WEBVTT

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Thank you all for being here. Um, should

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we close the door or leave it open? Okay.

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Okay. Um, thank you very much for inviting

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me to be here today. I'm hoping that we

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can have some time to both listen and then at

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the end, have lots of conversation. Um,

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so my name is Anita Walz. I'm from Virginia

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Tech. Virginia Tech is a polytechnic university that's

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about five hours south of here. And I used

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to live in Washington D. C. About 10

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years ago. Um, I don't know most of

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your contexts. If you're from American, or if you're

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from somewhere else. Um, but I would love

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to learn more about why you're here and what you

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want to learn in just a minute. First I

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want to say, Oh, first I wanna say

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happy open education week. Um, it is our

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spring break at Virginia Tech, which is why I

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could be here today. But it's open education week

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around the world. So if you are a twitter

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user or hashtag finder, um, this link will

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get you to a lot of events. Yesterday.

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I saw a curated 24 hour long list of live

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web events. So if you want to know more about

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this topic, there are presentations from around the world

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. Um, they're going on this week, all

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week. Um, so happy open Education Week. 

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As Olivia mentioned I wear a lot of hats.

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I'm a subject liaison in a library in in the

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university libraries. Uh, I work in with the

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faculty, students and staff of economics, math,

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and then legal studies. We do not have a

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law school, but we have people around the university

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that teach and do research and legal topics. I

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also work primarily in the area of open education and

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then also, uh, copyright and some open access

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types of work. Uh, I want to show

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you a little bit about what we're doing, um

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, to support open education at Virginia Tech.

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We can come back to this, but I wanted

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to show you up front. Um, some of

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the ways that we are trying to support, slash

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instigate open educational practices at VT. Some include,

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um, one on one consultations as needed.

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Teach a lot of workshops. We run a number

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of listservs for our faculty. Also on the state

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level. Most of my time goes to, um

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, providing technical support and grants for faculty who are

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building or adapting open educational resources and then planning

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learning opportunities. So that I do not forget

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to tell you there is a hand out on the

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table over there that you may want to pick up

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or take a picture of, um, you are

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invited to our open education symposium. It's in about

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a week and a half on the 19th of Monday

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. Um, the three events on Monday are live

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streamed, so you do not have to drive five

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hours to come and see us, but they're very

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much on the topics that we're going to talk about

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today. So please take a moment before you go

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to take a copy of this. Um, they're

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free. We'd love to have you there.

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So good morning. And then, two other things

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that I also do are, um, mhm.

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I've developed a teaching inquiry group for faculty and grad

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students at Virginia Tech who want to learn more.

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They want to discuss what what istheir experience?

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What does open education mean in their context? What

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are they trying to do? And people come with

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very different ideas, as you will probably see.

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So Virginia Tech is a land grant institution. We

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have about 34,000 full time equivalent students, grads and

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undergrads. Uh, the library is fairly traditional in

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terms of our services, but we have a lot

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of focus on making things. We're in part,

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a large engineering school. We also have emphasis on

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business and a a wide range, of course,

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of humanities related topics. Um, but you can

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see some of our our common areas where students study

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and and do group work together. Um, I

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would love to know how many of you are from

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American here. Okay, on how many of you

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are from how many of you are from maybe outside

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of higher education? Maybe you work with a different

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age group than college age or graduate students.

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Anyone okay, A few. Great. How many

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of you are here? Because you know a lot

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about OER and you want to know more?

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Okay. How many of you, um, would

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say Oh, we are. What's that? Don't

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be shy. It's okay. It helps me.

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Thank you. Um, how many of you have

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heard or could maybe described what might be meant by

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open pedagogy. Okay. Alright, Um, let's

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see, What else can I ask you? That

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would be helpful. I think that's a good start.

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Um, okay. Did you have something?

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You looked like you wanted to say something. Um

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, so our question today really is what on earth

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, what is open education? Um, I'll let

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you read this definition, um, or description.

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I think this description comes from the organization that organizes

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open Education week. Um, and what I like

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to emphasize from it is that it's not one

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thing. Um, it has a really strong emphasis

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on sharing for the purpose of learning. Um,

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it has a strong emphasis on both resources,

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so maybe open educational resource is maybe other things,

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maybe tools. So tools and practices. This is a

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really wide of a wide, very broad sort of

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definition. But it's purposeful in that focuses educational access

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and effectiveness, and the scope is worldwide. Um

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, depending on what context you're in, as I

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am in a university context, we cannot serve the

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whole world. We primarily serve our students, but

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we hope that our impact those worldwide, um so

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the open education can mean things in some different context

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, depending on where you are. Okay, So

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open is about sharing eso knowledge, sharing tools,

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technology, collaboration to a certain degree, that will

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become apparent. Um, and these things in the

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service of learning. So I'd like to tell you

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about two practices that are pretty prominent in the open

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education field. Open educational resource and open pedagogy.

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And then as a way of talking about the

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philosophy of open education, I want to tell you

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about a value framework. Um, so does this

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sound like a good place to go? Okay,

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so this is sort of our outline of open educational

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resources. I'll let you take a minute and read this

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definition also. Okay, So these resources

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could be almost anything. They could be books.

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They could be modules that could be videos that could

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be assessment tools. But what is very important about

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them is that they are in the public domain,

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meaning they're free of copyright. They've either graduated from

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copyright. They were donated to the public domain.

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They were created by a certain government agency. And

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when that agency creates things, they are automatically in

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the public domain or they're released under an intellectual property

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license And that kind of license. As I think

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we have some folks from Creative Commons here, um

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the most prominent licenses under which these things

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are released are creative Commons licenses. And those promote

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free use and repurposing. Um, if you

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can imagine being able to adapt something for a local

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use for a use maybe in another country with a

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different age group with a different group of, um

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people who have have different needs, Um, regarding

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access, perhaps those that are, um, use

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screen readers or people who
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may want something in a particular format.

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This tells you that you're able to basically

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pull the content out of its container, adapt it

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, put it into the kind of container that you

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need it to be in kind of mind blowing! Um

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, really, um, in in what these sorts

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of things are, um, so I hope that

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piques your curiosity in terms of, um, the

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potential. So we think often of open educational resources

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as books. Sometimes they're print. Sometimes their

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digital. Uh huh. A few prominent examples are

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books that come out of the Open Stacks project.

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This is a project out of Rice University in Texas

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. Um, they create books with the most open

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of the Creative Commons licenses. They're free online,

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And low cost in print. So around $40 or

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so. How many of you have heard of these

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before? Okay, okay. Another place toelook

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is Open Textbook Library, and we're just talking about

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books right now. Right? Um, the open

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textbook library has over 450 openly licensed books that are

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downloadable. If students don't have Internet access at home

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, if somebody wants to download something to their phone

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and not have to read it online, Um,

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this is a really great option. Many of the

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books have reviews, so you can see what other

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faculty members thought of them if they thought they weren't

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worth reading or if they thought this is pretty good.

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Um, there are other kinds of open educational

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resources. So the grants program that I run -

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this one of our projects. One of our faculty

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, we have a school of veterinary medicine, and

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one of our faculty members said I really like to

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have a series of videos that show our introductory students

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how to do a basic dog examination. Basic animal

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examination. So, uh, he and his colleague

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here are shown, uh, in a series of

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four videos that, uh, show that that students

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what they need to do to examine a small animal

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. A few other examples At Virginia Tech in 2006

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I was approached by a faculty member

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who said, The book I'm using is coming out

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in a new edition. It's $220. I have

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700 students. They're not going to read the book

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anyway. Why would I? What can I do?

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I can't justify assigning this new book and we

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work together, and this was the first project that

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we did. It was it was very difficult to

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be completely honest, but we remixed a book that

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had the Creative Commons license on it. That

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allows editing, and we created a book that fits

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this course. It's available chapter by chapter as he

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wanted it. It's also available the complete thing in

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PDF. It's available in editable Microsoft Word, which

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it is great. While in its current

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iteration has longevity issues Um, but for now

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, we're really thrilled about this, So Yeah.

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Yes. He took an existing book. He threw

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out probably 40 or 50% of the book , reorganized.

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what was left. Added things. Um, as

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needed. Created a few additional sections and chapters.

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I updated all the data. We changed all of

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the pictures, um, into things that are openly

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licensed. So it was quite it was quite involved.

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Yeah. Okay. 

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[inaudible question from audience]

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I knew about some of the intro

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to business course or books, and we were able

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to look through probably three or four of them.

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I think I probably found this one in the open

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textbook library, but I knew of a collection of

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books that had open licenses. Uh, that were

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from the late two thousands. Um, so yeah

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Ah, second book. This is a beta

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version of a book on electro Magnetics that we published

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in January. So this is a draft that is

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being field tested but is available in print. Um

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, that we worked with the faculty member on,

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and this is all original content. He did hire

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some students with our grant money tp create figures

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and, um, to develop some of the graphics

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in the book. And, uh, we're really

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proud of it. So take a look, and

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I'm happy to talk with you more about that.

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But just some examples. We do this

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in part because it's valuable to for our students,

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and because we find it's valuable for other

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people so these are downloads for the fundamentals of Business

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Books for January. This is mid January, This isyesterday.

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S people are using this, and there's a tremendous

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impact that these kinds of resource is can have.

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It's also important that they're high quality, that they're

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accurate if you're going to have this kind of reach.

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Okay. So I've alluded to creative commons
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We want to tell you two different ways of defining

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what open educational resources are, so starting with creative

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Commons licenses. Um or actually, I wanted to

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tell you two different ways. Sorry of thinking about

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open educational resource is, um, items in the

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public domain items with the creative Commons licenses. They

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allow, um, someone to copy and to reuse

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these four with attribution, some of them allow commercial

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use. Some of them do not. And some

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of them require that the same license from the work

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, the original work. Maybe that you modified,

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um, is put on the work that you create.

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So if you take something with this license that

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has the backwards, the left left circling arrow um,

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you need to put that same license on your work

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. Same with this one. Another way of thinking

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about open educational resource is, and open content is

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called the five ours. This comes from David Wiley

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, who is I like to think of David as

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the godfather of open education. Open educational resources.

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Anyway, he's been working in this field for

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a very long time, and his questions to us

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are Can anyone retain it? Can you keep it

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? Does it expire? Um, do you have

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to give it back? Um, can you keep

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it as long as as long as you like?

