1 00:00:00,000 --> 00:00:08,469 foreign 2 00:00:00,500 --> 00:00:08,469 [Music] 3 00:00:13,740 --> 00:00:16,460 how's lunch 4 00:00:16,920 --> 00:00:24,480 okay so we have our next speaker uh cat 5 00:00:20,880 --> 00:00:27,300 Kent so in her road as a digital 6 00:00:24,480 --> 00:00:28,460 literacy program manager at deakin 7 00:00:27,300 --> 00:00:31,019 University 8 00:00:28,460 --> 00:00:33,899 Kate explored Innovative digital 9 00:00:31,019 --> 00:00:37,739 teaching and learning initiatives 10 00:00:33,899 --> 00:00:40,739 The Learning in how Technologies people 11 00:00:37,739 --> 00:00:43,620 and learning wave together has led to 12 00:00:40,739 --> 00:00:47,460 the production of an open educational 13 00:00:43,620 --> 00:00:50,460 resource interactive textbook which we 14 00:00:47,460 --> 00:00:52,020 will hear about today so please welcome 15 00:00:50,460 --> 00:00:53,580 cat 16 00:00:52,020 --> 00:00:56,280 thank you 17 00:00:53,580 --> 00:00:57,840 [Applause] 18 00:00:56,280 --> 00:00:59,399 you found the energy at the end of the 19 00:00:57,840 --> 00:01:01,739 day to do that look like clap so I 20 00:00:59,399 --> 00:01:04,559 appreciate that and even these tired old 21 00:01:01,739 --> 00:01:05,820 eyes can see most of your faces and so 22 00:01:04,559 --> 00:01:06,900 if I trip you out by looking at you too 23 00:01:05,820 --> 00:01:08,640 much it's just because I might have had 24 00:01:06,900 --> 00:01:10,020 a vague moment and it's not you it's 25 00:01:08,640 --> 00:01:12,960 definitely me 26 00:01:10,020 --> 00:01:15,200 so as my lovely chair indicator my name 27 00:01:12,960 --> 00:01:17,820 is Kat Kane I work for deakin University 28 00:01:15,200 --> 00:01:20,520 in the library space and I'm really 29 00:01:17,820 --> 00:01:22,680 focused on learning experience and 30 00:01:20,520 --> 00:01:24,840 Partnerships capacity 31 00:01:22,680 --> 00:01:28,140 so both of those things are a really 32 00:01:24,840 --> 00:01:30,180 beautiful match to open education 33 00:01:28,140 --> 00:01:31,939 Open Access and inclusive education 34 00:01:30,180 --> 00:01:34,619 goals and they're very close to my heart 35 00:01:31,939 --> 00:01:35,880 so today I'm going to share with you a 36 00:01:34,619 --> 00:01:38,159 collaborative open education project 37 00:01:35,880 --> 00:01:40,079 that began in 2021 38 00:01:38,159 --> 00:01:41,579 grew over 2022 39 00:01:40,079 --> 00:01:44,520 and we'll wrap up 40 00:01:41,579 --> 00:01:46,619 this year it will 41 00:01:44,520 --> 00:01:48,360 so as it's already been talked about 42 00:01:46,619 --> 00:01:50,460 it's an open education resource project 43 00:01:48,360 --> 00:01:53,280 and it's sought to really lean 44 00:01:50,460 --> 00:01:56,759 authentically into 45 00:01:53,280 --> 00:01:59,159 Equity into Open Access and we relied 46 00:01:56,759 --> 00:02:01,799 really heavily on digital affordances in 47 00:01:59,159 --> 00:02:03,780 both the creation the design choices and 48 00:02:01,799 --> 00:02:07,140 ultimately for its intended use 49 00:02:03,780 --> 00:02:09,239 but before I really get into it 50 00:02:07,140 --> 00:02:11,280 I have a confession is that I can 51 00:02:09,239 --> 00:02:13,860 sometimes slip into academic jargon I 52 00:02:11,280 --> 00:02:16,920 can go all Ed Tech speak or just 53 00:02:13,860 --> 00:02:19,500 theories in fact when I first submitted 54 00:02:16,920 --> 00:02:21,959 my abstract it got what the heck does 55 00:02:19,500 --> 00:02:23,580 that mean and I had to resubmit it and 56 