We're gonna go ahead and start. Welcome everyone. We are really thrilled to be here today. We wanna thank you for joining us. We are grateful to be here and we'd like to thank the communities of Edmonton for hosting us. It's an honor to be visitors in this beautiful place that is enhanced by the warmth of community that is truly unparalleled. We also wanna thank the Sloan Foundation that helps make it possible for us to experience this community here with you. My name is Shira Siegel. I am at MIT OpenCourseWare. I'm the Collaborations and Engagement Manager and I'm really excited to introduce you to those of us today that are gonna be talking about planned communities, building the foundation for successful cross-institution open collaborations. Should we start with you, Sarah? Sure. Hi, welcome everyone. My name is Sarah Hansen. I'm the Senior Manager for Open Education and Strategic Initiatives at MIT OpenCourseWare. Good morning and for those of you online with us, good day, good evening. So happy to have you with us. My name is Lisa Young and I serve as the Faculty Administrator for Open Education and Innovation at the Maricopa Community Colleges in Phoenix, Arizona in the United States and I also serve as Vice President of OE Global who are throwing this great party and conference that we're experiencing. Indeed, good morning everybody. James Glopagross-Clag with College of the Canyons, one of the California Community Colleges at Canyons. I serve as Dean of Educational Technology, Learning Resources and Online Education and like everybody else, I'm just so thrilled to be here. Isn't this awesome to be together? Just looking out in this audience, again, for those of you who are here in person, it's awesome to see so many friends and familiar faces. So thanks for joining us this morning. Wonderful. Our agenda for today in this hour is to give an overview of the collaboration that we are doing across institutions to highlight some of our faculty insights and to have a discussion about some of those insights that faculty are bringing to us. We'll have an open Q&A and discussion and we also have some resources that we wanna share with you. James, do you wanna talk about the objectives of the project? Sure, absolutely and before I mentioned the objectives of the project, I just wanna say how honored I am and I think Lisa as well, to have been invited to collaborate with our colleagues at MIT. MIT has been a shining light of open education for well over a decade. So it's just fantastic to be here with the colleagues from MIT. So the objectives of the project you see up on the screen, first of all, to develop and support new collaborations. Really, it's exploring the potential for collaborations between these types of institutions. We'll talk more about that in a second. To adapt and enhance OER that exists in open courseware at MIT, of course we all have known and admired the work that MIT has done over the years. In particular, we're interested in exploring the use and adaptation of open courseware materials with students and with students in community colleges. And finally, to learn about the use or reuse of these materials in different contexts. So just sort of defining the terms a little bit. We have two community colleges, Maricopa Community College District and College of the Canyons, Maricopa and Arizona College of the Canyons in California. Our community colleges and if you're not familiar with that, what that means, it means we're proudly open access institutions. We proudly accept the top 100% of students who come to us. And in contrast, just to play with the contrast a second, I think MIT would probably not describe itself as probably accepting the top 100% of applicants. So quite different institutions. Research heavy institution, research focused institution and then very teaching centric institutions. And just a quick show of hands from the folks in the room. Would you describe your institution as teaching focused? Hands up if you describe your institutions teaching focused. Okay, so the majority I would say and how about research focused institutions? Okay, good number. Anybody at one of those institutions where you have to or you're expected to do both high quality teaching and research, so quite a few here, that's a heavy load. Thank you for that. So we've got a great mix of folks in the room. Appreciate that. And then back to backward release, I think. Yes, so I'm going to share a little bit about this collaboration. And so what's very exciting about this and really I think all of us here today online and in the room, the magic of open education is really the ability to collaborate, to be able to adapt that remixing, that reuse. That's the magic. That's what gets me so excited about what we can do and having heard Cable's discussion this morning. It's all about the collaboration that we can solve these big problems. And so when we were approached by MIT to be engaged and involved in this project, first of all, I was like, whoa, MIT is calling us. Like, that's amazing. And I've admired OCW. I actually did part of my dissertation using OCW courseware. And so it was very exciting 15 years later to be able to revisit this. But what was so exciting about this was that we were going to have our faculty collaborating with the amazing MIT team and just such talented individuals. And our faculty were going to be collaborating among themselves with College of the Canyons and Maricopa to really look at how we can leverage the open course where what excited me the most about this project is that we're also looking at how the faculty use those materials and how they adapt them and what they're thinking about. As you know, many years ago, Paul Stacey, who's here and I were at a conference with Cable Green and he said, everybody wants a video on X, Y, Z. There's thousands of them out there, but no one wants to use the thousands that are out there. They want to make their own. But what we know is that the magic is about this collaboration, this reuse. And we're really going to be able to dive into that reuse while having those faculty collaborating with each other across institutions with MIT. And so it's a really very exciting aspect of this project. And so with that, we did a call for proposals. So James did a call for interest. Maricopa did a call for interest. We brought them all together with MIT. And when we looked at the faculty who were interested in this project, we had a huge realm of interest and we had so many faculty come to our interest party online. And you can see those subjects of interest, everything from anthropology, history, psychology, chemistry. We also had faculty from the film school. There were so many different faculty who wanted to learn more about engaging with MIT OpenCourseWare. When it came down to it, thanks to the Sloan Foundation, we did have funding to fund a very specific number of faculty to engage them in this work. And when it came down to it, you'll see that we awarded, we actually awarded three faculty in history, which was so interesting because when I think of MIT, I think of a lot of subject areas, but I don't always think history. But we have from the sciences to the communications, a really wide array of disciplines that are going to be engaging with the OpenCourseWare. Can I add something about recruiting faculty or the college participation and the interest? I certainly found that the College of Mechanism, my institution, faculty showed up for learning more to information session, learning more about this project and ultimately participating in this project. Faculty, whose doors I have knocked on for years and they have not been interested or know we are. And certainly it wasn't the financial aspect of this, this is not, faculty are not receiving a tremendous amount of money. But to a large extent, I think it's the prospect of working with MIT materials, that there is no doubt a certain cachet there that helped to attract or get the attention of many of our teaching faculty, who otherwise were not answering my calls at least. So I would suggest that if you consider these kinds of cross institutional partnerships or collaborations, that's a real element. Don't ignore sort of the marketing element of those you partner with. And one of the things that happened between our information party and selecting the faculty is that the MIT team screened the disciplines in the subject areas that the faculty wanted to cover to determine if there were materials for them to leverage. And so we ended up starting with a big pool, it got smaller and then there was the selection. Perfect. Should we talk about the professional development Canvas OER course that your team developed? Absolutely, thank you. Yeah, so one of the things that we thought was important to provide to all of the participants was a baseline. As I said, in my