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Can you reuse it? Um, is this something

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that you can use over and over again? Can

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you revise it or remix it and then can you

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share it? Can you redistribute it? Um,

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so if you're wondering, is something an open educational

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resource. These are two tests that you can use

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to to answer that question, um, more specifically

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with Creative Commons licenses, you'll see these four symbols

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used. The little person - who is it by? this

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tells you you always need to give credit and Creative

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Commons licenses of a very specific way of giving credit

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. Some licenses will have a non commercial icon.

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Um, that says you can't make money off of

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it, but you can use it. You can

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remix it, The SA says: the license that

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you used or the license on the content that you

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used is the same license you need to apply.

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This one is new. You didn't see this one

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in the previous slide. This one says I'm not

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really open. Um, it says you can -

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You can share me, but you can't make any

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changes. It's called no derivatives, so you can

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share copies of those those kinds of things. But

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you can't make any changes. Um, so from

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most open to least open, copyright being at the bottom,

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these licenses are applied on top of copyright.

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So the author is not giving away their copyright.

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They're just saying there are some rights that I'm allowing

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you to have. Um, in addition

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to the rights that you would have

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fair use and otherwise with copyright material,

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um, I will make sure you have a copy

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of these slides if you would like them or linked

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to them, if that's helpful. Um, this

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chart shows us what some of the differences are between

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, um, the licenses in the public domain marks

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is well, is copyright in terms of whether or

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not you can adapt something, whether or not you

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can distribute something, if something requires attribution and how

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fair use is affected because fair use is not affected.

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Um, and that's that's something those of you

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in the legal profession might be - um, you

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know that that's something that is rather important. Is

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fair use. I have these crossed out here

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because we don't consider these to be open. They're

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free online. These two anyway, not that was

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in copyright, but these two are free online.

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You can copy and share them, but you can't

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adapt them. So there's value, but maybe not

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quite as much value as we might want to see.

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Um, first, any questions comments. Yeah

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, right. Okay. So if you wanted to

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, let's say you had a of photo montage that

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had one of these licenses on it. You had

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a collection of photos in one one piece, and

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you wanted to take two of them out because they

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weren't related. The point you were trying to

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make and you wanted to add a few more in

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you wanted to make changes or to adapt something you

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would not be allowed to do that. Um,

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under the no derivatives, you might be allowed to

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do that under fair use. Um, but this

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licenses you need to share as is, does it

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Does it help? Really? Good question. Okay

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. Anything else? Other questions? Yeah. So

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if they want to get you to a stray,

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but and I agree, you know, like having

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possible is a good school. But when we,

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for example, worked with faculty, we kind of

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define we are much more broadly. For example,

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the library will pay to license ebooks, journals

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, and so they're free to students through that license.

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And so, if the goal of OER

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just to reduce costs of textbooks by using materials that

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are free of students. Then I define that much

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more broadly. Uh huh. Okay than this.

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So I would call that affordability because textbooks that

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are produced by commercial vendors be they e books,

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multi user online versions or, um, anything else

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- They're still - usually still in copyright. And

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I think it's it's a good goal. The student

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affordability is a good goal. But I would be

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very careful in not calling that open because, um

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, it doesn't meet the five Rs. It doesn't

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fall under, you know, it doesn't fall in

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this range. Um, so my point here and

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what I want to get into is the philosophy behind

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Open, and then look at what are the different

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ways that's applied. And I think this is the

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sort of, ah, sister strategy, if you

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will, um, to open. But at times

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there are conflicts between affordability and open. Um,

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but I'd love to come back to that a little

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bit later, If you like. You had a

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comment or question. Really? Right. It works

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. Bash everything. Uh huh. Um, so

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scholarship and being a good scholar requires that we that

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we site right. That's good. Scholarly practice attribution

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is a practice that has to do with the terms

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of these licenses. And copyright does not say you

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have to attribute, um, you really should,

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um otherwise, someone will assume that you made it.

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It would be plagiarism if you did not.

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So there's a fine, fine distinction between plagiarism and

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an attribution. But excellent question also. Okay.

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All right. So let's talk a little bit about

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what the potential of these licenses are. Um,

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I'll let you read this. We'll talk about it.

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So this is one potential What does this allow

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us to doo as educators, as people

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in society? Um, what potential do these things

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have? And I'm going to prompt you in the

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next slide. I apologize for all of the red.

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As we engage in understanding licenses, figuring out how

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do we extract content? Um, figuring out how

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to create and format that lots of

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different kinds of people different maybe than us can use.

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Um, as we engage with attributing third party

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works, we change. We learn. Um,

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we learn our students could learn. Uh, if

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we're doing this, we're thinking we're communicating. We're

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building. We're creating. Um, if our students

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are doing this. We can use this as a

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tool for building their understanding of some of these areas,

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building student understanding of why it's not okay just

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to pull an image off of the Web and use

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it however you want, right? Why it's not

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okay for us to do that. Um, for

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a long time, I didn't know that you couldn't

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do that. Um, but that's that's a copyright

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issue. Um, these things force us into thinking

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about and maybe teaching about information ethics. Um,

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they force us into thinking and working on our skills,

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our digital literacy skills, our information literacy or technical

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literacy. Our software skills. It's a sort

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of a doorway into which you can walk for your

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own skill, development, your own knowledge development as

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well as the development of students. Um, in

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these particular areas, thoughts or questions about these?

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Yeah, so for creating a format

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others can use and learning from that barriers other people

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face what what practices do you guys use to

414
00:27:45.769 --> 00:27:48.799 A:middle L:90%
make sure that you're creating accessible materials, both in

415
00:27:48.799 --> 00:27:52.990 A:middle L:90%
the sort of legal standards,

416
00:27:53.000 --> 00:27:56.450 A:middle L:90%
but also in just a real world standard where

417
00:27:56.450 --> 00:28:02.359 A:middle L:90%
your students, regardless of potential barriers, do you

418
00:28:02.359 --> 00:28:07.710 A:middle L:90%
have specific accessibility policies? Materials that we've

419
00:28:07.710 --> 00:28:12.869 A:middle L:90%
developed are intended to be accessible, screen reader accessible.

420
00:28:14.339 --> 00:28:18.349 A:middle L:90%
Um, you can't make something completely accessible because some

421
00:28:18.349 --> 00:28:22.150 A:middle L:90%
of the accessibility needs, um, conflict or compete

422
00:28:22.150 --> 00:28:26.480 A:middle L:90%
with each other. Um, but our goal is

423
00:28:26.480 --> 00:28:29.890 A:middle L:90%
to make sure that, uh, at least with

424
00:28:29.900 --> 00:28:33.599 A:middle L:90%
documents that they have a navigation structure that screenreader can

425
00:28:33.599 --> 00:28:38.369 A:middle L:90%
read that they have all tags, Um, that

426
00:28:38.369 --> 00:28:42.470 A:middle L:90%
all takes her old tags or descriptions for images that

427
00:28:42.480 --> 00:28:47.450 A:middle L:90%
that tell you in words what you would hope somebody

428
00:28:47.450 --> 00:28:49.759 A:middle L:90%
would see, a sighted person would see in that particular

429
00:28:49.759 --> 00:28:56.420 A:middle L:90%
image. Um, look, honestly, I think

430
00:28:56.420 --> 00:29:02.759 A:middle L:90%
that's what's important to me. Here is having that

431
00:29:02.759 --> 00:29:06.559 A:middle L:90%
conversation and figuring out what barriers might somebody face.

432
00:29:06.569 --> 00:29:08.599 A:middle L:90%
And how can we be really proactive in reaching those?

433
00:29:08.609 --> 00:29:11.779 A:middle L:90%
We had a lot of problems with this book

434
00:29:11.789 --> 00:29:15.019 A:middle L:90%
because it was written in LaTeX, and it

435
00:29:15.019 --> 00:29:18.799 A:middle L:90%
was very difficult to apply standard tagging and auto tagging

436
00:29:18.799 --> 00:29:21.509 A:middle L:90%
to it. We have since figured out how to

437
00:29:21.509 --> 00:29:22.769 A:middle L:90%
do that, but that was not ready when we

438
00:29:22.769 --> 00:29:26.940 A:middle L:90%
released in January. Um, so we're happy we

439
00:29:26.940 --> 00:29:29.900 A:middle L:90%
call this a beta because we had a lot of

440
00:29:29.900 --> 00:29:33.349 A:middle L:90%
things to figure out. Um, but I think

441
00:29:33.740 --> 00:29:37.029 A:middle L:90%
this is a conversation that we have with our accessibility

442
00:29:37.029 --> 00:29:37.559 A:middle L:90%
office. How can we do this? We have

443
00:29:37.559 --> 00:29:40.089 A:middle L:90%
a new project. How can we do this?

444
00:29:40.099 --> 00:29:41.359 A:middle L:90%
Do we need a transcript? Do we need of

445
00:29:41.369 --> 00:29:45.049 A:middle L:90%
, um, do we need captions? Do we

446
00:29:45.049 --> 00:29:47.880 A:middle L:90%
need, um, what do we need? What

447
00:29:47.880 --> 00:29:49.440 A:middle L:90%
, are we not thinking of that? Who are

448
00:29:49.440 --> 00:29:55.569 A:middle L:90%
we not thinking of for this material? Okay,

449
00:29:55.579 --> 00:30:00.670 A:middle L:90%
so some potentials here, Um, and then sort

450
00:30:00.670 --> 00:30:02.980 A:middle L:90%
of what problems could this solve and this gets to

451
00:30:02.980 --> 00:30:07.210 A:middle L:90%
John's question about affordability? This gets to other

452
00:30:07.210 --> 00:30:14.339 A:middle L:90%
kinds of things. Thoughts on what kind of problems?

453
00:30:14.349 --> 00:30:18.049 A:middle L:90%
This presentation is designed to make you curious. Okay

454
00:30:18.059 --> 00:30:21.970 A:middle L:90%
, um, I hope it's working. Um,

455
00:30:22.440 --> 00:30:23.630 A:middle L:90%
can you think of anything? And maybe this is

456
00:30:23.630 --> 00:30:26.380 A:middle L:90%
just rhetorical. If there's nothing that is coming to

457
00:30:26.380 --> 00:30:30.660 A:middle L:90%
mind. Yeah, with a lot of students,

458
00:30:30.039 --> 00:30:33.470 A:middle L:90%
as part of sort of the exploration phase of research

459
00:30:33.480 --> 00:30:36.380 A:middle L:90%
, are running into copyright issues, access issues with

460
00:30:36.390 --> 00:30:37.970 A:middle L:90%
library loan, things like that. And they don't

461
00:30:37.970 --> 00:30:41.900 A:middle L:90%
necessarily want to make the investment of time and resources

462
00:30:42.150 --> 00:30:45.240 A:middle L:90%
to get access to all of these things that are

463
00:30:45.250 --> 00:30:49.750 A:middle L:90%
hard to get. So in some ways I think

464
00:30:49.750 --> 00:30:56.359 A:middle L:90%
OER ideas can solve that.