00:02:21,959 --> 00:02:25,500 there was a reason for that because I 57 00:02:23,580 --> 00:02:28,280 had things like 58 00:02:25,500 --> 00:02:28,280 this 59 00:02:29,400 --> 00:02:35,700 and things like this so while I'm going 60 00:02:33,120 --> 00:02:37,819 to try really hard not to slip into that 61 00:02:35,700 --> 00:02:39,480 kind of Ed speak 62 00:02:37,819 --> 00:02:41,099 sometimes it's going to happen because 63 00:02:39,480 --> 00:02:43,319 this literally comes out of an education 64 00:02:41,099 --> 00:02:45,300 space and it's designed for Education 65 00:02:43,319 --> 00:02:46,860 students and practitioners 66 00:02:45,300 --> 00:02:49,440 so 67 00:02:46,860 --> 00:02:51,180 let's talk about the philosophies the 68 00:02:49,440 --> 00:02:52,920 Frameworks and the pedagogy because it 69 00:02:51,180 --> 00:02:56,220 is unavoidable to talk about them 70 00:02:52,920 --> 00:02:58,620 because it's so impactful in what we did 71 00:02:56,220 --> 00:03:00,660 please interrupt me if I do start to go 72 00:02:58,620 --> 00:03:01,860 on like a neoliberal rant or start to 73 00:03:00,660 --> 00:03:03,260 talk about hermeneutics because nobody 74 00:03:01,860 --> 00:03:05,640 needs to hear that today 75 00:03:03,260 --> 00:03:08,519 but what I'll try and do is put things 76 00:03:05,640 --> 00:03:11,519 in more concrete terms like 77 00:03:08,519 --> 00:03:14,159 that was my second abstract attack 78 00:03:11,519 --> 00:03:16,200 this is what we did and online but 79 00:03:14,159 --> 00:03:17,819 downloadable interactive textbook that 80 00:03:16,200 --> 00:03:19,500 offers a grounding in play-based 81 00:03:17,819 --> 00:03:21,780 learning and shares authentic assessment 82 00:03:19,500 --> 00:03:23,640 Potentials in play 83 00:03:21,780 --> 00:03:25,200 this was a really media Rich resource 84 00:03:23,640 --> 00:03:27,000 and it was designed to guide Educators 85 00:03:25,200 --> 00:03:29,280 in their play-based teaching journey by 86 00:03:27,000 --> 00:03:32,220 linking Theory to practice 87 00:03:29,280 --> 00:03:35,400 so the textbook was really focused on 88 00:03:32,220 --> 00:03:36,900 providing accessible easy to use and 89 00:03:35,400 --> 00:03:38,459 interesting experiences that shared 90 00:03:36,900 --> 00:03:41,280 these knowledges 91 00:03:38,459 --> 00:03:43,739 and it was the design to be an object an 92 00:03:41,280 --> 00:03:45,659 artifact at the end the deliverable 93 00:03:43,739 --> 00:03:48,000 that could be easily read but also 94 00:03:45,659 --> 00:03:50,340 reflectively used and we wanted to 95 00:03:48,000 --> 00:03:52,379 engage both teachers teacher Educators 96 00:03:50,340 --> 00:03:53,819 to be embedded in University and Tafe 97 00:03:52,379 --> 00:03:55,680 courses 98 00:03:53,819 --> 00:03:57,420 um but more than that we really wanted 99 00:03:55,680 --> 00:04:00,239 it to be a resource that went out into 100 00:03:57,420 --> 00:04:01,379 the world into the open spaces so it 101 00:04:00,239 --> 00:04:03,299 could be used by the practitioners 102 00:04:01,379 --> 00:04:04,379 already out there those Educators that 103 00:04:03,299 --> 00:04:06,060 we all know that have been doing it 104 00:04:04,379 --> 00:04:08,340 tough for the last few years 105 00:04:06,060 --> 00:04:11,220 doing the hard yards and we wanted a 106 00:04:08,340 --> 00:04:12,900 guide that they could engage and use 107 00:04:11,220 --> 00:04:15,659 moving forward 108 00:04:12,900 --> 00:04:18,720 so no publisher payables which is a big 109 00:04:15,659 --> 00:04:20,220 thing no University access barriers we 110 00:04:18,720 --> 00:04:22,579 wanted to go open by Design from the 111 00:04:20,220 --> 00:04:22,579 get-go 112 00:04:24,240 --> 00:04:28,500 this is a typical thing that this story 113 00:04:26,280 --> 00:04:29,699 will share and that I would share in a 114 00:04:28,500 --> 00:04:33,120 presentation 115 00:04:29,699 --> 00:04:35,280 it always comes back to the people 116 00:04:33,120 --> 00:04:37,560 and about the place 117 00:04:35,280 --> 00:04:39,479 so we want to meaningfully acknowledge 118 00:04:37,560 --> 00:04:40,740 the grounding of the work in The Who and 119 00:04:39,479 --> 00:04:43,199 the where 120 00:04:40,740 --> 00:04:46,620 because this project is heavily shaped 121 00:04:43,199 --> 00:04:48,660 by this peopling Technology's philosophy 122 00:04:46,620 --> 00:04:51,540 we really do put people at the heart of 123 00:04:48,660 --> 00:04:54,000 our goal and the Heart of our creation 124 00:04:51,540 --> 00:04:56,400 so this framing consciously privileges 125 00:04:54,000 --> 00:04:58,560 people before the actual outfit you know 126 00:04:56,400 --> 00:05:01,199 the artifacts the item 127 00:04:58,560 --> 00:05:03,780 and so with that framing it's really 128 00:05:01,199 --> 00:05:05,759 important that I share the people in 129 00:05:03,780 --> 00:05:07,500 this story in this community the people 130 00:05:05,759 --> 00:05:09,060 who 131 00:05:07,500 --> 00:05:12,000 um were both the people we wanted to 132 00:05:09,060 --> 00:05:13,199 build for and the people who did all of 133 00:05:12,000 --> 00:05:15,180 the work 134 00:05:13,199 --> 00:05:17,040 so as I've already indicated who the 135 00:05:15,180 --> 00:05:19,560 people the community we're aiming to 136 00:05:17,040 --> 00:05:21,740 connect with was but the editorial team 137 00:05:19,560 --> 00:05:24,180 was a bunch of professors 138 00:05:21,740 --> 00:05:27,120 and notably 139 00:05:24,180 --> 00:05:29,880 visual designer and a multimedia sound 140 00:05:27,120 --> 00:05:32,520 specialist as well as myself as a 141 00:05:29,880 --> 00:05:35,360 learning designer 142 00:05:32,520 --> 00:05:37,620 it also had a lot of researchers and 143 00:05:35,360 --> 00:05:38,699 academic content they're the authors 144 00:05:37,620 --> 00:05:41,340 they're the ones who come up with the 145 00:05:38,699 --> 00:05:42,660 research they'll rewrite it but the 146 00:05:41,340 --> 00:05:46,020 other thing that we want to make really 147 00:05:42,660 --> 00:05:48,360 clear is that the actual execution of 148 00:05:46,020 --> 00:05:50,400 the book wouldn't have happened without 149 00:05:48,360 --> 00:05:51,539 people like our developer 150 00:05:50,400 --> 00:05:53,699 and it also wouldn't have happened 151 00:05:51,539 --> 00:05:54,720 without guidance from an oer expert at 152 00:05:53,699 --> 00:05:57,539 deacon 153 00:05:54,720 --> 00:05:59,100 so we really do say thank you to the 154 00:05:57,539 --> 00:06:01,500 networks and Industry bodies Our 155 00:05:59,100 --> 00:06:03,479 divisional areas many Deacon colleagues 156 00:06:01,500 --> 00:06:05,220 for soundboarding and support and for 157 00:06:03,479 --> 00:06:09,380 the Council of Australian libraries for 158 00:06:05,220 --> 00:06:09,380 providing a space in which to publish 159 00:06:09,600 --> 00:06:15,060 now 160 00:06:11,699 --> 00:06:16,620 we've already sort of flagged 161 00:06:15,060 --> 00:06:18,120 these are the three key things that 162 00:06:16,620 --> 00:06:20,580 we're talking