OpenEd20

At two of the Maricopa Community Colleges, faculty leads have coordinated the hiring of student workers as OER Specialists with whom faculty across the colleges may work to make their OER dreams come true (well, that's the ideal). This panel discussion will showcase reflections and experiences from faculty members and student workers involved in collaborative OER projects before and during the COVID-19 pandemic.

Examples of projects, collaborative methods, and best (and worst) practices will be provided. Come see an example of how institutional support along with faculty and student initiative can lead to creative and exciting opportunities for OER development, even in emergency and remote work environments!

Learning Outcomes:
-Describe concrete examples of student-faculty collaboration in the development and curation of OER materials
-Describe successful efforts to scale OER student worker programs across colleges
-Describe experiences of co-creation from student, faculty, and administrative perspectives
-Describe ways of collaborating remotely

As educational institutions have pivoted to work from home, your strategies for providing educational and professional development opportunities to teachers and faculty have to pivot as well! While the global pandemic has created much anxiety and unrest, it has also allowed us the opportunity to reflect. This process allows us to invest in new and different strategies for our work. Disparities in student access, finances, and culturally-reflective materials have taken stage in campus conversations--and rightly so. Creating online, asynchronous courses or workshops is one way to effectively reach a large number of educators at your institution and develop professional opportunities for faculty learning and growth. It can also help you reflect on the knowledge and skills that need development on your campus, a foundation for content creation that will allow for iterative and repeatable design, and a format that will work with the busy and often chaotic schedules your colleagues are grappling with. But how would you get started? This presentation will walk you through a proven, step-by step process to develop an online professional development program for your institution. In learning about the program piloted in Summer 2020 at California State, Dominguez Hills, you will be able to clarify your own goals in developing this type of professional development outreach and education, an assessment strategy, and feel confident in pitching this type of outreach to your institutional partners. You will learn tips for organizing the instructional design process, clarifying your learning outcomes and goals, introducing topics of social justice into your curriculum, and hear top lessons learned from Cristina Springfield (she/her), an OER librarian that recently developed two online OER courses for her university’s faculty. This session is designed for folks that have a basic understanding of OER and who are looking for ways to do more outreach and education with faculty at their own institutions, especially in an online environment. While the case study presented is in the context of a 4-year university, the process could be used at any type of educational institution.

Learning Outcomes:
Participants will be able to 1) Summarize the process of designing an online, asynchronous professional development OER course 2) Clarify their goals in developing an online professional development program as well as their assessment strategy
3) Explain the benefits of providing an asynchronous OER professional development class to campus community members

Since March 2020 and the beginning of remote learning, faculty, administrators, and community partners dedicated to providing community service to students and support to the local population had many discussions on the future of our work. Rare were the discussions in which Open Pedagogy, or the creation of educational resources by students, was mentioned. Due to the importance of Project-Based Community Service, it is surprising that these two communities don’t interact more often, especially in the time of COVID-19. The first objective of this presentation is to promote developing bridging between our two communities. The second objective is to discuss the challenges faced by a professor and his teaching assistant when using Open Pedagogy by asking students to create small projects to help and serve the students of the local school district. We will discuss the concerns of creating these small projects, evaluating them from different perspectives, sharing them with the public, and licensing them under an OER license.

Learning Outcomes:
1) Creating Bridges between the Open Education Community and the Service-Learning Community.
2) Identifying the problems related to the use of Open Pedagogy when helping virtually the local community in the time of COVID 19,
3) Developing solutions to respond to these problems,
4) Presenting problems and solutions from different perspectives: a professor and two teaching assistants.

The first-year college experience looks vastly different now than ever before due to COVID-19. Because of this, Fall 2020 first-year students’ college experiences will be distinct compared to those of UT San Antonio freshmen in the past.

In this session, learn how the UTSA Libraries, in partnership with First Year Experience instructors, Teaching and Learning Services, and other campus partners created a framework for capturing student perspectives, feelings, and memories that reflect this extraordinary time.

Attendees will learn: innovative practices for coordinating communication and documentation around large scale digital repository and open pedagogy initiatives; new ideas for cross-campus collaboration with campus partners; how to leverage digital repositories and market their virtues to faculty and campus partners; strategies for negotiating and working with campus collaborators on digital repository and open pedagogy projects.