465
00:30:56.369 --> 00:31:00.200 A:middle L:90%
Yeah. Yeah. So those of you

466
00:31:00.200 --> 00:31:03.940 A:middle L:90%
who are maybe not from an educational institution, or are

467
00:31:03.940 --> 00:31:07.849 A:middle L:90%
from other places, have traveled other places in the world

468
00:31:07.849 --> 00:31:11.930 A:middle L:90%
or you're from other places. You could also tell

469
00:31:11.930 --> 00:31:15.809 A:middle L:90%
us that. Well, we don't have, You

470
00:31:15.809 --> 00:31:18.299 A:middle L:90%
know, the full blown EBSCO package. We don't

471
00:31:18.299 --> 00:31:22.160 A:middle L:90%
have access to this suite of journals or, um

472
00:31:22.170 --> 00:31:25.269 A:middle L:90%
, in many places of the world. Um,

473
00:31:26.140 --> 00:31:29.799 A:middle L:90%
there are a lot of access issues to to content

474
00:31:29.799 --> 00:31:33.059 A:middle L:90%
that we take for granted here, um, or

475
00:31:33.059 --> 00:31:36.970 A:middle L:90%
in our in our educational institutions. So other thoughts

476
00:31:36.970 --> 00:31:38.180 A:middle L:90%
, problems this could solve. And I know you

477
00:31:38.180 --> 00:31:40.819 A:middle L:90%
also want to say, Well, what problems this

478
00:31:40.819 --> 00:31:44.630 A:middle L:90%
is create, right, and, let's hold

479
00:31:44.630 --> 00:31:49.369 A:middle L:90%
on to that till later. But yeah, perhaps

480
00:31:49.369 --> 00:31:52.740 A:middle L:90%
a role for ladies in terms of the long term

481
00:31:52.750 --> 00:31:56.809 A:middle L:90%
preservation. Uh huh. Everything something has this format

482
00:31:56.809 --> 00:32:02.849 A:middle L:90%
today. It's actually that right, Right.

483
00:32:04.640 --> 00:32:07.710 A:middle L:90%
Right. Yeah. So, for example, our

484
00:32:07.710 --> 00:32:12.630 A:middle L:90%
book that is in Microsoft Word, making sure that's

485
00:32:12.630 --> 00:32:15.470 A:middle L:90%
in a format that lasts for a long time.

486
00:32:15.240 --> 00:32:21.309 A:middle L:90%
Um, very important. Okay, So I want you

487
00:32:21.319 --> 00:32:22.930 A:middle L:90%
to just kind of benchmark this question

488
00:32:22.930 --> 00:32:25.630 A:middle L:90%
because I think it's a really important one to think

489
00:32:25.630 --> 00:32:29.410 A:middle L:90%
about. So, that's a question for

490
00:32:29.410 --> 00:32:30.670 A:middle L:90%
you to take home and to say, How could

491
00:32:30.670 --> 00:32:34.019 A:middle L:90%
I apply this? What does this mean in my

492
00:32:34.019 --> 00:32:36.069 A:middle L:90%
context? What does this mean in all the different

493
00:32:36.069 --> 00:32:37.890 A:middle L:90%
projects that I do, all the different things that they

494
00:32:37.890 --> 00:32:42.000 A:middle L:90%
work on? Okay, that was a thinking slide.

495
00:32:42.039 --> 00:32:43.480 A:middle L:90%
Okay, So, back to our outline.

496
00:32:43.680 --> 00:32:46.289 A:middle L:90%
Let's talk about open pedagogy. A couple of you

497
00:32:46.289 --> 00:32:50.289 A:middle L:90%
raised your hands. Um, when I said open

498
00:32:50.289 --> 00:32:53.029 A:middle L:90%
pedagogy and, um, probably a year ago I

499
00:32:53.029 --> 00:32:58.069 A:middle L:90%
would have gone What? What are you talking about?

500
00:32:58.440 --> 00:33:00.880 A:middle L:90%
Um, so a few examples that might be

501
00:33:00.880 --> 00:33:05.940 A:middle L:90%
helpful. Um, example of open pedagogy is a

502
00:33:05.940 --> 00:33:09.980 A:middle L:90%
non disposable assignment. It's something that ah, student

503
00:33:09.980 --> 00:33:13.140 A:middle L:90%
doesn't just say. Okay, I wrote this paper

504
00:33:13.140 --> 00:33:16.950 A:middle L:90%
my professor sought. I'm done. It's something that

505
00:33:16.950 --> 00:33:20.960 A:middle L:90%
is larger than the trash can. Okay, more

506
00:33:20.960 --> 00:33:22.759 A:middle L:90%
people are going to see it. Besides the professor

507
00:33:23.339 --> 00:33:28.470 A:middle L:90%
, what could this be? Some of these

508
00:33:28.470 --> 00:33:31.480 A:middle L:90%
projects might, uh, include projects in which a

509
00:33:31.480 --> 00:33:37.289 A:middle L:90%
student was to adapt or create something or there to

510
00:33:37.299 --> 00:33:39.730 A:middle L:90%
modify with the intent of sharing, um, block

511
00:33:39.730 --> 00:33:45.940 A:middle L:90%
posts that republic Wikipedia editing, um, creation and

512
00:33:45.940 --> 00:33:50.250 A:middle L:90%
remix of learning Resource is creation and remix of Of

513
00:33:50.250 --> 00:33:55.349 A:middle L:90%
Almost Anything, um, open pedagogy emphasizes, uh

514
00:33:55.940 --> 00:34:00.170 A:middle L:90%
, a different relationship between students and teachers in that

515
00:34:00.539 --> 00:34:06.859 A:middle L:90%
students are the ones who are actively participating in their

516
00:34:06.859 --> 00:34:12.980 A:middle L:90%
learning. And instructors are coaches, um, encouraging

517
00:34:12.989 --> 00:34:16.329 A:middle L:90%
students to invest in their own learning. This might

518
00:34:16.340 --> 00:34:19.960 A:middle L:90%
be a small part of a class. It might

519
00:34:19.960 --> 00:34:22.630 A:middle L:90%
be a large part of a class. Depends on

520
00:34:22.630 --> 00:34:25.190 A:middle L:90%
the maturity of the students. It depends on how

521
00:34:25.190 --> 00:34:29.849 A:middle L:90%
you can implement this without them getting overwhelmed. Um

522
00:34:30.239 --> 00:34:32.659 A:middle L:90%
, the philosophy behind this comes out of comes from

523
00:34:32.659 --> 00:34:35.820 A:middle L:90%
a Canadian philosopher, and I have a list of

524
00:34:35.820 --> 00:34:37.510 A:middle L:90%
citations will share with you that that site him,

525
00:34:37.519 --> 00:34:40.460 A:middle L:90%
Um, he's a French Canadian and some of the

526
00:34:40.460 --> 00:34:45.329 A:middle L:90%
themes that this kind of teaching, um, really

527
00:34:45.329 --> 00:34:50.809 A:middle L:90%
wrestles with our, um the balance between autonomy and

528
00:34:50.820 --> 00:34:55.699 A:middle L:90%
interdependence. You see this in the student teacher redefinition

529
00:34:55.699 --> 00:35:00.500 A:middle L:90%
of that relationship, freedom and responsibility. When I

530
00:35:00.500 --> 00:35:05.059 A:middle L:90%
think of this, I think of the first time

531
00:35:05.059 --> 00:35:09.619 A:middle L:90%
I joined the university as a faculty member and just

532
00:35:09.630 --> 00:35:13.389 A:middle L:90%
the tremendous freedom that I was given that I had

533
00:35:13.400 --> 00:35:15.599 A:middle L:90%
never experienced in the private sector or in the government

534
00:35:15.599 --> 00:35:20.230 A:middle L:90%
sector in terms of, uh, being given a

535
00:35:20.230 --> 00:35:22.829 A:middle L:90%
task and being told you could do this however you

536
00:35:22.829 --> 00:35:25.949 A:middle L:90%
like, um, or not being given a task

537
00:35:25.949 --> 00:35:29.050 A:middle L:90%
and say Go explore, Go learn, go figure

538
00:35:29.050 --> 00:35:30.760 A:middle L:90%
out what this program could look like. Um,

539
00:35:30.769 --> 00:35:36.280 A:middle L:90%
giving students that same freedom but the responsibility of it

540
00:35:36.329 --> 00:35:39.280 A:middle L:90%
is very transformational for me and then

541
00:35:39.289 --> 00:35:43.769 A:middle L:90%
democracy and participation. Who has access? Who can

542
00:35:43.769 --> 00:35:58.260 A:middle L:90%
participate? Um, this type of learning open

543
00:35:58.260 --> 00:36:01.710 A:middle L:90%
pedagogy. This kind of teaching tends to promote student

544
00:36:01.710 --> 00:36:07.789 A:middle L:90%
engagement. It's more motivational for students to, um

545
00:36:07.800 --> 00:36:10.449 A:middle L:90%
, be engaged in something that they're personally interested in

546
00:36:12.030 --> 00:36:14.599 A:middle L:90%
. There are a lot of, um, parallels

547
00:36:14.599 --> 00:36:17.280 A:middle L:90%
with deeper learning approaches, when students

548
00:36:17.280 --> 00:36:22.469 A:middle L:90%
take a deeper learning approach. So there are

549
00:36:22.469 --> 00:36:27.030 A:middle L:90%
a lot of benefits to this type of teaching.

