In the in the coming months with the completion of the merger with truly and the establishment of the monster technological university so tom at present is based in i.t tralee where he divides up his time between lecturing in social science but also leading out i would say on all matters e-learning related or laterally all matters relating to remote teaching and learning uh tom is uh very well known for his uh his research and indeed his advocacy work with respect to uh open access in uh in all of its forms but in this presentation he's going to be talking more specifically about open educational resources that is free to use openly licensed teaching and learning material that anyone can take and remix as they see fish so in this way open educational resources as we see it uh bring a lot of benefits with them uh particularly as well as or in particular in the covert 19 context for saving teaching staff time and duplication of results and building on the work of others but i'm sure as time will get into who we are is also a movement and an ideology that people can contribute to which brings its own benefits so i think tom's going to talk for about 20 25 minutes something like that and then whether you're on zoom or on youtube we can take some questions and uh hopefully have a bit of a discussion as well now unusually i'm controlling the slides here we had a bit of a hitch with um with zoom there so tom you might direct me in in terms of uh when when you want me to bring up a new slide, thanks very much for that  introduction  and so it's it's delighted to be asked and uh please god we'll all be in the in the one place in a few months time so i think uh certainly if anything that the culvert pandemic has certainly thrown up a need to be uh sort of innovative and and agile now and so yeah greetings here from uh sunny kerry but uh don't let the accent uh so there's a bit of a disjoint there um as you as you'll get to know anyway um so are we yours um yep so i thought on the on the next one apologies it was a slight bit of a hick so uh gearoid will have to move stuff along here so the paris declaration and as gearoid was saying in the introduction it is very much a movement as part of it with the berlin declaration paris but cedar but just strictly speaking just to be quite clear about it are those resources which uh teaching learning and resource materials in any medium digital or otherwise so i suppose like that's the thing i mean in interior it could be a painting a pdf handout so what obviously because of the the way we work and the situation we find ourselves in uh it generally does mean to be digital and the ideas that resides in the public domain or have been released on under an open license that permits no cost access use adaptation redistribution by orders with no or limited restrictions and as i said we we've seen a lot of people struggle uh to access materials so it's supposed that that's one of the beauties about open access and it's it's about its fine point people are often students of a third level college but one thing that people often sort of uh also say is that they haven't got access to a wide range of material once they once they graduate and uh you know in terms of as i said the whole thing being a movement it's very much a sort of philosophical commitment to openness i think uh particularly those who and the vast majority of us in higher ed and education generally work in the public sector and our wages are paid for by the public and the vast majority of research is paid for by the public and yes often that the public don't have access to it so it's it is that sort of commitment we saw all the the uh hci trade level uh high ti tree funding there were released that's our public money so as i said that and you actually see now in in plan s the eu commission two years ago made a commitment that by 2020 all publicly funded research should have a commitment to to openness as i said uh the public paid for it so they should have they should have access to it there so what does it sort of look like in its various forms how we are so in the next slide um we have a a diagram from from white and mountain and he talks there about or the point that white mountain talk about the surface is a small amount of highly visible licensed oh we are so officially bears the name of the institution and below the surface i think realistically that's where an awful lot of us are walking um below the software it's often invisible beyond the specific course there's much greater volume of reuse uh of other non-oer digital resources by staff and students so stuff which is out there and it's available and being used and reused so as you can see a lot of it as i said the vast majority of it is actually happening we're paddling away underneath the surface i suppose the other thing though that we do need to be clear about what we're actually using and what rights we have it's fine with the the the stuff which is available and out there we all have a good understanding of a lot of those uh course materials and stuff which are available people may be familiar with you know corsair and and another big move provided but as i said every time you use an open resource but the problem is suppose that in terms of the difference between open and freely available free and freely available is not necessarily the same as as open access and as when we start drilling into some of those up to some of those debates there and i think there is an acknowledgement that even the term oer is is somewhat somewhat of a fluid thing so what we're talking about here is specifically uh licensed