about know your people 163 00:06:18,120 --> 00:06:22,259 know who you're designing for and know 164 00:06:20,580 --> 00:06:24,539 who you need at the table to design and 165 00:06:22,259 --> 00:06:25,740 create your people focused outcome and 166 00:06:24,539 --> 00:06:28,800 these three things really did 167 00:06:25,740 --> 00:06:32,759 continually shape the work that we did 168 00:06:28,800 --> 00:06:34,500 and this whether it's a open framework 169 00:06:32,759 --> 00:06:36,600 putting together an open source 170 00:06:34,500 --> 00:06:38,699 legislation Building open data 171 00:06:36,600 --> 00:06:40,319 repositories or creating an oer like 172 00:06:38,699 --> 00:06:42,780 this particular project 173 00:06:40,319 --> 00:06:44,759 we all need these domain experts to come 174 00:06:42,780 --> 00:06:47,100 in they're varied knowledges 175 00:06:44,759 --> 00:06:49,440 and it's also about being super clear 176 00:06:47,100 --> 00:06:52,199 about what you're building and who 177 00:06:49,440 --> 00:06:53,520 you're building the thing for 178 00:06:52,199 --> 00:06:56,280 so 179 00:06:53,520 --> 00:06:58,319 I've put the position of people 180 00:06:56,280 --> 00:07:01,039 front and center but the other thing I 181 00:06:58,319 --> 00:07:01,039 flagged was place 182 00:07:01,620 --> 00:07:05,340 the Australian element 183 00:07:03,419 --> 00:07:07,560 has actually been a key part of the 184 00:07:05,340 --> 00:07:10,319 content development in this project 185 00:07:07,560 --> 00:07:12,360 it brings Australian research in a 186 00:07:10,319 --> 00:07:14,039 particular area play-based learning to 187 00:07:12,360 --> 00:07:15,960 the four 188 00:07:14,039 --> 00:07:18,240 but we would note that the Core Concepts 189 00:07:15,960 --> 00:07:20,759 and practical implementation things have 190 00:07:18,240 --> 00:07:23,099 Global possibilities 191 00:07:20,759 --> 00:07:27,300 and I think all of us in this room can 192 00:07:23,099 --> 00:07:29,039 agree that place impacts creation 193 00:07:27,300 --> 00:07:31,680 whether it's an artwork whether it's 194 00:07:29,039 --> 00:07:32,880 code or wherever it's a book like this 195 00:07:31,680 --> 00:07:35,580 project 196 00:07:32,880 --> 00:07:39,720 and I join you here in nam today 197 00:07:35,580 --> 00:07:42,000 but this book grew and took place at 198 00:07:39,720 --> 00:07:44,099 deakin which sits at the traditional 199 00:07:42,000 --> 00:07:46,199 lands of the water wrong people of the 200 00:07:44,099 --> 00:07:48,539 Geelong region the wurundry and 201 00:07:46,199 --> 00:07:50,400 bondurang people of Greater Melbourne 202 00:07:48,539 --> 00:07:51,900 and then gunship Mara people of the 203 00:07:50,400 --> 00:07:54,360 warnable region 204 00:07:51,900 --> 00:07:56,180 so workshops meetings conversation 205 00:07:54,360 --> 00:07:58,319 design hours upon design hours 206 00:07:56,180 --> 00:08:01,020 inspiration points reflective work 207 00:07:58,319 --> 00:08:03,360 testing that was all grounded in space 208 00:08:01,020 --> 00:08:04,919 across these traditional plans 209 00:08:03,360 --> 00:08:06,599 and this project has links across 210 00:08:04,919 --> 00:08:08,699 Australia and its impact hopefully 211 00:08:06,599 --> 00:08:10,440 extends Beyond those borders 212 00:08:08,699 --> 00:08:13,380 so with that in mind I do want to take a 213 00:08:10,440 --> 00:08:14,940 moment to reflect that context 214 00:08:13,380 --> 00:08:17,280 we acknowledge the traditional 215 00:08:14,940 --> 00:08:19,680 custodians