OE Global 2019

In order to promote open educational practices (OEP) among practitioners, four Continuing Professional Development MOOCs (CPD MOOCs) were designed and developed using scenario-based learning (SBL) as a pedagogical framework. Specific learning outcomes for each CPD MOOC were formulated in line with the key competency to be achieved by the learners. This was, ‘the ability to integrate OER and adopt OEP in professional practice’. As part of the SBL approach, learners were situated in authentic learning scenarios, where they faced challenges in the form of learning/assessment tasks. To facilitate the completion of these tasks and the challenges they posed, three inter-linked learning/assessment tasks were designed, supported with learning resources. These were: 1.) An individual ‘creation’ of an artefact to promote creative learning; 2.) Sharing of the creations in a peer-facilitated discussion forum to encourage collaborative learning and 3.) Writing of a self-reflection to promote reflective learning. An in-depth content analysis of these three types of assessment tasks submitted by a group of fifteen practitioners who successfully completed all four CPD MOOCs was conducted to ascertain the effects of the SBL design strategies adopted in the CPD MOOCs on their professional development. This paper explores the effects of the specific design strategies of the learning/assessment tasks on the professional development of practitioners, in relation to the adoption of OEP in their professional practice.

In this presentation, we will introduce an example of nuclear power OER and course development at Japanese universities. As a result of the tragic aftermath of the Tohoku earthquake, there has been more interest in nuclear power education in Japan. Thus, at the Hokkaido University Center for Open Education, we worked with the Hokkaido University Faculty of Engineering to produce OER capable of educating people about the basics of nuclear power. We helped the Faculty of Engineering to create educational videos which we then available on our OpenCourseWare website. These resources were later utilized for a MOOC on nuclear power. Later, eight faculty of engineering professors collaborated on a flipped-classroom course using these resources. This course was given on-campus at Hokkaido University.
Both science and humanities students participated in the flipped-classroom course. As such, it was necessary to make the course accessible even to students without a basic grasp of Physics. It was also necessary to create a classroom environment that could compensate for differences in prior knowledge about nuclear power between students.
Hence, we suggested that instructors 1) use the OER utilized for the initial MOOC because of their usefulness to all learners of all levels, and 2) that they use "Shin Godzilla" (which is about a monster borne from nuclear-radiation) as a course-theme. Unique, “Shin Godzilla” themed assignments were designed on the assumption that students had already studied using the OER before class. Concretely speaking, assignments included tasks such as identifying the Geiger counter in the movie and explain inaccuracies in its use (allowing students to learn how to correctly measure radiation). This course was given from 2016 to 2018. 23 and 28 students participated each year (including remote participants). As students show, we both used OER to help educate students and developed a more appealing course.

Open textbook initiatives are demonstrating cost-savings in the United States and Canada. The case is therefore increasingly being made for the production and use open textbooks from an economic perspective. At the University of Cape Town (UCT), the Digital Open Textbooks for Development (DOT4D) project, which began in July 2018, is also investigating cost savings. However, the impetus for this project is premised on the potential for open textbooks to play a key role in transforming the curriculum. This is particularly relevant in the South African higher education context, where student protests from 2014-2107 called for decolonisation of the curriculum and free university education.

The DOT4D project has three components. The research process includes a landscape survey of open textbook publishing at UCT, case studies on UCT open textbook development initiatives, and an intellectual property policy landscape survey. The implementation component provides small grants to enable academics to create and adapt open textbooks. And lastly, advocacy activity engages stakeholders in the South African higher education system in a conversation around what is required to promote and sustain a scaleable, institutionally driven approach to open textbook production.

This presentation will include examples of the application of the DOT4D, social justice, agency and intersectional approach. It will highlight the role of open textbook creators as agents who have embraced an intersectional and transformative approach to collaborative authoring of teaching materials. The purpose of using this social justice approach is to identify the injustices that are present in current student access to textbooks. This research will also consider how open textbook creators are moving towards a transformed and just approach to textbook creation and use.