institution at least, a lot of the folks who raised their hands had not been involved in our local OER efforts before. And I think maybe that's also true for Maricopa. So we wanted to provide this baseline knowledge of OER. So thanks to my fabulous colleague, Joy Schumate, there at College of the Canyons, our team developed a put together an intro to OER course pretty quickly in which we enrolled all of the participants in this program. And we expected them to work through that course. It's a self-paced course, but we expected them to work through that course under a certain timeline so that they would be ready for the next stage of the project. And the course, as we all here might expect and we all probably have these kinds of courses for our institutions. Module one is intro to OER and intro to open pedagogy. Module two is open licensing. Module three is finding and using OER in your teaching. And then next steps, what are you going to do next in your own teaching practice? But with that, with that estimated three or four week self-paced experience, we felt as though we had everybody on the same page. And one of the really nice notes of feedback that I received from one of our very veteran OER authors who is participating in the program was that she actually learned some stuff from the course, which was great. So I think that was a great compliment that one of our veterans said that. And it was really interesting because we got unsolicited feedback also about how great the course was. So Joy, really great job. And we have made the course available to you. At the end, we have a QR code that you can go in and see the course. And then it's available through Canvas Commons for you to adapt as you need. So we're really grateful for that license that you put on that. Part of this was a guided discovery and curation efforts that was a whole team effort, as Lisa was saying. So we preemptively tried to determine if we had enough material in MIT OpenCourseWare to align with the topics and courses that people were selecting. So for example, I'll just give you one of the many examples. One of your instructors is teaching a positive psychology course, the science and art of well-being. So we happen to have a course on the art and science of happiness. Our introduction to psychology course is really interesting. Ethics in your life, being thinking, doing, or not doing, as well as courses on social psychology, moral psychology, the meaning of life, affect, a course on feelings. So this is one of the ways that we might guide one instructor into some of the potential material. And then I have consultations with them, and we go through the material. Some of our digital publication specialists, when they're able, join in these consultations. And we just have a conversation about what might be available. Or at times, they might not even be necessarily adapting or adopting the material, but be inspired by the structure or to get ideas. So the guided discovery and curation efforts is kind of ongoing, and we're in the middle of it right now. There's one other thing that makes the project really unique, and that's ongoing reflective practices that Sarah will talk about. Thank you. I think one of the threads that really connected our institution is the idea that OER are only as powerful as the people who use them. And often storytelling is a powerful motivator for people to take up OER.  So we knew we wanted to incorporate a storytelling element throughout. So we designed opportunities for faculty to participate in structured interviews at three points during this project. So there's an interview at the beginning stages before they've really begun their adaptation. I'll do more interviews with them in the middle of the project and then again at the end. And we'll put those stories together as podcasts for dissemination to share openly with the world what this collaborative process was like, how they actually went about adapting the materials from their own perspectives. So people will be hearing not from us, but from the faculty themselves who are engaged in the work. And if you advance the slide, this is the map that we're using. And I think what was important is that we developed the interview protocol together. So Lisa and James both had input into what kinds of questions would be asked, what kind of information we would gather. And it's, I feel like the luckiest person in the world. I get to talk to these faculty individually and get their insights and they're just so powerful. And James, I know when we met earlier you mentioned that this particular element is kind of new to the projects you've worked on. And I was wondering if you could speak to that a little bit. Yeah, absolutely. And I'm actually curious what folks in the audience would say to this. Perhaps too often it's the case that we introduce somebody to OER, we help them find their materials zone and we help them adopt the materials, adapt the materials, we engage in the editing process, the remix process, we format for accessibility, you know all that kind of almost manual technical labor that we support our faculty with. But we, my institutionally, we don't stop to really have a conversation with our faculty who are doing that about their process, what they're learning, how it impacts their teaching practice, this reflexiveness. So how does openly licensed materials change your teaching practice or open new avenues for you? Or how does the act of searching and searching for or reviewing a whole host of new materials, how does that make you think about instructional materials differently? And so on and so forth, we just don't do that. And with this project, we are able to do that. You're able to do that thankfully in a structured way. And I'm curious just with a show of hands in the audience, does anybody have that kind of reflection or conversation with your faculty worked into your process of OER? No, yeah, so kudos to you if you do. I've got a maybe out there. So I really think that's valuable and I'm excited to see what comes out of that. Yeah, I sort of started calling this open reflective practice because I don't think just the resources should be open. I think it should be the pedagogy itself that's open too. And I thought we'd play you a clip of what a faculty member had to say about this process. I like the reflection process built into this whole thing that we're doing, we're learning, we're thinking, we're goal-setting, we're reflecting, there's some formal and informal assessments along the way. I like the fact that we're gonna be sharing in a lot of different ways with podcasts and with written information and that our students' viewpoints are gonna be important as well. So I think this is checking all the boxes. So the reflective practices are one of the things that made the project really unique. And the other thing was this particular pairing where we're looking at MIT material and our lush archive of material but pairing it with community college leadership and vision because we're turning to you to show us how OER is actually done when the boots are on the ground, so to speak. And if I could just add to that, in the beginning you said like, oh, it was like an honor to work with MIT that we called you, but actually it was us, we were like, oh my God, they picked up the phone. We were like, they're talking to us because we really see you as leaders and I mean, I'm sure all of you know this but it's the infrastructure at the community colleges that is actually making this collaboration work. So thank you. Well, thank you likewise. And again, for those of you who might take away the idea to engage in this kind of collaboration across different institutional types, I think it's really essential for both parties to approach the collaboration with humility and with excitement, which we have done and to understand the value that the different parties bring to the table. Certainly, and also with teaching focused institutions, certainly in the US community colleges, we have a tremendous and have had over the past few years a tremendous focus on diversity, equity, inclusion, culturally responsive pedagogy and one of the really great attractions, I would say in the community colleges in the US these days for OER and open pedagogy is the ability to adapt materials so that they can be more culturally responsive. So there's a great interweaving of those approaches in the community colleges and I know that was at least an interest on the part of MIT is to sort of test drive the OCW materials in the wild, outside the confines of the Ivy Walls, see what happens out there in the wild. Yeah, and we got a lot of key learnings and themes from the interviews and the consultation work that we've done thus far. So we list them here and we're gonna play you examples of nearly all of these categories. We wanted to bring in as many faculty