of all the unseated lands 216 00:08:17,280 --> 00:08:21,960 skies and waterways on which Deacon 217 00:08:19,680 --> 00:08:23,819 students and teachers come together 218 00:08:21,960 --> 00:08:25,740 as we learn and teach through virtually 219 00:08:23,819 --> 00:08:28,259 and physically constructed places across 220 00:08:25,740 --> 00:08:30,900 time we pay our deep respect to the 221 00:08:28,259 --> 00:08:33,479 ancestors and Elders of water on country 222 00:08:30,900 --> 00:08:35,219 as the traditional custodians all the 223 00:08:33,479 --> 00:08:37,500 lands on which you might be learning and 224 00:08:35,219 --> 00:08:41,640 teaching where education has taken place 225 00:08:37,500 --> 00:08:43,800 for many thousands of years 226 00:08:41,640 --> 00:08:45,000 we also recognize place in our actual 227 00:08:43,800 --> 00:08:47,880 oer 228 00:08:45,000 --> 00:08:50,880 in both the content and the context 229 00:08:47,880 --> 00:08:52,380 education has a long and Rich history on 230 00:08:50,880 --> 00:08:54,360 this Australian continent 231 00:08:52,380 --> 00:08:57,240 and we hope to have that we've honored 232 00:08:54,360 --> 00:08:59,339 and reflected the ways that the 233 00:08:57,240 --> 00:09:00,720 indigenous peoples have shaped our 234 00:08:59,339 --> 00:09:01,920 learning and knowledge bases in this 235 00:09:00,720 --> 00:09:04,680 country 236 00:09:01,920 --> 00:09:06,839 so we also recognize the profound impact 237 00:09:04,680 --> 00:09:10,920 Global indigenous voices have had in 238 00:09:06,839 --> 00:09:12,420 education learning and human ontologies 239 00:09:10,920 --> 00:09:14,899 now I know I said ontologies but let's 240 00:09:12,420 --> 00:09:14,899 move faster 241 00:09:14,940 --> 00:09:18,060 so 242 00:09:16,740 --> 00:09:20,040 let's Dive In 243 00:09:18,060 --> 00:09:21,839 creating open educational resources is 244 00:09:20,040 --> 00:09:24,240 really an emergent space for deacon at 245 00:09:21,839 --> 00:09:26,459 the moment we are just piloting and 246 00:09:24,240 --> 00:09:27,839 experimenting there's all sorts of new 247 00:09:26,459 --> 00:09:30,060 possibilities 248 00:09:27,839 --> 00:09:31,800 doing more than just making a PDF is 249 00:09:30,060 --> 00:09:34,740 what we're aiming to do 250 00:09:31,800 --> 00:09:37,200 now we arrived at this particular oh 251 00:09:34,740 --> 00:09:39,360 yeah like all good Journeys through a 252 00:09:37,200 --> 00:09:40,920 series of twists and turns 253 00:09:39,360 --> 00:09:42,959 there are a number of catalysts for 254 00:09:40,920 --> 00:09:44,040 creation and a number of supporting 255 00:09:42,959 --> 00:09:46,920 elements 256 00:09:44,040 --> 00:09:49,380 but it began with two previous projects 257 00:09:46,920 --> 00:09:51,000 one was an education course it had to be 258 00:09:49,380 --> 00:09:52,940 digitally transformed 259 00:09:51,000 --> 00:09:55,680 both for 260 00:09:52,940 --> 00:09:57,899 covert reasons but also because of the 261 00:09:55,680 --> 00:09:59,279 particular course model had changed we 262 00:09:57,899 --> 00:10:01,620 also had another project that was a 263 00:09:59,279 --> 00:10:03,240 digital professional learning that we 264 00:10:01,620 --> 00:10:04,800 did with the Department of Education and 265 00:10:03,240 --> 00:10:06,300 Training 266 00:10:04,800 --> 00:10:08,100 so with the course transformation 267 00:10:06,300 --> 00:10:10,560 project 268 00:10:08,100 --> 00:10:12,120 we really had to transform learning 269 00:10:10,560 --> 00:10:14,100 