who is just OE Global, in case you haven't met him and he's the technical help. And yes, so my name is Glenda Cox. I work at the University of Cape Town in a centre for innovation in learning and teaching. I do quite a bit of formal teaching on postgraduate courses and master's courses in learning theories, course design, curriculum design, learning technology. So that's kind of my core role and obviously supervised students. But my real passion is open education and I've been in open education since around 2010 and did a PhD through GOGN, focusing on OER contribution and non-contribution of lecturers. So I'm finding a theoretical frame for that. So that was my PhD work, which finished in 2016. I have been involved in various international projects. Probably the biggest one was the research for open education resources for development, or RAW4D, which was based at UCT, which was a 21-countrywide global South study. And I did a component, the South African component of that. So that was an incredible network to be part of. And members of that network are continuing their good work today. And currently I am the lead in the digital open textbooks for development project, which is based at the University of Cape Town. We've been doing implementation work with lecturers to create open textbooks. We've done quite a bit of research. All our research is framed using Nancy Fraser's social justice. So we've been looking at open textbooks and their role in social justice. And that works kind of tailing off at the moment. And we're hoping to continue that work next year, hopefully getting some funding from some way. Because we want to grow a national network in South Africa of open textbooks, and eventually hopefully broaden out to a kind of open textbooks in Africa. So that's my passionate interest. So that's enough about me. I'm very excited to be chairing this session today. The conference has gone, I think, exceptionally well so far. I've been part of some sessions. It's very difficult when it's virtual. I'm sure for everyone, because we're all trying to do our normal jobs and conference at the same time. And it's not like going off to some fabulous venue and for being, you know, intensively involved for three, four days. But still, I feel it's been the sessions I've been to have been really useful. So we have five presentations today. I think you're probably used to the format. Everybody has around 20 minutes to present. And then there is nice built-in time at the end for a kind of general discussion if people haven't managed to get in their questions in between. Obviously asked questions in the chat as you go along. And what I found in previous sessions is people share very useful links in the chat. And you can actually copy the chat for yourself. You'll see the three little ellipse that's there. If you click on that, it actually says save chat. But I'm young, you can correct me if I'm wrong, but I'm pretty sure that all the presentations and the chat will be saved into this webinar. And so if you need to come back to it later, you can come back because often that's such a nice link. I need to copy that, but we're going to you can actually do that at the end of the session. So we've got five presentations today. We'll start off with building Open Education Global Francophone. That will be presented a combination presentation by, and I don't speak French. I'm going to log on. And we will move on to, and they are from the University of New France. Then we'll move on to solving challenges of sustainability of community engagement for OER, which is Julianne, Granny and Orna Farrell. And then developing and implementing an OER to foster critical data literacy and higher education educators and international cooperation program. I think that will be led by Leo Harbourman, but also with contributions from Caroline Kudin and Javier Atenez. And then Rob Farrow talking about enhancing research communities through open collaboration, the GoGN guide to conceptual frameworks. And then finally, a presentation on the European OER ecosystem, state of play across tech, policy, quality and business innovation. And then by Orf Daniel, who is here. Welcome Orf. See you earlier. And I think co-presented by GM. Okay, so I'm not going to say anything more now. I want to hand over to the first presenters to Parine to talk about and Ramel to talk about their Francophone initiative.  Thank you very much for this introduction. I am very happy to be with you and working on international cooperation for to support UNESCO recommendation is really interesting. When I was elected as a member of the Board of Open Education Global, we were in the lockdown. We saw slowly that the next conference in Taipei could not happen as it was planned. So I thought of taking this opportunity of going online to finally, you know, take all the contacts I could have had done in the past years and try to create a new Francophone network with all the people already working on OER and speaking French. Of course, they can speak other language. It's like English. You are not from English speaking countries. And this is the same with French. A lot of people speak French, not only in Europe, of course, but also in Africa and Canada and in many other parts of the world. So my next question was how to do this. I'm a lot on social networks, but how to use them more properly to find my community. Of course, you have the existing networks. Jack is one of the very active person, Jack, who is there as a participant today. Very active people, they all have other networks, but we wanted to address other people so that all the people we knew in the Francophone community would be the speaker. And we will find a new public for interested by open educational resources so that it's not only a question of building a network of existing people but also addressing new people. I am not a communication specialist. I am not very organized. So I was so happy to meet Romuald. Romuald is here with us. And I met him thanks to LinkedIn because he liked a post I also liked. And I discovered that he could do anything for me. He could build a website. He knew what the conference was an online conference he knew the tools, and he's a specialist of web marketing and communication. So I, we did that together from August to November last year 2020. We build up a community and now we have a mailing list and amazing mailing list and we organize a webinar once a year once a month. It's the last Thursday of each month. And we are very happy to have done that because if for example, Colander like a who is in at the University of not organizing this event and next month, next May to the open education global has to show something. We have to have a mailing list of more than 800 contacts, francophone contacts. So this is really interesting, very interesting tools. So to come back to the conference. The idea was to find the motivated people that we knew. And to ask them what they would like to present. There are very various thematic like political francophone panel, where you had people from Canada, Tunisia, Switzerland, Egypt, Bulgaria that met for the first time seven people, seven women actually. And you had also the European context of we are what is done on on French actually teaching French. So you had lawyers but from university who said where we were in France, French law to know where we were in intellectual property French law on creative commons or not using creative commons and how it was. And we had 21 different webinars on all the thematics with people speakers coming from Ivory Coast, Senegal, Tunisia, Egypt, and Congo, Brazil. And as I told you, many countries were represented and a lot of people came to during those two days on the 12th and 13th of November, 2020. So, I was very happy to have this opportunity to speak to the English speaking people today and tell them about the way we did it. And where it gets professional I will give the about numbers. I will give the floor to Romeo Alden, who will tell you more about the results. And then I will, I will end up with just telling you about other deliverables where you have no numbers that are fantastic achievements of building this francophone community. And I want to tell you that I am also very involved in the blockchain community and even for my government. So I will have to live. I'm very sorry for that. And if you have other questions you can find me on the many social networks that I will give you my mailing address. Should you have other questions. Hi, so I'm Romeo Alden, I'm specialist of marketing and communication. So I helped Perrin and the University of Lagos to build a marketing strategy to achieve the goal we fixed together. The challenge, like Perrin says is to build a new community around teacher and I want to hear you, Ronald. Yeah, and also you're not sharing your screen just to let you know nothing is happening in our side. It just says started sharing it hasn't you need to just click on share, I think. But it says double click to enter full screen mode something is, yeah, probably bandwidth. So just to begin with, we can't hear you. Can you hear me. We can hear you. All right. So I am just waiting for him to see what's happening. We made a check before so it's very strange. Can you hear me. Yes, again. Okay. You can you hear me right now. Yes, but it's not great. It's not as clear as you were when you started talking. It's a little bit breaking up. Okay. It's better than. Okay. I don't know. Maybe it's my material. Sorry, sorry for that. And can you see my screen. Don't do anything. Yeah, I don't teach anything anymore. Can you see, can you see my screen. No, no. Oh my God. So then you can see my screen. No, we only see a black thing. We see something that says double click to. So I think in the bottom right hand corner there's something that actually says share. I think you're halfway through sharing. If you tell me I am I am in post sharing in, you know, I have the so much displace presentation or the right. Maybe Perrin you can share my, my screen. If you, if you send me. Yeah, yeah. So sorry for that. So I will send you in the chat. Right here. In the chat. Yes. Yeah. So is a document. Yeah.  Don't panic. Sorry for that. No, don't worry. So you have, you have the peace. Yes. So you can go to page five. He's about personal profiles. Yep. It's good, it's good for everyone. I don't know why. Maybe you could, you could take off the sharing of the screen. I see the option is one participant can share at the time in the zoom settings. Maybe you can change that. Is that good? Yeah. Yeah. Okay. So you can go to. Thank you. Yeah. Thank you. Thank you. So, um, to summarize, um, to achieve the goal to build a new community. I use a marketing technique for personal. It's, it's just a building in a profile of best target of attendee. So, uh, I talk with Perrin and other speaker to try to define the best profiles of attendees. So, uh, Perrin, if you scroll down a little bit. So, um, I make, I think four or five person representing the most common profiles of attendee for educational conference. So with this, I can determine what's the, what's contacts of this person. Did they use, did they use email social network to reach them. And with that, Perrin, you can go in. What I will show you another link. Sorry for that. Right here. Okay. In the chat again. You have it. Maybe you can see it. Yeah, I see people in the document. Yeah, it's good. So it's a number you have two parts. So we have the number of the conference. So, uh, as you can see, we, we, you success to convert the persona in real participants. So we get for two days. Sorry. Yes, you get 6, 647 unique registrants for 21 events. And we, the people came from 39 different countries. And that's, that's the result of the two days of conference in, in France, Francophone conference. And after we succeed this event, we try to, to further the success and we build a conference program webinar every month. We have a new and old speaker to complete the best way to the world with the best subject. For instance, when we do the two days of conference with the analytics and statistics, we can see that some subjects were more popular. So we use this element to build the next event every month to be sure to have the good conference for good, the good audience. I don't know if I'm very clear. Yes. You are. Yes, thank you. You're very clear. Okay.  