Learning Outcomes:
Relate to the FYE college experience during Fall 2020
Understand the importance of capturing this experience for hindsight and future research
Learn best practices for coordinating documentation around large scale digital repository and open pedagogy initiatives
Explain best strategies for cross campus collaboration on digital repository and open pedagogy projects

With the COVID-19 crisis, there is an urgent need for digital course materials to fill the gaps left by publishers’ textbooks, which are often not available as e-versions, either through the campus library’s reserve collection or otherwise. To address this need, community colleges in California and elsewhere are turning to Open Educational Resources (OER)—including open textbooks and ancillary resources—to build out their online course content. Through open licensing that allows faculty to integrate OER into their course management systems and to adapt the resources to meet learners where they are, these colleges and their faculty are finding the flexibility needed for emergency remote courses. At the same time, they are able to address requirements for culturally relevant, engaging materials for their learners in the online setting.

This session will present the findings from a Michelson 20MM Foundation Spark Grant study conducted by ISKME to explore how community colleges are utilizing OER to support the shift to online and remote learning in response to COVID-19. The session will feature presentation and discussion by Jodie Steeley, Fresno City College, on her college’s response to the COVID crises through the use of OER, and learnings from Fresno City faculty and student use cases that demonstrate implementation of the college’s OER-supported model for emergency remote learning.

Learning Outcomes:
Participants will understand and be able to identify tools related to: 1. Practical strategies for using OER to build online courses in course management systems and with other tools in the postsecondary context; 2. Considerations for utilizing OER to meet the needs for more inclusive, culturally relevant pedagogy in the online and emergency remote setting; 3. Policy and professional learning supports for utilizing OER for emergency remote and online learning in the postsecondary setting.

This session will be delivered with the learnings from the Lockdown Online Training Programme organized by Ghana Tech Lab in Ghana, West Africa.

The Lockdown Online Training Programme was organized by Ghana Tech Lab as a free programme for all youth across Ghana in April 2020 to May 2020.

The Programme was designed to provide free online training to high school, secondary school, and university students with another component for young entrepreneurs during the Covid19 Lockdown in Ghana. This was expected to ensure all youth irrespective of their location still had access to education which will provide them with skills that can build their employability as well as prepare them to take new springing careers that Covid19 has forced on the world.

The presentation will be in 3 parts:
- 1st part will present an overview of the programme, demographics of the applicants, and a brief summary of the programme and its impact.

- 2nd part will present an overview of how the programme was designed, the factors considered, and the delivery design in order to make it a success.

- 3rd part will present the challenges faced in running the programme, the solutions that worked, those that did not work and the way forward for running an Online Open Programme in developing countries.

The session's focus is on present how the programme was designed as a quick response to providing skills-based educational support to the Ghanaian youth while schools were on break.

Learning Outcomes:
By the end of the presentation, participants will be able to:
- Explain why development organizations (donors, governments, etc) should invest in promoting Open online training programmes
- Plan, and execute an online skills development programme
- Understand the challenges of online skills development programmes in developing countries

In the spring of 2020, institutions around the world grappled with COVID-19 and looked to the fall with uncertainty. Responding to this unknown, reports that higher education enrollments may be significantly lower, and the recognition that already at-risk students would likely be further harmed financially, one institution in the Appalachian region of the United States decided on a campus-wide initiative. To model a proactive social justice approach to the inequities experienced by students financially unable to purchase learning materials, the University of Pikeville launched a campaign to convert all undergraduate and graduate-level courses from traditional publisher-provided content to free alternatives. Faculty could select Open Educational Resources, materials available from library collections, or those in the public domain. In addition, a relatively small fund was created to purchase resources where no free alternative existed.

This session will discuss this rapid curricular change initiative from its conception to implementation. Insight will be provided from a key upper-level administrator as well as professional development personnel tasked with assisting faculty in locating, assessing, and ultimately selecting free alternatives to their previous textbooks.

We hope you leave this session with lessons we have learned and ideas on how you may be able to initiate change on your campus, as well!

