we have deep connections with the Franco Caribbean community and their dialect specific type of French is is different even from the French that they speak in Quebec and and has its own its own important context and so one of the things I learned in working with that community is the importance as well of, of seeking, seeking the content and the support of the development of content that is in its original language, because a translation often loses a lot of that local context that is so important as we know for for learning and for our learners to feel that sense of belonging and connection so just another challenge to add to the pile of challenges that related to working in different languages with OER. It's a great question though Kate and I'm really glad that you asked it and I think you will find that this, this community has a has a lot of experience dealing with those similar challenges so I hope you're able to make it to other sessions where some other people have something to share on that on that topic. That makes sense and sometimes using just the, the, the, the most international language possible, because you were talking about Lina, specifically about Franco Ontarians. If we were to use international French or even Quebec French very often people the sense of belonging we keep talking about the localization aspect like we talk about it in computer science as being just, you know some parameters for for time zone like maybe the way you express, you know, currency but it's actually about culture, basically. So, are, and in fact are there comments about how those initiatives connect to how we adapt either practices or resources across different communities. Like we keep talking about open education as being so global but very often it's about adapting those things to local context and we've had some examples today, but I'm sure there are more comments about this. About the challenges and opportunities of adapting, you know, practices and our resources from one context to the other. Then again, maybe not feel free to raise your hand if you have something to say a comment or something else. We still have quite a bit of time actually because we've been very quick for some reason. And in relation to our fellowship, one of the things that we continuously find astonishing across the partners partners and across the years is that we had faculty who are really well versed in the United Nations work and they know a lot about the SDGs. We have a lot of faculty who are really well versed in open pedagogy and open education and OERs, but very few actually have have thought about the two together have worked in the areas in which those two concepts are coupled. And so it when they come to the to apply for the fellowship they're always so thrilled astonished, you know just wondering well what is this going to look like. So what even though as you mentioned open education is global concept and we've been working at it for so long. It's still really amazed with us when we find that there's still so many faculty out there who really need, you know that those professional development opportunities to learn more about it. And do you perceive that it's also that people can be well versed in the material like subject matter experts, and don't think about teaching that much possibly like it happens in other fields so do you think it bears some relationship to that. I certainly yeah absolutely I certainly think there is some relationship to that anyone from my leadership team who might have some examples from their own institutions could speak to that as well. I'm not sure I have immediate examples but I would also add that there's some unfamiliarity or uncomfortableness vulnerability if you will around the idea of working in an interdisciplinary development right the faculty that we work with tend to be quite comfortable in their own content area with their own classes but because we ask them to work in a way that is cross institutional and cross disciplinary. In addition to asking them to do this dive into open pedagogy and and the sustainable development goals. It can be very challenging for folks. And, but I, I would say that we tend to address those on a case by case basis. Yeah, it reminds me a little bit of the even the shame that some people have. They don't want to share resources because they don't think it's good enough. I've heard that in some very very formal context, but you're thinking that they're already sharing those resources with students, or the practices themselves obviously they share those with students, but sometimes they don't want to share with colleagues there there's some reluctance there. Well, your camera come on. I did want to to speak about this here. Yeah, I just follow up to something that that was shouldn't I think convention and it's this growth that that we see in those who participate so they come into this, this partnership this fellowship and really aren't quite sure that shouldn't they may have the, the open background they may have the SDG background, but marrying them together so they go through this summer program, and, and you can just see that they're, they, they're like our students they they are lost, and then all of a sudden the it clicks and it really is a wonderful thing to watch faculty get the same have the same level of enthusiasm as our students have when they learn this concept of taking the open pedagogy practices with the SDGs and the renewable assignments and bringing them all together it's fun to watch. It sounds like we need the same patients and care that we have with our students, when we apply that to faculty development right. Like it's not because they're professionals and such that they don't deserve the same kind of kindness. There are other interventions about about this, this pairing of expertise between, you know, subject matter maybe and understanding open education, largely, or specifically, maybe from the teams. Yeah, go ahead. This is Kelly McKenna. And I'll share so we actually presented earlier this morning on an OR program. We, while we developed it for the United States. It is a global program that and a global organization so when we