Session Table Name: GENOVA

There has been a growing interest in open educational practices (OEP) and open pedagogy (e.g., Creative Commons 2018; Cronin & MacLaren 2018; DeRosa and Robison 2017). In talking with faculty, students and staff about open pedagogy (OP), we have found that there is a need for practical resources with suggestions on how to engage in OP, the benefits and possible challenges and risks, how to support students and faculty in OP activities, etc. Several valuable resources already exist, such as the Open Pedagogy Notebook and the Rebus Guide to Making Open Textbooks with Students. An Open Pedagogy starter kit would complement these resources, providing even more detailed and practical guidance. The current draft of the Open Pedagogy starter kit has sections on: definitions and examples of OP, supporting students in open pedagogy (including considerations of student privacy and risk), supporting faculty in teaching using open pedagogy (including potential benefits and challenges for instructors), and strategies and considerations for designing open pedagogy activities and assignments (including assessment of student work in the open). At this OEGlobal Action Lab we will share the starter kit as it exists, inviting participants to work in groups to add or suggest changes to the kit, thus expanding and refining it with contributions from people working in diverse contexts with a goal of improving its relevance and usability.

References:
Creative Commons (2018). Open Pedagogy / Practices (Unit 5.4), Creative Commons Certificate for Educators and Librarians.
Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2).
DeRosa, R., & Robison, S. (2017). From OER to open pedagogy: Harnessing the power of open. In R.S. Jhangiani & R. Biswas-Diener (Eds.), Open: The philosophy and practices that are revolutionizing education and science. London: Ubiquity Press.

Session Table Name: PALERMO

This Action lab is part workshop, part discussion, and part demonstration. Please bring laptops/tablets (not phones) to access sample materials, discuss and offer feedback! As OECD Edu2030 takes shape, we seek partners who can evolve the open content and become part of a secondary education consortium to share best practices and benefit from others' improvements. Materials will be shared at the session.

We need to change our relationship with both time and content in order to deliver truly 21st-century learning architecture. Nearly 20 years ago we began to question, dismantle, and then re-engineer multiple systems that better align with the modern flow of information, the neuroscience of learning, and the need for a global citizenry of lifelong learners. This Action Lab shares examples from 12 years of implementation of our Integrated Science Program across a wide array of demographics inside public, private and international secondary schools (ages 13-20) in the USA, Malaysia, Japan, Brazil and Mexico. We firmly believe that OER for secondary education must not be driven by digitized versions of 20th century textbook formats.

You will see in the materials and activities the ways we have expanded the definition of "open" educational resources:

• Open content organization by breaking down disciplinary silos to create a interdisciplinary STE(A)M program that replaces formal science class
• Openly connect the personal, local and global by using real-world issues & problems to drive content organization, including the incorporation of all 17 Sustainable Development Goals, while still meeting government and institutional course requirements
• Transform passive, closed textbook content to active, open "texts that teach"
• Open the roles of publisher, teachers & students, making them more collaborative and directly ensconced in the Information Age through a Sustainable OER model. We evolve ~15% of content annually and invite students to write & render ~30% of their ‘digital science textbook’
• Open learning architecture by using a multi-year progression rather than single-year courses. Students build layers of ‘conceptual threads’ across multiple contexts explicitly and in a personalized manner. This mimics brain activity during adolescence, a developmental period of high neural connectivity
• Open student assessment structures by linking individual performance tasks to common competencies, and by replacing a holistic task "grade" with several individual competency ratings. By connecting assessment over multiple tasks, units and years, students build personalized learning profiles over time (and also remove midterms and final exams in the process!)
• Discard proprietary platforms in favor of those used commonly in schools (Google Classroom, Microsoft Education), which maintain long-term, truly inclusive, open access to evolving productivity integrations, creativity add-ons and assistive technology tools. Schools can pilot emerging technologies without dismantling the structures of the learning progressions. 
• Open students to a wide array of genres in authentic STEM, far beyond the digital textbook. We build on disciplinary literacy research to apprentice students.

Here (https://youtu.be/v-3cZcSBsIw) you can see the video that we prepare for you!

During the fall semesters of last two academic years, a MOOC Técnico course was used to support a flipped-classroom strategy, which involved circa 180 on-campus first-year students enrolled in a regular Linear Algebra (LA) course at Instituto Superior Técnico (IST), Universidade de Lisboa.

This innovative experience in IST campus was designed, implemented and monitored in collaboration with MOOC Técnico pedagogical team, and even with overall positive results, encounter several constrains. The goal of the present talk is to discuss some working strategies that we were able to implement successfully, and also to receive possible feedback from the audience. Over the two-year implementation we clearly identified the following four types of obstacles to the flipping of the class: institutional resistance, course and content restrictions, situational constrains and students’ psychological factors.