open open education resources which which we know we can we can use and reuse and remix and then the next slide there but i'd say just to set it in in context that whole idea of the movement as such um an obviously movement is in inverted commas because it's a very much loose sort of coalition if you will i have although as i said thanks to the eu commission uh also the bill and melinda gates foundation have that commitment to open this but there's a whole range of things which could be described as i suppose open data once again where there is a commitment to share a lot of the data which is freely available and that ties in very much with that idea of the open science movement uh and that i just had to make all of that material available uh the open access publishing um we have a situation here which i i think is is quite crazy in the sense that uh the majority of us in in higher education were encouraged and supported to to uh write and publish and research and publish and stuff but the reality is there that a lot of the stuff is locked up behind paywalls so and then our institutions then have to pay access to access the journal which we gave our wall for free a lot of our colleagues reviewed all the walk for free and and then yet the publishers are sitting behind that that paywall so that's one of the the other commitments there about open access publishing and we're trying to sort of change and break down the perception that an open access journal is no less inferior it's no less rigorous but it is that issue there some of the earliest manifestations of the whole open was the open source coding where people were sharing codes probably going back to the 80s there so would have been one of the first elements of of that idea of sharing and i suppose one of the other things as well like with the of with the internet i have certainly made is very sharing all that material obviously open source software a lot of us use use open source software um but i think increasingly i suppose one of the things just to sort of to be aware of with that um software which was used in classes there we need to ensure now that they're gdpr compliant and in terms of protecting privacy and i'm not against it by any stretch of imagination but just something that we need to take to bear in mind open textbooks it's a huge movement in america and north america the cost of textbooks is extremely prohibitive uh over there uh not so much uh this side of of the atlantic but i've said certainly that idea of a commitment to open textbooks and i'll talk about resource there um open teaching i thought was one of the biggest examples we've seen that is moocs uh this idea of massive open online courses which is certainly taken on a huge a huge movement over the last uh five six seven years although the early the promise of the early years i'm not so sure that has has manifested itself uh open pedagogy and for me open pedagogy and open educational resources tie in very much there the idea of open pedagogy is where the students become co-creators and that's something that i would do in terms of you know walking with in terms of encouraging students to to become co-creators in the idea of open education resources and open badges this idea of walking through courses and actually uh acquiring badges um the national forum for for teaching and learning in ireland has a whole host of badged courses here and some of them have been developed here in cat so once again that whole openness commitment um to making stuff uh available on an ongoing basis and then of course then actually where we're looking at is in terms of open educational resources which which we did the idea of the subject that we're looking at here and what it might look like uh i should however though on and send the next three slides with the next slide here definitely need and give a shout out to to jane rick and and her staff uh sword i don't know how familiar people are but the idea of southwest open research deposit um so as i said if you haven't uh checked it out that's the idea there that we're because the thing that i think often that people are very happy to often share and are encouraged to share their material uh the data the research whatever it is uh but where do you actually share it and how do you do that so i just wanted to give a big acknowledgement there on the next slide then we actually have a list of of where you might particularly find how we are is to make an oer metapointer and and you can see here on the right there is a load of uh resources there oer commons in particular the open textbook uh library uh jso obviously there so there's an awful lot of resources there which make it easier to find to find how we are and i think that's one thing you have with this idea of commitment to how we are um and speak sort of fan and sharing those how we are amongst amongst course boards and stuff and well we often think of sort of informal uh reading groups i think it's certainly a good idea for for people within a department or a faculty or at school to find some way of alerting their their colleagues to resources which they have found and hopefully i think the other the other part of the college will will also be to encourage people to think about contributing uh open uh educational resources so that's one of them down i think you said it said the website there is linked the next slide down as well also has um once again and this is the oer commons um so as i said it's just a sharing of of information out there like that it finds it easier to actually find the the contents oh yeah i just picked uh two of them at