Okay.
I have some time for some questions.
Are there any questions in the chat?
I don't have access to E.
Okay, well, perhaps I can ask a question
for one or two questions I'd like to ask you about Rudy
and the both of that makes I'm not sure which one to choose first.
Perhaps the thing of the question of our generation in the long tail,
because we
we really kind of think
about a real generation or we see it as being a sequential process.
I know there we are.
I release it's used.
I mean, ideally, it would be nice
if that were an iterative, iterative process.
So we can have I produce a 1.0 and then somebody uses it
in a different context, which I hadn't conceived of.
They make a slight change, they re-upload it, etc., etc..
And in fact, we could even conceive it
like a snowball effect if that actually happening.
But as far as I'm aware, it's just never happens.
You get millions of downloads and maybe half a dozen uploads,
so I'm not even sure if I can see the the hands going up, but
please feel free.
We'd like to see that.
Okay.
To your screen. So please go for it.
Yeah, sure.
So I think the remix problem has been a problem for
since the inception of who we are.
I think we've talked about how people we often talk about
the merits and the benefits of remix and redesign and reuse,
but I mean,
there are even quantitative studies on this that show
that the most robust stories, even when they provide
remix tools, people end up just downloading
or creating something new and uploading something new.
But I think that all sorts of testimony to what I was mentioning
earlier in terms of practice, I mean, we've been so often
worried about defining, I think, two things.
One is mega policies for all we are.
And the other one is providing content or creating repositories
for people to share content or gathering content, curating content
that we really didn't try to tackle the software in the sense of practice
by getting people to get into the culture
of remix and reuse, which is still our biggest barrier.
So in a sense, it provides us, I think your insight provides us
with this direction, which is what we've been pushing for,
which is practices are more important than content
and end result controversies over practices, tourism.
So I got off again.
Thank you very much to those are good on the board answer.
I'm glad that you want to come back on that.
Since you mentioned the
high.
Yeah, it is a big issue and there was a very big study done
on the Global South
big project called Research on Open Education Resources for Development
that told me about where, you know, the ultimate findings
were that especially in the in the global South, that,
you know, we didn't really
kind of they didn't have an impact.
And that was because they were used as is.
They weren't adapted.
They weren't curated properly,
derivatives weren't circulated,
and there was just like a weak feedback loop.
So so we know, I mean, you know, open,
you know, just because it's open, it doesn't mean that it's unequal.
And so I think, you know, these are
these are challenges that we face. And
that's, you know, one of
the strengths then is to create resources that,
you know,
include students and include voices that and colleagues
that maybe wouldn't have been, you know,
included in that process to create materials
that are really owned by the person, you know, creating them.
And the students that are proud of the amazing work that they've done.
You know, we've got these great stories from students who are like,
you know, super happy about what they've done.
So I think there is, you know, if we can also be thinking around
that we can't keep thinking about, you know, it's
wonderful to have OpenStack textbooks and all these other,
you know, resources, but, you know, they need to be localized.
And we've got examples of, you know, those kinds of textbooks, economics
textbooks being used.
We haven't made the
next step too, to actually localizing,
but hopefully that will be something that that can come in.
And perhaps that is a place for where we're thinking about,
you know, having those texts and and using, you know, chat
should be teachers think about things differently or I don't know,
they might they might be a way of actually quickly adapting
existing resources, which is really what we want to be able to do.
So that they are relevant to our students.
Okay.
Thank you very much.
So very last question for Ian Kitchen.
This temporary funding.
Okay. There's no such thing as free.
I think we all accept that somebody
somewhere is always paying for things.
So if we really want to promote the generation of
open educational content and practices,
do you have any suggestions of the way to actually
go about doing this?
Because I mean,
I like what you were saying before of incentivizing your teach teachers.
Another one you can do is directly
put into the teaching contracts, so they have to spend
a certain amount of time producing content, etc..
But what do you guys think about it.
When I come in?
I mean, please do. Yeah.
Look at UniSA
and the OCR agenda is is has been handed over.
I think the, the entity that's been responsible entities
actually is our library, our library together with UniSA
prayers have been in the forefront of
generating awareness but
also sharing the initiatives that they're having.
Terms of negotiating and dealing with the licensing,
basically making people aware of
what's open, what's not open, and what that's at them.
It's a protocol at the government level.
What we have been doing, what I chair together with other
if you would like, minimal with what we have been doing is a
has been to say what is it that we can do
and an initiative that we did we studied under
the former
librarian who has since left now is going to vet Dr.
DC myself she used to be at the NRF.
We created a massive library
repository and we broke all rules.
We basically created
a different vitamin where the research that comes from.
UniSA We went way off and putting it into a repository.
That repository provides freedom for the research to be accessed.
Then the question was, But that's going to be unfair
because he's going to only benefit Unisa's students.
So we are now, we put that to the library to see
whatever it is that does a repository of the research as a degree.
So it should be in an open space or an open access.
We can be accessible.
My books.
I had a huge battle with my publisher in New York who is for profit,
and when I put the books on the repository, I received a letter.
You just violated our core.
I said, No, to hell with you.
I've published. You have made money.
The books have to be free.
So what you are doing is basically to save books have to be free.
Let's not sell books.
If we have committed to up in educational resources,
let's encourage our own researchers to make the research and publications
available in a repository that's going to be made freely available.
So that's an initiative that we're doing,
but it's alongside what the library and the press are doing.
That's that's that's our capability.
So thanks.
Thank you very much. Fuzzy brief.
Yeah. Well,
you know, from my side, you know of you know, from my experience,
what I would say is, you know, like, it takes time, it takes effort.
And I do believe, you know,
training and training and capacity
building for faculty member is very important.
You know, I didn't give up.
You know, as I said,
you know, I've been doing this since 2014, you know, on the go.
This is one thing.
Another thing, you know, And that's what Glenda was saying.
You know, we evolved our students, for example,
you know, the pilot that we have done in the English course for,
you know, for example, one public
speaking class in English, you would encourage students
all that, you know, whatever they were working on,
you know, they create videos about the speech or whatever
to put them in the digital repository at the university
so that other student next semester will benefit from them.
And it works well and students are happy.
You know,
it's not just getting the grade at the end of semester
and all their work and paper and videos are thrown.
I don't know where.
So you know what I can say?
It takes time and it takes effort, you know, And we need the important
thing is to bring and this is what I was trying to do
and we have championed bringing champions on board.
I've been doing this all alone.
You know, and I succeeded to bring more champions at my university.
Okay.
Advocating for air and open
education and all the stuff that that's what I couldn't.
Thank you very much for.
And thank you very much to all of our speakers and to.