550
00:36:28.630 --> 00:36:30.210 A:middle L:90%
There is value for the real world

551
00:36:30.219 --> 00:36:34.059 A:middle L:90%
So if you're having students do things like,

552
00:36:34.429 --> 00:36:39.670 A:middle L:90%
um yeah, contribute something that they've created to

553
00:36:39.670 --> 00:36:47.949 A:middle L:90%
Wikipedia or to creating a an article to be published

554
00:36:49.429 --> 00:36:52.469 A:middle L:90%
or doing some kind of outreach in their community that

555
00:36:52.469 --> 00:36:55.309 A:middle L:90%
there's really value for the world and that the students

556
00:36:55.309 --> 00:36:59.800 A:middle L:90%
are learning at the same time. I do have

557
00:36:59.800 --> 00:37:01.900 A:middle L:90%
a list of citations. Happy to share the slides with

558
00:37:01.900 --> 00:37:06.679 A:middle L:90%
you, but these four articles, not very long,

559
00:37:06.690 --> 00:37:08.659 A:middle L:90%
have all been really helpful for me and understanding

560
00:37:09.130 --> 00:37:12.780 A:middle L:90%
these concepts. I don't fully understand

561
00:37:12.780 --> 00:37:16.010 A:middle L:90%
this. I'm not also in the classroom, Um

562
00:37:16.019 --> 00:37:21.360 A:middle L:90%
, for 16 weeks every semester. Um, but

563
00:37:22.429 --> 00:37:25.119 A:middle L:90%
there's, um there's a lot of insight from these

564
00:37:25.119 --> 00:37:29.840 A:middle L:90%
really bright and creative people and I hope that you

565
00:37:29.840 --> 00:37:31.119 A:middle L:90%
get a chance to read some of these. So I'd

566
00:37:31.130 --> 00:37:34.989 A:middle L:90%
be happy to provide the slides to you and make

567
00:37:34.989 --> 00:37:37.619 A:middle L:90%
sure that you either ask me or sign in and

568
00:37:37.619 --> 00:37:40.039 A:middle L:90%
I'll make sure that you get them. Yeah,

569
00:37:40.429 --> 00:37:49.400 A:middle L:90%
with open textbook library. Yeah. Yep. Okay.

570
00:37:49.400 --> 00:37:52.369 A:middle L:90%
So a couple examples as I mentioned earlier.

571
00:37:52.380 --> 00:37:55.530 A:middle L:90%
David Wiley is sort of the godfather of open education,

572
00:37:55.539 --> 00:38:00.380 A:middle L:90%
Open educational resources, and he worked

573
00:38:00.380 --> 00:38:02.150 A:middle L:90%
with a group of graduate students in 2012 at his

574
00:38:02.150 --> 00:38:07.289 A:middle L:90%
university and took a book that was Project Management Book

575
00:38:07.289 --> 00:38:10.360 A:middle L:90%
and asked them to adapt the book to be

576
00:38:10.360 --> 00:38:15.269 A:middle L:90%
project management for instructional design in class.

577
00:38:15.280 --> 00:38:17.889 A:middle L:90%
Over several semesters the students improved this

578
00:38:17.889 --> 00:38:21.039 A:middle L:90%
book. Not all of their work was included in

579
00:38:21.039 --> 00:38:22.550 A:middle L:90%
the book. Probably not all of their work should

580
00:38:22.550 --> 00:38:25.900 A:middle L:90%
have been included in the book, right. But

581
00:38:25.909 --> 00:38:30.610 A:middle L:90%
for the students whose work was was excellent,

582
00:38:30.619 --> 00:38:32.110 A:middle L:90%
Uh, their work was included, and they are

583
00:38:32.119 --> 00:38:36.449 A:middle L:90%
a contributor, um, to a book, which

584
00:38:36.449 --> 00:38:37.550 A:middle L:90%
is a great thing tp come out of school

585
00:38:37.550 --> 00:38:43.800 A:middle L:90%
having your name on. Another example comes from ah

586
00:38:43.800 --> 00:38:46.510 A:middle L:90%
, faculty member in New Hampshire who decided that she

587
00:38:46.510 --> 00:38:50.920 A:middle L:90%
was really tired of having her students buy public domain

588
00:38:50.920 --> 00:38:55.150 A:middle L:90%
materials for her American literature class. And so she

589
00:38:55.150 --> 00:39:00.159 A:middle L:90%
got a group of students to compile a collection of

590
00:39:00.420 --> 00:39:02.199 A:middle L:90%
, uh, public domain works, Um, that

591
00:39:02.210 --> 00:39:07.809 A:middle L:90%
are legal, to, um, to use,

592
00:39:07.809 --> 00:39:09.650 A:middle L:90%
however you wish because they're in the public domain,

593
00:39:09.650 --> 00:39:14.650 A:middle L:90%
they're that old. Just created a book

594
00:39:15.019 --> 00:39:17.469 A:middle L:90%
for and with her students

595
00:39:17.480 --> 00:39:20.469 A:middle L:90%
, Um, she has a lot to say about

596
00:39:20.480 --> 00:39:22.800 A:middle L:90%
what that was like and what she learned on what

597
00:39:22.800 --> 00:39:30.159 A:middle L:90%
her students learned. So lots of potentials here.

598
00:39:30.820 --> 00:39:32.260 A:middle L:90%
Uh, I don't have the next slide that has

599
00:39:32.260 --> 00:39:35.570 A:middle L:90%
lots of details about what I think the potentials are

600
00:39:35.570 --> 00:39:37.650 A:middle L:90%
because I'm still trying to wrap my head around this

601
00:39:38.119 --> 00:39:40.449 A:middle L:90%
. Um, but I'd be curious to know from

602
00:39:40.449 --> 00:39:50.650 A:middle L:90%
you if you have thoughts. Let's think for yes

603
00:39:51.619 --> 00:40:00.829 A:middle L:90%
, the voice. Mm. Person. Mhm.

604
00:40:01.210 --> 00:40:07.219 A:middle L:90%
Yeah. Good. Um, one of the potential

605
00:40:07.219 --> 00:40:12.079 A:middle L:90%
that I've seen faculty that I've worked with that have

606
00:40:12.090 --> 00:40:17.250 A:middle L:90%
developed open educational resource, or just repurpose their course

607
00:40:17.250 --> 00:40:23.230 A:middle L:90%
using others open educational resource is, um they have

608
00:40:23.239 --> 00:40:30.570 A:middle L:90%
found student engagement has increased. And a lot of

609
00:40:30.570 --> 00:40:34.380 A:middle L:90%
this is not just because of affordability, although that's

610
00:40:34.389 --> 00:40:37.320 A:middle L:90%
part of it. But it's probably even more important

611
00:40:37.710 --> 00:40:42.730 A:middle L:90%
is that the professor or instructor takes a new look

612
00:40:42.739 --> 00:40:46.949 A:middle L:90%
at their course from outcomes based approach. What

613
00:40:47.510 --> 00:40:51.349 A:middle L:90%
is important that the students learned, as opposed

614
00:40:51.349 --> 00:40:53.699 A:middle L:90%
to just like, here's this textbook for economics.

615
00:40:53.699 --> 00:40:55.840 A:middle L:90%
One on one, you know, how am I

616
00:40:55.840 --> 00:41:00.829 A:middle L:90%
gonna use the text? So it creates a

617
00:41:00.829 --> 00:41:06.420 A:middle L:90%
different mindset with professors, which in turn, creates

618
00:41:06.429 --> 00:41:08.829 A:middle L:90%
different mindset with the students to write. Right.

619
00:41:09.409 --> 00:41:14.150 A:middle L:90%
So a professor is approaching a course with

620
00:41:14.510 --> 00:41:15.780 A:middle L:90%
ideas of what they want students to get out of

621
00:41:15.780 --> 00:41:19.769 A:middle L:90%
it and then building the material that they ask students

622
00:41:19.769 --> 00:41:22.369 A:middle L:90%
to interact with around those things rather than building the

623
00:41:22.369 --> 00:41:25.280 A:middle L:90%
course around the materials. Is that what you're saying?

624
00:41:25.289 --> 00:41:30.719 A:middle L:90%
Yeah, yeah. Legal. Several projects going

625
00:41:30.719 --> 00:41:38.300 A:middle L:90%
on Institution 11 in particular. Here's people in which

626
00:41:38.300 --> 00:41:45.420 A:middle L:90%
students put together essentially decision tree models for people

627
00:41:45.420 --> 00:41:52.840 A:middle L:90%
who can't afford attorneys. Okay, your story,

628
00:41:54.639 --> 00:41:58.739 A:middle L:90%
Clay. And which is that was not just the

629
00:41:59.809 --> 00:42:04.079 A:middle L:90%
area law itself. Musk intends to your inside who

630
00:42:04.190 --> 00:42:07.230 A:middle L:90%
but also teaches them. So basically, your programs

631
00:42:07.599 --> 00:42:08.519 A:middle L:90%
, what comes out of it essentially, not just

632
00:42:09.000 --> 00:42:10.960 A:middle L:90%
more like an act that it sort of does.

633
00:42:10.969 --> 00:42:14.659 A:middle L:90%
It is an interview question. You know, Is

634
00:42:14.659 --> 00:42:15.820 A:middle L:90%
this true or is this true? And this is

635
00:42:16.699 --> 00:42:21.929 A:middle L:90%
this question of it teaches them basic computer programming skills

636
00:42:22.179 --> 00:42:23.260 A:middle L:90%
and also sort of a moral, really world stuff

637
00:42:23.260 --> 00:42:28.019 A:middle L:90%
which, frankly, this falls down, Uh,

638
00:42:28.030 --> 00:42:29.880 A:middle L:90%
in terms of what? What is it like to

639
00:42:29.889 --> 00:42:32.550 A:middle L:90%
conduct a client interview? It's kind of because you're

640
00:42:32.550 --> 00:42:36.570 A:middle L:90%
necessarily walking through with client, but you at least

641
00:42:36.579 --> 00:42:38.610 A:middle L:90%
having in that process of enquiry I'm thinking about with

642
00:42:38.610 --> 00:42:42.099 A:middle L:90%
other people. And then, of course, some

643
00:42:42.110 --> 00:42:44.440 A:middle L:90%
things are better than out in the world. They're

644
00:42:44.449 --> 00:42:47.590 A:middle L:90%
used by some courts of jurisdiction. You you're actually

645
00:42:47.599 --> 00:42:51.989 A:middle L:90%
doing good in the world. So you had tell that you

646
00:42:51.989 --> 00:42:55.539 A:middle L:90%
were talking about, but my mind interesting. It

647
00:42:55.550 --> 00:43:00.519 A:middle L:90%
is how it sort of broaden them from thinking about

648
00:43:00.530 --> 00:43:04.170 A:middle L:90%
? Sort of. So I think doing this particular

649
00:43:04.170 --> 00:43:06.920 A:middle L:90%
area of law. How it actually, yes.

650
00:43:07.699 --> 00:43:14.030 A:middle L:90%
Thank you. Yes, property every lost. So

651
00:43:14.030 --> 00:43:17.460 A:middle L:90%
you value the transferability of knowledge. The transferability

652
00:43:17.460 --> 00:43:27.059 A:middle L:90%
approach from one. Uh huh. Exercise taking

653
00:43:27.059 --> 00:43:30.369 A:middle L:90%
it. If I return, you could pluck a

654
00:43:30.369 --> 00:43:35.530 A:middle L:90%
single idea. You realize this more organic, the

655
00:43:35.530 --> 00:43:38.769 A:middle L:90%
entire process. So this kind of learning is very

656
00:43:38.769 --> 00:43:44.480 A:middle L:90%
different than memorization. Um, it is more applied.