at random there that where to find how he was on the next slide then uh bc campus or british columbia campus i find it a particularly good source of material i've used our open textbooks for a number of years and the beauty about using the open textbooks as we see then in the one one thing which makes it an open an open educational resource um is that enables me to do things with it and the students can actually engage with with those resources can take them can modify them can can can become those ideas of co-creators but uh bc campus as i said there's a lot of resources there i think anybody who's interested in open access in general open education and oers i think you could do a lot worse than actually check out the bc campus page as well so i just wanted to highlight there's a lot of resources there and as i said certainly with sauer and jane ricken and the library staff and schneid and trey i think cit has really put its colors to the mass because i think uh i i think it should be a part of what we do in higher education is this commitment to openness we're all publicly funded and i think we need to find if we talk about new ways of engaging with pedagogy with our individual students i think open access and oers in particular gives a new way of creating that idea of content co-creators but also then you're sharing your expertise outside of of of of the immediate the immediate sphere so what exactly then and that sort of brings me on to the next slide down there i've heard a good description of all we all can be considered to mean free plus permissions um because we said free we often conflate the words free and open i've done research looking at what's called bronze open access publishing and what that means is that you'll often see journals will often make a a article freely available the problem with that is they can withdraw that at any particular time so it's not open access uh they can and as i said i've had situations over the years where i would have built maybe some sort of activity around around a resource which uh you know i assumed before he understood the difference um i would have assumed that that was freely available but as i said it certainly didn't mean open and that's where i said where open access would open uh making it into an open education resource is then that you do have the different the different permissions uh so in the next slide then i don't know if people are familiar with creative commons but these are the logos here which enable us to sort of understand um what we can actually can can really use so it's a sort of sliding scale from top to bottom with the most open and the least open here and so you may have seen the cc is always the creative commons um and then said that you know the the one that we're sort of uh hoping for is the idea is to content to completely to share and once once all you have to do is just give acknowledgement of who created the walk but after that then you can do different examples the sa to share the like means that all the derivatives must be shared with the same license so whatever license that you've downloaded you must download it and pass it on again if you do anything with it non-commercial and for in higher education here then as i said we're allowed to take stuff as long as we don't actually charge for it one of the things that you really do need to be um aware of though and it's the equal science here is to not know derivatives the work can be shared but you can't do anything to it and that may be useful to you like you might just be happy to just use it um but as i said you're not you're not unable to change stuff so for example one the thing said i like to do with my students is i would take an open access publication get it get a journal paper a pdf and then we'll insert comments into it or we will do something with it so as i said while the article itself might be freely available to share um if we can't um if we can't actually uh do anything with it it's a limited use for me in terms of open pedagogy it's useful in terms of open teaching in the sense that i'm actually able to use it uh to share the material but in terms of making it now we are that i want my students to walk with me and create so you just need to be aware of what those different licenses are uh and david wiley to sort of help us understand what is what what did those mean uh on the next slide we'll talk about the the five hours of of all we are and these these are where this is the real nuts and bolts around oer so the fourth one there the content can be reused and it's unaltered original format so as i said that you share the class study group whatever way you want but you're literally just sharing it you're using it in an unfettered way to retain it and that's one of the issues here that you can store it then for your own personal archives or for students the right to make own and control copies of the content and that's the thing what does an over yard actually mean is that as i said going back to that idea of the bronze open access or the free and it's it's a very limited use in terms of long-term retention the big one then for me then is that ability to revise as i said you could translate into another uh another another language or are our amendments changed changed the colors of it the diagram might have been very useful but you you're able to to change it there and you might for example once you take the video and you might cut it up into segments and do something there different with it so you're able to revise that then to your specific needs i mean the problem is i said like sometimes you might