voices of those that are recipients of this grant and working with us as we could. So the first is the key theme of community college as a democratizing force and I will go ahead and play. Yeah, and I just wanna clarify that these came out of the interviews themselves. So the faculty themselves, they weren't aware of each other's interviews and so across the interviews these were the themes that were emerging. The other thing is just really living in community if you have multi-generational homes and coming here and it's just really interesting that the student that is here, that is going to college when they're going home and talking with their family that it's the first time that the other generations are hearing the college experience. You know, it's really interesting. At the Maricopa Community Colleges we have 10 separately accredited colleges. Nine of our colleges are Hispanic serving institutions and the college that is not an HSI is only public community college on sovereign land. Scottsdale Community College sits on the Assault River Pima Maricopa Indian Community and so we serve that community and as we look at our student populations many of our students are first generation college students and so when we are able to provide those open educational resources to our students we're not just providing them to our students we are providing them to their families, to their communities and we're breaking down the barrier of even considering access to higher ed. We're really kind of starting that conversation at the community by providing this at the community college to say these are the materials this is what I'm learning, I can show you and it's pretty exciting. So for me the take home message is if you are a research institution looking to have impact you should look to community colleges because they are the ones reaching people and for multiple generations. The next key theme is it's not just a one-way conversation right? MIT has a lot to learn from community colleges. So I'm hoping that you will help spread the word that community college is an awesome place to be and that would serve our community. We not only do the first two years better than anybody else we also do job training and career enhancement and all of that stuff. We're a community college right? We're not a community college, we're a community college. We serve our community and our communities have such varied needs and we take care of them and so we should be respected not put down. Important to acknowledge right? Oftentimes in the interviews there would be language like MIT is a feather in our cap right? And that is not how we wanted to enter this collaboration. And so at the same time they were saying that they would also say things like this. Like we want to be respected and so I think when you have these collaborations you can't brush these things under the rug. You have to have open conversations about what is the greater social dialogue that's going on and that we have to break through. Because we are definitely leaders in producing OER but the community colleges are leaders in using OER. So we need to have those kinds of conversations out in the open. And I don't know, Lisa and James if you could speak to that tension that you have to acknowledge if we're gonna do these cross institutional collaborations. Well, yes, maybe it's a, oh maybe often an unspoken tension and I don't know if it's a chip on the shoulder or insecurity of some folks in community colleges. Certainly when I interact with colleagues at MIT or colleagues at top research institutions I don't get that message that they're looking down on community colleges but I know that a lot of community college folks have that sort of chip on their shoulder. So yeah, again you need to come to a partnership and have those open conversations. Acknowledge exactly as you just said Sarah that the research institution might have a lot to learn from the teaching focus institution and teaching focus institutions we need to understand and utilize the fantastic array of teaching materials that our colleagues at the research institutions have. Not only the research products and the research outputs but also teaching materials in repositories like OCW. So I would certainly encourage everyone who's thinking about this type of collaboration to think about your local community college teaching institutions or your local research institution and have a conversation with them about what kinds of materials they might have that would lend themselves to use in the teaching focus institution. And it might be an opportunity if you're from a community college you've got a strong OER program or strong OER knowledge. It might be an opportunity to educate your research neighbor about open. Maybe they aren't aware of open. Maybe they aren't aware of the opportunity to license their materials, make the materials more discoverable, more usable. Maybe they're not aware of the great example of MIT OCW. Go ahead. I also think that it will be really interesting because these podcasts will be published and shared and I look forward to perhaps some of the MIT faculty who have developed these materials will have an opportunity to learn how they're being used at the community colleges. Yeah, absolutely. And it's our hope that the adaptations that the community college faculty make will then be linked back to the courses on open courseware from which they came so that other people can see how the materials have been adapted and what they could do and they could adapt the adaptations. It's like share it forward. We have to negotiate that with the individual faculty who build the page, but I can't imagine people not wanting to share how their work is being used out in the world. What also occurs to me that one of the common issues or complaints that I hear from open textbook or OER authors is that they don't know what kind of use their materials are getting, right? I send it out into the world, send it out in the universe. Who knows if anybody's using it, right? Is it any good? Is it useful? So it's probably tremendously, can be tremendously gratifying for authors or creators to receive this formalized feedback, this very organic feedback. And that's certainly another bonus or another potential benefit for engaging in these kinds of collaborations where you are able to have the support of folks like Sarah and Shira to document and to document the learning and have that kind of conversation. Yeah, and just one more point and then I will mute myself. If I was on Zoom, I would be muting myself. MIT professors are intensely interested in culturally responsive teaching and becoming more culturally responsive. And so there is so much to learn from the adaptations that the faculty at College of the Canyon, the Maricopa, are making. So they're gonna be able to see how they could do that in their own work, their literal own work, right? And that hopefully they'll adopt those practices in the next iteration of their courses. So it's really exciting. And all of this really feeds into the value of collaboration. Would you like me to play all three of the clips in a row? Okay, so we have three different voices, three different instructors. And again, we didn't go into the interviews saying, well, let's talk about the value of collaboration. Like these are inherent themes that were just kind of coming up across the interview. I really believe in collaboration at the institutional level and I believe in cultural change. I teach psychology and culture. I really think that when we join forces, we become stronger. And for us as a community college to have the resources, the cloud of MIT is kind of like a feather in our caps. But more than that, I think that creating a community of learning is very important. I'm interested to see if there's anybody at our sister community college in California that might be doing something similar that I can brainstorm with. So I always learn from partnering with people. I love to do collaborative projects because I feel like it just really increases my repertoire so that I can have more options for my students, more ways to approach an assignment, more ways to solve a problem. So this one is really giving me an opportunity to grow and connecting with others. Tuesday I visited another faculty and she said that she's also in this program, MIT Oya program. Based upon this MIT Oya, we were able to talk a lot. She said she's now writing some kind of Oya book herself. I was, wow, that's great. So I'm really hoping to be connected with MIT Oya faculty and faculty members in COC and also another college to participate in this program. Can I come out of that final quote? That colleague is a brand new tenure track hire so it's incredibly optimistic for me to think that someone who's a brand new hire is participating in this program so that Oya becomes a