Yep. By the way, I just take this opportunity to say that we were allowed by open education global to create open education global Francophone and use this logo. Yes. This was submitted to the border in September 2020. So you want to get my profile. Yes, you're looking profile. I retry every time to share my own screen but it doesn't work. I don't know why I'm going now. You see my screen or not. Not now. Okay, I'm sharing it now. There was one step missing. Okay. Now we can see. Yes. So, you can go down in your profiles and stop you are here to link a result. Yes. So you see. Yes. Yes. And you can go down a little bit. So, what, what we did is to build different audience sources from mailing lists, social network, mostly LinkedIn, because it's very useful to build a professional community and research one with a university college as a speaker. So, what we did is build a prospect lists in LinkedIn and community lists in Facebook. I can show you because we have not a lot of time, but the strategy was to in link in Facebook, we I search a target some communities. So for instance, after listing the French speaker in the world. And to find some community group in Facebook. For instance, I contact a lot of Tunisian as a resident, because a lot of them speak French and love love I found a lot of them. I really interested in open education. And then I build community in Facebook like this, and I use LinkedIn more to search very specific profiles by university in the world. I also use LinkedIn for speaking French and also involved in open education stuff, practical and stuff. So like for me, I mean says we have a lot, a lot of different country and background that was very interesting to meet people from I don't know in English, but they were very close and Canada, Switzerland, even China, Latin America so we target the five continents and we've linked in the good stuff with you, we can have with English for we can mixed several communities of professional educational educational. So that was in the big lines of strategy. And now we have a build a little YouTube channel that I used to recast and broadcast the past events and the objective in midterm long term is to enrich our community but we won't now build language program is we want to help me a little bit to try to explain the next step. If I wrong, the next step will be to reunite French speaker, but they have also other language, for instance, people speak French and Spanish French and whatever to make some asset resources with French at at health but with other speaker speak language to build networking exchange of resources like this. I don't know if I was very clear. Yes, I think you're just to so thank you very much. You see, we came from nowhere, but no, there were already existing networks a lot of people are convinced of open education in the francophone world, but it was always hard to meet all together and of course online events is interesting. It's true that a lot of enthusiasm came and you know the people who build a community that not 600, maybe 50, and this is enough to make a lot. So we will. I was very supportive of course when I saw that not was the University of not was a candidate to organize open education global. It couldn't happen this week. I'm quite happy personally because I just moved home this week, so I couldn't attend a lot of sessions and it was really very difficult for me. In May, you can count a francophone people to come to not to be very interesting from every continent. And Romeo had also a fantastic idea to build a hackathon translation hackathon to to make people meet from other languages and have a common base of some or you know, so we'll choose. I wanted to finish up. I have one minute to tell you that there was a lot of initiative due to this one that followed. For example, in the Mina region, Middle East, North Africa, they decided to give themselves an objective of 100 OER in 100 days this year and it was a big success. It was created by Lillia Shiniti in the University of Seuss in Tunisia and Gadile Kayat from the University of Alexandria in Egypt. And it was from the beginning thrilling wills. So French English and Arabic. It's super interesting. The French Ministry of National Education had the general state of education after the lockdown because there were so many complaints that they wanted to have a special moment for that last year. And it ended up in a recommendation, an action plan of 42 points. And one of them is about open softwares and open educational resources. And I was told that it was thanks to this event, Open Education Global Francophone, that OER were represented in this action plan. So you see, it's the kind of thing that has been great. And also Barbara Klaas from the University of Geneva, she launched a new open education review. And many other things happened, but now it's already 1031. And I'm really happy to have been able to tell you what it was about because I know it's not easy to make people aware of such a great initiative. And I hope that we will all meet next May in Nantes in France. Open Education Global, not Francophone, will be organized for the first time in a Francophone country. So it's great. And I'm looking forward to see that. Have a good day. Very, very sorry to have to go to this policy meeting on blockchain. We'll meet next year, hopefully. Goodbye. Yeah, it's just like I have a base or if sometime I go and we'll be back with you. Thank you very much for the fascinating presentation. Thank you for both of you. And yes, sorry that you have to leave now if there were any questions. We will like I can ask some some some of questions because I know I know the project I can ask if people have some questions I can answer to answer them. I think the only the only question that came up we can deal with it quickly is, well, it's more of a comment from Florence. Yeah, I see two. Yeah, I see two. You spoke about the personas all being PhD. Yeah, I said something you did specifically. Yeah, to be quick and simple is not. We have to make some choice. And the idea in the beginning is to do all French level education. Very ambitious ambitious, but we will we work with University of Lille and the help and the support came with this kind of condition because we are not able to do everything but the project at the beginning is to do every level of education and the speaker. So this was just a condition for organize this event to have what's English for through a searcher teacher searcher status, you know, people, they have teach and research. This was a condition because we, we build a scientist committee. So you need to have a PhD speaker, you know, this was a restraint. Okay, thank you. Thank you for explaining that. Okay, we're going to move on to our next session, which is solving challenges of sustainability of community engagement for or presented by Julianne granny who's from the International Council of open distance education. I'm combined with owner Farrell. I'm not sure who's leading owners from the University College Dublin Ireland, and she presented you this resource called go open, which you must all have a look at great introductory resource. But thank you for that presentation on it was particularly useful. But yes, do you like to go ahead, the two of you. Yeah, yeah, I'm going to start I think I think but Julianne you're sharing screen area. Yep. Cool. So, great to be here. Lots of familiar phrases from previous OE global presentations and conferences. Pity we're not in France but anyway. And so today we're going to talk about the role of community in the encore plus project. And so if you don't have you haven't heard of on core plus you're going to hear a lot about it in this session. So prepare yourself. So on core is an EU funded project, which essentially is trying to create community around open educational resources, and by creating a big community or an ecosystem. And bring your into the mainstream. So one thing that we're doing in this project which I think is quite different is trying to engage those in the business community as well as education. So we're trying to look outside the bubble and bring different stakeholders in. So three years, nine partners you can see it's a big project there with lots of different partners and several several other part partner members are here Rob is there. Ulf I think possibly is around there so where there is a Julianne you've met. Caterina I think is there too so there's loads of and big European consortium. I can advance the slide Julianne. Okay, so I've kind of mentioned some of this already so our approach to creating the community to catalyze open educational resources is community building. So we've got these communities we called circles. In the very early stages we had our first circle events this week to one on Monday and one on Thursdays to the innovation one met on Monday led by Rob, and the policy one met yesterday, led by myself. And the idea we will have four circles around different themes. So we have, as I said policy innovation with technology, and what is the fourth quality. Quality, that's it awesome. Yeah. So we'll have these circles will have many events and the idea is to keep broadening the circle of people involved more and more stakeholders through every event. And really we're looking to co create resources and guidelines to support further proliferation of where you are. We'll also act as kind of hope for innovation so we'll show better show examples of good. In my case, oh your policy, and hopefully through showing these examples and sharing sharing knowledge that we will proliferate further and create a wonderful ecosystem. So, next slide please. I think I've said all of that. I think you can next slide again. And I think this is usually on. So we wanted to spend a few minutes of the presentation, including what one I just said to give the backdrop of the community need that we've identified. So we could start with where it all started. The projects is centered around five challenges. The implementation of the OER stakeholder communities in Europe, lack of collaboration and interoperability among European OER repositories, low development OER institutional strategies in European business and academia, lack of an integrated European OER quality paradigm and quality assurance mechanism. So these are the five challenges that was identified by the project team that we were looking to solve. And so when we were looking at how to solve this or what is the solution. The on core ecosystem model came out of it. The model as you see it here in the outer orbit are the five challenges in short that I just told you about. We're looking to solve them through a community of four thematic circles as Orna mentioned, which all comes together as a European Catalyst Network or an ecosystem as we would like to call it. Throughout the project, we are hoping or planning to engage with about one, two, two, four organizations or actors or individuals so we don't know yet if it's a hairy goal or not. We will see we're early 16 circle events. So that's four main events per theme. And then we will have three integration events where we, we focus on cross cutting challenges between the four themes. What we're here today to talk about really is what we've learned so far. And as Orna mentioned, we've had two events, which means we are still in the early phases. But we wanted to talk a little bit about our experiences from those two circles that we've had, we've had innovation on Monday and quality policy yesterday. These are just some thoughts that we were, we've had that we are experts and enthusiasts. They're quite keen on projects like this and they would be happy to join a community. What we're maybe struggling with is to get those that aren't already in the OER enthusiast group. Time is your friend really is, it takes a while to build a community. We need clear objectives for engagement. There's so much going on that we need to be quite clear with those that are engaging with the project, what is expected of them. You also see that we, in our experience, active participation is important co-creation. And that we, besides active participation allows that engagement to be on different levels. We also noticed, and I think this week is a good example, there is high competition for people's attention and time. And it's sketching it against a major conference was possibly not the best plan, but anyway, that's where it happened. We live and we learn, but also we know that the fall, for instance, in this sector is there's a lot going on. And I think who's here you will get into this a bit later with altruistic motive for engaging with the OER is simply not enough. Yeah, we need to be thinking about what problems are we actually trying to solve from that point of view. We wanted to give you some thoughts from our own experiences. So I'll give you a brief from ICD's network. ICD is a membership organization. We are global. We have a number of different committees and special interest groups. You could call them communities. We have the OER Vacancy Committee, I think EBA, whose chair of that is here in the meeting quality network. But special about all of these working groups or networks or committees in ICD is that they're all voluntary, which means that they need to be actively engaged, but they also have to want to. We've seen from ICD that when we are working in networks, the global diversity that we bring broadens our perspective. It gives a number of personal connection and networking opportunities as sparks collaborative opportunities globally. And then it increases impact. It means we can join forces, we can share, have global advocacy campaigns, we can focus on thought leadership. And we learn through sharing of expertise and practice and give it back to Orna. Yeah, the jazzy slide is mine all right. And so I suppose yet we were, I suppose we're learning about how to create these communities and as Julianne said, we're looking to our own previous experiences and communities we've been involved in to try and learn lessons from that. Because the goal of growing for just for quite large communities. And that is quite challenging to be honest.  