The first resistance to overcome consisted in having the department’s support to go outside the general norm of lecturing. The LA teacher was facing review and criticism by others within the department which is not the usual rule. Then the choice of the given topic of the LA curriculum obliged us to review certain principles. The physical space in which the lecture classes were supposed to take place all along the semester was not suitable for discussions and collaborative peer-work. We also found students’ psychological factors to overcome, from accommodation to passive classroom to inexperience how to collaborate and create a sense of an open community within the MOOC.

Publicly accessible education materials allow teachers and learners to enrich their topics with all sorts of relevant content. It is understandable that early examples of Open Education Resources (OER) mainly consist of texts, images and video, because those are the prominent media that are easily shareable through online platforms. However, if we consider pre-digital learning materials, the academic repositories are much more diverse with a key role for artifacts. Academic object collections have always been of great value in making content imaginable in education. Besides books in libraries we can find collections of for example
plants in a botanical garden, pictures in a pinacotheca, sculptures in a glyptotheque, and the like. With new digital techniques some of these academic collections can be digitized into 3D models that can be openly shared in online repositories so others can reuse and remix them.

We envision a near future in which 3D models will become prominent resources in many fields of education. This relates to the current major developments in spatial computing with Virtual Reality (VR) as the iconic new viewing technology and Augmented Reality (AR) as the most promising spatial technology for open online education. AR education situates the learners by surrounding them with learning materials that are visually and audibly superimposed on the real world. In this way learners can relate real-life context with AR models while involving their own physical perspective and bodily activity in the learning activity.

During a two-year teaching fellowship at the TU Delft teaching lab, and in a series of AR/VR incubator workshops we are prototyping and testing diverse AR education situations. We developed and shared our own OER4ARE models and reused and remixed existing models. In this session we will present use cases of online 3D model repositories and best practices for the OER4ARE workflow.

The paper aims to advance the understanding of the way university educators currently adopt Open Educational Practices (OEP), by analysing the relation between the use of Open Educational Resources (OER) and the implementation of open teaching practices. The paper results are based on the data collected through the Open Educators Factory platform among 921 university educators from around the globe. Depending on their actual use of OER and open teaching practices, we have categorized the teachers who have responded to the survey along a scale that goes from “novice” to “experts”, and we have then crossed the data about use of OER and adoption of open teaching practices, looking for a positive influence relation between the two phenomena. The main finding of the paper, which is in line with the latest research developments on Open Education, is that a strong relation exists: the more an educator uses OER, the more he will probably adopt open teaching practices, and viceversa. These results are critically discussed with a view to use this existing virtuous circle between use of open content and adoption of open teaching as a way to build generalised open education capacity among universities’ teaching staff.

In this session, we will share our experience building a culture of open that encompasses OER, open pedagogy, and open teaching. Since 2015, Borough of Manhattan Community College’s program has evolved from an OER seminar to a multi-faceted initiative including OER advocates, teaching in the open, and Open Teaching Week, an annual event showcasing the campus's open ecosystem and faculty and students engaging in this space. Presenters will discuss the evolution of our college’s OER and open teaching initiatives.

In this presentation authors will share experience from MOOC on OER organised and carried out for academic teachers and PhD students in Poland during Open Education Week in March 2019. The course was designed as 5 days challenge - each day participants were guided through basic information about benefits and drawbacks of OER and CC licenses to more advanced aspects such as remixing open resources and creating their own materials. It was the 3 edition of the course led by Centre of e-Learning AGH, but the first opened for the whole Polish academic community. The first two editions were conducted locally at AGH in order to pilot the approach and make required amendments.

Short formula, online mode, no participation fee and the OER subject could have been a reason of 102 participants registered for the course overall. 51% of participants has completed the course and received a certificate of completion.

The first, introductory part of the presentation, will briefly show the main assumption of the course, focusing on the course design, the structure, types of activities, tools selected for enhancing learning and a role of facilitators. The second, main part of the talk, will concentrate on findings from the quantitative research - results of several interviews with MOOC participants on their experiences and impact of the course on their daily teaching practice. The interviews will be launched in middle May. The authors are interested in teachers observation on the course design but the main part of research will be focused on the extent of shift in teaching practice that was made in result of the course.