normal part of his teaching practice but I happen to know that the fellow faculty member he was speaking to is the chair of his tenure committee. So double validation that he just mentions to the chair of his tenure committee, hey, I'm doing this, she's doing it too. So it's more validation for him, that for this new person in the institution that using Oya is non-controversial, it's accepted within the department and within the discipline. So that's just a real bonus. And I think that with the faculty, we've had them in the course. We've created an introduction so that they could get to know each other and share a little bit. Then they've been working with Shira, well, Sarah and then Shira to curate the materials. They've had their first interview and now they're working in that. So we're at the very start of this project. There was a big selection process and getting people interested. So I'm really excited about the next layers of collaboration and getting the faculty together virtually so that they can have some discussions about the work that they're doing once they've had those initial meetings with Shira. And it just kind of dawned on me also that we have a great opportunity in collaboration for peer review and I'm just throwing that out there. But I think that it could be a really great, hearing that from Isaac, I think that there's a big opportunity for us to do some peer review in the project as well. So, and then we hope to get all of these wonderful faculty together in person and that will be to share their work and to share their collaborations. So when you mentioned peer review, Lisa, I wonder if this is what you meant or this is an additional idea. So when faculty at the research focused institution perhaps are producing new instructional materials that are going to be openly licensed, they could collaborate with their peers at a teaching focused institution to engage in peer review from the teaching perspective or the culturally responsive pedagogy perspective. Yeah, that's so interesting. We do work with some HBCUs and they actually mentioned that idea too. Like that would be a really productive form of collaboration. So when I'm hearing it from multiple places, it means like where there's a kernel of a really super good idea. Right, and it speaks to at least the perceived strengths of the different institutions. A research institution of course is focused on or excels at producing new knowledge, producing new artifacts, producing new data. And the teaching focus institution of course focuses on the teaching. So it seems to be a natural extension of those strengths to say, well, we produce this new thing, let's give it to our teaching focused colleagues to test it in the wild. Yeah, that's so interesting. Yeah, I love that idea. So I'm tempted to skip over how OCW is a window into how others teach. And we may be preaching to the choir but there's this really lovely two minute quote from one of our participants about the benefits of open education. I think we should play that. So when someone says OER is not as good, I tell them my story. So many, many, many semesters ago, Pearson approached me and said, we have this new online interactive text. This is an interactive thing. Wouldn't you like to use it for your intro class? And I said, no, I would not because I use OER. But you know, this is interactive, your students will probably do better. And I said, if you wanna give it to my students for free, I'll test it out, but no, I'm not gonna just pay for something that I don't know is better than what I'm using. So it came to be that I had two fully online intro classes the same time in summer, five weeks. And I usually dump them together in Canvas. But I agreed with Pearson, I signed a contract to do this study with them. So I'd keep them separate, one will get free access to the Pearson interactive business, and one will get, of course, my OER book. And then they said to us, you realize that if there's no difference in the outcomes, we're not gonna publish this study. I said, I really don't care what you do. This is merely self-serving to prove to me that my book is just as good as your book. I have no illusions that my book's better. So I had to give them, strip the student names, but I had to give them all the scores for all the different things. And they ran their own tests, but of course I teach statistics, so I'm not gonna take what they say. So I ran my own tests, so I did t-tests on everything. And the only thing that one class scored better than the other was the introduce yourself forum. And the OER class scored significantly higher. So maybe we could open it up to a bigger conversation with you all. We're curious if you have questions about our process or observations or suggestions. And the extent to which you think this could, this kind of collaboration could work in your setting. Are you from a teaching focus institution and you've got a big research neighbor you haven't talked to about OER that you might engage in a conversation or vice versa, you're at a research institution, you've got lots of great openly licensed materials sitting somewhere on campus and you might talk to your neighbor, the teaching focus institution. Or does this relate to your own work with OER in other ways? We would just love to hear from you and have a conversation. And we are streaming, so either you'll need to use the mic or we'll need to repeat the question. Emily is coming. Emily, I'm gonna preemptively introduce you, if I may, for Metropolitan State University in Denver, which is also a Hispanic serving institution. Yeah, so that's a four year school, but primarily undergraduate, so much more similar to the community colleges in this example. And I'm really excited to learn how the faculty adapt the MIT OpenCourseWare because I've looked at the resources there and I've been a little mystified as to how to use them in our courses. So I think this is a really important study or important work that you're doing and I look forward to learning from it. I know that we focus on really supporting students and having to provide maybe background information and we're going to go more slowly than I imagine they go at MIT. So have you observed certain strategies that faculty are using at the community college to take this content that was created for a very high achieving, selective four year school and apply it in a more open setting, a more open enrollment setting? I think first of all, a great question. I think first of all, it's a bit early to know exactly what's going to happen and how it's going to happen. Some of the tactics that have emerged in conversation, at least on my end, range from just reusing the material whole and letting the students know, oh, this is MIT material and hoping that students are somehow motivated by that or inspired by that to updating some of the materials, some of the statistics, some of the references, maybe the framework of the material suits the class or sparks an idea that the instructor thinks would be useful for the class, but it's perhaps not up to date, not completely current because it was made, created a few years ago at OCW. Those are the kinds of things that have come out in conversations that I've had. Yeah, I can speak to the faculty's aspirations. They've talked a lot about this with me about their plans and one thing that's come up more than once is the idea of using open courseware, not necessarily and only for individual problem sets, but as a window into how courses are structured, what assignments look like, what readings are assigned, and they're kind of like mapping that to what they currently do and then are making strategic decisions about how they want to adapt their course. So it's like connecting with a colleague, right? And that information is usually behind closed doors, but now they are given open access to see what that syllabus looks like and what the structure of the course looks like. So for me, this was kind of a framework shifting idea that they've provided me, that open educational resources are not only the artifacts themselves, but it can be like a vision for how teaching happens and that the idea that that could also be open is quite powerful. Another idea that they've had is creating the on ramps to get to the level that students would need to be at to do the problem sets. They're thinking about that. Another idea is kind of mining scientific diagrams and then creating more inclusive alt text around them or descriptors that students would need to use those problem sets. So like really innovative ways of thinking about using the OER. They're not at all thinking about this as plug and play. You know, they're thinking about really interesting ways to adapt and use the materials. And I know that when I had one of our first meetings, just the plethora of materials that are available, it's beyond a