find a particularly good video but there's elements which are not as useful for you so that's that on the next slide then the the other one then is also the id the ability to remix so you actually take stuff and actually mash it up then as i said like in what they call a mash up so you're actually creating maybe uh a video of this and the text and you're you're bringing them together and you're actually creating a new element all together and finally then the right then to read the stream redistribute it now that could be around the class but you can also make make that freely available so that's effectively if you're looking at truly and oer that's what you're actually looking at the creative commons gives you an indication of what permissions that you have to use so while there is five hours i wouldn't say every single one of them um every every single oer would always necessarily have particularly things like the no derivatives is as i said you you you can you can do lots of stuff with it and you can you'll obviously be able to retain it and redistribute it and use it but you certainly can't remix or revise it like that so just to be aware then when when you're looking at someone's output of what what you can actually what you can actually do so why then would we use it then so the benefits then of of an oer and i've taken the same from the national forum document in 2015 uh done by andrew risquez and and and others i've just taken and these cut across for for the students for individuals for institutions and it cuts down the duplication through sharing and re-using materials i think that's often the way like people are sort of creating stuff and then someone else is creating the stuff over and over again so i do think it's as i said it's it's about working smarter not harder that's one of the things and it's certainly a better use of of public money if someone has has made resources encourage people to to use depending on if you're using and you know it certainly enhances the pedagogy and the students learning experience because you're hopefully using a wider range of resources and as i said if you want to get into the whole open pedagogy where you make them co-creators you've raised up to another another level you're modeling open practice for students because as i said like without trying not to sound too evangelical about the open education movement i think as i said it does show that that commitment and that you're willing that you know that that you're you're willing to to show that you can draw from other people you're not we're not always the all-knowing all-seeing lecturer that we're quite happy to bring in other material reflection then on the teaching through sharing collaboration co-creations that you may even develop oers you know within your department or across across faculties or schools or institutions i think they said it's it's um i i think that's a a good way of of of looking at the resources there i mean these people have made how we are and they have youtube channels and uh i just saw there's a guy i follow on twitter michael cerdy he's late of d.o.t he's been in his professor of chemistry education in professor of chemistry education university of edinburgh and his video hits went over a million uh hits and said it's great resources which are out there and there's lots of of of great stuff out there so they said the stuff that you know we've all struggled to maybe get across an idea and only if we wish we could find some of the syndicates it's that idea of collaboration and sharing to to people there feed giving feedback to people and and suggesting and there's people i would follow on do they love making stuff and they're always welcoming suggestions where they could make new resources here if if if you're going to be going down to the side of not just being a consumer but also a producer it helps to attain global reach for your work an increasing reputation for you for your work for your institution and i think you know certainly for an and a newly constituted university as mtu would be i think this is one of the ways it could really establish itself as a genuine facilitation of of openness and and producing these as i said like when we talk about what counts in in terms of academic output i think definitely all we always need a higher recognition it creates more innovative approaches to engaging with content that better address the interest and preference of students we we keep hearing what generations ed and relate different ways but uh i've been engaging where i think also for our own sake as people teaching year in year out it it helps our own professional and personal development which then obviously you know increasing digital literacy both for the students and for yourself um another said that that idea of ongoing professional development learn to network and collaborate which sort of sums up the points i've been talking the the document goes into a lot longer there but it certainly makes a strong case for uh for that and i think as i said we should certainly give give strong consideration to as a you know to use utilizing them and then the more you you you so we yours as i said i think hopefully your set movement is another idea of open pedagogy where you take stuff and you start to revise and change things a little bit yourself and walking with the students and with your colleagues that said obviously the next issue then is the quality problem then uh as you see on the on the next slide there and i think that's one of the issues there there's a number of other stuff around in institutional level like sustainability