Based on the findings from interviews, authors will present the possible solutions for the course improvement and try to draw a picture of academic teachers usage of Open Educational Resources in their teaching activities.

In 2019/2020 the Interdisciplinary International Bachelor Program Tomsk International Science Program (TISP) will start following the decision to strengthen the international outlook of Tomsk State University within the field of natural sciences on the global market. The TISP is a unique program developed in collaboration with Maastricht University, the Netherlands, aimed at training of a new generation of top specialists with interdisciplinary knowledge to meet the huge challenges we face now and in the future. The program is based on the widely accepted among world leading universities model of Liberal Arts&Sciences, is taught in English and has special admission requirements.
This program is designed on the concept of curriculum internationalization, which is correlates with the philosophy of the open education: everyone in the world should have access to high-quality educational experiences and resources, and they work to eliminate barriers to this goal. Curriculum internationalization involves providing students with global perspectives of the discipline and giving them a broader knowledge base for their future careers. The knowledge, skills and behavior are discussed in the literature in relation to the graduates’ skills and global citizenship with an understanding that graduates today need the competencies to communicate and compete in a rapidly changing, complex global world.
The authors’ aim is to show the design models and frameworks for learning and teaching at the TISP. This programe is a case study of the organizational change involved in one institution's (Tomsk State University, Russia) attempts to implement concept of curriculum internationalization and philosophy of open education in the field of natural sciences.
We identify significant staff and faculty issues requiring consideration in the change that accompanies curriculum design, such as the powerful effect of the traditional notion and the need for continued resources to support the changes.

Session Table Name: VENEZIA

The goal of this World Café session is to share ideas about making connections between the life and learning experiences of students and the learning experiences in an educational system. By the end of this session, I hope to find the most important question(s) we should be asking and some creative solutions to making these connections.
1. What makes learning experiences meaningful?
2. Is there a need or should it be a goal to make learning experiences meaningful for students?
3. How does an understanding of the knowledge, values, and skills of our students connect to relevancy in learning experiences?
4. How can we determine local knowledge, cultural values, and literacy skills and how can we create learning environments and lessons to create meaning learning experiences? Who are our students? What are their values? What are their experiences?
5. What are the questions we can ask ourselves as practitioners to understand our students?
6. Are the connections between creating meaningful learning experiences different for different groups of learners?
The answer might lie in open pedagogy, in creating learning experiences that value the experiences of the learner and in creating learning experiences that are diverse in knowledge, skills, and creativity.
How does open pedagogy facilitate connections between the experiences of the learner and the learning experiences?
Open education is an important cornerstone of my challenge to create meaningful learning experiences for students. My future project is to continue to find ways of understanding the learning experiences, values, and skills of students in my classes in order to continue to create meaningful learning experiences.

Instructional Designers/Learning Designers/Instructional Developers (IDs) occupy a unique position in higher education as a support to faculty in the course development process. As an awareness of OER grows in higher education in Canada and the US, and a body of research pointing to the benefits, barriers and challenges in implementing OER more broadly emerges, it is important to shed the light on the role of instructional designers in relation to open education practices (OEPs). In their role as support to faculty in the course development (and often delivery) process, instructional designers can play an important part in alleviating some of the well-known barriers of OEP: faculty time required to find appropriate OER to adopt or remix, resistance to change, and institutional support (Annand and Jensen, 2017, Barker et al, 2018; Jhangiani et al, 2016). Yet little is known about how IDs engage with OEPs in the course development process and how they see their role in relation to OEPs. This presentation will focus on the results of a qualitative study that examined how instructional designers at BC public post-secondary institutions incorporate OEPs into the course development process or in the process of working with faculty. Results discussed will include: the role of senior leadership; how IDs position and advocate for OEPs in their institutions; and how IDs can be better supported in working with OEPs.