657
00:43:44.480 --> 00:43:46.420 A:middle L:90%
It's potentially more related to what students will be

658
00:43:46.420 --> 00:43:50.849 A:middle L:90%
doing after they finish school. Um,

659
00:43:50.860 --> 00:43:53.309 A:middle L:90%
if somebody like a student is using this kind of

660
00:43:53.309 --> 00:43:57.349 A:middle L:90%
approach, Um, I really appreciate your insight.

661
00:43:57.349 --> 00:44:02.500 A:middle L:90%
It's really interesting. Other thoughts. Yeah.

662
00:44:04.989 --> 00:44:10.300 A:middle L:90%
[inaudible comment from audience]

663
00:44:12.190 --> 00:44:15.840 A:middle L:90%
Yeah, yeah, yeah. Okay, So

664
00:44:15.960 --> 00:44:22.019 A:middle L:90%
, lots of applications. Yes.
665
00:44:23.889 --> 00:44:30.110 A:middle L:90%
. Some of the focus on just including its mhm

666
00:44:34.190 --> 00:44:44.150 A:middle L:90%
stuff flying. Listen, cultures are holding if you're

667
00:44:44.170 --> 00:44:50.969 A:middle L:90%
interested. So also, that is transit by our

668
00:44:50.980 --> 00:44:59.489 A:middle L:90%
cultural background. Interest in most cases, question by

669
00:44:59.510 --> 00:45:07.730 A:middle L:90%
engaging students really before patients. Thank you. The

670
00:45:07.739 --> 00:45:09.730 A:middle L:90%
silent they create not just what they say. Oversight

671
00:45:10.389 --> 00:45:17.719 A:middle L:90%
get. That's terrible. French. Okay. Yes

672
00:45:22.289 --> 00:45:25.429 A:middle L:90%
. Yeah. Please wait. Yeah, Thank you

673
00:45:28.789 --> 00:45:35.820 A:middle L:90%
. Yeah. For 17 years post Soviet country,

674
00:45:36.190 --> 00:45:39.460 A:middle L:90%
I want to say in mobile, you can see

675
00:45:39.469 --> 00:45:45.070 A:middle L:90%
university a picture of one. The library is empty

676
00:45:45.079 --> 00:45:49.630 A:middle L:90%
. So list, um, their books and libraries

677
00:45:49.639 --> 00:45:52.119 A:middle L:90%
on. So, for my opinion, uh,

678
00:45:52.090 --> 00:45:57.510 A:middle L:90%
it's the form. Give a good possibility students to

679
00:45:57.510 --> 00:46:01.570 A:middle L:90%
attract, maybe electronic form library. Uh, this

680
00:46:01.570 --> 00:46:06.000 A:middle L:90%
is a different. And the kinds now the waste

681
00:46:06.010 --> 00:46:10.219 A:middle L:90%
truck students in library on 24 is one way to

682
00:46:10.230 --> 00:46:19.409 A:middle L:90%
be successful. Yeah, Great. Okay. Um

683
00:46:19.420 --> 00:46:20.869 A:middle L:90%
oh, I do have a slide. I'll let

684
00:46:20.869 --> 00:46:22.360 A:middle L:90%
you read that later because I told you

685
00:46:22.360 --> 00:46:27.269 A:middle L:90%
I didn't. So, um, I want to

686
00:46:27.269 --> 00:46:31.400 A:middle L:90%
move on quickly because we're we're getting close to being

687
00:46:31.400 --> 00:46:35.949 A:middle L:90%
out of time, and talk about sort of the

688
00:46:35.960 --> 00:46:38.619 A:middle L:90%
philosophies that are behind, um, or the values

689
00:46:38.619 --> 00:46:45.239 A:middle L:90%
that are behind these two types of practices. Uh

690
00:46:45.250 --> 00:46:50.030 A:middle L:90%
when I tried to consolidate my thinking about what

691
00:46:50.030 --> 00:46:52.800 A:middle L:90%
open education is. Um, I think it turned

692
00:46:52.800 --> 00:46:57.300 A:middle L:90%
out to be very similar to what the description is

693
00:46:57.300 --> 00:47:00.199 A:middle L:90%
that we read initially that it's a movement. It's

694
00:47:00.199 --> 00:47:02.460 A:middle L:90%
a philosophy. It's practices. It's tools. It's

695
00:47:02.460 --> 00:47:07.110 A:middle L:90%
resources, um and so I've adapted, um,

696
00:47:07.119 --> 00:47:12.400 A:middle L:90%
, some work from a colleague in Washington state who

697
00:47:12.880 --> 00:47:16.550 A:middle L:90%
, um, has six different attributes of what open

698
00:47:16.550 --> 00:47:20.780 A:middle L:90%
education is. So, uh, and this might

699
00:47:20.789 --> 00:47:23.059 A:middle L:90%
be a good time to compare what is open education

700
00:47:23.059 --> 00:47:28.300 A:middle L:90%
versus what are some other approaches to both, um

701
00:47:28.309 --> 00:47:31.739 A:middle L:90%
, teaching and to publication. Um, it's outward

702
00:47:31.739 --> 00:47:36.130 A:middle L:90%
facing. Um, if you write an article,

703
00:47:36.139 --> 00:47:39.050 A:middle L:90%
it's for your audience. It's maybe not for your

704
00:47:39.050 --> 00:47:43.239 A:middle L:90%
tenure packet. Maybe it is for your tenure packet

705
00:47:43.239 --> 00:47:45.119 A:middle L:90%
, but it's more important for your audience to be

706
00:47:45.119 --> 00:47:49.210 A:middle L:90%
able to read it. So this value may drive

707
00:47:49.210 --> 00:47:51.920 A:middle L:90%
you to say, How can I self archive my

708
00:47:51.920 --> 00:47:54.099 A:middle L:90%
work? Can I publish in an open access journal

709
00:47:54.280 --> 00:48:02.739 A:middle L:90%
? Can I, um uh, if I edit

710
00:48:02.739 --> 00:48:06.809 A:middle L:90%
a journal, can I flip my journal to be

711
00:48:06.809 --> 00:48:09.199 A:middle L:90%
open access instead of something that's closed? One of

712
00:48:09.199 --> 00:48:14.969 A:middle L:90%
the articles I cited earlier, um, is in

713
00:48:14.980 --> 00:48:17.199 A:middle L:90%
a journal that is a closed access journal. And

714
00:48:17.199 --> 00:48:21.079 A:middle L:90%
I find it extremely frustrating because I would really like

715
00:48:21.079 --> 00:48:22.090 A:middle L:90%
to share that article and say, Here's the link

716
00:48:22.099 --> 00:48:25.139 A:middle L:90%
. Go get it. Um, but I can't

717
00:48:25.150 --> 00:48:27.630 A:middle L:90%
. I can share the link, but maybe you

718
00:48:27.630 --> 00:48:30.039 A:middle L:90%
don't have a subscription. Um, maybe you don't

719
00:48:30.039 --> 00:48:32.849 A:middle L:90%
have a really great interlibrary loan department. Maybe

720
00:48:32.849 --> 00:48:37.280 A:middle L:90%
you can't get it, um, so outward facing

721
00:48:37.070 --> 00:48:39.480 A:middle L:90%
, um, this being a value of how we

722
00:48:39.489 --> 00:48:44.840 A:middle L:90%
act in the academy, who needs access, and

723
00:48:44.840 --> 00:48:45.190 A:middle L:90%
how do we make sure they have it? Who

724
00:48:45.190 --> 00:48:47.829 A:middle L:90%
needs what kind of access? How do we make

725
00:48:47.829 --> 00:48:51.909 A:middle L:90%
sure they have it? Um, it's inclusive.

726
00:48:52.369 --> 00:48:54.280 A:middle L:90%
Um, so we think about all kinds of barriers

727
00:48:54.670 --> 00:48:59.039 A:middle L:90%
. We have our own barriers. Um, and

728
00:48:59.050 --> 00:49:00.940 A:middle L:90%
other people may have different barriers. What might the

729
00:49:00.940 --> 00:49:05.420 A:middle L:90%
barriers be? How can we be intentional? As

730
00:49:05.420 --> 00:49:07.719 A:middle L:90%
we're thinking about publishing, we're thinking about teaching.

731
00:49:07.730 --> 00:49:10.940 A:middle L:90%
Um, sometimes students who are asked to write a

732
00:49:10.940 --> 00:49:14.699 A:middle L:90%
blog post don't want their real name out there.

733
00:49:15.170 --> 00:49:16.940 A:middle L:90%
That's okay. You don't know what their

734
00:49:16.940 --> 00:49:20.590 A:middle L:90%
history is, and you want them to be safe.

735
00:49:20.599 --> 00:49:22.980 A:middle L:90%
Maybe there's a restraining order against the ex.

736
00:49:22.989 --> 00:49:28.059 A:middle L:90%
Whatever. Um, um, that's a barrier.

737
00:49:28.070 --> 00:49:30.980 A:middle L:90%
So those are important barriers to acknowledge. If you're

738
00:49:30.980 --> 00:49:32.570 A:middle L:90%
engaging in these kinds of practices, it's not just

739
00:49:32.579 --> 00:49:37.050 A:middle L:90%
the need for screen readers or of, you know

740
00:49:37.050 --> 00:49:39.260 A:middle L:90%
, other kinds of, um, traditional accessibility,

741
00:49:39.260 --> 00:49:42.550 A:middle L:90%
things that we may think of, but other kind

742
00:49:42.550 --> 00:49:45.090 A:middle L:90%
of barriers to keep people safe and keep them,

743
00:49:45.769 --> 00:49:50.300 A:middle L:90%
um, really in in control of their environment.

744
00:49:51.570 --> 00:49:57.119 A:middle L:90%
Um, we engage with open licenses and try to

745
00:49:57.119 --> 00:50:00.610 A:middle L:90%
be push ourselves to be as free as possible.