Learning Outcomes:
1. Review the approach taken by one institution to convert all Fall 2020 courses to free text alternative in under 5 months.
2. Describe the suggestions by a key administrator in facilitating rapid curricular change.
3. List the lessons learned by those tasked with fostering rapid conversion of courses from tradition text to free alternatives, such as OER.

Google Drive link to presentation and materials: https://drive.google.com/drive/folders/1_4KcRWr6lo6Ge_0LJQ0MSZg0jToz46of?usp=sharing

Law schools are facing an access crisis. For students returning to class, and faculty holding courses, the COVID-19 pandemic has made educational resources harder to access and create.

Law students use textbooks that are groups of cases and commentary by authors, known as casebooks. Traditional casebooks can cost hundreds of dollars, and can’t be customized to meet the changing needs of courses today. We have the opportunity to redefine the casebook using open educational resources.

This session will share how instructors are using the H2O platform from Harvard Law School Library to create and adapt open educational resources in law. In this session we will frame access issues facing law students and faculty today, and demonstrate how law schools can use H2O to support their courses.

Learning Outcomes:
This session will share how law schools are using the H2O platform from Harvard Law School Library to create and adapt open educational resources that meet the changing needs of students and faculty.

This session will focus on the course redesign process that academic and technical faculty at River Parishes Community College followed in response to the Covid-19 pandemic in order to transform 8 CTE courses into an online format utilizing open content.

Learning Outcomes:
1) Locate credible sources for OER that can be used in CTE courses

2) Apply the course redesign process to CTE

3) Discuss the challenges faced and lessons learned when incorporating OER into CTE courses

CoVID-19 has closed the doors of more than 2000 medical schools worldwide, yet has opened the door for a new era of education, where e-learning and open education have become vital to ensure the accessibility of a quality education to students anywhere and anytime. This session is an interactive discussion with the aim to introduce participants to the perspective of medical students worldwide on e-learning and open education practices during COVID-19, as collected and analyzed through an IFMSA survey reflecting the experiences of 411 medical students from 68 countries worldwide about the impact of CoVID-19 on medical education, more specifically in terms of the adaptability of the educational tools, accessibility, and their quality. Consequently, this session will lead participants to reflect on how to implement and optimize student-centeredness in open education and e-learning, through discussing the recommendations stated in the report of the aforementioned survey. Hence,it will comprise of a variety of facilitation methods, ranging from presentations where participants will be provided with information related to a summary of the IFMSA report on the impact of CoVID-19 on Medical Education from the perspective of medical students worldwide, a discussion using the interactive online platforms to collect participants input or perspectives on particular questions and compare it with the results from the aforementioned report, to small groups discussions where participants will brainstorm practical recommendations to incorporate the students’ perspective in open education strategies during the pandemic.


Learning Outcomes:

- Participants are able to share the challenges, and good practices related to open education during CoVID-19 from their local contexts
- Participants have an overview of the perspective of medical students globally on the impact of COVID-19 on their education.
- Participants are able to discuss the student-centeredness in open education during the pandemic
- Participants are able to elaborate recommendations to improve open education during CoVID-19.

A discussion of current topics of structural wood design and structural masonry design conceived as open educational resources (OER) to comply with current construction code standards and practices, and how these provisions would help the student/apprentice advance in their Professional Engineering (PE) certification/recertification. A brief review of the limited technical-academic materials available today for the open public in these branches of applied knowledge of the construction industry. How these OER contributions may provide an effective boost to help alleviate the current trends of unemployment in a post-COVID-19 world. Review possible avenues for implementation of open source online courses as a valuable instrument to acquire the so-called annual Professional Development Hours (PDHs) required to grant or hold the Professional Engineering (PE) certification in Civil Engineering within the US. Review general US state's policies and guidelines of continuing education provisions in regards to qualified open education resources that could be shortly implemented and adapted to advance the workforce in post-COVID-19 scenario.

Learning Outcomes:
Understand the impact of effective hands-on OER learning tools to prepare the student/apprentice to become familiar with codes, standards, and specifications commonly used in the design fortimber/masonry structures and edifications.
Encompass different scaffolds employed towards helping the student/apprentice to successfully obtain recertification of the Professional Engineering (PE) license in Civil Engineering withinthe US.
Recognize the selection of key concepts, techniques and examples.