So we're very much drawing on those kind of concepts, and really, you know, in terms of open education community, those concepts align very nicely, you know, you're coming from that kind of either connectivist or social constructivist point of view. And the OER community is already very vibrant, but how to get outside that bubble and grow a bigger community is the question we're facing. Don't advance the slide Julianne, thank you. So from our from my experience, Julianne shared some of the ICD experience that I'm involved in a number of different communities but two that I've chosen just to just to explore a little bit. Share these kind of characteristics. So they have a clear purpose. Everyone shares something that we're all interested in. People come along to community events because they like talking to each other. So there's kind of a connection. And so having some events is important whether they be online or in person. And they're often very practical. And one thing that we found that really cemented our connections in the two communities I'll speak about is having projects or shared shared goals. It could be creating an open resource. Co-creation is often part of that, or, for example, collaborating on a special issue of a journal. It doesn't really matter what the project is as long as there's a clear project that brings people together. The last point on that is funding seems to play a role for us because we get these pockets of small seed funding. You get about a thousand euro from our national body, the National Forum to host a seminar. And that's been very useful because it's been easy funding to secure, but it also puts dates in the diary. So, you know, it's forced to say, you know, if we want to get this funding, we will hold the event. So that's good too. And the last point on that is champions. You seem to need a core group of enthusiasts at the center of community. And then those around them may be less enthusiastic or have less time, but you do seem to need a good core team that will drive the community on. So next slide, please. So one community I'm involved in and have been involved in from the start is called E portfolio Ireland. It's about five years old. It started as a very small institutional user group around Mahara. And now it's grown to a national organization. It started very informally and organic in a very organic way, you know, somebody just said, oh, I'm interested in that. Can I come along? And that's kind of how it went. And now we have representatives from most of the University of Ireland. You don't have to pay a subscription or anything to be involved. You just come along. And I think that openness has really helped to grow as well. We were mainly HEE people, but now there's all sorts of further education, secondary education, whoever wants to come. One thing that's really kept the community going is Twitter. We do a lot of things on Twitter. And we've had some great projects as well. We co-created an ebook, a rent portfolio assessment. At the moment we're working on a special issue of a journal. So those projects I feel have been key. So next one, Julianne. The other one I just wanted to call out was the OpenTeach community. So OpenTeach was a funded project around teaching online. It's been around for about three years now. Twitter formed a huge part of this community. The sense of purpose was learning about teaching online and it coincided with the pandemic. So you can imagine how that went. It was very popular. But we had a short online course or MOOC, again, open to everyone. So that kind of catalyzed the community. But after that, we co-created an open textbook and included participants activity ideas. So again, that idea of having a shared purpose, but also co-creation of resource, I think is really important. So those are the kind of examples that I hope we'll learn from for Angkor. Julianne, do you want to go to the next one? I think this is your one. So back to the original title of our presentation today, looking at the sustainability of this community engagement or the challenges that we're seeing. One of the first and biggest challenges we're seeing is attention. There is everyone that's involved in the OER seems to be involved in more than one thing. For Angkor specifically, Angkor is such a wide project that it can seem abstract. So we need to focus on that. Coordination, this relates to some of the earlier points with anyone that goes into the community, they're not yet in a team or they're not on a payroll. So there's a lot of coordination that goes into it. But then I think the perhaps the most prevalent challenge that we're seeing is the echo chamber. And I'm sure this room is no different or probably not too different that the OER enthusiasts are easier to catch than those outside. Angkor is meant to be a project also that bridges the business and academia. And it's just something that we realize that we keep having to work on and finding ways to engage those that aren't already in the sector. So yeah, the LinkedIn group, I hope we formed a LinkedIn group, which we think that's where business people hang out. So in order to try and try and get some people to break in outside the echo chamber, as it says on the slide there, I think that's going to be really challenging. Because when you work in education, you know, other people in education, you know, it's hard to find those wider. So if anyone here has friends in business who like, who sound like they are interested in open please please put them in touch with us. I'll share the links to all our LinkedIn groups so we formed four LinkedIn groups one for each theme to start hoping to engage also a synchronously in the event. I wanted to briefly show you go straight here. We've already completed the two first circle events this week. In the next month we are having the quality in OER technology circle, hoping to see as many as possible be there. And to like when I said bring them along bring anyone wrong that is outside of our echo chamber. And yeah, we will I'll share some links to you right now. There are four LinkedIn groups. We also have from the two first circles to position papers one from created by Orna and one from Rob on innovation and policy. And then we will open for feedback, which means you can all go in and kind of join the community in that way.  Anything to add to that or not. No, that's it thanks everyone for listening. And here is the project details if you'd like to find it more and I think Julianne is going to throw some links in the chat. Thank you. Thank you very much to both presenters yes we've got links coming into the chat area. Fascinating or really interesting for me I think I've learned a lot from this. And in the interest of time, I kind of feel I should be maybe moving along. Because we're slightly over, and I don't want to get into the situation where we, you know don't get everyone a full chance. And then at the end we can kind of make some summarizing comments and maybe ask a few questions. But thank you very much to both of you for an excellent presentation. Okay, then I need to add hand over to a combined presentation. I'm hoping and implementing an OER to foster critical data literacy in higher education educators. And this is a combination of I think presenting will be Leo, Caroline and Javier. I think Leo is kind of leading the show. Over to you. Our DJ. The DJ. Can you see the screen? Yes, perfect. I'm really just DJing. I'm like the glamorous assistant of this presentation. And it's mostly going to be Caroline and Javier doing the doing the work. But thank you. Thank you very much. Caroline, did you want to introduce the. Yes, thank you. So yeah, this is a joint work really we have done a good, I would say group work and the idea. Of the project is develop and implement an open educational resource that foster critical data literacy and I think the critical aspect of the data literacy is really what we focused on. And it's an international cooperation program. So we worked, yes, so we worked Leo Javier, me, Caroline Vega, Virginia and Manuel, and particularly Virginia and Manuel and Caroline Vega were key people in our Uruguayan version really key people. So yeah, the next slide, Leo. Okay, so one of the things that we wanted to mention is that this project is quite an interesting case study in relation to various different aspects of the UNESCO recommendation. The UNESCO called on all of us to work on international collaboration and joint efforts on collaborative development and use of where we are including capacity building repositories and community of communities of practice. And, and supporting intercultural communication. And, and, and I think that this has been really like a lot of these, these values and ideals have been have been reflected in this project. But what is the project? Well, first of all, what is the problem? This project came about because as we, I think probably all know, in our kind of society of today, everything is increasingly data-fied and our data is being collected at every turn and possibly used in ways that we're not really comfortable with and that we wouldn't have agreed to if we, if we really had the power not to. And sometimes we don't really have any choice, but we think it's better that people are aware and are able to be critically engaged in critiquing this than in simply saying, well, you know, I don't have much power and there's not much I can do about it. So I think, you know, what was interesting to us is that the issue of datafication has, has become quite a major sort of research problem. But from an education point of view, a lot of data education is, is that the much more at the skills level of, you know, what, what are the sorts of things that students need to know how to do with bits of data. And, and so we thought the role of higher education in, in this, in this kind of education needs to be wider than simply providing students with, with some relevant skills. And we felt that that we needed to draw on open and critical pedagogy approaches to work on this. Caroline. Well, basically, we wanted to make sure that what we address is this idea that data is not raw but cooked and that's Robert kitchen quote, saying that the cooking of the data does not take place in a vacuum but it's within a context. And it's also that these data driven technologies or endeavors or whatever is happening, which is data driven is really a socio technical system and the social aspect of the socio technical system was key for us. And so the systems are the result of human values desires and social relations of power. I'm adding this is my addition. They are also scientific principles and technology so how do we manage these two things we have the impression that the scientific principles were the ones that were addressed more with these kind of more technical skills the next slide Leo please. And so this this this social dimension of data and the understanding of the socio technical nature of this was for us kind of the conceptual position where we kind of stood on top of it. And so we designed ways of challenging this on problematic ideas like wow the data revolution how amazing how, and we really wanted to problematize that and so that kind of was I would say our. Very good at French but rass on the end you say more or less so that was yeah for us so the next slide please and Leo. And yeah so how did we address the problem and what I want to say here is opening critical pedagogy was really the core of what we did. And from Friday this idea that really being literate is not knowing how to read the word only but we need to be able to read the world, and in that way we become active subjects that we can do things to change history. And so in the world of data and algorithms of the stratified world. It is really particular, particularly problematic if we stay just as the objects of history because as Freda says which I find really for us it was kind of. So, you know, being an object are known and acted upon and this is what happens when we are just data points where a subject the one we want to foster and create and you know help to to form are those who know and act and I think this is really what we wanted to do. Yeah the next one please. And so what did we do. So we devised an international collaboration. So we started to think well, we want to do this or we are, we want to foster critical data literacy. Who do we want to involve and then we did this, this international collaboration and you can see on the right hand slide we work with the University of La República and nuclear rare, which is from Uruguay. We worked with the Tungasa University College with our lovely Judy pet that we, I think, all know. We worked with the university the Open University of Catalonia with Julianna, and in Surrey we worked here in England with tabla bonina. And when we created lots of materials and resources you're going to see that we're going to, we're going to walk you through. So yeah, then the next slide yes there. And I think I want to just clarify here there are lots of things that were born as our conceptual work when we were thinking about things. And this is one of these that I think encapsulate really our guiding principles what this is our ethics as method model and framework that we wish educators can use and it's going to be a tool a very downloadable tool with explanation and if you go a little to the link just very quickly if you don't mind. In the slide there is in if you if you touch in guiding principles, and you can see the link. Yeah, they're exactly. Okay, don't worry we do that at the very end. Yeah, so you can see the link there or not. Thank you and if you touch in interactive tools Leo please. So this is kind of our side with with the project and then the data ethics framework. Yeah. And so you can see here and if you can scroll down a bit Leo, you, you, the idea is that each of these dimensions are going to be explained. And so we're going to go into the theory of it and how do you think about them and what other things you want to do so we can go back to our presentation now. But these principles really and this is an outcome. It's also a paper that we wrote and it's on its way to be