Session Table Name: ROMA

Massive Open Online Courses (MOOCs) have generated considerable interest in the educational research community. This interest stems from the potential that these courses offer in providing flexible, affordable, and on-demand options for learning and development in a time of instant connectivity and constant change. Despite this rise in interest and research output, there are some major blind spots within this field of research that require serious attention. Early research in this area focused on categorizations of MOOCs based on their technological and pedagogical underpinnings, with this focus moving later to issues related to learners’ experiences and patterns of engagement within a MOOC (Olazabalaga, Garrido, & Ruiz, 2016). However, this shift in focus did not extend beyond learners’ experiences and engagement within a MOOC. Many researchers have pointed out the need to examine the impact these informal learning experiences have on participants’ actual practices after they participate in a MOOC and how different design factors support or hinder the transfer of knowledge and experiences gained to real-life situations (Castaño, Maiz, & Garay, 2015; Olazabalaga et al., 2016). Some studies suggest that learners do not use the knowledge they gain in MOOCs in their jobs and that improvements in MOOC design could help remedy this problem (Mathews, 2014).

The purpose of this world cafe session is to share the effectiveness of a MOOC offered on the Canvas Open Network entitled “Humanizing Online Teaching and Learning” (HumanMOOC) by exploring the impact that this
informal learning experience had on learners’ teaching and learning practices after they participated in the MOOC. Our topics of inquiry were: In what ways has participating in the MOOC changed how participants perceive and enhance presence in their online courses? What factors (i.e. course design, personal, and institutional) supported or hindered the implementation of these changes in participants’ actual practice?

In support of the political agenda for the Modernisation of higher education in Europe (COM 2017) and the Digital Education Action Plan (COM 2018), the European Commission's JRC has developed frameworks and tools to foster innovation in higher education practices, continuous professional development and enhanced teaching practices for academics. 'Practical Guidelines on open education for Academics: Modernising Higher Education Via Open Educational Practices' is a  hands-on check-list based on the OpenEdu Framework (JRC, 2016) to help academics reflect about their skills on open education practices, as well as the challenges they face and the benefits of engaging with new practices. The guidelines provide ideas for academics to start drawing on open education practices from basic to more advanced levels of engagement. In addition, in order to be an open academic, being digitally competent is important. To this end, the DigCompEdu framework and its Check-in tool provide academics with a conceptual framework, reflection and self-diagnosis tool to indicate their proficiency level in digital competence at the same time showing possible routes to level-up. We will look into these tools in depth, exploring opportunities for collaboration, and will be updated on the most recent research initiatives and country-based experiences based on the use of such frameworks and tools.
@aisantos
https://ec.europa.eu/jrc/en/open-education
http://andreiainamorato.net/
https://www.linkedin.com/in/ainamorato/

Getting books into the hands of children is vital if kids are to learn to read. But there are many significant challenges facing those who wish to build a nation of story-readers and story-tellers In South Africa. Social Publishers are publishers who create reading materials for neglected audiences. Rather than operate on a profit basis, these publishers are driven by a mission. They see their books as a social goods, to be directed where they are most needed. This presentation is about mliteracy and how we are getting public librarians up to speed with mobile devices while and broadening uptake and ownership of Social publishing needs to be promoted especially from those who access and use children’s books frequently, like librarians, teachers, social workers etc.

Session Table Name: BARI

 Watch the  Ex Ante Video

This World Cafè will involve OE Global attendees in a common reflection about a specific MOOC format that has been proposed in the field of eLene4Life http://elene4life.eu/. eLene4Life is an Erasmus+ KA2 project (2018-2021) supporting curriculum innovation in higher education through the development of active learning approaches for soft skills, with the ultimate aim of improving students’ employability.
The activity's goal is to come up with an appropriate definition suitable for a "discussion- based MOOC" for teachers. It is a new MOOC format focused on stimulating and supporting users' reflection through experiences shared by peers.
One of the criticisms carried out by some authors in the MOOCs' field concerns the lack of human Interaction. This is the reason why the "discussion-based MOOC" vision is shaped on trying to put people back at the center of the process. In fact, the eLene4Life MOOC will be designed collecting experiences which show how active learning can support soft skills development. These experiences will stimulate participants' reflection and inspire discussion among peers. In this MOOC you will not be “just” a learner but the maker of your learning experience.  
The main questions we'd like to work on are: how can we frame a new MOOC format able to valorize peers' experiences? How can we make them become catalysts that will spark reflection and discussion?