textbook, it's beyond an assignment, it's class notes, it's, there's so many ancillaries that I had never even considered. That was really exciting for me as an instructional designer for our faculty to be able to dive into those depths of course materials. And Shera, I don't know if you can talk about like all the diversity in regard to the types of materials. Yeah, it's really daunting and wonderful. So we have instructor insights where faculty talk about their process of pedagogy and teaching. Sometimes that includes episodes of Chalk Radio podcast with your host, Sarah Hansen. And you could talk more about the Chalk Radio stuff if you like. And there's also assignments, student examples of student assignments of them completing it. Sometimes we have full video lectures, lecture notes, slides. There's so many more occurred I'm missing the plethora. But it's really, it can be very daunting. So that's actually one of the reasons I'm there is to kind of guide us all through that material together. And I want you to talk about Chalk Radio and then I have a story that I think also helps illuminate how surprising this process can be for everybody involved. And if I could just before you talk about Chalk Radio, I think that what's very different about this product, there's so many aspects that's really different from anything we've ever done in regard to our open education work over the last 10 plus years. But I think that it's, we're using one repository. And so it's a sole repository and the amount of support and scaffolding that we're providing to the faculty is more than at my institution we've ever had the staffing for. We've been able to have an instructional designer point to some best practices. We've been able to leverage our amazing librarians to help find resources. But the level of really a concierge, highly skilled, highly educated, knowledgeable concierge level of open education, design development curation support that's really unprecedented from what I've seen. And one more sentence about OpenCourseWare. I'm guessing everybody here has spent some time on MIT OpenCourseWare over the years. If like me, you haven't done it recently, check it out because there's always new stuff there, always new features and functionalities. So do reacquaint yourself with the OpenCourseWare. And also tell us what you would like to see. So one of the faculty really wanted statistics examples from the social sciences, right? So she's pushing us to publish a new course about that. So the more we can make it a two-way street and provide what your faculty want, like that would make us very happy to see why we exist. Right. I always get really excited when there's an instructor in sight that includes a podcast episode. So I do want you to talk a little bit about your process of interviewing faculty and how that ends up as part of OpenCourseWare material. Well, I have the best job at MIT. I'm the world's best cocktail party guest because I get to interview MIT researchers about their work, their passions, their teaching. So I know a little bit about quantum physics, a little bit about nuclear fission and fusion. There's a difference. Who knew? You probably did. I didn't. And I simply interview them about how they taught with the materials on campus after they published a course on OpenCourseWare. So these are people highly invested in open education. So that's a treat. And we just have a conversation and try to understand the person behind the resources. And then we always use the podcast as a way to point to the OER so people can find them. But it's really about connecting people and people, connecting through story. And so we're trying to leverage that in this project to connect other educators to the faculty who are doing the work. And it requires a lot of listening. So to your question, Emily, thank you for asking it. I've been so surprised along the way I would collect a bunch of courses that I thought would be applicable, right? So someone is teaching college critical reading and critical thinking. And they also teach in social health sciences. And so I started collecting things that related to the health sciences bit that we had, right? We have a course on black feminist health science studies. We have a course on gender health and marginalization through a critical feminist lens. We have a new course that we just published called Tools for Robust Science. I thought this would be like exactly what they wanted. But actually it turns out that the gaps in this person's syllabus that they were hoping to have an OER to help fill out and expand their curriculum had to do with studying information and falseness. So then I could direct her to our course on media literacy in the age of deep fakes. Or it's not, well, it's a course, but it's on our open learning library and we point to it sorting truth from fiction, civic online reasoning, right? There's all these other materials that I'm learning about that are actually, they might look on the surface to be tangentially related to their course topic, but actually that is a surprising, exciting new need that they might need. And it's also very helpful for me and these consultations to have someone from our digital publication specialist team who happens to be there with me and says, oh yeah, I also, as you're talking, I'm remembering this lesson plan or this student example from this other course that has nothing to do with the topic but is actually related in terms of method or approach. Yeah, please come on up. Do you mind using the microphone? Thanks. Don't give him a microphone. I can see my bald spot. Oh, don't worry. I don't see a blind spot. That's a first. Open. My name's Gino Fransman from Nelson Mandela University, South Africa, also the open-ed influences, right? So we work in the space of advocacy and a challenge is like in the advocating and that's why we made a course which was awareness raising, right? So we all speaking from the same platform. And then we advocate for open or opening up as a process. And then what I've been experiencing for the last 15 years of doing this is that everyone that wants to remake the wheel and start over. So like Lisa said, we have one single repository. Whenever we advocate for opening up and then the first thing that people say is, oh, we need to make a repository, right? We need to make, yeah? We need to make a handbook about open education. So then we get the stack of definitions and case studies and whatever. How do you go out and start with like a newbie, a newcomer into the space so that we sort of circumnavigate around that and yet empower them into being proficient, capable, competent, all of those nice words that say you are suitable to speak and to advocate in the space. Thank you. I wonder if we could actually hand this over to Joy who designed our OER. I don't mean to put you on the spot. You don't have to. But you and your team designed this pretty incredible, open OER Canvas course, which will give you the QR code for. But I feel like what you did in that course really addresses some of the very issues that he's raising. While Joy's coming up to the microphone, I'll say to Gina's question, one element that in this particular project that helped is the cache of MIT, of course. It lends the credibility to people that OER is okay, open is okay if an institution like MIT is doing it. So that ticks off a lot of the first steps already. So I'm from the global south and we don't want necessarily, not we don't want, but we need things to be contextualized, localized. So again, it's in that recontextualizing and localizing that people remake a wheel with a global south accent. You know, so. Yeah. Yeah. Yeah, I'm happy to answer that. I think what I would share is what our approach was, which was to build something that was very much introductory, but make sure that we acknowledged and addressed that very point you just made, which is now you have the opportunity to contextualize or personalize the material. So I think really what our goal was in building the training was to really pull from existing material, not to recreate and reinvent the wheel, but to acknowledge and honor the fact that so many people have created so much great work. So pulling that together in a way to offer sort of like a launch pad, if you will, and really highlighting the opportunity, just as you said, that now as you go and create your own or adopt your own, recognizing the opportunity that even adoption enables you to then personalize and contextualize for your students or for, you know, so there's still the opportunity to adopt something, not have to reinvent or recreate, but still make it relevant. So that was sort of the approach that we took to even building like an introductory course there. As you said, there's so much that already exists. And so we wanted to honor that by just trying to pull it