published. We really guided the work we did but at the same time is part of what we, what we achieved here so the next slide please. No, sorry. Leo, if you could, the underlying literature and the underpinning literature that we reviewed to build up the, the resource gave us an idea that data ethics data literacy and all sorts of skills related with data were fragmented in the different kind of data ecosystems. So if you wanted to do data-driven projects you kind of follow any of the or could follow any of the guidelines for data ethics but there wasn't, it's not one. Particularly what we did here is to sit down and look at the work that we have done, look at the literature, look at the projects have been developing and put together underpinning principles, principles from research ethics from bio ethics from data ethics, and also from data literacies in general, not just a technical level but also practical and participatory level. And this is how we built up this ethics as a method framework. So, and yeah, and as Rafa mentioned in the chat it is well connected with all the frameworks including frameworks for teaching data literacy in education and how to deal with data-driven policies at government level. Leo. So, our first case case study is your why. What we did with them is we built up in past experience to create a brand new course. It is quite interesting that the nuclear has had an past and inexperience and in doing things related with data and with open education that's why we chose to work with them. Our initial plan was to have a summer school, which of course it was halted by the bugs surrounding us. So what we did is to design the course to be of course a delivered online, because we couldn't we couldn't travel. But in order to level up the understanding of concepts because we were talking about data open data ethics and thinks that everyone seems to understand but miss basically not at the same level. We created like a leveling course that it was self based. And there was a prerequisite to enroll in the main course, which was basically designed to have two weeks of intensive training with talks and workshops and loads of activities and loads of readings. And two weeks to give the participants the space to think and to do a group work which has like two main or three main conditions. They couldn't be from the same subject, subject era. They couldn't be from the same gender and it couldn't be from this all from the same country so we kind of pushed up the groups to be interdisciplinary international and diverse as much as we could. So we gave them some some topics to do some research on. Always thinking on the pedagogy behind the project is not we just to analyze the data project just because we just tell told them like how would you address this issue with your students. And the participants just published their assignments so we'll going to show you the site later but on how other, and actually they, they did like sharing their outcome. So inside the safe space of the learning space was to give them a space for co construct knowledge with future users of the content. So, if we can move forward please. One of the things that is what I was mentioning, your why has that well the University of the Republic and your way has a center for open education and also it's very well connected with civil society organizations that's just build that and that's a year why and also with the government so we got you sick. So they they do things with data and this is why we was okay okay we're going to work through this, but also we managed to get it accredited so it wasn't internally accredited they give credits. And I secret sometimes I recognize within South American institutions, also anyone that was from Columbia from Chile or from Brazil can validate those credits. So it was translated and contextualized so we used to lots of local examples, just to try to get into people's head in a way of another but understanding that the impact of artificial intelligence and machine learning is not the same in South America in North America because in South America still. There is no such development of algorithmic decision making. So if we can move forward please. So lots of talks, friends from everyone, no one from from everywhere one of the things it was it was really really great of this project that whoever we call said yes I love to give a talk, or I love to do a podcast, because it would look tough with lots of people from the civil society so most of our speakers come from the civil society, or from the private sector and also government. But it was really good to have to belong to a community of data and the big the belongs of the community of open data we have people from almost everywhere the spoke Spanish or in the case of the post podcast didn't and giving talks and giving their advice and how to bring the data into the digital learning. Leo thanks if you can move forward. The first time was a time constraint and we had some challenges with the technology and accessible and digital poverty is an issue. But one of the things that we want to keep from from the reflections from the people from what we said it's. We'd love to have as a summer school, but also that will be quite restrictive for the ones that will not be allowed to travel and to meet or to leave behind the caring responsibilities just to be with us for two weeks. I think needs to be a combination of like in real life person and also give this opportunity to continue online, connecting with peers across the continent or across the world so if we move forward. Some of the three reflections. We just got to get people into understanding what data was. People was really pleased with other methodology talks of our experts. We were very flexible because we also had to adapt of the things that were going on at the time. It wasn't always easy to, to try to change dynamics but was when things were happening. If you can move forward. That was our largest by basically our largest a pilot sir. The course was meaningful for people and I think we managed to work in a very collegial tone. We acknowledge that every participant wasn't equal to to us. And also we were learning from them as well. So people felt like they were not in a training course that where they wouldn't be trained. It was most like a professional constant professional conversation between the team, the experts and them so everyone was like. Everyone was like, very, very pleased. And that's it for me. Yes, thank you, Javier. Yeah, I am. And in each of the case studies, I think that it was really different. And I think here one of the things that comes really across all the case studies is the important, the importance of culture and open culture in the place so in Kenya what we did is a small very small group. Of lecturers and here is Judith, he was the lead in in Tangasa University. And we did. It was like in two instances we did first a workshop where we kind of showed them the content that is available we did some very particular activities, and then they thought about it how can we use it and then they came back and reflected about that. So it's like a coaching approach really is not a professional development approach in the sense of we didn't have an accreditation, and you know you we didn't and that I think makes a whole difference. What I think here was very interesting is how the materials were developed, and we really wanted to make it local and we wanted to make it contextual and we wanted to make it meaningful for the Kenyan context. So we had interviews with, for example, David Salasi or Poco who is a brilliant human being. So we talked with him what is for you critical data literacy how have you done this what is your experience and then we debated with our group of people and other scholars what are the things that really need to be in what are the ethical aspects. So we think about food security and ethics at the same time. And the way we wanted to do this is that the social problems that they had to work with, and that were in the workshop were local to them and I think that was really great. And we developed a booklet that was for students and teachers and that was also quite interesting. The next one Leo, and I think, yeah, this one is important but I'm going to go faster so we have time I'm conscious about the time so the challenges I think in the future plans in this particular instance, but also generally I think is, there is really a constraint for educators to be in particular in Tungasa University. There is, it is difficult to get them together and to properly do a development professional development and I think it's always about them being very keen to participate and wanting to learn but I think we, that was a challenge one needs to go beyond that and then the other thing really as, as, as you know, establishing these kind of international funding mechanisms and also how do you, you know, how, how do you really engineer a partnership that is long lasting and I think that was a challenge as well. The next one, Leo, please. So we think that understanding these mechanisms really should be part of a, if we get a, so we want to extend our work and further and deepen what we do. But I think part of what we need to really investigate as part of our project, are these kind of cooperative mechanisms and funding mechanisms, how are they, and how do they work so I just wanted to say that participants were quite. They used it quite quickly that that was in a business school where Judith works and they do of course open data for open innovation was for them great because they could apply it in the modules they were, they were using and then the university had this open week and then they used a lot of the things they learned for the activities they planned in that open week. The next one, please. And in England, we worked with Carla or Nina, which was a really a gain, I would say and it's something that makes a difference when you have someone that knows is it makes it easier. There we did a core teaching approach. So Carla and the team we saw well how can we embed the material that we created so she included that in her reading list. She included the ethical approach into her assessment, which was great. Because that makes students of course engage more in the, in the, I would say in the material so it was really part of what they were doing. And then we provided a session with florcerale, which we also did in Uruguay. So she could walk the students through the ethics canvas and that was incredibly useful and the people in Uruguay also have said that was a highlight the next one please Leo. And as I said, core teaching is a highlight, it makes it really effective time effective and also I think the way in which you, you, you, you get the materials through the students. It's really easier and embedding things in assessment makes a whole difference, I would say. In this case in particular in, in, in, in England, one thing that stood out is that it's not only about the old yard but it's really the critical approach to data literacy which I think was, was very obvious and you're going to see why because one of the students where that they were a team and they were the next one and they were a team and they were working in an assignment. And one of them said, I had no idea about these ethical aspects here. I had no idea that I really had to think about this so deeply. So the questions that were provided in the workshop of the, of the ethics canvas, for example, were enlightening and they were saying I'm going to take this back to home because we really and they were doing an app for health services and they, they, they were just really, you know it was eye opening the next one Leo please. We had a collaboration in Barcelona with Juliana in the open University of Catalonia. That was a non formal kind of professional development or learning experience, and it was again not accredited so that makes a difference. It was run through a month. We did an introduction introductory workshop for the whole event. Then we have invited speakers that address particular topics, then they were left with materials that they could use templates to do curriculum design and assessment. They then worked through that and then they came back and reflected for our last session. The next please Leo. So highlights. I think that working with and how he was saying the same thing in in Uruguay with with pedagogical designs on this topic which is really new was a highlight for everyone that they were saying, and the invited speakers. We had the chance to talk to them like in a more closed space and many of them were saying that preparing for the talk was for them eye opening as well and here it stands out really the open culture that is in Uruguay, because so many of the speakers in Uruguay was just really into open data as their DNA and and and you can see how when that is not part of your DNA being exposed to these talks really brings that kind of insight into your own kind of profession. And participation was really difficult and again, I think it has to do with networks with the accreditation of the professional development program and that makes a huge difference. Yeah, so participate participants again said that it was eye opening, someone said that the level so that the whole kind of graphic elements and the design of our, our materials and the site was really motivating and not being a specialist not knowing all of the materials of, for example, open data and all the things we addressed, but having an OER that allows them to get into it but using these materials