746
00:50:00.619 --> 00:50:02.389 A:middle L:90%
Try to push ourselves to be as open as possible

747
00:50:02.760 --> 00:50:06.590 A:middle L:90%
. Try to say Okay. So I'm not gonna

748
00:50:06.590 --> 00:50:08.289 A:middle L:90%
make any money off of this thing. Um,

749
00:50:08.960 --> 00:50:12.940 A:middle L:90%
but if somebody else can build a really great and

750
00:50:12.949 --> 00:50:15.269 A:middle L:90%
modify it and make something really great out of it

751
00:50:15.960 --> 00:50:19.380 A:middle L:90%
, go for it. Maybe somebody can

752
00:50:19.389 --> 00:50:22.269 A:middle L:90%
make something I hadn't thought of before. Um,

753
00:50:23.860 --> 00:50:29.059 A:middle L:90%
feedback and collaboration. Part of working, teaching,

754
00:50:29.059 --> 00:50:32.530 A:middle L:90%
writing in the open. Both is giving feedback and

755
00:50:32.530 --> 00:50:37.550 A:middle L:90%
receiving feedback. Sometimes feedback hurts. Um, but

756
00:50:37.550 --> 00:50:40.699 A:middle L:90%
feedback is really important because it helps us know.

757
00:50:42.760 --> 00:50:46.159 A:middle L:90%
It helps us understand what kind of quality we're producing.

758
00:50:46.170 --> 00:50:47.849 A:middle L:90%
It helps us understand what kind of value we're

759
00:50:47.849 --> 00:50:53.110 A:middle L:90%
producing. Um, and collaboration is really valuable.

760
00:50:53.119 --> 00:50:57.500 A:middle L:90%
It's hard to create something all by yourself.

761
00:50:57.510 --> 00:51:00.920 A:middle L:90%
Sometimes it's easy, but maybe there's more value when

762
00:51:00.929 --> 00:51:07.739 A:middle L:90%
when you work together, um, implementing, incorporating

763
00:51:07.739 --> 00:51:10.329 A:middle L:90%
new ideas, both about teaching, about research,

764
00:51:10.329 --> 00:51:14.000 A:middle L:90%
about other kinds of things. Um, some of

765
00:51:14.000 --> 00:51:15.389 A:middle L:90%
you and, um, coming in here I've been

766
00:51:15.389 --> 00:51:19.010 A:middle L:90%
able to talk with and have told me Ah,

767
00:51:19.010 --> 00:51:21.599 A:middle L:90%
little bit about the kinds of pedagogy is you're looking

768
00:51:21.599 --> 00:51:23.349 A:middle L:90%
at that.  Want to know more of

769
00:51:23.349 --> 00:51:29.409 A:middle L:90%
incorporating new ideas and seeing

770
00:51:29.420 --> 00:51:32.130 A:middle L:90%
what does this work? Um is there a research

771
00:51:32.130 --> 00:51:35.260 A:middle L:90%
base for it? Does it work in my classroom?

772
00:51:35.260 --> 00:51:36.340 A:middle L:90%
What does and what doesn't? What does

773
00:51:36.340 --> 00:51:38.679 A:middle L:90%
it do? How does it work? Giving credit

774
00:51:39.760 --> 00:51:45.170 A:middle L:90%
This is how you would credit the author

775
00:51:45.179 --> 00:51:47.300 A:middle L:90%
, the creator of this image? Um, copyright

776
00:51:47.300 --> 00:51:50.079 A:middle L:90%
symbol. The name of the work with a link

777
00:51:50.079 --> 00:51:52.219 A:middle L:90%
to the work, the name of the author and

778
00:51:52.219 --> 00:51:54.389 A:middle L:90%
the name of the license. This tells everybody I

779
00:51:54.389 --> 00:51:59.570 A:middle L:90%
didn't make this. It was made by Luis Prado

780
00:51:59.579 --> 00:52:02.579 A:middle L:90%
And ithas this license on it. And

781
00:52:02.579 --> 00:52:06.280 A:middle L:90%
if you want to see the actual thing, you

782
00:52:06.280 --> 00:52:08.369 A:middle L:90%
can click here and see that same picture.

783
00:52:08.949 --> 00:52:13.320 A:middle L:90%
This gives credit to Luis, and

784
00:52:13.329 --> 00:52:15.699 A:middle L:90%
, uh, it also tells someone I didn't create

785
00:52:15.699 --> 00:52:20.949 A:middle L:90%
this myself. Finally, I think these

786
00:52:20.949 --> 00:52:23.530 A:middle L:90%
practices can be used as a lever, um,

787
00:52:23.539 --> 00:52:28.659 A:middle L:90%
for a lot of different things in in our society

788
00:52:28.659 --> 00:52:32.789 A:middle L:90%
and the university. Um and I'm excited to see

789
00:52:32.789 --> 00:52:37.079 A:middle L:90%
in all of your different context what you how you

790
00:52:37.079 --> 00:52:40.349 A:middle L:90%
end up using this information and this thinking about these

791
00:52:40.360 --> 00:52:44.900 A:middle L:90%
approaches. So, um, I'm going to challenge

792
00:52:44.900 --> 00:52:47.760 A:middle L:90%
you to figure out what you

793
00:52:47.760 --> 00:52:50.780 A:middle L:90%
can do to make what you do more open.

794
00:52:51.349 --> 00:52:52.900 A:middle L:90%
Um, what you can do to make it more

795
00:52:52.900 --> 00:52:58.630 A:middle L:90%
valuable for others how you can explore and wrestle with

796
00:52:58.630 --> 00:53:00.639 A:middle L:90%
some of these values and and maybe implement some of

797
00:53:00.650 --> 00:53:04.719 A:middle L:90%
them. Um, this is a lot to wrap

798
00:53:04.719 --> 00:53:07.920 A:middle L:90%
your mind around in terms of an approach, but

799
00:53:07.920 --> 00:53:13.869 A:middle L:90%
I think it's I found it to be very gratifying

800
00:53:13.880 --> 00:53:16.900 A:middle L:90%
and, um, really exciting in terms of something

801
00:53:16.900 --> 00:53:19.760 A:middle L:90%
that I can give to other people and say,

802
00:53:20.150 --> 00:53:22.389 A:middle L:90%
I think there's something in here that's really exciting.

803
00:53:22.750 --> 00:53:25.280 A:middle L:90%
I think there's something in here this really effective and

804
00:53:25.280 --> 00:53:29.429 A:middle L:90%
that can change your practice and can make what you

805
00:53:29.429 --> 00:53:32.360 A:middle L:90%
do more helpful to other people and even more valuable

806
00:53:32.360 --> 00:53:37.750 A:middle L:90%
and interesting to yourself. So, um, find

807
00:53:37.750 --> 00:53:40.940 A:middle L:90%
out what's in your bag and figure out how you

808
00:53:40.940 --> 00:53:52.110 A:middle L:90%
configure it. So thank you. Happy to

809
00:53:52.110 --> 00:53:53.619 A:middle L:90%
talk further and just wanna make sure before

810
00:53:53.619 --> 00:53:55.159 A:middle L:90%
you go to pick one of these up. So

811
00:53:55.159 --> 00:54:00.210 A:middle L:90%
I think we have not very much time. Yeah

812
00:54:00.219 --> 00:54:05.539 A:middle L:90%
, great in the back. You want to see

813
00:54:05.539 --> 00:54:07.159 A:middle L:90%
the slide? I didn't show. You okay?

814
00:54:07.170 --> 00:54:10.570 A:middle L:90%
Yes, sir. Sorry to make you dizzy.

815
00:54:10.940 --> 00:54:15.519 A:middle L:90%
Thanks. Okay, So this was the What is

816
00:54:15.519 --> 00:54:21.260 A:middle L:90%
the potential for open pedagogy? This is not comprehensive

817
00:54:21.639 --> 00:54:22.659 A:middle L:90%
and part of the reason I didn't

818
00:54:22.659 --> 00:54:24.800 A:middle L:90%
show this to you is because what I told you wasn't

819
00:54:24.800 --> 00:54:27.070 A:middle L:90%
there. And then I realized, yes, I

820
00:54:27.070 --> 00:54:29.880 A:middle L:90%
had made this slide. Also, because I

821
00:54:29.880 --> 00:54:32.420 A:middle L:90%
think there's a lot more that could be added to

822
00:54:32.420 --> 00:54:37.769 A:middle L:90%
this than I have thought of. So yeah,

823
00:54:38.639 --> 00:54:43.940 A:middle L:90%
you mentioned open access journals. Any of them

824
00:54:43.949 --> 00:54:47.030 A:middle L:90%
are pure. Yes. Yes. S O P.

825
00:54:47.030 --> 00:54:51.030 A:middle L:90%
Review is not contingent on open access or vice

826
00:54:51.030 --> 00:54:53.969 A:middle L:90%
versa. E, Could she go another way?

827
00:54:54.440 --> 00:54:58.849 A:middle L:90%
Yeah. Yeah, there are some? Yeah.

828
00:54:58.860 --> 00:55:01.929 A:middle L:90%
Not not all there is the site called Think, Check,

829
00:55:01.940 --> 00:55:06.840 A:middle L:90%
Submit. That's sort of a three step way of

830
00:55:06.849 --> 00:55:12.489 A:middle L:90%
evaluating publication opportunity. And it it asks authors to

831
00:55:12.489 --> 00:55:17.960 A:middle L:90%
think through, um, you know, where is

832
00:55:17.960 --> 00:55:22.199 A:middle L:90%
this? What are the ethics behind this journal?

833
00:55:22.210 --> 00:55:25.170 A:middle L:90%
Um, is it a valuable thing is that it's

834
00:55:25.170 --> 00:55:29.519 A:middle L:90%
essentially a response to some of the predatory publishing that

835
00:55:29.519 --> 00:55:32.059 A:middle L:90%
we we see. Think, check, submit.

836
00:55:34.210 --> 00:55:37.969 A:middle L:90%
Hey, there's the directory of open access journals,

837
00:55:37.440 --> 00:55:45.179 A:middle L:90%
and I don't think it has, but it government

838
00:55:45.190 --> 00:55:51.860 A:middle L:90%
is. Yeah. Yeah, they have. Ah

839
00:55:52.440 --> 00:55:57.900 A:middle L:90%
, there's several not societies, but but groups that

840
00:55:57.900 --> 00:56:00.079 A:middle L:90%
you could belong to you. But you must adhere

841
00:56:00.079 --> 00:56:04.829 A:middle L:90%
to the ethical standards of publication for those particular groups.

842
00:56:04.829 --> 00:56:07.550 A:middle L:90%
And those are good markers of journals that

843
00:56:08.530 --> 00:56:13.670 A:middle L:90%
have good practices. Um, think check

844
00:56:13.670 --> 00:56:17.449 A:middle L:90%
Submit has links to all of those different ethical bodies

845
00:56:17.829 --> 00:56:22.079 A:middle L:90%
. Um, yeah. Sorry. I thought I

846
00:56:22.170 --> 00:56:25.670 A:middle L:90%
know. Yeah. One plan in your presentation.