together in a meaningful way, but use that as sort of the launch pad to say, and now you can go do this yourself by contextualizing or calling upon the resources that already exist. So I think again, like not necessarily always a plug in play, but an opportunity to adapt and modify in a way that can be relevant to individual contexts. That makes sense. Yeah, absolutely. Thank you. And I do feel like Sarah, you probably have something to say about the desire that we have to have this come back and influence what's happening at MIT, right? Like we're not interested in being this monolithic, one source of information, right? Like that's not what we're interested in doing at all. And I thought maybe you had some thoughts if you felt about talking about like what would it look like for it to come back and for us to really be in this conversation together. Yeah, I mean, I think a big dream of this is to share the adaptations back on and through open courseware so that I can speak back to the MIT community as well as to the world. I think the important thing to remember with these collaborations is that they're multi-phase. Like step one is really relationship building between people. Like you're not gonna get anywhere until you have a relationship. So before even thinking about product, it's thinking about people. And only after we have established that relationship can we move on to the next phases of, okay, how do we bring more people into this conversation? How do we pull MIT faculty in? How do we have a larger table with more people so faculty can then really think about how to adapt their content in response to what community college faculty are doing? And I really appreciate that. And again, to come back to the overall objectives of the project, unlike many other projects that probably many of us have been involved in, the outcome is not publish 10 open artifacts, publish 10 open textbooks, right? That's not the point here to produce and reproduce and create more stuff, but rather document the learning, engage in reflection, identify next steps that could lead to the adaptation. Yeah. And just an important point at the very beginning, like just to give you a sense of where we started, like one of the first questions we asked each other is how do you define open? What does that mean to your community? Before we're thinking about any sort of like product or project, it was more like just trying to understand how our communities think about open in different ways. Oh, we're running out of time. We do have a question in fact, we wanted to show the QR code and then take more, some more questions. Yeah, sure. So we're gonna put the QR code up here. I see someone's hand please come on up if you don't mind. So we have a number of shared resources, the course that we made a copy of the course that Joy created so that you all can peruse it. You can get it off of Canvas Commons and make it your own. Also, we've created a section in this course of the resources that we've created so far and as we continue, we will add resources. So the applications that the forums and communications for the interest meetings for the applications to participate in this, the ways that we've been engaging with the faculty in regard to the subject areas. The interview protocols for the podcasts. So there's a lot of really rich resources there. So please go ahead and use it as much as you'd like and also you can always re or in the profiles in the app. So please reach out to us. If you have any questions, we're really passionate about this. And at next year's conference, you can tell us how you've adapted the materials and how this has helped you form collaborations. Yeah. Now we have another question. First of all, thank you for the presentation. It's very close to my heart because I currently teach, my name is Ryan, so I teach at NJIT. It's an R1 research institution. I grew up, my mother taught at Mercer County Community College. So, you know, I like seeing the collaboration. If I can make one point and I wouldn't call it a criticism, but I would not draw the line too sharply between teaching institution and research institution because if you do research and you can't tell people about it, it doesn't work. And likewise, if you are at one of the aforementioned teaching institutions, to violate my own rule there, right? I realize it's hard to talk about without those terms. But if you're there and you're not keeping up with what's going on, you can't make use of the great open courseware. So I think you really need to give both sides a whole lot of credit. And I certainly think you do. I just say the terminology can be tricky sometimes. Thank you. I appreciate that. We did well taken. We're talking to our last five minutes. Any others? We'd love to hear your comments. Thanks. Hi everybody. Thank you so much for this talk. This is very exciting. I wanted to say that, so my name is Sarah Kresch. I work at the City University of New York in a four year institution for adults with interrupted undergraduate education. So, and when I work with faculty, just like the first person who asked the question, when we look at MIT open courseware, it's rarely something they ever even consider using with our student population. So what I'm thinking will come out of this project is adaptations that our faculty could then further adapt for our own population. And I'm wondering in the spirit of not reinventing the wheel, are these going to be in the same repos... Where are we gonna fund these? Yeah, so each of the community colleges, they have places where they like to share open educational resources. So maybe you can share where they may be. We don't have a good single place. That's part of the issue. If we produce an open textbook, we put it into a big massive PDF and throw it up on our website and put it in Google Docs so everybody can download it and edit it. But we don't have a great place, actually. And Ero, our fairly recent practice is that everything that's created through any of our funding opportunities are put into press books. If it's not a textbook that fits in press books, then we put a summary with a link to where it can be found. So if it's built into, we use Canvas as a learning management system, we put a summary page with the course competencies and the mapping of that so that, and then a link to where it could be found. And we have an interest in sharing adaptations through open courseware. I guess my problem is like, how do I let you know that it's there and when it's ready? So I think we need to open up a communication channel with other institutions to let them know where to find these adaptations. And also the ways that we organize our site, like we have collections on the site that we feature. So we have an Africana collections, we have a climate change collection. You can go and see all the OCW material on that topic. So that might be one possibility for us where we can feature it really prominently and easily defined to see what that adaptations might be. I just wanna suggest that specifically having one place where people can come find the content that comes out of this project, I think would be of interest to a lot of people because the issue that we've had with those open courseware is that it's just pitched too high. And our faculty don't have the time to adapt it that much. So if somebody else does that first step, then we can customize it for our students, our adults in New York City. Fantastic, thank you so much Sarah. We are down to two minutes. Here you go. I just wondered if there's any notion of, as part of this collaboration, actually bringing the faculty together, the faculty from MIT, the faculty from the community colleges and allowing or enabling some, at least dialogue between them because I think that's often the missing part about reuse and repurposing and adaptation is that we expect it to be done autonomously. You've created this thing and now autonomously you're gonna change it or adapt it. But I think actually it might be more fruitful to think about communities of practice, of faculty collaborating together on both initial creation and its subsequent adaptation. And it seems like a natural extension to what you've already got going. Awesome, yeah, I think in March we're all gonna get together. Is that right? That's the plan, that's what we wrote. But the MIT faculty won't be at that. And I think what your point is is that they need to be brought into that and I agree. So I think that would be an excellent next phase of how to build it out. Yeah, thank you. So I see we're at time. But I wanna thank the OE Global team for hosting this, putting this together to the opportunity to be here with everybody. Great shout out to the Norquist College team. They are just dynamite. So thanks Norquist College and OE Global. And thank you online everybody. Thanks for joining us.