During the global Covid-19 pandemic of 2020, issues of access to educational resources became a prominent issue and challenge in K-12 settings. Even with the right technology hardware, access to digital resources and texts became another challenge. As some public library systems and/or school libraries were not open or nearby, access to digital texts became necessary and vital to maintaining student's reading skills and providing equity in reading. Prior to the pandemic, digital e-texts have provided ways for readers to use mobile devices, tablets, and other versatile resources to engage with reading.
Building on the idea of #keeplearning and #keepteaching, this session provides examples of free and accessible e-texts and mobile apps that can be of use to K-12 readers, teacher educators, and librarians. This session has a global focus and is specific to the Covid-19 pandemic in that young readers around the world need broader access to digital text as learning shifted and continues to shift to online settings. Additionally, text needs to be of quality to engage young readers across a wide variety of genres as does the ability to access multilingual e-texts. Learn more about the wide variety of digital and multi-modal texts that become possibilities for reading material for K-12 readers in virtual and home-school settings during and beyond the pandemic. K-12 students, educators, and families, who come from diverse language backgrounds need such access to quality texts, tools, and resources to develop their literacy skills in engaging ways. Participants will be provided a list of free digital reading titles, websites, and other resources that will help K-12 students’ literacy development. Ideas to build, remix, and create free digital texts for K-12 readers, including both fiction and non-fiction will also be shared. Examples of library-sponsored resources, non-profit resources, and resources curated by the United Nations will be curated and shared. Connections and alignment to the United Nations sustainable development goals will be explored. Information will be posted to an open blog so that comments can be made and resources can be easily shared.

Learning Outcomes:
Participants will familiarize themselves with the definition of quality digital texts for K-12 readers.

Participants will discuss characteristics of quality of free and accessible e-text for K-12 readers including texts that focus specifically on health literacy and Covid-19 topics in particular..

Participants will design and develop ideas for integrating open digital e-text for K-12 readers into teacher education courses, library programs, nonprofit use, and other contexts.

In a COVID-19 pandemic learning environment, faculty and students may feel like they are ‘working in the dark’, as they remain disconnected from each other with exchanges mediated through a virtual delivery platform. Disconnection may be exacerbated by attempts to teach and learn with rolling power outages, and experiences with weak connectivity due to limited services, accessibility, and basic equipment. The unprecedented changes to the way we are expected to teach and learn is only further exacerbated for vulnerable populations encountering financial stability, food insecurity, and limited or no health coverage. Affordability of education remains a roadblock for students encountering financial hardships. In the USA, the cost of attending a 4-year public university has increased by 31% from 2007 to 2017 (U.S. Ed. Dept., 2019). The required closure by government mandated “stay-at-home” orders caused massive layoffs for students. The students who are often disproportionately impacted are low-income students who are more likely to be women, members of underrepresented ethnic minority groups, and first-generation college students (Carnevale & Smith, 2018). With a lack of quality digital access to learn remotely, students must ultimately decide if financial hardships will force them to disrupt their studies. Across the nation, degree completion rates, academic quality, and affordability are the three greatest challenges in higher education for students, their learning, and student academic success (Colvard, Watson & Park, 2018). Some departments were prepared to respond rapidly to alternative delivery modalities due to ongoing efforts with the Affordable Learning Solutions (AL$) initiative that eliminated textbook costs by providing no-cost digitized resources for students. Textbook affordability is a pressing issue that relates directly to retention and graduation rates. The use of OER to reduce costs for students revealed challenges that were embedded in the technological design solution which was intended to level the uneven playing field. Different levels of digital distress are evident for students who rely heavily on the university campus onsite resources to complete their class assignments with OER materials for courses. We discuss challenges encountered for modifying OER for off-line use. Steps for attendees to consider at their own campuses when responding to improving the integration of OER in university classroom courses are provided.

Learning Outcomes: This session includes the benefits with using OER in reducing textbook costs during a rapid switch to alternative virtual delivery format mid-semester. We discuss challenges encountered for modifying OER for off-line use. Steps for attendees to consider when responding to improving the integration of OER in university classroom courses are provided, with the intent of access on or before the first day of classes to ensure equity in the distribution of educational resources.