about are we going to be given the time to produce are we yours and i certainly just want to acknowledge that but the big one i suppose is the concerns with the quality and if we reflect back on on like the the iceberg what was visible above the water and what was below the water i think that was certainly one of those issues there that there has been that and and that's the reality i mean yes there is millions and millions of oers and objects out on the internet but it does take some time then to to just sort of consider in terms of how we might um uh you know how we might evaluate them um so um and that's gonna take time i'll be the first to force to acknowledge that on the next slide then it's the force of of tree slides then it's taken from the bc campus and i won't i won't go through but i think it's a useful resource and this is freely available but so what i've done is i've avoided this here this is revision i've taken it and split it up the three three different powerpoint slides so at its most basic that is a revision of it there but it's just a way of feeling and i i think it's probably not a bad idea to say where are you developing and as i said you could develop a checklist for all yours and that in itself can become a now we are or the department or the school or the faculty might have might develop a guidance or our crowd and the colleagues there i i think it certainly makes life a bit easier if you think about sort of having some sort of quality assurance going forward that yeah you have run through some sort of of checklist about establishing you know where you're using stuff and at least then if you're making recommendations to colleagues our friends that you know at least you're confident that you have done it a little bit more rigorous so the next slide then uh just same again it's just it's just and i think accessibility i think you need to certainly consider about accessibility there and the licensing i think it's another consideration it's just a question there so that's just that that's just the document there and i i put it down and i definitely would recommend as i said people checking out dc com bc campus so the next slide then as i said another national forum document produced in may 2019 the national farm open licensing toolkit and i think that idea about creating as well as consuming about how do you actually if you create something and as i said it could be a pdf it doesn't have to be anything very fancy but it could be a resource that you have found useful your students have found useful and you can help sort of turn it into a resource and and give it the proper the proper licensing and i think certainly that's one thing that i think we need to need to sort of start considering uh as i said it's great producing though or consuming those how we are it's what i think we can start as i said it might start off with where you're taking two or three or over yards combine them and remix them and then you feel that you've made a better way of doing things so as i said it's i think it's the next logical stage for anybody who's commitment committed to oers i'm saying but i'm sure there is loads and loads of great practice going on in in cork but there is in every college and it's about sort of not hiding your light under a bushel so to speak as well that's the thing that i i would encourage people to to consider and think about there so on the final slide then just just sort of put things there like that commitment to openness in its different forms as i said where is publishing open science data whatever it is i think the oers is just part of all that um growth here and i'm just i'll be teeing him up here i think one of the things that i'm very excited about i think with with canvas is that it has a feature that i'm going to get growed in to talk about uh the canvas comments i i don't think it's been used as much but often i think you said there's people have a commitment that are philosophically when you're talking about oers they're quite happy to to to to produce something but how do you host it how do you get it out there you have the licensing toolkit but where is it going to go so this is just one of the things that i think you need to think about and once again another show how to to deliver sack and sauer as i said i think it's uh of the different libraries around the country and i'm not a fan of because uh this is actually a cit uh presentation i'm doing but there's a genuine commitment and i think it's it's it's one of the things i've seen there uh with mtu it doesn't you know it seems to have a real commitment to openness and so as i said i think with sword there's another way of of sort of showcasing uh the work of staff in crt and hopefully then in mtu so uh i think that's that's sort of my whistle-stop uh tour of oers i've probably done two or three minutes over but we're happy to have a chat or what whatever we'd like to do now and thanks to girls and i put you on the spot about the canvas comments no not at all but uh in case i don't get the chance um or forget to to take the chance i love baltimore fair play to is that baltimore west cork uh tom or baltimore he was excellent good man um so thanks william for such a comprehensive and well-informed uh presentation um a great balance there i think folks between i suppose the theoretical stuff and the and the ideological stuff on on the one hand and then um a lot of uh practical stuff as well you know in terms of where to find oers and what to watch out for things to watch out for with regard to using oers in terms of different um different kinds of creative