Всё  거�展кі ieve ˋ み ouch chwas групwar ek tōbā threy, after a meeting with the representatives of the federal government at the state area house, this is acz lébo sign篤 me m быстро of an Помal halyeh? క్నిలుజం సావేయసిందిందిందూదాНАదిక్ప్ సిసిందిందూదిక్దాయులిడ్లిపికింద్దిందిక్. ؤی  болی                ,    ,발                                         And gentlemen, welcome to plus politics this evening. Thank you. They always say ladies first, unless work with that aphorism or dictum this evening. Madam comrade, there is a general perception out there, especially by young netizens that does not seem to be very fair to those of you in labour leadership. They tend to want to believe, many netizens tend to want to believe that labour would always raise the flag of strike but ultimately get themselves to be settled. What would be your reaction to that perception? Thank you very much. The labour we are answerable to the workers, that is the very, very important aspect. We are answerable to the workers that will represent their interest in the first instance. By extension, we also do some corporate and social responsibility that will take upon ourselves to also speak in some instances for Nigerians. So, at all times, when there are issues, you are not expected to get all that you are asking for at one fell swoop but during negotiation, collective bargaining, once you have used all the instrument of how to negotiate if you are able to get the grant to be shifted and then you get to some reasonable level, what could we could turn to be a sort of things for your members, for our workers and with this negotiation generally, the one that we just did now. We also, by extension, got some fear due for Nigerians generally, both in the private sector, public sector and Nigerians. So far we have already fulfilled our righteousness to the workers and then our conscience is clear that nobody has already settled us and neither has any proof or any evidence from anybody or from any angle that they have seen us taking any settlement, they should come out to the old world and come and state it clearly or else they keep their mouth shut forever. Thank you very much Madam. Let me go to your colleague. Achike, you came a long way. We reached antecedents and pedigree in conscientious and human right matters but you are also in one way or the other connected to the labour movement family. What will be your response to that specific question I asked Madam Comrade earlier? Yes, I think when it comes to the primary responsibility of the labour movement and the labour leadership he is the legal state chair, he is the nail on the head, that is the truth, that is a fact and that is that labour has the primary responsibility of labour is to its members. It is why it exists, it exists for the protection of the interests of the members. And so you find the situation where for instance you talk about maybe a manufacturer's association because if you want to look at the tripartite principle of track-partism that has been set up even under the international labour organization, the ILO where you have the government as a partner, you have employers association as a partner and then the labour leadership again as a partner. And so you find the situation where even at the level of the employer's organisation also they also form part of that tripod. And so you see that whatever motivates labour, the labour leadership has to be in the interest of its members. And one is not saying that they have at every particular point in time they have always adequately articulated the interests of the members once in a while there are failures here and there. But you see we cannot give, pretend or have the impression that labour always is loyalty to the Nigerian people. That is a completely different discussion, a completely different perspective. Labour's primary responsibility is to its membership. And just like the chair has said, that also flows into other arenas of the political space because the labour leadership, for instance, labour is made up of people, who are citizens, first and foremost even before they became workers. They are also citizens of Nigeria. So we can also now pretend that when things go south in this country, when things get to the level of serious economic difficulties and people can no longer live meaningful lives, that it does not consign labour. Of course it must consign labour because the labour people are from the districts, they are from Nigeria also. And so in fighting for their members, they end up also, perhaps secondarily also trying to articulate the interests of the citizens of this country. Now we might not like it but there is something that some of us are missing. And that is the fact that the reason why we continue to put so much pressure on labour is simply because civil society has not been able to do its work well in terms of defending the freedom of Nigerians, you know. And why am I saying so? Are you now indicting yourself, if I may, if I... I must. Are you indicting the constituency that you quite ostensibly and quite root and branch belong to the civil society? I must because that is the truth. And the reality is that there has been a gradual decline in virtually every centre of this country. There has been a decline in the quality and level of political leadership in this country from 1999 till date, even beyond that. So one can easily argue on that premise that the leadership quality of our politicians, for instance from 1979 to 1999 had declined, you know, astronomically. And so we found that we know that the political leadership in Nigeria misbehaved and did not perform well when it comes to political responsibility. I thought we were speaking to the quality of leadership in the civil society industry. No, no, no. I'm going there. I'm going there. What I'm saying is that there has been a decline all around at the level of... Okay, let me quickly... Let me quickly give madam... Let me quickly give madam, come read the opportunity. I'll get back to you. It's just fair to let the lady also have a good take of this.  And to see somebody like you, especially representing the chapter in Lagos which is, I want to believe, apart from the national chapter which would ordinarily be the most vibrant is quite edifying to me, quite uplifting for me. But I need to let you know that maybe those of you in the leadership of labour maybe you may unwittingly be overballing the image of the representation that you can give to the Nigerian populace. Maybe that is why they are conflicting the role of labour which is primarily that of representing the workers to like a voice especially in the backdrop of Achika Chouda's last submission that to like a voice now representing the disillusioned Nigerian populace when they feel that the politicals may be failing them and the civil society may be going awole on them. How would you want to respond to that madam that you may have oversold the role of labour? Thank you very much. Good governance is the work of every one of us not only the labour, the youths, the elites the different groups, civil society groups every one of us if we know that we actually wanted a good governance from the government it is the job of everybody they say why we always say security is the job of everybody good governance is the job of everybody when things, when it seems that things are going not honestly everybody needs to learn their voice in the country everybody, every sector, every organization every network need to admonish, need to applaud, need to appraise need to agree or disagree with the way and manner in which the government is being run when there are policies that are anti people's policies then Nigeria should be able to also talk but Nigeria to the Achike as already said