During the last six months, members of the Online Education team at Western Colorado University have had unprecedented access to faculty curriculum. Library and Online Education Director Dustin Fife and Instructional Technologist Kimberly Yadon have used every opportunity available to them to insert Open resources into their own classes and the curriculum of their colleagues. They have found that a little bit of preparation before conversations about Online Education in general has led to the adoption of OER by several faculty. By having resources in mind when they were called upon to discuss any aspect of online pedagogy, Dustin and Kimberly have found they have been able to convince faculty who might not have been interested in the past.

Since the Online Education department manages Canvas, the learning Management System at Western, and has been helping move numerous faculty to online or remote learning environments, there has been no shortage of opportunities to initiate conversations about OER. Dustin and Kimberly are committed to not wasting this crisis by leveraging their positions in Online Education to always champion Open Education. They will be discussing how to identify appropriate resources before any conversation, identify faculty most likely to adopt, and build momentum at a small, public university.

Learning Outcomes: Strategies for identifying resources before conversations.

Identifying possible partners and faculty on the fly.

Learning to "never let a good crises go to waste."

With the OER model, we can now customize the textbook that we use by adding videos, interactive visualizations, and even games directly into the book. Using the LibreTexts platform, the presenter has taken the OpenStax Statistics textbook and embedded it with over 100 such activities to create materials that address all learning styles. Although, the presentation will demonstrate how this was done for the statistics class, this model can be used for any class.
We will also look at how such materials can be directly embedded into online exams using the iFrame. As many of us have had to move our courses to online, we struggle with how to create secure proctored exams where students still have the use of a calculator. One solution is to embed the calculator directly into the exam. The presenter will demonstrate how this is done using the Canvas LMS and LibreTexts calculator. This can be extended to other LMSs and other materials.

Learning Outcomes: 1. Replace static textbooks with OER books that include multimedia, interactive visualizations, and learning games.
2. Using iFrames to directly embed calculators and other OER information directly into exam questions so that students have access to the allowed exam materials while using an online proctoring system.

The onslaught of the COVID-19 pandemic sent colleges and universities around the globe into a frenzy to transition their learning environments in ways that would sustain and support student success in times of uncertainty and perceived impossibility. At the University of Pikeville in eastern Kentucky, predicament turned into opportunity for improvement as the university made bold decisions to remove barriers to student learning in the undergraduate context. These decisions include transitioning the academic calendar, eliminating textbook costs for students, providing technical and pedagogical training for faculty, and creating peer-led learning communities to support faculty during their course redesign efforts. Session participants will learn about faculty workshops for OER selection, course redesign with OER-focused outcomes, and challenges to universal OER adoption.

As a result of this presentation, participants will:

• Learn about the potential benefits of block scheduling in relation to traditional semester schedules;
  
• Consider the rationale for open educational resources as a no-cost alternative to traditional textbooks and for-cost course materials; 
  
• Take away a model for course redesign that prioritizes flexibility and essential outcomes; and
  
• Understand some of the lessons learned from UPIKE’s experiences to date in making learning more affordable and accessible.  
  

In this lightning talk, viewers will hear several instructional designers at Boise State University discuss how a training session on OER was developed during the COVID-19 pandemic to assist faculty in quickly switching from in-person to remote instruction. Each speaker will present a different aspect of how the training session—which was part of a larger faculty development initiative at Boise State—was designed and implemented, including how OER was ‘organically’ curated for this session. Speakers will address licensing and usage, including attribution and other requirements as set forth by the author of the OER that was used. In addition, the speakers will discuss the application of OER as a modeling tool for appropriate usage for the faculty’s own courses. Speakers will also address innovative solutions to challenges that come up during delivery of the training session, and if those solutions resolve the issues. Finally, speakers will reflect on ideas for possible improvement to the OER training session.

Learning Outcomes: In this case study, learners will come away with an understanding of: How ‘organic’ OER curation played a role in faculty development. Application of OER in an online faculty workshop. Making OER work with constrained timelines and budget.