commons licenses and uh issues to do with with quality so that definitely fit the bill i think tom in terms of what we had asked you to uh to do so thanks uh very much for that uh with respect to canvas commons then yes there's there's a way in canvas and we're going to be doing some some workshops on this to share learning objects both within a particular department or within the whole institute or with other canvas users around the world basically so canvas has its own kind of built-in um repository if you like of of what it refers to as a learning objects but you can you can think of them as being well resources basically in material in the same way as tom was just talking about um and maybe tom we might convince truly to make the move towards canvas and we can all become one big happy sharing family and obviously our colleagues down the road in ucc as well are also canvas users saw some interesting potentials there now we had 23 or 24 people on youtube we had 11 people on zoom so hopefully uh we can um have a little bit of a discussion now if tom is happy to stay on for for another little while so um i think dara's going to look at the questions and comments on youtube if there are any and feel them back to us those of you on zoom have a variety of different ways in which to ask a question but primarily you can use chat or you can take to the microphone so let us know um which you would like to do hopefully somebody has a question yes funny question our observations are thoughts uh i i certainly i'd certainly welcome uh it um as you can hear i get quite passionate about uh people who work in publicly funded institutions um you know sort of producing a lot of excellent walk and and then i think as i said uh giving people the opportunity to share it share that walk because as a setting some people are doing amazing stuff maybe just to begin um there is a question from youtube from finbar sheehan who says thanks tom for a great presentation where would you suggest starting the oer journey and is there a risk of information overload for students yeah i do think that that's i often say to students i say one of the best things about living in the 21st century is the internet and one of the worst things is is is the internet uh that's not being axiomatic um so yeah i think as i said i i i think uh the oer commons is up in a good place i did the thing with with the students and what sometimes what i would do is i set them a task of trying to find a resource going back to that idea of open pedagogy um with very clear guidelines if i'm going to get into students involved i will i will sort of um make it into into a task there not not not a summative assignment for a formative assignment um but for my own sake um if i'm just trying to look for material for me i subscribed to certain uh serb this um sorry list services like that i would subscribe to certain people in my area there and i'm always looking to look out for new resources um do one of the other good things as well as i've been been in some of the listserv groups a lot of them throw out a question to people and some you know in my disciplinary and say does anybody have has anybody used something like that so there's two things here suppose just your own professional one and looking out for your own your own oh yours um cultivate a network of people that you can draw it upon for the students if you're going to get them to if i've been taking up the question correctly uh to get them to actually look up material give them very clear guidelines uh normally what i do is i get them to work in pairs and give them a very definite task that they're going to come back and we're going to help produce something that they've it might something it's like at its most basic i will put up a discussion board for and so to say look uh will you share a resource particularly say for tour de fortune students a resource that you have found to be particularly useful now sometimes it may not strictly speak and be open access and now we are but at least that's a good place to start but uh and what they'll do is be by seeing uh the discussion with me feeding in everybody gets a sense of what the quality is and so what i'll do is i'll say i'll give them uh uh find something show me something that you found particularly useful what is it and why did you find it useful they're just some of the strategies that i've used that's great thanks tom there um there was another question in from youtube as well um where someone was asking can they take bits from youtube videos and put them in their own lectures um if are we talking legally um no i mean it depends on on what terms it was published in so um the chances are you probably can't actually edit it um i've been looking after what i'll just do is i'll just do a link to a youtube video and one of the things a lot of people are aware is that when you click on the share you can actually specify the the the minute and second that you wanted to start with but um so that sometimes saves because sometimes you might want the first two or three minutes of the youtube video but actually cutting up stuff which exists no you can't actually uh do but what what i would do if there's three or four parts of a longer youtube video what i will do is i will do four or five links so i will say watch up till this time and it's a bit of a walk around but i'll have maybe four or five links each of them starting at so i'll say click on this link and then stop at this point here click on this link and stop at the next point i don't know if that's a little bit of a a walk around but growled a few yeah yeah i