847
00:56:25.679 --> 00:56:28.289 A:middle L:90%
I think it was at the end of the movie

848
00:56:28.289 --> 00:56:35.590 A:middle L:90%
are part you briefly alluded to what might be potential

849
00:56:35.610 --> 00:56:38.050 A:middle L:90%
downsides to this. Okay. Briefly said that.

850
00:56:38.050 --> 00:56:43.289 A:middle L:90%
So does anything come like, are there? Are

851
00:56:43.289 --> 00:56:49.079 A:middle L:90%
there downsides, though? Sure. Um well,

852
00:56:49.079 --> 00:56:53.760 A:middle L:90%
I think that what the objections that I usually hear

853
00:56:53.769 --> 00:56:58.440 A:middle L:90%
are Well, what about somebody who takes my work

854
00:56:58.449 --> 00:57:01.059 A:middle L:90%
and does something with it that I don't like?

855
00:57:01.929 --> 00:57:06.599 A:middle L:90%
And my response to that is to say it could

856
00:57:06.599 --> 00:57:09.130 A:middle L:90%
happen. You know, you also could stub your

857
00:57:09.130 --> 00:57:14.780 A:middle L:90%
toe on the sidewalk or miss the bus like there

858
00:57:14.780 --> 00:57:17.719 A:middle L:90%
are risks in life. There are rogue

859
00:57:17.719 --> 00:57:22.099 A:middle L:90%
actors. Um, so we do what we can

860
00:57:22.110 --> 00:57:24.369 A:middle L:90%
to deal with rogue actors. Um, there are

861
00:57:24.369 --> 00:57:28.960 A:middle L:90%
some. I've heard of stories where some of the

862
00:57:28.960 --> 00:57:31.150 A:middle L:90%
open stacks books are being sold at a huge cost.

863
00:57:31.159 --> 00:57:34.889 A:middle L:90%
Um, somebody's making money off of them.

864
00:57:34.900 --> 00:57:37.960 A:middle L:90%
They can, um, but buyer beware. You

865
00:57:37.960 --> 00:57:39.150 A:middle L:90%
know, check to see if you can get this

866
00:57:39.530 --> 00:57:44.380 A:middle L:90%
material for the price of which was, you know

867
00:57:44.380 --> 00:57:45.199 A:middle L:90%
, the lower price it was intended to be sold

868
00:57:45.199 --> 00:57:52.389 A:middle L:90%
at. Um, there are some instances where vanity

869
00:57:52.389 --> 00:57:58.159 A:middle L:90%
publishers have compiled creative Commons license things and republished them.

870
00:57:59.730 --> 00:58:00.949 A:middle L:90%
Well, it gets your work out there.

871
00:58:01.320 --> 00:58:06.349 A:middle L:90%
Um, is that bad? Um, there are

872
00:58:06.349 --> 00:58:12.409 A:middle L:90%
some instances where, um, someone has said,

873
00:58:12.420 --> 00:58:16.849 A:middle L:90%
Okay, we're we're embracing and creative Commons license practice

874
00:58:16.860 --> 00:58:20.230 A:middle L:90%
, and then they change their mind. You can't

875
00:58:20.230 --> 00:58:22.409 A:middle L:90%
take the licenses off. It's like feathers in a

876
00:58:22.409 --> 00:58:24.610 A:middle L:90%
pillow. It's out there. You get all of

877
00:58:24.610 --> 00:58:31.150 A:middle L:90%
them back, right? Okay? It depends

878
00:58:31.150 --> 00:58:34.400 A:middle L:90%
on what your motivation is. It depends on how

879
00:58:34.409 --> 00:58:37.639 A:middle L:90%
risk averse you are. Um, I think there

880
00:58:38.420 --> 00:58:43.860 A:middle L:90%
, um I wouldn't advocate for sharing national security data

881
00:58:43.860 --> 00:58:45.050 A:middle L:90%
with a creative Commons license. You know, there's

882
00:58:45.050 --> 00:58:50.570 A:middle L:90%
some things that should be, um, secret for

883
00:58:50.570 --> 00:58:53.039 A:middle L:90%
a time based on what they are. Um,

884
00:58:54.420 --> 00:59:00.059 A:middle L:90%
so, yeah, we're at American University. What

885
00:59:00.059 --> 00:59:02.420 A:middle L:90%
do you think? You all work with security kinds

886
00:59:02.420 --> 00:59:05.780 A:middle L:90%
of things. Just a second. It's gonna take

887
00:59:05.780 --> 00:59:07.780 A:middle L:90%
a slightly different direction with him to say, you

888
00:59:07.780 --> 00:59:09.010 A:middle L:90%
know, there's There's a certain amount of privilege to

889
00:59:09.019 --> 00:59:13.219 A:middle L:90%
being able to publish your work for free, creating

890
00:59:13.219 --> 00:59:15.289 A:middle L:90%
a culture where information is free. So If you're

891
00:59:15.300 --> 00:59:19.889 A:middle L:90%
in a secure position where you receive a salary for

892
00:59:19.889 --> 00:59:22.409 A:middle L:90%
the work you do. You don't have to worry

893
00:59:22.409 --> 00:59:25.230 A:middle L:90%
about making ends meet through somebody paying for you for

894
00:59:25.230 --> 00:59:30.389 A:middle L:90%
your property. But if we create a

895
00:59:30.400 --> 00:59:36.150 A:middle L:90%
culture, wherein people develop an expectation that

896
00:59:36.150 --> 00:59:38.559 A:middle L:90%
information is going to be free and you're not attached

897
00:59:38.559 --> 00:59:42.690 A:middle L:90%
to a salary institution and you don't rely on somebody

898
00:59:42.690 --> 00:59:45.869 A:middle L:90%
buying your work for you to make ends meet.

899
00:59:45.869 --> 00:59:50.210 A:middle L:90%
. So certain creative work where folks aren't receiving a

900
00:59:50.210 --> 00:59:52.980 A:middle L:90%
salary to do what they do. If we create

901
00:59:52.980 --> 00:59:57.219 A:middle L:90%
this major cultural shift, wherein consumers

902
00:59:57.219 --> 01:00:00.000 A:middle L:90%
expect that the information they want can and should be

903
01:00:00.010 --> 01:00:04.530 A:middle L:90%
free, we've created a big economic shift that could put

904
01:00:04.539 --> 01:00:07.039 A:middle L:90%
people who don't have the privilege of a full time

905
01:00:07.039 --> 01:00:12.250 A:middle L:90%
salary faculty position at risk. I think there's,

906
01:00:12.909 --> 01:00:16.960 A:middle L:90%
I think, Um, yeah, that's

907
01:00:16.960 --> 01:00:22.110 A:middle L:90%
a reality. Um, and I don't have an

908
01:00:22.110 --> 01:00:23.639 A:middle L:90%
answer. I'm not saying that that's a reason to

909
01:00:23.639 --> 01:00:27.380 A:middle L:90%
never, ever published open access. But it's a

910
01:00:27.389 --> 01:00:30.570 A:middle L:90%
thing to think about and to recognize that if you

911
01:00:30.570 --> 01:00:35.440 A:middle L:90%
can put your material out there for free, you

912
01:00:35.440 --> 01:00:37.030 A:middle L:90%
talk about real world applications. So, students,

913
01:00:37.030 --> 01:00:42.570 A:middle L:90%
you know you're using student labor to produce intellectual property

914
01:00:42.579 --> 01:00:45.389 A:middle L:90%
, and they're paying for the privilege. Get that

915
01:00:45.389 --> 01:00:47.429 A:middle L:90%
exposure. Yeah, I think they're gonna graduate

916
01:00:47.440 --> 01:00:51.030 A:middle L:90%
And want to be paid for that same level of

917
01:00:51.039 --> 01:00:52.090 A:middle L:90%
work. Where is their salary going to come from?

918
01:00:52.099 --> 01:00:55.739 A:middle L:90%
Ithink there's There is definitely an ethical dilemma

919
01:00:55.739 --> 01:01:00.420 A:middle L:90%
in including students in this that it needs to be,

920
01:01:00.429 --> 01:01:04.239 A:middle L:90%
that needs to be voluntary. Um, because I

921
01:01:04.250 --> 01:01:07.389 A:middle L:90%
don't ever want to say that student labor should be

922
01:01:07.389 --> 01:01:10.639 A:middle L:90%
used to create things against student wishes;

923
01:01:12.309 --> 01:01:15.349 A:middle L:90%
that's not appropriate. Um, but I think you

924
01:01:15.349 --> 01:01:20.769 A:middle L:90%
raise a valuable point of if we're in a society

925
01:01:20.769 --> 01:01:22.769 A:middle L:90%
where some people are embracing these practices because they can

926
01:01:22.769 --> 01:01:25.449 A:middle L:90%
, and some people are not because they can't,

927
01:01:25.449 --> 01:01:28.630 A:middle L:90%
what kind of disadvantage does that put them at?

928
01:01:29.110 --> 01:01:31.800 A:middle L:90%
Um, so how do we spread the advantages

929
01:01:31.809 --> 01:01:35.940 A:middle L:90%
to others? I guess you know, doing what

930
01:01:35.940 --> 01:01:40.460 A:middle L:90%
we can do? Um, yeah, some downside

931
01:01:40.469 --> 01:01:45.070 A:middle L:90%
Although very much in favor of open education

932
01:01:45.079 --> 01:01:50.309 A:middle L:90%
resources, another potential downside is a

933
01:01:50.309 --> 01:01:55.570 A:middle L:90%
loss of quality. For example, textbook publishers get

934
01:01:55.570 --> 01:02:00.469 A:middle L:90%
a lot of bad press,but the

935
01:02:00.480 --> 01:02:02.719 A:middle L:90%
truth is, you know, the textbooks they produce

936
01:02:04.199 --> 01:02:09.030 A:middle L:90%
are very high quality and usually right. I

937
01:02:09.389 --> 01:02:14.690 A:middle L:90%
can't say all for anything. Yeah, generally of

938
01:02:14.699 --> 01:02:17.219 A:middle L:90%
high quality, with a lot of extra materials,

939
01:02:17.219 --> 01:02:23.619 A:middle L:90%
like ancillary websites. Not saying that open textbook can't

940
01:02:23.630 --> 01:02:27.250 A:middle L:90%
be of high quality. There are many that are,

941
01:02:27.260 --> 01:02:30.349 A:middle L:90%
but there's the potential for that. Uh, mm

942
01:02:30.349 --> 01:02:36.949 A:middle L:90%
hmm. Yeah. Yeah. So I think looking

943
01:02:36.949 --> 01:02:38.289 A:middle L:90%
at those kinds of resource is why are they being

944
01:02:38.300 --> 01:02:42.739 A:middle L:90%
created? Is this is this a pedagogical experience?