was a highlight for them as well the next one please. Yeah, so well why does this matter. Well I think there's so much to say here. And I'm happy to open this to Harvey Leo and myself. I think the first topic Leo this is a point that you were making which is I think quite important here. So you can talk about one. When we were thinking about the vision and the kind of the format of this, which ended up being, I guess very kind of multi format because each kind of pilot group was was quite different. We were sort of, we didn't exactly want it to be a MOOC, and we didn't want it to be only an OER so I think that the, the, the strength of this but of course also you know one of the reasons that it's, it's a lot of work to do was really the close collaboration to make it local and make it a make it, not only a set of resources but an interaction with a within a community in each context. And so it's, it's again giving the tools to teachers to train their students is important but the academic development as what they were saying is key so that really it, it renders to something fruitful. And so, and also we, and also we thought about like people is already he overwhelmed with training be thrown at them during the time that they spend most of the time online teaching and doing most of the social activities. So we needed to design something that it wasn't again overwhelming because the topic was really really dense and the case studies they had to read or the material it was actually quite sometimes emotionally distressing. Because you have to talk about racism discrimination sexism and all the things like that. We needed to design a way that gives them all the food for thought, but the space to breathe, and also work offline so we have these synchronous asynchronous connected disconnected approach, where everyone could talk around, but we didn't for example promote a WhatsApp group we promote people to keep on the chat so they won't have people barred it by several channels, but we kept a conversation going on on Twitter so if you look for the hashtag of practice, you will see some of the conversations that are over there. And, and one thing I want to add is that I think the international was like a little ginger root if you wish we had this, this right somatic thing that happened that within you to why for example, again, although you know why is part of the big project being international but within the international sorry within the Uruguayan chapter, we had again an international thing going on because we had people from all over Latin America with not only Uruguay we had Colombia, Venezuela, we had Argentina, we had lots of you know, but it was again, and that then I think it was really right somatic in how each of the experiences were international, international in itself, not all of them but many. The next slide Leo, I'm conscious that we already have our time. And then you know what are the challenges here of the international collaboration. And I think, again, we all can talk to this because it's, and yeah I think it's really resource and time consuming. When you design the resources we were, we did work incredibly much. And the, the, you know, yeah, I just think it's time consuming and it's something that we're passionate about and here is where the passion comes out we were just tirelessly doing things and motivating each other and you know because we love what we do and and but it's a lot of work. And I think the, do you, the institutional culture is critical really that in international collaborations is something that one needs to think at the beginning you know what is the culture of this institution, and how I think the as Borla was saying about we buy in people that are already, and you work easier, you know why is a perfect example when you have a culture of open what if you don't have it and you want to bring them into the culture is that needs to be part of a project, how the time you need, what do you do, how do you approach people, how do you convince them that needs to be thought about I think. The mechanisms of a collaboration I think that really needs needs time and needs thinking how do you do that we did it I think organically and it was brilliant. But I guess it's it's a work that is also a very conceptual work do you need to think about how can we improve that collaboration so it's, if you want to make a long term project let's say for your project that I think those mechanisms could be explored deeper that that will help. And yeah, I think we are, we are thank you very much, and there is the site Leo if you can just share for a second one minute or two I think that that would take us to.  Yeah, just want the other presentation. Yeah, so that you can see in that site, you have the modules there available, you can, you can go to them there are activities interactive things, all of it, you have interactive tools to work with. You have the resources which are the PDF that you can download, which are the modules completely all the modules as a standalone. If you want to share, you can see that you can go to Seno and download all of the resources that are there they're all open license and yeah, and thank you very much you can. The link is shared in our slides so you can curious you can go and we're happy and open to whatever. Yes, if you want to use it. If you want to have, I don't know training whatever you need we're really open and keen to to move this outside of our space. Thank you. Thank you. Thank you very much. Very interesting. We're going to move on to the final two presenters. And if anyone has questions we will see if we've got a few minutes at the end. Thanks, Rob. So I'd like to welcome Rob Farrow from the Open University to talk about the GoGN guide to conceptual frameworks. Over to you Rob. Thank you. Thank you very much. So, I'm Rob Farrow from the Open University. And today, although I've been talking about various different projects today I'm talking about GoGN at the conference. Here's what I'm going to cover. We're focused on the conceptual frameworks handbook which was published this month. And I'm going to give you a bit of background on GoGN, explain why we did a conceptual frameworks handbook, a bit about the way it's presented, a bit about conceptual frameworks in general and their relationship to research, specifically doctoral level research, and then a quick guide to the guide. So I'm going to go through what's included and then tell you a bit about our next steps for GoGN publications. I'm going to try and do it in 20 minutes. So let's go. So first of all, GoGN, what is it? GoGN is the global OER graduate network. You can check out the website go-gn.net. And we are a network of support for anyone doing doctoral research into open education anywhere in the world. GoGN has been running since 2013. It came into the stewardship of the team at the Open University. I think it was 2018, could be corrected on that. It's funded by the Hewlett Foundation and organized from the Institute of Educational Technology at the Open University. GoGN has three primary goals. Firstly, to raise the profile of research in open education. Secondly, to offer support to those doing PhD research in the area. And we're also interested in exploring openness as a process of research. And this is something that's been kind of more our focus at the Open University since it's coming to our care. And in some ways what I'm going to talk about today reflects this. It also reflects some of the co-creation stuff that was spoken about earlier in the session. And about how co-creating can help reinforce and support community formation. So we have about 300 members in GoGN. There's about 100 doctoral and postdoctoral researchers. But anyone can join the network as a friend. So we have another 200 people, plus who are interested parties, PhD supervisors, mentors, that kind of thing. So why a conceptual frameworks handbook. If you're familiar with GoGN, and I know that some of you are, last year we published a research methods handbook. And this was something that was developed really in response to the needs that people said that they had as PhD students and a D student, where they didn't always feel comfortable saying that they didn't feel they understood all the research methods they were supposed to, or that they could have done with help and understanding how does this all relate to open education or openness as a way of doing things. So last year, we published this research methods handbook. And the way that it was written is we asked our members to contribute their own insights into using different research methods. And so we sort of grounded it in sharing people's experiences, which is not the way that most people go into exploring research methods, it's normally quite a dry sort of subject. And this was very well received. And that being a lot more popular than necessarily thought it would be. And it was shared quite widely outside of our own networks. And the research methods handbook was a winner of an excellence award last year at the conference. And it was always anticipated that we would have a follow up to this companion volume. And that's how the conceptual frameworks guide came about. In some ways, I've said this sort of semi jokingly to a few people, it was a bit of a difficult second album, because the first one was so well received. The research methods is a much more commonly trodden path than conceptual frameworks. But the idea was, with this follow up volume to focus on theoretical perspectives and how theories are used around open education. And this is, you know, more widely this idea of conceptual frameworks which is a bit more of a bit more of a loose term. We had contributions from more than 20 people in here. And the idea is to give an overview of how conceptual frameworks are used in research, but then also provide testimony about using specific theoretical and conceptual frameworks in people's own research. So you can just download the book at CC by and you can share it freely. So what's what's different about our way of approaching it. One thing is the way of people sharing their own insights like a sort of open practice. But we also try to make it all as accessible as possible and to try and take some of the intimidation out of the more kind of philosophically complex aspects of the foundations of research. Okay, this is from the last years. This is the iceberg showing you that method is just the tip of the iceberg when it comes to the kind of thing that you need to engage with. Similarly, this is quite a complex table in some ways with a spectrum of different kind of understandings of truth and how these relate to different paradigmatic philosophical positions and related research methods. So if you put some penguins and a rainbow in there, then it kind of looks a bit less fearsome. This is the idea anyway. Just to give another example. This was a redrawn graphic so we did a combination of redrawing things from other places, creating our own and doing sort of mashups like the previous one I showed you. This is from an open university course it's been re rewritten as a map, like an orientation map. So if you're interested in more on that, then there's a paper that you can look up. The concept for the new guide was the idea of conceptual framework being like a vehicle. So we had all these kind of various transport motifs in the previous one as well. But the idea of conceptual frameworks being like vehicles to get you a unique to go in your research project. It all reflects the idea that people, everyone's conceptual framework can be a bit different. And we have this idea of like a wacky races or gumball rally approach where everyone's trying to get to this destination but because everyone's PhD is different. It's going to be different. Everyone's vehicle is going to be different and it's going to be designed to do something different. So just briefly, what's written about conceptual frameworks. The quick answer is not as anything like as much as is written about research methods in general. And part of the story here is that lots of people use terms like theory theoretical framework and conceptual framework quite ambiguously. And so this leads to people being unable to distinguish those things or to think, okay, I just need to write this, you know, choose a theory and mess around with it a little bit. And now I've got this good theoretical foundation for what I'm working on. And the idea is that if you don't get this right, it comes out in your work. Now I would freely admit, I've never spent as much time thinking about conceptual frameworks as I did this year right for writing this and I think that most people, you know, it's not at the forefront of what you're you're doing when you're doing research. If you don't get it right, and you end up with a misalignment in your in your research that comes out and has it has a consequence with the validity of what you're doing. So there's lots of different things that can go wrong in terms of missing something misaligning it, not having a framework, just chucking in some big names and hoping that that's enough to make it look contemporary and thought through lip service to theories these kinds of things. So these are the kind of things that we're trying to avoid. What is a conceptual framework, the most complete description that I found is this one you can see a highlight at the top, personally interesting goals, social location and positionality, topical research stuff that's in the news, theoretical frameworks, and you put all these things together and you have your