would do something similar but um people may not be aware you can actually push a particular starting point into the url so there's a simple way of just changing the url to put in plus t and then equals and then it's what what minute you wanted to start at and what second you wanted to start out and embedding the video rather than taking it and uploading it again um gets you around a whole lot of trouble really because the ip issue then is still on google who own who on youtube as you might be aware rather than on you because you're doing something entirely different if say you ripped the video and you were to upload it to canvas or your own personal website or or something of uh of that nature in terms of using youtube videos with zoom um this isn't legal advice now but what i would tend to do is play the video during the zoo during the live zoom session but pause the recording before i play it and unpause it after i've played it but share the link for students who are watching asynchronously or who are watching uh who are watching afterwards you know if dara perhaps there's anything to add there from a creative digital media or e-learning point of view oh that all sounds very sensible and very good advice out of both of you okay thanks uh there's another question there from english on zoom this time so thanks for that emmett and so emmett says he's particularly interested in researching multimedia resources especially video in his own area of corporate communication how would you assess the quality of these resources in the oer domain and any particular place to well essentially to start looking so video may raise um special questions i suppose with respect to some of those quality uh issues you were you were talking about and um and then the other question is where to start where to look yeah um that's one thing but something like that that specific area there uh which the corporate communications it it wouldn't really be my area of expertise but as i said just come back to what i do in my owner i just make sure i mean for me and it's most basic uh looking for resources i i think twitter is one of the best things i follow certain people i'm not saying they have to you have to be posting all of the time uh so as i said like whenever people are producing new resorts and stuff also as i said but i'm on linkedin there's loads of groups um so specific groups that are that follow them um in terms of the assessments as i said there's no rejections that bc campus one is is a useful starting point i think also i think you need to consider nowadays in terms of accessibility and universal design for learning principles is another thing to to uh to incorporate in terms of of uh what you walk in terms of of quality today in assessing the quality of things i mean uh i'm not a multimedia expert so for me i kind of think about um how well first of all if it's video if can you how much even if it's open access can you actually revise it are you allowed to edit it i suppose that's one of the first things that uh i think if this video is so important to you i think ideally you have some way just touching on what growth has said about um how much you can you could do with it afterwards um but as i said with corporate for me i just follow the right people and see what resources are being produced i shout i give a shout out to people and as i said with regard to the checklist that's the one i use but there may be better ones out there for specifically for multimedia um girls and are down with the marvel thing about multimedia i suppose there's another angle there as well as the oer movement uh gains power and and more people are participating in it both as producers and consumers if you like um we can kind of rely to a certain extent on the wisdom of crowds to uh indicate what the what the quality of things are so oer commons was one website that tom spoke about earlier and handily enough uh it's one of the ones that allows you to search by format so you can you can look for videos by contrast to to other um to other kinds of resources and it's also got a kind of a rating system so i don't think it's quite there in terms of say something like youtube where arguably at least the good stuff rises to the top but increasingly that is coming to uh to be the case uh in terms of quality in a way it probably depends on what the context of use is you know whether the concern is almost like things like video production um standards are with the the kind of the the quality of the of the content almost as it was as it was uh being said there are a few sites that specialize but it's probably a bit off what you're asking about now but specialize in sharing um video recordings of lectures and you can often find uh lecture recordings of uh of really well-known um individuals so i'll try and throw in a few and try and remind myself and throw in a few of those links into the into the chat box there but i have found those handy in the past where i might want um you know an openly licensed version of say tim berners-lee explaining why he invented the web or something he gave it away probably and and and whether he regrets having given it away for free yeah but but now i agree i mean to think about the multimedia production values yeah like exactly as as growl was saying i'm personally i'm less concerned about i mean i've seen some really good talks where i know somebody who specializes and and who spends like 800 euro on a mic or on lighting might you know cringe at it like that but there's a good solid message and it's pedagogically it's good and it's so i think it's what's what what's