started our work with UNESCO and doing it in Uganda are on the ground partners in Uganda actually had to take where the content experts, and they had to take it and make it more local so that it would apply for the standards within the country, as well as also then from a rural capacity both even from from what they were teaching in the city versus what they were teaching internally to make it work on a more local basis. And then I'll also chime in a little bit with regards to translation it's something we would love to do. We've talked about numerous ways we actually are partner in education is try engineering.org, and they are in the process of taking some of their open resources and translating them in different languages. I believe they're using Google or not as we'd like to have somebody else then actually look at it again for those nuances and everything else relative to translations. So it is a challenge and it can be costly. And how do you meet that cost how do you meet that is one of the challenges. That makes sense that makes sense. And maybe opening up to other issues you've thought about going to the whole room. During those presentations I know it's been a lot of, well, and for us in the on the east coast it's already the end of the day so maybe you're tired. I know it has to go. But if you have questions comments or anything like that, we're still here. And sometimes those interventions near the end of when are like this can be like the thing nobody else thought about, which could still be useful interesting. I think one of the things I liked about the h5p presentation by was this focus on time. You know one of the things that our faculty struggle with is finding time to engage in this work with all they have going on elsewhere in the institution and it certainly isn't that they're there against the innovation or the engagement it's just trying to find time in the day to do it. Yeah, maybe Brenna you can talk about that like are there ways where it actually saves time that you don't have to reinvent the wheel or something like that. And I think the great thing about h5p is just how infinitely shareable it is like, like so many aspects of open about how easy it is to sort of get in and adapt to your own context. I'm really lucky in the role I have. Although most of my play happened before I had to move 500 faculty online in a week so you know they're swinging around about but I do get a lot of time to play. A lot of time to sort of imagine my way into different disciplines and and how these tools work and I think those rules are really important on our campuses because when you're teaching four and four or five and five as I did for most of my career. It is really hard to find that space. But I think the more capacity we can build within our institutions for this kind of sharing and conversation. You know that thesis development exercise that I made gets used all across our institution and all kinds of different disciplines. Now that it's built, right, because now that it's built, you just need to go in and tweak it with your prompts and your applications. The building piece needs, there's no way around it the building needs time, and it needs the support and really lucky to be in a unit where my director really recognizes the value of play, frankly, in in discovery and innovation and that that piece is critical. It's funny it's like the time we spend playing sometimes people think about it as wasted time, but typically the more you play and for musicians that's certainly something that the more you rehearse the less time you will need later on like if you you explore widely it can really help and certainly for like some people might think that we're just advocating for something at random but it's been observed by a number of people that a lot of faculty members will take to it without asking anyone for support. Try it and do something with it and explore actually not to to self promote but preferred that see a we just released a real life story from a teacher who's been building simulations for her students and she had contacted us about sharing those and there are some opportunities to share and then you don't have to reinvent the wheel so a little bit like in open source and free software, the idea of forking you fork a project from one place to another. It becomes your own project but you don't have to reinvent everything that's behind it like even the libraries that they call in software development that you reuse something that has been built by somebody else. So there are other examples of time saving things we can do by using open education practices and resources. I'm sure some people have some examples. And if not, I'll, I'll get Emily to to ask her question. Emily. Thanks. So it's a pretty big question to ask at the end of the day, as I kind of mentioned, but I'm really interested right now and looking at institutional policies. Because we're looking at perhaps promoting an institutional policy at our college, I'm from commotion college here in British Columbia, and just the idea that getting students to kind of push up from the bottom but we need institutional leadership to really help push up as well, to make sure people are supported adequately so not just faculty but also anybody librarians, anybody in the teaching and learning centers people like that and, and so I'm interested in learning more about how people have worked with leadership and institutions to develop those policies and to create sustainable support models for this kind of work. And I saw in your, in your question specifically mentor 10 mentioned in your promotion criteria. I also think about hiring criteria around these pieces. Those are faculty driven right so like at TRU we've recently, I think almost every faculty now has included language around open and prioritize and open in in tenure and promotion, or at least giving space right not everybody has to do it but giving it as an equal weight to other venues of publication. And I think increasingly, we're hiring a provost right now. And so making sure there's people at those town halls around the questions that are going to be asked of the new provost. You