We’d like to work with OEG conference attendees through a three steps brainstorming activity: 

1. First step: working on a common definition of what attendees at the table mean by discussion-based MOOC, leaving from the following definition: a MOOC where the contents come from storytelling of direct peer experiences.
2. Second step:starting from the agreed definition, created by the previous group,  going deeper in defining what users should expect to find in this kind of MOOCs in terms of activities, contents, interaction among participants and with teachers.
3. Third step: reflecting on risks connected to what emerged during the previous  “exploration” phase. Attendees will pretend to be the instructional designer responsible for the MOOC development: which risks will you come across? How can you overcome them?

At the end of the activity the attendee are going to be invited to join an Active Learning online community dedicated to support the soft skills development. Joining this online community will give them the possibility to follow the MOOC development and the project itself.
The idea is to experience both in general and in this world café, the same process and methodology that will be used to spark reflections in the "discussion-based" MOOC itself.
Licence:  CC BY 4.0 

One underexplored area of Open Pedagogy is the use of Open Educational Practices (OEP) in general education courses. This presentation will highlight an ongoing OEP project in an undergraduate science course for non-majors at Roger Williams University with goals towards a more authentic learning experience and to help students develop “content fluency” - deemphasizing details of a subject in favor of context and allows the students to gain confidence discussing or engaging with the topic, which is an important part of scientific literacy. After some inspiration from a presentation on student-created textbooks, a research paper and poster presentation project was converted into a renewable website creation project utilizing the Google sites platform. Students in a non-majors science course selected topics typically covered in the course and created websites to present sub-topics. The websites are revisited in subsequent semesters by the next cohort of students to add more content, and in the future, to develop supplemental course materials. In converting the project, certain skills were identified as needing to be scaffolded for the students, like understanding copyright and creative commons. An unexpected result of the project conversion was also an overarching change in the pedagogical design of the course to remove exams and include more reflection. The presentation will highlight the successes and missteps of the project, while also showing that open pedagogy can be utilized in general education courses to advance authentic learning and the concept of content fluency.

This communication focuses on the key findings of PRAXIS Project, an experience in the context of two public higher education institutions from Uruguay. The Project aims to explore the potential and benefits of communities for the reflection and transformation of teaching practices and the integration of digital technologies in a meaningful way into teaching, as a strategy towards fostering critical literacies, teaching innovations and open educational practices (OEP). Within academic professional learning communities (APLC) and action research, an approach based on OEP and Open Research (OR) was developed. The community involved senior and early career university educators from very diverse disciplines, in a three months course. The syllabus was organized in three modules focused on the identification, reflection and transformation of teaching practices with digital technologies, alternating face to face group meetings and reflective writing-blog posts with peer comments. These writings were openly shared through the academic social network Comunidad ProEVA. Results of the experience, analysis of the virtual interactions in the social network, and lessons learned are presented, as well as the transition to a new project, PRAXIS 2, now in progress.
Key conclusions of the #PraxisUdelar community experience emphasize the impact of combining OEP, OR, APLC approaches, and collaborative and participatory technologies for the transformation of teaching and educational research practices.
The ongoing second project proposes to deepen the work developed in PRAXIS, following and expanding its design, capitalizing the previous work and extending their reach to the teacher trainers.

Since 2018, Karisma Foundation with the support of the Inclusive Design Research Center (OCAD University) has worked with K12 students and teachers in Fresno, a small town in the mountainous region of Colombia. With an inclusive and open approach, Karisma has developed the project named "The Planet is the school". The project aim is to explore the relationship between youth, territory and technology. To reach that goal, we designed an open methodology based on a storytelling approach and using low-tech infrastructure.

In different historical moments, Fresno has been a territory in dispute between different illegal armed forces, in the middle of the armed conflict that Colombia has lived for 60 years. This reality has meant displacements of people from the countryside to the cities, lack of opportunities in the territory, low levels of schooling and little technological development.

Regarding that situation, the project seek to invite the students to ask questions about their future (their future in the countryside or the possibilities of going to the cities) and to know better their own territory. In that sence, the methodology mix artistic spaces, visits to local entrepreneurs and the use of digital tools, to amplify those questions and find possible ways to solve them in collaborative dynamics with a high sense of the local.

An important part of "The Planet is the school" project is the implementation of the Kimera Local Network, since access to the Internet is very limited (or none) and this tool allows students and the teachers can share content.

We want to share this practical experience that set a lot of question about open, equity, inclusion and the stories of the people behind this big concepts.