important there and i think for me i mean with the oers i mean is how does this help the teaching and learning how does this help meet the learning outcomes uh for that it's it's it's not a fashion show or a video show or whatever like that that's we've probably rambled on a bit haven't i don't know if we've answered your question there no anything else coming in through through youtube or anywhere else there was um there was another question from jj who asked if you have a paper published can you put an early version an earlier version of the published paper on say sword or arrow um yeah and i'd be very aware like that that said would be a real more expert in this what we're talking about the pre-published version is green open access um so when you're signing up for for for a journal you need to ensure that that you actually have permission last year research guy had to take down 1.4 million papers because the society from responsible publishing uh insisted and the society for responsible publishing sounds a lovely title and it's a lovely neutral term it's actually paid for by elsevier and blackwell and all of the other big publishing companies so yes you can but you just need to ensure that that what you're signing up for with that particular journal does allow pre-print versions so it's a hard one to i can't give an exact i can't give an exact uh an exact answer to that just check the small print um and the problem is like with open access is that a lot of increasing design hybrid journals so journals are recognizing that they they're going to give you the um the the option to publish open access for the on average it's about 3 000 to produce open access um so they appear to be given the out at the option of gold open access but uh anyway sorry go back to preprints yes it's green but just make sure that that particular journal that was pre-print versions any other any other questions bueller no we're we're nearly at the all right so yeah we might cut our losses tom brand out so yeah once again you know as i say i think that was that was a really nice balance between giving people a sense of what it is as an ideology but just what it is is a really practical thing to do at the moment where we're all kind of scrambling to try to put together online or remote teaching versions of our courses quickly and you know why uh why um reinvent the wheel is it where somebody else has probably done it and if they haven't done all of it then you know you can go more granular and look for at least an image or some some bit of something that that you can remix uh with your own content and uh yeah no i i yeah as i said i think there was there was as i said there's a few people i follow and they produce a lot of really good youtube videos and i've actually emailed them and they've gone and produced a video for why because like they're often looking for ideas and what's new and necessary so you build up that rapport and i mean these are people who obviously love making that that stuff anyway there like that so uh you know by the way if you're looking for good videos uh just do a search for tom farley who uh is is genuinely really well known for can i say this time for a thing called gusta which is this kind of uh high energy high participation uh format that he's uh taken around the world uh hilarious uh hilarious stuff altogether uh what i had anything to let her down but there are a good few of those videos out there there's a good few other videos out there like that yeah no it's it's really it's it's actually this year uh thanks to gerard um it's it's a pretty high energy face-to-face format but we took it online and uh we done an event in april which was viewed by 51 countries around the world um so yeah and uh if we twist his arm we'll be doing another one shortly so no but uh look just if i take one thing away i think exactly i couldn't agree more will grow work smarter not harder i think there's a lot of good resources out there i think that's the the starting point but also acknowledge that you know i'm sure you're doing a lot of good work and you know down the line if you want to start sharing and and turning that into uh as i said it just could be a very useful pdf a little powerpoint there like that and i think also that in terms of just just getting your own message out there um just quickly there i'm just watching the toy in there but i use slideshare i don't know if people are familiar with slow chair but like as soon as i um i present at a conference and ever all the conferences will have a hashtag so i i will put up high everybody and here's a link and then i then put the link in my twitter and and get it out there and it's get you know my slideshow is getting hundreds of hits um so apart from anything else like you know um i mean they're all we always in that sense like slideshare is a great set of resources in it there's some great stuff out there like that so but as i said you know don't be you're like under a bushel and uh i think it's at an individual level i think it's a great way of doing stuff and um yeah that's a good point there mary i've emailed i've emailed the powerpoint presentation to think around merely so uh hopefully that will be useful and but as i said i do think as i said it gives the new university a chance to put its its own stamp on what we consider to be important in education and i wish i will show up now thanks a million tom uh mind yourself we'll be talking soon and uh thanks a million to everybody for coming along i know thank you very much yeah i hope people have found that of some interest and benefit thanks very much