know how what is what is your background and open education, what kinds of initiatives have you supported or spearheaded how do you see the work of open at this institution progressing under your leadership, but getting those questions on the table. That is all within the, the purview of faculty, not that we always can listen to, but I think making sure that it's a central part of the conversation is something that we can do we can encourage our colleagues to help us in that work. So that's, that's the piece I'm at right now agitating always always already agitated. I think that you're an agitator Brenna. And I work at an institution where tenure and promotion we don't have those entities at commotion college we work a little bit differently so that becomes a different question about how do we as faculty advocate in that kind of environment as well so a little bit different but thank you for your point about getting the faculty to also agitate on the behalf of using open. And Melissa's point on invisible, invisible labor, I don't know if you're willing to share some observations from from your research about this but do you perceive that I know that at Quentland probably invisible labor is understood to be part of it right but I mean I feel like my institution is I'm very lucky at my institution and that open education is no pun intended openly embraced. And, but there is a lot of invisible labor, a couple of years ago the rebus community did a number of office hour type sessions I participated in one of them and they have others on the same topic of how do, how do we do this. If, you know, as an, if you're an adjunct faculty you're not getting paid to do the work but you want to do the work because you want to show that you're contributing to the department and there's value and maybe you feel passionate about it, but that it's invisible because it's it's labor for free. I don't really have any any solutions any answers to suggest for that but it is a, it is a big problem of making sure that the work is recognized what does it look to be to have the work recognized it was interesting to me coming from an institution like where I'm working to still in spite of all the supports and wonderfulness that we have that faculty we're still saying there's a lack of recognition there's a lack of, you know, compensation there's a lack of funding for all of this and I don't know if Kwantlen is doing so many amazing things, but invisible labor is an issue, and it's not, it's not an easy one to solve. It might even be a problem for people not recognizing recognizing the value of their own work right. But since we have some people who are more on the institutional side, I don't know if you have anything to share about how it's taken into account. Well, assessing that kind of work and beyond just the hours being spent specifically on the task. At Montgomery Montgomery we try to provide faculty with release time if they're doing it at the course level. If they're redesigning a course to move to an open textbook they can apply to get course release for that. So there are examples where institutions are really supporting in ways that are beyond what we discussed and maybe Christina can can you, you're adding useful comments but maybe you can share directly. Yeah, just get busy in the chat and forget I could actually speak up so just talking about tenure and promotion I think you know it's really it may be different at different institutions because Brenna was talking about departments maybe having their own criteria and at least at our institution in Canada and in the University of British Columbia. We have a collective agreement between the institution and the faculty union. And that lays out those sort of main criteria. And that's sort of the same across the institution so, and the way we've managed to get open into tenure and promotion is through what I also put in the chat or senior appointments committee guide to tenure and promotion which is this long, you know, document that says here all the you have to follow for tenure and promotion and it fits within the collective agreement, but it's in that guide that we were able to watch and say we was really students. I sort of just was watching from the sidelines. And because I think you might be willing to answer this, do you think those criteria are fair. So it's actually really interesting because I also write review letters for tenure promotion for faculty at our institution and I'm like, every time I look at those criteria, those are really kind of odd. Why is it those. So, yeah, but they go through the collective bargaining process where you know got team on the university and the team on the side of the Faculty Association and they bargain and then something comes out so I think there's no way to get involved in that there certainly is. But it's a little bit removed. Yeah. Yeah, there's been quite a bit of talk today, including in other sessions about recognition. And it sounds like it's one of the incentives that might not be discussed openly by most people but part of it is about recognition more than just money. I talk a lot about funding but maybe some people here have something to share about recognition that open education in general can help in terms of recognition more than just in terms of getting an income from doing those that that kind of work. I think decisions are an end as and I think one of the ways that we could recognize is to find an opportunity to put this work in this institution's strategic plans. I think where when it's in places like that master plan document some sort of formal plan. It becomes recognized it becomes supported by leadership up and down the ladder. So that's difficult and that it doesn't it's not an overnight thing. But when you have that kind of formality, when you have that kind of support, it becomes obviously a bit easier to to gain the recognition that faculty staff and others deserve when they do this kind of work. Any kind of testimonial from faculty member who has sought and received recognition or aligned. Again, like that's a great point about the strategic plan is that if you perceive the alignment that might help