conceptual framework, but we'd never see it written down like that. It's written down if it even is written down because most of the time you don't have to have a conceptual frameworks chapter. You have to have a methods chapter but you don't have to have a conceptual framework chapter. It depends on what you're doing of course. But again it's a bit more ambiguous a bit less well defined. There are fewer rules in some ways and it's more flexible and that can be a strength. It can also be something that you need to pay attention to to keep yourself on track. I would say that there's basically two approaches that you can find. The idea of a conceptual framework being the organizing principle for everything else about the project. And the second is the idea that it's just part of a combination of different things that come together, and then that is your research project so it's whether it's a component or whether it's more like a loadstar that you're organizing your work around. Metaphors are common with this stuff. For instance, people talk about the scaffolding for their project or how things are bridging different ideas together these architectural metaphors. It might also be that people talk about that they've got, you know, geographical way of looking at things and people talk about mapping things together and this sort of stuff. So, you know, these skim art is where it's all about the diagram or whatever. And I think these are these can all be really positive. But the danger is, you can get a bit lost in your own metaphors as well right if you go too far into any of these. So it's understanding one of these tools that are helping you and when is it actually obscuring the thing that you're trying to understand. So taking the idea of a conceptual framework as the overall organizing principle, you can see here in this graphic how that might fit together. So everything flows into a conceptual framework. And that's your own positionality as a researcher, but also the various theories that you've been looking at what's happening in your world at the moment what kind of things are you thinking about. This can all kind of come together into a conceptual framework and this is how some people have presented it is the sort of organizing animating principle. The alternative is characterized by passes approach where you have people to say look models conceptual frameworks theoretical frameworks and theories. These are all very specific things that have specific definitions. And all of them are essentially constructs right all of them are kind of made up made up things that are there to help you do the thing that you're trying to do. So in both these approaches we get a similar sort of pragmatism, but it's whether you see the conceptual framework as something that's overarching. So I won't go into too much detail on these, but this provides some of the definitions that he's talking about with examples of different conceptual theoretical frameworks that kind of examples that fit those. So we use some of these ideas to create new tables and new diagrams and things that would hopefully try to make it all a bit easier to understand how it all fits together. We also have some stuff in there which is a bit more deconstructive. So, the idea of looking at how concepts are generated as social shows your historically contingent things that can be investigated and broken down a bit. And then there's a rise to very qualitative approach in jabberings work where the idea is that conceptual frameworks really are qualitative things that are there to help us theorize and they arise from texts, especially if we see Texas or multimedia things as well as just words on a page. So the other end of the scale a more quantitative approach we look at is the idea of network analysis. So this could be like a citation analysis for instance as in this case, where you don't start off with ideas you start off with numbers of some sort, and quantitative data. And from that, you allow a picture to emerge, which gives you your sort of concepts. In that sense it's more emergent. One question with all this stuff is whether you should create a new framework for a new every bit of research or using existing one. I think sometimes, especially doctoral researchers feel a bit of pressure to come up with an original framework. But this can cause problems, and it can be better just to kind of use an existing one that's been validated already. We also go into a bit of detail around what how a conceptual framework can be used to reinforce the sort of doctoral level reflections that you expected to do. And some people say this is the kind of distinctive challenge of doctoral research is being able to sort of metacognize this stuff at a level of a conceptual framework. So, you can see how in this we sort of suggest that different use cases of conceptual framework to different points in the lifecycle of research. You could potentially draw that different ways, but it might look different for different pieces of research and that kind of thing. But you can understand conceptual frameworks as the place where you get to express the sort of doctorateness of your research. And that's what this diagram is intended to convey. It's at the very sort of abstract conceptual metalevel that conceptual frameworks can really be the most useful. Now I won't go through all of the conceptual frameworks that we actually discussed in the book. But here's the list, you can have a quick look yourself. And then the kind of things that it's not exhaustive. There are other things that you could include, but it does reflect actual work being done right now by researchers in open education. And so I suggest go and have a look at this brief descriptions, plus testimony from people who've used them. We also were able to include an additional list, because it was on a CC by license. And so these are some shorter descriptions, and these cover lots of other areas that aren't necessarily covered by our own researchers. And so it's a pretty good overall guide to getting involved in conceptual frameworks and getting a taste for the kind of things that are out there. So it's a great opportunity to take the opportunity to thank all the people and co-authors who contributed to the guide and encourage you to have a quick look at the guide and share it. I just to finish off, I want to just tell you what's next on the GoGM publications track. So later this year we'll publish our review of research for 2021. We currently got them papers are out with our researchers at the moment. And we'll have a manual review in December. The next year we're interested in doing second editions of both the research methods handbook and the conceptual frameworks guide. And the idea will be to combine them, along with some other stuff that's available CC by not necessarily written by us could be other people, but to make a sort of definitive manual for anyone coming in and wanting to do research in this area, which is quite accessible. But the idea is that if someone's starting off a PhD in open education, we can give them that book on day one and say here you go it's got all three years worth of research reviews, plus all this other stuff, and it's a good place for you to start doing work in this area. So hopefully that contributes towards building capacity. Thank you very much for your attention. Thank you so much Rob. Incredible resource I think I'm kind of feeling like up and coming PhD students now have an advantage. What we did many years back where we had to kind of struggle conceptual frameworks in my day. Exactly. But anyway, but this is wonderful work and I mean I think these resources have a place everywhere and I can imagine using it in my own work. University of Cape Town for students and my supervision and yeah I think we just need to do a lot of advocacy and share share them as widely as possible. I think that you need the framework, you can't not have one. I'm really sorry but that's not an option, because I thought this and it's not. So the work is so so important because you have to have a theoretical framework it really. Well I think so in my experience so I think yeah it's a great resource to use for our PhD students and research even at the master's level you know. And yeah certainly in ours in our context, South African universities if you're doing a PhD you really need to have a conceptual framework, especially in humanities. So that's great thank you so much Rob. We're going to move on to the last presentation and then hopefully we'll have a little bit of time, just to run through what we've seen this morning and ask some other questions. And yes, contributions to second editions, of course. Okay, so it's over now to Daniel Ellis and Katarina, I'm not sure if Katarina's here or if Ulf is doing this, and building a European we are ecosystem. And in state of care across these four different areas technology policy quality business and innovation so thank you very much. Please go ahead. Hello, and thank you for introduction. From our side Katarina and me we are very happy to be here and share the thoughts we have from a different corner of the on core project you have heard a lot of the on core project. Today already. And we would like to share from this project, a little bit this the launch, let's say report process. As you have heard, we are in early stages. That means we have a couple of months into the project now. And what we are doing, of course, like it is good practice and all the project is to gather together the intelligence. What's on stake around we are, and that's what we would like to present to you we are not quite ready so this is a bitter report from a surgery of the open heart so to speak. This is a workbench, not final truth, but really more provocations, which we bring to you. And maybe that's also a bit more lively because now the session is already to close and between us between lunch and and and now it's only us. We try to keep keep to the time as you know and just for those who have just switched in to the session now on course building for circle communities around for topics because we want to provide a sustainable community and integrate more, the separated environment into one ecosystem so that's the idea we have a couple of partners around the table from all over Europe. It's an amazing project. We are a partner from Germany. So if anybody here is from Germany let's try to find collaboration opportunities. And in my own university I've been the vice president for teaching and academic affairs, six years. And I've always tried to bring an OER policy to our university and that was as it is in all institutions. But when I went around our big big university we have the biggest university in the southwest of Germany. When I went around through the through the schools and the the departments and so I often found people who said, Well, I don't know about and full OER policy for institution to go open for everyone and for for, you know, having it as a mainstream policy mainstream process. But of course we are sharing our materials and yes we have a mood room in which we are sharing materials with many other colleagues but no we do we would not like to share this you know, and then we develop this idea of sharing clubs within our university and I think this is very important to see that the future that's at least what we take also from from from literature and from practice interviews, the future of we are in institutions will probably have different degrees also of what openness means actually and to what intensity and to what frame of openness. We are willing to share so that's a small story from our own institute I'm heading an institute now and working on several projects in the field of transformation through technology and education and openness is for sure one of the main main roots we are we are we are So, let me come to the core of what what Katarina and me would like to present to you for the on core project like a launch pad, so to speak, a launch pad ideas yeah. We are gathering together intelligence to provide a fundamental thought inventory inspired by research surveys and interviews how that's how we would like to call this what we present to you, and we have organized it in five different provocations. We have done that through research literature of course through interviews with experts, just five now but very, very interesting deep qualitative interviews, and also a survey so the provocation of one which we want to put on the table for discussion is the idea that that oh yeah is moving towards a normalization phase and higher education, whereas by the way in business is still a very, very wide spot. And what we mean with that is that the usage and the uptake of oh yeah in higher education is more and more becoming a matter of pragmatics. So what we would like to debate here is this assumption that the old cold war like philosophy and paradigm was are more and more over, and that using we are is more a question of so to speak pragmatic considerations. We have, as you know, from the world map in many, many countries in Europe at least. So we are accessible, not in all countries of the world but in for you for Germany, at least I can say that it's quite a mature infrastructure and many other European countries as well. We see that more and more. The question is not the really the question of availability or accessibility the question is really the question of, are we so to speak having an attitude, which allows us to see what's available and allows us to take stock of what's available and allows us to start using