945
01:02:43.099 --> 01:02:47.630 A:middle L:90%
I this of an outcome output experience and then getting

946
01:02:47.630 --> 01:02:50.769 A:middle L:90%
savvy about. And I think this is a real

947
01:02:50.769 --> 01:02:53.650 A:middle L:90%
for libraries getting savvy about what makes for a good

948
01:02:53.650 --> 01:02:59.050 A:middle L:90%
publication. Um, good questions. You had something

949
01:02:59.050 --> 01:03:04.030 A:middle L:90%
you wanted to add. Oh, okay. Yeah

950
01:03:06.000 --> 01:03:19.320 A:middle L:90%
[inaudible comment from audience]

951
01:03:19.800 --> 01:03:22.809 A:middle L:90%
And that actually, we have something very

952
01:03:22.809 --> 01:03:24.289 A:middle L:90%
similar. Virginia Tech. That's where the fundamentals of

953
01:03:24.289 --> 01:03:29.400 A:middle L:90%
business book lives. And, so those

954
01:03:29.400 --> 01:03:31.510 A:middle L:90%
are good places to put the more static kinds of

955
01:03:31.900 --> 01:03:35.880 A:middle L:90%
resourcesa very stable place where they can

956
01:03:35.880 --> 01:03:39.760 A:middle L:90%
live. 

957
01:03:39.769 --> 01:03:46.289 A:middle L:90%
[inaudible comment from audience]

958
01:03:47.500 --> 01:04:00.619 A:middle L:90%
[inaudible comment from audience]

959
01:04:00.190 --> 01:04:05.809 A:middle L:90%
. Mhm. Thank you. Yes. Smiling big

960
01:04:05.820 --> 01:04:10.789 A:middle L:90%
issues for our libraries, which waas like a separate

961
01:04:10.800 --> 01:04:14.900 A:middle L:90%
on, Uh, especially in my university. Small

962
01:04:14.900 --> 01:04:20.139 A:middle L:90%
university in south left, The director of library ways

963
01:04:20.150 --> 01:04:26.659 A:middle L:90%
To be open because, you know, when this small

964
01:04:26.670 --> 01:04:30.400 A:middle L:90%
university there is a little bit it was difficult to

965
01:04:30.409 --> 01:04:34.420 A:middle L:90%
reach them. There's another off library travel the

966
01:04:34.420 --> 01:04:39.039 A:middle L:90%
students in the library. So now the library.

967
01:04:39.039 --> 01:04:43.530 A:middle L:90%
Mogoba, have a big large list off the question

968
01:04:43.539 --> 01:04:47.230 A:middle L:90%
. Have developed the library. A progressive developing in

969
01:04:47.989 --> 01:04:58.460 A:middle L:90%
like I say you things like Yeah, yeah,

970
01:04:58.469 --> 01:05:02.619 A:middle L:90%
yeah. Good. Good. Okay. Um alright

971
01:05:02.619 --> 01:05:05.150 A:middle L:90%
. Two more. Two more comments. Questions You

972
01:05:05.150 --> 01:05:13.590 A:middle L:90%
wanna go first? Well, okay. We're away

973
01:05:13.590 --> 01:05:20.590 A:middle L:90%
for free. What? This is it was There

974
01:05:20.599 --> 01:05:26.250 A:middle L:90%
are a number of grants givers still paying authors to

975
01:05:26.250 --> 01:05:29.010 A:middle L:90%
produce works that are open license. They're just going

976
01:05:29.489 --> 01:05:35.570 A:middle L:90%
front here. [inaudible]
977
01:05:35.570 --> 01:05:44.050 A:middle L:90%
How many? A few?

978
01:05:44.059 --> 01:05:47.420 A:middle L:90%
A few? Yeah. Yeah. Did you have

979
01:05:47.420 --> 01:05:49.139 A:middle L:90%
something else? you wanted to add just one.

980
01:05:49.150 --> 01:05:58.449 A:middle L:90%
What did you use to create the two textbooks?

981
01:05:58.460 --> 01:06:03.000 A:middle L:90%
The print versions or the electronic versions? or Okay

982
01:06:03.980 --> 01:06:06.920 A:middle L:90%
, we did, uh, they're both available in

983
01:06:06.920 --> 01:06:10.789 A:middle L:90%
PDF. They're both available Print on demand we

984
01:06:10.789 --> 01:06:13.090 A:middle L:90%
use two different vendors for the print on demand.

985
01:06:13.579 --> 01:06:16.519 A:middle L:90%
Um, I learned a lot about parts of a

986
01:06:16.519 --> 01:06:20.679 A:middle L:90%
book, about parts of a cover, about front matter, about

987
01:06:20.679 --> 01:06:26.340 A:middle L:90%
formatting. Um, the first book was authored,

988
01:06:26.340 --> 01:06:30.699 A:middle L:90%
and Microsoft Word converted to pdf and, um,

989
01:06:31.679 --> 01:06:38.219 A:middle L:90%
sent divided into chapters posted, um, and

990
01:06:38.219 --> 01:06:41.719 A:middle L:90%
then the whole pdf we published through Lulu Press,

991
01:06:42.079 --> 01:06:44.949 A:middle L:90%
which is a print on demand vendor. Um,

992
01:06:44.960 --> 01:06:46.179 A:middle L:90%
the color version was a lot more expensive than I

993
01:06:46.179 --> 01:06:49.690 A:middle L:90%
wanted to be, but the author really wanted print

994
01:06:49.690 --> 01:06:54.719 A:middle L:90%
on demand available. The second book was written in

995
01:06:54.719 --> 01:06:59.059 A:middle L:90%
LaTeX, which is Ah, a mathematical notation

996
01:06:59.070 --> 01:07:03.130 A:middle L:90%
language that is very helpful for, um, equations.

997
01:07:03.130 --> 01:07:06.199 A:middle L:90%
And, um, there are a lot of

998
01:07:06.199 --> 01:07:10.130 A:middle L:90%
equations in the book. So we said Yes.

999
01:07:10.139 --> 01:07:12.429 A:middle L:90%
This is your native language. Please write in it.

1000
01:07:12.440 --> 01:07:14.329 A:middle L:90%
We will support you, and we'll figure out

1001
01:07:14.329 --> 01:07:15.480 A:middle L:90%
how to do this. Um, that book is

1002
01:07:15.489 --> 01:07:19.639 A:middle L:90%
only available in pdf We will release when the that

1003
01:07:19.639 --> 01:07:23.699 A:middle L:90%
version is updated in the summer will release the LaTeX

1004
01:07:23.710 --> 01:07:29.420 A:middle L:90%
code. The idea behind that project is and

1005
01:07:29.420 --> 01:07:31.099 A:middle L:90%
this is a faculty lead project. Um, the

1006
01:07:31.099 --> 01:07:34.500 A:middle L:90%
faculty member's idea is to create a body of work

1007
01:07:34.500 --> 01:07:38.440 A:middle L:90%
that can be, um, pulled from using a

1008
01:07:38.440 --> 01:07:41.090 A:middle L:90%
remix system. So there are three different ways of

1009
01:07:41.090 --> 01:07:45.769 A:middle L:90%
teaching Electro Magnetics. Um, it depends on what

1010
01:07:45.780 --> 01:07:48.949 A:middle L:90%
? Your preferences and in order of things, if

1011
01:07:48.949 --> 01:07:53.519 A:middle L:90%
you like to use certain kinds of charts and graphs

1012
01:07:53.530 --> 01:07:56.539 A:middle L:90%
in your work and so being able to pull from

1013
01:07:56.550 --> 01:07:59.179 A:middle L:90%
that system to create what you want in the order

1014
01:07:59.179 --> 01:08:00.150 A:middle L:90%
in which you want to create it. So if

1015
01:08:00.150 --> 01:08:02.389 A:middle L:90%
you look in the book, there are module numbers,

1016
01:08:02.400 --> 01:08:05.389 A:middle L:90%
little tiny numbers before each of the sections in

1017
01:08:05.389 --> 01:08:10.030 A:middle L:90%
the chapters and those are discrete pieces that can be

1018
01:08:10.030 --> 01:08:12.639 A:middle L:90%
moved. They can also be edited within. So

1019
01:08:12.639 --> 01:08:15.449 A:middle L:90%
we, um very much struggled with print on demand

1020
01:08:15.449 --> 01:08:18.979 A:middle L:90%
from LaTeX to pdf, um,

1021
01:08:18.989 --> 01:08:23.800 A:middle L:90%
because our files kept getting rejected from the printer

1022
01:08:24.270 --> 01:08:29.250 A:middle L:90%
so we have figured out we have a script now

1023
01:08:29.250 --> 01:08:33.470 A:middle L:90%
that cleanly allows us to have those not at all

1024
01:08:33.470 --> 01:08:38.779 A:middle L:90%
kinds of, um, strange figures here and there

1025
01:08:38.789 --> 01:08:42.140 A:middle L:90%
. Um, and that one was went through Amazon

1026
01:08:42.140 --> 01:08:45.100 A:middle L:90%
create space. Um, we are working with I

1027
01:08:45.109 --> 01:08:48.420 A:middle L:90%
would like to also work with Ingram, um,

1028
01:08:48.420 --> 01:08:54.199 A:middle L:90%
spark Ingram Press, um, to, um,

1029
01:08:55.069 --> 01:08:58.140 A:middle L:90%
do a print on demand version, but the timeline

1030
01:08:58.140 --> 01:09:00.539 A:middle L:90%
was too long. Um, for when we needed

1031
01:09:00.550 --> 01:09:04.199 A:middle L:90%
a version that students could purchase from a point

1032
01:09:04.199 --> 01:09:08.720 A:middle L:90%
of sale vendor, um, for them. So

1033
01:09:08.720 --> 01:09:11.699 A:middle L:90%
that's why we ended up going with CreateSpace.

1034
01:09:12.770 --> 01:09:15.090 A:middle L:90%
So thank you very much for your time. I

1035
01:09:15.090 --> 01:09:20.789 A:middle L:90%
hope this has been has given you some curious things

1036
01:09:20.789 --> 01:09:25.250 A:middle L:90%
to be curious about. And, um, it's

1037
01:09:25.250 --> 01:09:26.909 A:middle L:90%
really nice to meet all of you, so thank

1038
01:09:26.909 --> 01:09:32.180 A:middle L:90%
you. Right.