if you don't want to hear the truth you don't call Achike because he's always straight to the point and direct to the facts so every group every sector of interest groups mostly this time around they have actually abdicated their responsibilities and now everybody is looking up upon NLC to take the leadership and have a clear cut directive to take Nigerians out of many of the issues that we find ourselves in most of the time NLC has been providing that leadership that we are believed of in the country during the past administration regime when the former central bank governor immediately changed the currency and at the same time they now hoarded the currency of the country against the wishes of Nigerians it was not until when Nigeria's legal congress came out and threatened that we would do this we would do that before they now opened the treasury and started releasing the money for Nigerians and it being NLC did not come out so when there are issues when there are policies anti government anti people's policies when there are sufferings in the land and every other thing people look up onto hello madam congress hello can you hear me we have a limit that we could also do NLC has a limit and limitations on what we can also do hello I really want to try and end this program with you but let me quickly I get to do about 30 seconds is it possible that the Nigerian population especially the youths who are the majority of our population is it possible that there is a generational gulf in the way that labour communicates and the way that this generation process information because the gulf seems to be widening whenever issues like this crop up they will always say labour like today they were saying we are not quite disappointed we would have been shocked if labour had gone ahead with the strike I would want to respond to that in 30 seconds of course there is no doubt that a gulf exists but you see the point I was trying to make is that we put too much burden on labour and you know we expect that there should be the ones to build the gulf to save the day that is not the responsibility of labour if you remember many years ago but in fact 30 years ago the civil society drove the narrative labour followed in the days of Ghanifan and Beko the days of the CDHR and all that they were the ones that drove political discourse and agitation in this country and labour had no choice but to follow but over time the civil society had advocated this responsibility and given the route to labour and so tomorrow it's not as if when labour fails in whatever responsibility they believe that they have we tend to blame them I know you are a gentleman I know you are an if or she advocate so let's give the opportunity of the rando to the madam comrade my lady of honour I want to specifically ask you were you privy to the negotiations with the federal government and if you were privy to the negotiations with the federal government what specifically were the agreements that gladdened you at the end of the negotiations thank you very much all the issues that were raised by the labour centres I think they have been touched let me state it categorically the one that gladdens my heart at least for this moment that the cash award because now we go at least a long way to pushing the effect of the subsidy remover to some people they can hardly be able to transmit themselves to transport themselves from their homes to their places of work and it's becoming pretty difficult for people they are leaving from home to mouth and from mouth their pocket has been eaten deep by the subsidy secondly the CNG that the government promised that very very soon we are going to start seeing CNG not only the buses there will be CNG stations like we have the PMS stations I think it's about time I think it's about time we start shouting the allotment continue Victoria Assata is it Pamberin or Timuranga thank you lady and gentlemen for featuring on this program today we really appreciate you we want to say a hearty thank you for the valuable contributions that you made thank you thank you very much too thank you very much too thank you very much too thank you very much too thank you very much thank you thank you and that's it on the show tonight I am Bola Hoba have a good night


Hello friends I am Sanjay Gupta in this video I am going to demonstrate you a function close graph that is used in graphics in C I am demonstrating it with the help of turbo C before starting you can subscribe my YouTube channel by clicking on the link which is available at bottom right corner of this video you can follow my YouTube channel that is available in front of you you can download my app Techimus that is available on Google Play you can connect with me by following my email ID or WhatsApp number now I am going to demonstrate you the use of close graph function which is available in graphics.h header file so I am including this header file second I am including on your dot H now I am defining main function inside main function I have to declare a variable gd it is initialized with detect and second variable is gm gd stands for graphics driver it is initialized with detect so it will automatically detect the default graphics which are available for your computer system and gm is for graphics mode now if you want to use graphics using turbo C then you have to initialize it first so I am passing these variables inside init graph function and also I have to mention the graphics library path that is C TC BGI so init graph function is containing three arguments gd gm and the path where graphics library is available now if I want to display something on console for that purpose I am using out text x1 in out text xy function I have passed three arguments first one is x coordinate second one is y coordinate and third one is the text which will be displayed on console now get ch function and then close graph function at last time using return 0 so this close graph function is used to this this close graph function is used to restore the initial setting of the graphics whenever we use close graph function at the end of any function then it deallocates all the memory which is allocated by the graphics functions so if you want to initialize your graphics then you have to use init graph function that I have used here and if you want to deallocate all the graphics settings then you can use close graph function it real restores the setting which was available before using init graph function so init graph is for initialization and close graph is for deallocation of graphics memory now I am going to execute this code so first I am saving this file I am compiling it now I am executing it you can see it is showing the text properly on the desired position so friends I hope you have understood how you can use close graph function in your graphics code with the use of close graph I have also used init graph and out text xy functions which are available in graphics dot h header file so if you want to watch more programming related videos you can subscribe my youtube channel that is sanjaygupta underscore tax school thank you for watching this video


With his soulful vocals, poetic lyrics, and angelic goodluck, Troy Savon has quickly become one of the most compelling artists of his generation, and personally, I can say that I'm a huge fan. Born in South Africa, but raised in Australia, Troy Fritz gained fame as a teen on YouTube, amassing millions of subscribers who were drawn to his covers of popular songs and original tracks like Youth, Rush, and Angel Baby. After signing a record deal, the singer-songwriter went on to release two acclaimed albums Blue Neighborhood and Blue, which showcased his raw emotionality and talent for crafting infectious pop and electronic anthems.