Since COVID-19 forced all classes to move to an online format last April, many faculty were faced with a dilemma. However, the most challenging classes to move online were labs or hands-on courses. Video tutorials are an obvious strategy to walk students through steps and provide cues to successfully perform required tasks. However, challenges may arise, such as students having limited resources or a lack of equipment to complete the activity, or they may not have a lab partner or volunteer to help them demonstrate the desired skill. The presentation will include video tutorials that were piloted in online classes Spring and Summer 2020. Featured tutorials take into account the limitations that students may have when learning from home. The presentation will feature various video tutorials incorporated into two courses with a hands-on component. The tutorials were used in a CPR/First Aid class and a Human Expression in Martial Arts course. However, the strategiess may be adapted to fit various courses with labs and/or hands-on components.

Learning Outcomes: Participants will learn strategies for adapting labs and hands-on courses when they move to an online format. Featured tutorials incorporate improvised equipment to minimize costs. The presentation will feature various video tutorials incorporated into two courses with a hands-on component.

This paper presents the concept of Open Education as it is practised in Zimbabwe Higher Education Institutions. The idea of investigating the concept of open education practices was to examine how the Zimbabwe Government is using the concept in widening access to higher education by the diverse population in an environment of melting economy and the era of COVID-19 pandemic. The study sought to examine the current practice of OEP in Zimbabwe, establish strategies to enhance open education that promotes equitable and inclusive higher education. The study was underpinned by the theory of constructivism. Data were generated through a structured review of all Zimbabwe registered universities, Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MHTEIST) and Research Council of Zimbabwe (RCZ). Zimbabwe Higher Education Institutions (HEIs) are mandated to deal with the associated challenges of structural inequalities that hinder equal access to higher education. The current task of HEIs is to make all students access and participate fully in the creation and exchange of knowledge in an environment of melting economy, abject poverty and global pandemic. Except for one Open and Distance eLearning University, all the other universities use the face-to-face conventional mode, with some introducing regional campuses, weekend and evening classes as well as block release mode of teaching and learning. Open Education Practice (OEP), by contrast, has not been explicitly supported by Zimbabwe government initiatives, funding, or policy. The advent of COVID-19 pandemic has exposed the need for implementing OEP in an environment that is disconnected, with isolated examples of good practice that have not been transferred beyond local contexts. The study sought to examine the current practice of OEP in Zimbabwe, establish strategies to enhance open education that promotes equitable and inclusive higher education. A structured desktop review of all 24 Zimbabwe registered universities were conducted based on a range of indicators and criteria established by a review of the literature. The study was guided by constructivism theory. The review generated evidence of engagement with OEP using publicly accessible information via institutional websites. The criteria investigated strategies, policies, open educational resources (OER), infrastructure tools, platforms, professional development and support,

Learning Outcomes:
1. Describe open education concept
2.Explain open education practice in Zimbabwe Higher education Institutions
structural inequalities that hinder equal access to higher education
3. Describe current policies of Open Education Practice in Zimbabwe higher education institutions
4. Establish current challenges experienced in Zimbabwe Higher education institutions in implementing open
5. Determine strategies to enhance open education that promotes equitable and inclusive higher education

The SUNY Global Commons was a direct response to the COVID-19 shutdowns during the Spring Semester and Summer of 2020. Across SUNY, many students had planned to travel abroad for the Spring Semester. SUNY OER Services, SUNY Online, and the SUNY Office of Global Affairs collaborated to create this open learning experience.

To accomplish this, professors from across the SUNY system created course content for two separate sequences; 6 faculty were chosen to each focus on a different medium for a storytelling course, such as journalism, graphic novels, and podcasting, while 15 faculty created courses based on five different UN’s Sustainable Development Goals (SDG). The faculty were chose based on their experience with a particular SDG and with working with international partners. The goal is to make all materials openly licensed so that this experience can continue moving forward.

The results of this work were that students were enrolled into two courses. Every student took one of the courses on Intercultural Storytelling, where they each chose a specific medium to gain some expertise in. Then each student chose between the six courses that each concentrated on one of the UN’s SDGs. Working with an international partner and applying the skills from their storytelling course, students created visuals, videos, and descriptive narratives that the non-profit international organizations can use in their marketing and outreach. Each group of students agreed to license their work openly for future use and reuse.