it. I believe that probably we are still working on persona concepts here that probably there are different attitudes around the table of educators also for students of course and also for, for let's say institutional policymakers but specifically we are educators now so they are educators like Florence, for example, if you would imagine it as a persona as a prototypical so to speak, attitude for us, who's open to share everything she is doing and also open to use things others are sharing and then there might be another persona Lena Lena would, in principle, also share and use shared materials use we are, but she believes there needs to be an organizational mandate so an organizational policy needs to be in place a little bit in the room of legitimation around and then there is another persona needs. He's really a very pragmatic guy. He's a teacher, and he has really nothing against it but he wouldn't really do you know, big efforts to find and select and quality check. Neils really wants if he's to use oh yeah he wants to have it from his school department preselected and then he's ready to do it and I think this is, at least from our experience and also what we can see from studies of attitudes coming on the research scene more and more. And I also want to show you later a little bit in study on attitudes which we have done now the last weeks. So that's really the situation in many, many higher education contexts, where people are coming together so that's a provocation one provocation to learning futures in higher education will be blended experience combining. And now we are so we believe that open infrastructures that for higher education open infrastructures open educational resources repositories. And so just be closed infrastructures are going to be elements often higher education teaching and learning experience of the future. And with this actually relating a little bit to the provocation number one we are overcoming this either or shift and policy is not a matter of either or policy then is really a matter of encouraging. We are where it's useful for the individual and when it has to be useful again the attitudes come into play because usefulness is very very much an individual perceived subjective evaluation of the situation so we believe or at least that's what we would like to put on the table now in the beginning of the on core project when we are building our community circles that learning futures in higher education will in that sense of openness where this closed infrastructures environments be blended environments. So provocation three the we believe that the concept which we are now discussing since about 10 years. The concept of open practice open educational practice is maturing more and more now, but we are more focusing on quality improvement and innovation in higher education scenarios higher education that's the context which we are mostly considering, but so focus on quality improvement and quality learning through or yeah, rather than focus on discussions and and and projects, which are dealing with excess availability. We are with bringing further the learning environment, furthering developing it further maturing it, opening it up. These are discussions which we see more and more evolving so that we believe the concept of OEP is maturing OEP just to remind us is this concept in which we are combining the pedagogical innovation and openness on the one dimension. We are with the usage of OER usage and together in a so to speak into a practice practice context. We have just found also in open practice. A nice review of the OEP studies and research papers of the last years, and therefore believe pretty much that's that's actually what the future will be the discussion of open educational practice. So if you have a location and remember that we, I would like to remind you here that we are not just focusing on higher education with the on core project but we are focusing on higher education and business and how these two sectors can come together also in a mutually fruitful exchange and can learn from each other. The discussion here is our open educational resource right for business training for business training for HR. Can can we find cases there also if you have cases if you know of communities in which businesses and enterprises are using OER for internal training of their stuff for example, then that would be very interesting. So it would be to see if there are institutions with policies I have found some in our research, and we need to see if these are just particular cases of there are there's a so to speak a scene also maturing community mature which we can bring together because this is very much the mission of the on core project to to link together these individual different pockets of initiatives throughout Europe into one ecosystem in which we can learn and can so to speak take stock of processes which are maturing this false provocation we are in business it's still a white spot that's our impression that's what we find so far in research. The question is why have private organizations not grabbed earlier like hot cake cakes. And then there is another dimension to it and that's the the question of an at tech or we are start up scene or a service or we are start up scene we very much believe that the future of higher education will be probably consisting at least at least in some parts of of unbundled services so tutoring services assessment services content curation services and so on and so on. And that it also will be probably more a networked way of studying from the students perspective the students are not starting in the university one and graduate in studio university one, but that it will be like a patchwork sort of like a pathway through higher education and academic education. And so we believe that pretty much for this for the we are seen actually there are many many start up service opportunities and we would like to find throughout Europe that's really something which we haven't found yet. So the question is there an entrepreneurial, let's say community to be identified as a possible to identify that or not. And how can we mature this thought. So from some companies, our research research shows, at least for MOOCs and that's quite a known phenomenon that companies are using for our staff training MOOCs which show this picture showing actually. But we are not sure if it's really maturing and how we can also, in a way, support this. Life is talking about open learning cultures, we are thinking that we are moving from individual aspects of oh yeah to more and combined ecosystem view within the institution but also on national level to open learning cultures and we believe that it is important to think about cultures, if we want to move our higher education organizations into the open we believe very much that. That's our perception of the belief it's a perception that recent research more and more asks questions and identifies aspects to understand how we can be used in an integrated ecosystem view in higher education organization. There's not so much only discussing separated individual aspects and dimensions of usage and uptake. And also, we believe that in research more focus of, we are moving from a focus of availability to a focus on sharing culture and attitudes and motivators. And in recent research we have developed a learning culture model, which we would like to suggest now in the beginning of this project also to develop into an open learning culture model. And it basically says that open learning cultures always relies or rests on two big pillars, the one is the structures, a pillar and the other one is the commitment pillar. The structure is the processes we have in place in our institutions and the question is, how do they support open how do the infrastructure support open how do the quality management ideas support open how do the instruments and rules support on so that's the structure pillar. And there's this pillar of commitment and there's is the question is, which competencies and which capacities do we have with the individual actors within our institutions that teachers the professional educators, which attitudes do we have which values are there. And we believe very much that we have too long focused or well maybe not too long but we have have a have an experience have a history of focusing very much on the structures and not so much discussing the competencies attitudes everyday practices and values and this needs more attention. Therefore also our idea of uptake on we are depends very much on these these ideas of the second pillar, which can also be expressed as trust into a we are and trust into sharing also the attitude of sharing skills and capacities. Of course also tools and infrastructures but this is more in our view hatching factor we've done a survey on that. And we found that in the survey. We have faced the same problem. Many surveys are facing only the converted were answering. Only those who are already aware like you can see here, we've asked leaders and managers and higher education and business, and we've asked professional educators and higher education and business. So what you see here are the collapsed results from 300 answers. And those of those who have answered and participated in the survey. Almost all of them were aware of we are the use cases, they were using many of them were using more in the, let's say educator space not so much in the leader space. And they were self evaluating themselves, having a high capacity. General positive attitudes towards we are motivated by collaboration opportunities. Not so much but also time cost saving this what we also know from other research social altruistic factors are also a very important attitude in the factor and I think we need to recognize this when we are when we are crafting policies in institution. And then, of course, also the question for individual benefit. The perceptions of quality on we are and the expectations. So that quality is an important issue. And always has also other research is showing that almost a bit more than half to two thirds, depending on who you asked the leaders are the professional educators. So that's a very important issue for trustworthy sources of we are supply, so to speak, our excess personal recommendations as I said this inter institutional and specifically the inner institutional networks are important personal official certifications do not play such a big role at least in the group which we ask. And personal evaluations are the factor which are also from the inherent quality problematics of resources which come without a context, which are always relying on this personal professional evaluation of resources. So summarizing we are actually, I think seeing barriers and enable us in the barriers. We believe that without going into the detail of the slide now. The culture issue is often neglected too much. We believe that we need to work towards sharing cultures. We need to work towards highlighting the benefits for businesses, and we need to work towards more community building networking and building trusted environments like ecosystems within institutions and between institutions. So some literature. I leave you. Thank you very much for sharing I think we will be back in the community here. More often in the next years with maybe also mature, more mature results. We are going to have our circle and community events, two of them in the next month also so stay tuned you find a link in I think the links were shared earlier, you know, the LinkedIn groups. And with that I think my time is over. Thank you very much from Katarina and me and the contact details are here. And I think we have some time for questions and of course open to answer. Thank you very much. Thank you very much for an excellent presentation. Thank you. I think this has been the most incredible session and I think we have a lot to discuss we have 20 minutes available. And a number of sort of themes have come up. I'm just going to briefly go through some of the presentations and then try and draw on some questions that I think perhaps we could, we could discuss. And I can't cover everything because we don't have enough time and it has been just so interesting. So we started off with representatives from the University of New Perrine and her colleague remote who talked about their francophone. And OE global that they had like a mini OE global in November in 2020, which was used extremely successfully to build a community raise awareness and and build on communities that existed but also trying to get into new communities. And a range of contributors from the Ivory Coast, Genesia, etc. French speaking African countries and other French speaking countries. And remote showed us his fantastic abilities around being a specialist in marketing and communities. And it's just one of the conversations I've had recently is around expertise that might not be within our realm like that kind of marketing and and how fantastic it is to have somebody like that to draw in to help you with areas that we're not good at and I might say the marketing and advocacy side. I see that conversation coming through in all our presentations that this is something important that this is the time now to really be doing this, this kind of advocacy work. And we're not all that skilled at it, but I think we're becoming more skilled if I listen to what's been done in these projects. So, yeah, in the future, I'm sure we're going to hear more from from that Frank fire phone community with lots of new projects coming up. Then we had owner and