even if the recognition is less formal in some cases but I'm sure some faculty members and other learning pros here have received that recognition there's some awards and such right. I know that I've nominated faculty members like colleagues for open education awards offered through BC campus and I think someone from BC campus is here today. Which is fantastic to be able to lift up colleagues who are doing that work and help them get that recognition from BC campus to get that award. I think is. It's been fun. It's been fun to do for others. There's something about awards and open education that have to do with sharing the rewards right. I remember that I've been talking on a podcast about receiving an award and basically sharing it with everyone, much, much more so than a DMA sharing the glory it's about no no seriously, this is about the work we can do together right so it's not giving an award to one faculty member, instead of everybody else. It's not like I was teaching at Concordia for a while and they did a World Cafe for the strategic plan. The first question, unfortunately was imagine in five years someone from Concordia wins a Nobel Prize. And the first section was really about questioning the question saying no it's not about one person receiving an award. It's about sharing that wealth that that reward right. So there's a lot. Yeah. Ariana do you want to talk a little bit about it. That's a great point for the award for excellence in open education. I talked about the award. Yeah, what's your insight on it. Yeah, I'm actually the person who coordinates like candles receives the nominations and then gets the ball rolling so yeah this is kind of my wheelhouse. Basically we have this nomination form which I've just placed a link to in the chat this is only for BC faculty instructors by the way I know this is a global conference sorry but I couldn't resist the urge to plug. It's basically we looked at the nominations and just see. It's a great way for us to learn who is making great strides and open education in BC. And we look at the nomination form see if that's a project or a course or a resource worth promoting. So basically we read a blog post by the person, and then we send them a certificate and we get in contact with like the often as the vice president academic at their institution. So that we know that they can be recognized by university administration and leadership as well. So yeah we, we help them place themselves in front of their leadership in their department, or the university overall to be like, look, they've done something great and you should know about it. So that's, that's how we make sure their work is acknowledged. Yeah, that's basically how it is we do it every month. So it's a good way to promote our champions of open education in BC. Yeah, and the, the, the frequency actually helps a lot when it's once a year with a bunch of awards all at the same time I think it has less of an impact. And those blog posts like to be honest like the, the BC campus site I actually added it to NEI based creation system. Just about different approaches to online education, and some of the, the items I get thanks to that come from basically recognition of good work. Right. What goes around, what comes around goes around or vice versa. Other examples are, I'm sure, at this time I'm sure there aren't that many people from the Eastern Hemisphere, but maybe some people in other parts of the world who are aware of awards and recognition and things like that that systems that can help bring about open education across their environment. Maybe not. And we're getting close to the end so it's basically to wrap up. Or if you have any last thoughts any parting thoughts to get us to collaborate to partner up to make links between our different initiatives. There are some we didn't hear from that much. I don't tend to, to point people out but you know, if some of the speakers who didn't talk as much like I'm kind of looking at Michelle actually but I don't want to call on people that much. I'll share one last thought. This is Shinta Hernandez again from Montgomery College. We were talking about this earlier with respect to when our faculty, particularly in our fellowship here when our faculty experience our professional development the different components of our fellowship, and we, we exercise grace and kindness and things like that. I also want to emphasize that the leadership team is also growing and learning to, and I am so appreciative of the fact that our leadership team across the seven institutional partners are wanting to do that willing to do that and so every year we find ways to be to make our fellowship, even better. And so I am so I really appreciate the different innovative ways that the leadership team have come together to make the partnership and the, and the fellowship better. And Mike Mills just put in a chat if you're interested in more details about partnering with us on the fellowship we'd love to discuss these opportunities with you. Great sounds great. And now there's two minutes left. The one thing I'll say is that clearly this is not the end of either the conference or all of those issues we've been discussing so I will still insist to say, go back to that page for this webinar. You'll find those like minded people that you now know a little bit more and either ask questions, share resources, links, questions, don't comments, all of these things.  Some of us are on Twitter. So I did post. So only global 21 is the hashtag for the conference and there are some tweets about this specific webinar but obviously, if you can if you you're teaching schedule or work schedule isn't as as busy as Kate's, you know, if you can participate in other webinars that will be awesome. And as I said at the beginning, the recording from the session will be available. Not too far along from. At some point, pretty soon, it will be the same page that I posted from, from OE Global Connect, which is partly animated masterfully by Alan Levine who's in the chat sharing the hashtag and all of that. So again, don't be strangers and keep up the good work with open education. And now we can stop the recording.