This project prioritized giving students an international experience, even when travel was not feasible, and focused students on organizations that were working on key social justice issues. The final result was a collaboration of a wide range of entities around the SUNY System to bring the course together and 7 sections of students working with 7 international partner organizations to create openly licensed materials that are already being used.

Presenters will share how this project was developed, lessons learned, and how this project combined openly licensed content with other strategic system initiatives.

Learning Outcomes:
By the end of this presentation, participants will see how one initiative did the following:

Connect Open Education Policy and Practices from OER with Global Learning.

Provide students opportunities to create meaningful original content in collaboration with international organizations.


Organize and present instructor created content, applying UN Sustainable Development to new contexts, and providing students with an international experience while staying home.

The session aims to shed light on open education during COVID-19 times and the role of medical students in its promotion.

It will begin with an open discussion about the current situation, including COVID-19 effects on education and specifically medical education, followed by the interlinkages between COVID-19 and open education. This will showcase the imminent role of open education in the COVID-19 era and its crucial benefits.

Next, the presenter will outline the main contributions done by medical students to promote open education during COVID. As a representative of the International Federation of Medical Students’ Associations (IFMSA), the presenter will share the efforts and work of more than 1.3 million medical students from 139 countries. Initiatives are divided into 2 levels:

Internationally:

- IFMSA created a virtual map to identify what alternative measures medical schools worldwide are taking and to offer a global space for sharing and exchange of best practices for students.
- IFMSA collaborated with more than 20 global organizations and virtual education platforms which offered free access to students. With this IFMSA created an open-access COVID related materials, including a series of 6 “COVID-19 and youth” awareness videos with UNFPA and Prezi and more than 30 webinars with global experts reaching 90000+ students. This offered open education spaces for students to compensate for their suspended education and to promote the usage of open education resources.
- IFMSA also used open education to fight misinformation, by sharing a map of national trusted resources, mapping more than 180 fact-checking initiatives with WHO and offering it openly, and doing a survey on youth, COVID, and information supported by WHO & UNESCO which was followed by open education sources and training for youth on information literacy.

Nationally:

- Medical students in more than 95 countries organized local activities to promote open education within their peers, their patients, and the general population.

Finally, the session will be opened for an interactive discussion to reflect on the post-COVID situation and the role and future that open education has. Recommendations and calls for action will also be collected and communicated to relevant actors. The chief lesson would be the importance of involving youth, empowering them and giving them space to use their innovation and creativity in creating technology solutions to face the new normal

Learning Outcomes:
1. To demonstrate the imminent role of open education during the COVID-19 pandemic which has been essential to limit the COVID-19 related infodemic spreading through different media and social media platforms;

2. To present the open education efforts of medical students on a global and country-level during COVID-19;

3. To discuss and develop recommendations for placing open education as a key pillar in the post-pandemic recovery efforts.

With the COVID-19 pandemic limiting travel and in-person workshops, The Carpentries systems used to deliver two-day in-person workshops no longer met the needs of our community. As early as March 2020, our community members had begun informally sharing their strategies and tips for teaching workshops online, and it had become clear that online instruction was likely to be the norm for some months to come. Subsequently, a COVID-19 Response Task Force (https://carpentries.org/blog/2020/04/taking-your-carpentries-workshop-online/) was formed to devise a plan to pilot online instruction of The Carpentries Curriculum to be implemented by The Carpentries Core Team. The plan took into account how the shift to online instruction impacted already existing processes and initiatives and resulted in a first version of “Recommendations for Teaching Carpentries Workshops Online”.

Over the last couple of months, The Carpentries response to online instruction expanded and resulted in, among others a second version of recommendations for online instruction. You can find the up-to-date version here: https://carpentries.org/online-workshop-recommendations/

In this talk, we aim to expound on this work and highlight various strategies we employed to support our community in the shift from in-person to online instruction. We will discuss, among other things, matters relating to:
- Community involvement, including summaries of tips for teaching online as shared by The Carpentries community;
- Infrastructure use and tips for Zoom room management, use of online software instances, developing instructions for use of new software and tools specific to online instruction;
- Instructor Training in The Carpentries and work done to develop a bonus module for instructor training and assess progress;
- how we continue to write recommendations for teaching Carpentries workshops online in a collaborative process with our community;
- how workshops are organised and run in The Carpentries, and how our support for community members varies for in-person and online workshops, including how instructors are selected to run online workshops
-Existing initiatives like the Regional Coordinators program that are key in supporting online instruction efforts in specific geographical contexts
We also hope to use this forum to invite attendees to share ideas and ask questions related to The Carpentries approach to online instruction.