Julian talking about trying to build communities in the uncle plus area, and they have built, which I really loved the ecosystem model. And that's a theme that I found out of all the presentations these incredible models that we can actually draw on in our own work. And the experiences from their project around what's what what worked and what didn't work is also very useful. And one of the things that well few of the things that that owner mentioned, for example, that altruistic is not enough, and that we need to really think very carefully about what are the problems we are trying to solve. It's not just good enough that it's, it's a good thing to be open but what are the specifics that we need to to address, and that might help increase participation. And also the start of this conversation, which is is it is also a theme about reaching new people so on a mentioned being, you know, outside of the bubble outside of of the already converted, as all said about the survey had people that are really using an education are really aware of it. How do we get outside of that bubble. And this idea of this kind of echo chamber where we're talking to ourselves, and then a great example of using LinkedIn as a way of kind of extending into an area that's, that's not only the educational area but that's actually also business area. The combination show from Caroline and Leo and Javier incredibly interesting critical pedagogical approach and deep thinking approach to open data data agency data justice and using critical pedagogy and creating an incredible model that they had with so many deeply thought through governance around data and this is something that we know is, is part of our conversations in all universities at the moment throughout the world is is just how to empower ourselves so that we know what we're doing with data and that we can become the object. And at this point my dog wants to leave the room. Sorry, sorry. And yeah, so the sort of very valuable comprehensive framework that they've come up with that that is critical at this point around data. And then we moved on to Rob. And this very valuable resource for PhD students but for all of us to be able to use when we're supervising students in our different contexts. It's been amazing this combination and this incredible ability that that go to end have managed to keep the community going. It's a shining example of the community where even though I'm alumni of many years I still really feel part of the community and there's always these opportunities to keep working in the community. And certainly that the sense of purpose around projects around reviewing around writing has been incredible that they've had the go gen community have managed to keep this going. And then, and then on to all. And this project that that has been created here and as he said in the really in the early stages. And this discussion that he started around at his institution and an institutional culture something that's come up a lot. He said we that people are sharing but if you tell them actually you have to share. Then it's like no no no I'm not going to do that and certainly my institution, sort of policy mandate. We just not going to do that because it won't work people will deliberately say no I won't share this kind of sharing is happening informally, and, and all feel your concept of these kind of degrees of openness is something and that in the future we will have for more formal open and informal open and we need to find ways of merging those. Some love points okay that my last points and I'm going to keep fighting hand over to you. I was also interested about the idea of that we really need to get business to be thinking about open. And I'm wondering why that is a focus now is that because we are becoming more business like with the unbundling of of higher education and services. And for me, you know where I always feel kind of desperate that I would like to reach communities actually and NGOs and, and people with real need. I'm not sure business like us very much because we're trying to get things away for free. Nothing for us and I commented and perhaps and I would like to speak again a little bit about her experience of working with corporate. So I thought that would be something to talk about. And the question of working outside the bubble but where do we want to work outside of the bundle. Okay, that's, that's, that's me. Who would like to start hands up you can unmute and and ask a question. If questions in the chat would like to begin. Rob, please go ahead. Thank you. Just picking up on this idea of relationships with private sector of business and one of the, we're thinking about this in the on core project and one of the things, one of the approaches I've been looking at is, you can classify business models as defenders or prospectors where defenders are interested in protecting their market share prospectors are more interested in new markets and new opportunities. And I think the proposition of OER is perceived more as a threat by the defenders, they've already got a market share. And I've seen as more of an opportunity by prospectors, which is more entrepreneurial and more agile more fluid that kind of thing. So I think we may be a little bit guilty of painting all businesses with one brush. And there's just this thing called business, and we probably wouldn't like it if businesses did that to us right and so they'll just educate us wrong like this. So I think it's partly just having a better understanding about what kind of things people are interested in how they perceive it. But I definitely think we need to be careful around this idea of competitive advantage and have a quite nuanced proposition around that. So that we're not seen as a threat, and we're seeing more as an opportunity. Thanks Rob, that's great. Any other comments. Anna, I don't really want to pick on you too much, but I know you had quite a bit to say.  Excellent. Well, I just want to basically agree with Rob. The hard thing is actually to, to express and to describe and to convince them about the opportunities of the OER and the advantages so for general the open, the open software in general, the openness community. It's a different state of mind. It's a cultural issue, it's what they do believe. They do believe that open is not something since it's free, it's open, it's fully accessible should be good enough for them. It's, it's quite an acronistic belief, but I think it's still there. How can we slowly change that, but as the open movement goes on more and more, we will definitely see some good examples in corporate environment. But I think it will take some time, some more time. My experience was really, really negative. I was working for corporate environment it was proprietary software driven. I was using open source software and I've been always accused for any problem and mistake might ever happen in our documents in a cert file so whatever. I think it's, it's difficult. They used to think like that so until we have some new entrepreneurs going on and use and have actual examples to show it will be hard to convince them. That's, that's all for me. Thank you. Okay. I think you were next. Yes, thank you very much thank you very much Anna I think you have really valid points there. You know, I just wanted to, to, to let you know something from a totally different perspective and we had an incredible research voyage in the last four years, because we were going into the corporate sector also into public institutions by the way not just into the corporate sector, and we were asking the people, the professionals and also the managers there. What do you believe are the future skills people need in order to sustain so to speak their lives, their happiness, and also the, the innovation which you think is needed for your company or your organization. So how do they, how do you see people working in the future. And then we, we had discussions and interviews and so on. And at one point after listing future skills, yeah, after discussing the future skills which they believed which are necessary. They always turn to the question, how do our institutions need to change in order to enable this kind of future skills because these future skills of self organization self reflection self learning and so on. This cannot be done in a totally closed environment hierarchical and not networked for example and so on. So, so this was an interesting discussion because they always said some things like, you know, we believe that our institutions need to change totally because we want this autonomous self directed employees and staff and we want to support them it's about values it's about, you know, having them convinced it's about more than just you know, working here it's it's it's like supporting us. So, so and then we started to think wow. We want these kind of organizations and this kind of employers employees, you, how do you support them. And then they said a third thing which was very interesting and they said, Yeah, you know, we are totally moving away from traditional training systems and catalog oriented trainings and so on. And we asked, but what do you do you what, but what do you do, do then this is what, yeah, what we, they said, we what we do now actually is much more supporting their individual needs and having them, choosing their own individual training patterns training pathways and so on. And we started then to think about that probably in the future in a future organization, a future corporate organization. There will not be possible without free resources, which cater for the individual and not for the for for some kind of as a manager I buy something for everybody but which caters from individual training need and skilling need and so without free resources this will not be possible. And that's our so to speak our rationale why we think that the corporate sector in the future will have to come back to that if they want to build flexible human centered organizations, which they need otherwise the employees are running away. That's that that was our, so to speak, rationale behind this. Thanks. Was a long story. Okay, I've got Josh, Josh, next. I think a lot of this is tied up with the fact that academia education at its best is a gift culture a service culture, where people are valued by their contributions. Now, fortunately or unfortunately management in universities is moving towards a commercial culture where it depends on how much is brought in. I see there's someone who disagrees. But I think that's what we are captures that we are collaborating together. You give me a gift. I give you a gift. We work together. Yeah, we finished Josh. Okay. Okay, I think you're Carol, I think you're next. Yeah, thank you. I just, I wonder what, what Josh said, I think it's brilliant. It's true, but I wonder, I've been hearing all talking about the skilling and the training and I wonder, you know, is it a different world if we are let's say educating undergraduates to be critical thinkers to problematize reality to go beyond what it's obvious to challenge common sense to really go against the grain, which entails completely different things and skills and mindset than if we're training someone in a in a corporation to either reinvent themselves, learn a skill, it depends what it is right. So I wonder, if we're thinking about these worlds as one world of education, or are we still thinking there is a different mindset if we are educating undergraduates to become let's say future teachers, or, you know, you name the problem, and if we are training someone in let's say IBM, that is needing a personal training because he needs to so that is kind of what I, I was thinking about, and I love the scenarios I think it's really great what you presented there this these provocations they're very, you know they make you think quite. So thank you yeah. Thank you. Any other questions. Any other hands up. Some old hands. Did you want to add to that or is that not nothing new. Any other questions coming up. No sorry that's actually that's this new feature in zoom do you know that this new feature they, if you, if you make a gesture.  I had to undo that actually manually, you couldn't undo your hand, couldn't make it go away. Not clever enough for that yet. I'm sure it's only a matter of time. There's coming from Derek Derek would you like to kind of have the last say. I prefer not, I prefer not Linda I'm actually trying to just express my thinking in words, but if I in text but if I put it in words, I'll sound even more gravels. Okay. Okay, that's great. I think there's some really useful comments in the chat as well. Right, it's we've come to the end of our time. I think this was fascinating discussion and real, I think deep profound thinking about the role of open education where we are a great critical approach to projects and building communities and it's been a pleasure to facilitate that. Thank you so much to all the presenters for studying presentations that the most amazing graphics Carolina and co I loved your little logos in the green and beautiful really beautifully done and just excellent quality presentations. Thank you very much everyone. And yes, enjoy the last bit of the conference this afternoon and this evening. And I really hope that I can meet some of you in person next year in France. That would be wonderful. Thank you very much. Thank you. So from me and from me on, if it's still here. Thank you. Thank you. Thank you everybody. Thank you friends and family. Thank you for sharing. It was great. Thank you. Thank you. Thank you. Great. Thank you.