Learning Outcomes:
- understand The Carpentries model for in-person workshops that has been used around the world to teach foundational computational and data science skills over the years and how this has translated in an online environment
- learn about The Carpentries' work to support our community in teaching and learning online from March 2020
- know where to find documentation and resources relevant to online instruction, including how-to guides & community forums to interact with and hear from community

Updated to reflect new time!

This will be a lively discussion by the Head of Academic Programs and Head of Library at the Museum of Islamic Art in Doha, with an introduction by the Deputy Director. The presentation is based on the case study of what MIA Learning and Outreach did with programing and resources during the first three phases of the COVID-19 lock down and how things are working during the re-opening in phase four.

The content will focus on four areas:
1) Online programming – how we prepared from home over 40 sets of content related to: art workshops, story time, online resources and inspiring educational activities for adults and children.
2) Technology – discussion of technology being used and best practices being developed (Teams, Zoom, Social Media, Splice, etc.)
3) Professional development of staff – new training and learning (CDP) for the L&O team this includes online course at Open University, Yale, Hootsuite and Domestika
4) Online resources – discussion of the types of online resources that the museum made available via different streams such as: the museum website (lesson plans), storytime videos (Instagram), online exhibitions and reading challenge (Omeka).

The presentation will include a good bibliography and useful links to resources developed.

Learning Outcomes:
• Understanding of a museum in the Gulf's approach to open/distance learning during COVID-19
• Making online resources available via your website, OPAC and other platforms (Social Media, OMEKA, etc.)
• Key learnings regarding technology and digital platforms
• Social Media best practices for museums
• Where to find professional development in digital for museum staff (Yale Digital Marketing, Hootsuite, etc.)

The COVID-19 pandemic has placed extra challenges on academic science teaching labs and the Internet of Science Things (IOST) lab at the University of Arkansas at Little Rock has provided to the public resources through the LibreTexts OER to assist schools in running remote IOT enabled chemistry labs. These resources include collaborative online activities involving hands-on experiments, virtual labs and simulations (Phet and ChemCollective), in addition to IOT enabled data streams, where students design experiments, gather data and analyze the results. These activities were performed in Zoom breakout rooms where students collectively worked on Google Docs and Sheets that were integrated into their LibreText lab manual.

The IOT-enhanced remote labs we are reporting on are made possible through the use of $35 Raspberry Pi microcomputers connected to a variety of sensors (pressure, temperature, pH,...) that are connected to the internet and can be used in multiple disciplines. The software resources we developed are open source and posted on the instructional resources section of the LibreText lab manual. We posted to LibreTexts a second course on the "Internet of Science Things" that introduces students to Python programming and how to set up a Raspberry Pi, download and install an open source operating system, build basic circuits and run code to operate them. This additional OER can assist schools in implementing IOT-enhanced science labs.

To demonstrate how the experiments posted in the LibreTexts OER enable online collaboration we will run an IOT-enhanced calorimetry lab in real time. Presentation attendees will effectively join a "student group" in the data collection component of this lab, where the "student" mixing the actual chemicals is in a home in Ward, AR, while the Raspberry Pi is remotely operated by another "group member" in St. Louis, MO, while under the guidance of a "professor" in Little Rock, AR.

By connecting laboratory devices across the internet IOT enables advances in the science curriculum that can be of great value to online learning. Interested parties are welcome to check our Google group devoted to IOT in STEM, https://groups.google.com/forum/#!forum/iosted where they can meet other interested parties and find additional resources.

Learning Outcomes:
-How to get students to collaborative work on Google Docs and Sheets while in Zoom breakout rooms while working on an OER lab manual in chemistry.
-How to engage students in remote (chemistry) labs where data is streamed over the internet through IOT devices
-How other faculty can use our OER to develop and run IOT-enhanced labs.