materials that started in that 270 00:10:12,120 --> 00:10:16,140 physically located experience and 271 00:10:14,100 --> 00:10:17,880 redesigned them for a digital classroom 272 00:10:16,140 --> 00:10:19,920 and learning experience 273 00:10:17,880 --> 00:10:22,560 and the core learning from that 274 00:10:19,920 --> 00:10:23,640 particular project was how diverse the 275 00:10:22,560 --> 00:10:26,279 people were at the heart of the project 276 00:10:23,640 --> 00:10:28,320 both the students the intended 277 00:10:26,279 --> 00:10:30,300 recipients of the learning or the 278 00:10:28,320 --> 00:10:32,959 engaging in the learning and the staff 279 00:10:30,300 --> 00:10:32,959 who built it 280 00:10:33,899 --> 00:10:38,279 the other thing that should be noted 281 00:10:35,640 --> 00:10:40,160 from this particular project is that the 282 00:10:38,279 --> 00:10:43,080 cohort was incredibly 283 00:10:40,160 --> 00:10:47,820 diverse and involved people as far away 284 00:10:43,080 --> 00:10:50,519 as the tiwi islands through to Tasmania 285 00:10:47,820 --> 00:10:52,079 and I was also some of them came through 286 00:10:50,519 --> 00:10:55,079 the pathway of nikiri which is an 287 00:10:52,079 --> 00:10:57,360 indigenous Institute at deakin 288 00:10:55,079 --> 00:10:59,279 so the other major project that informed 289 00:10:57,360 --> 00:11:01,260 this one we're talking about today was a 290 00:10:59,279 --> 00:11:02,640 digital learning program as I said 291 00:11:01,260 --> 00:11:05,040 now the 292 00:11:02,640 --> 00:11:06,660 it was like a a really big tender kind 293 00:11:05,040 --> 00:11:08,540 of contract type of project with the 294 00:11:06,660 --> 00:11:12,060 Department of Education and Training 295 00:11:08,540 --> 00:11:13,200 and in fact that's why some IP and 296 00:11:12,060 --> 00:11:14,279 copyright things have become a bit 297 00:11:13,200 --> 00:11:17,519 complex which is why I have not 298 00:11:14,279 --> 00:11:19,800 published this week but it's coming 299 00:11:17,519 --> 00:11:22,320 uh because this was a free online 300 00:11:19,800 --> 00:11:25,079 learning program and it was multifaceted 301 00:11:22,320 --> 00:11:27,420 it had all sorts of webinars modules and 302 00:11:25,079 --> 00:11:29,100 an online community of practice 303 00:11:27,420 --> 00:11:31,440 but the important thing for our project 304 00:11:29,100 --> 00:11:33,420 today is that 305 00:11:31,440 --> 00:11:35,100 we took research from that program and 306 00:11:33,420 --> 00:11:36,480 we took learnings and it gave us 307 00:11:35,100 --> 00:11:38,700 reportable insights from the users 308 00:11:36,480 --> 00:11:40,980 because we did a lot of uh surveying and 309 00:11:38,700 --> 00:11:44,399 user testing 310 00:11:40,980 --> 00:11:46,019 and so all of that came together 311 00:11:44,399 --> 00:11:48,060 to have a kind of pedagogical narrative 312 00:11:46,019 --> 00:11:49,760 and all these theories about digital 313 00:11:48,060 --> 00:11:52,200 learning transition to University 314 00:11:49,760 --> 00:11:54,720 digital Community communities all 315 00:11:52,200 --> 00:11:56,760 informed the work that we did 316 00:11:54,720 --> 00:11:59,040 so principles Frameworks and practices 317 00:11:56,760 --> 00:12:00,660 did emerge from those projects and that 318 00:11:59,040 --> 00:12:03,740 shaped the design and development of 319 00:12:00,660 --> 00:12:03,740 this interactive textbook 320 00:12:05,040 --> 00:12:10,860 so here's where I get any educational 321 00:12:08,519 --> 00:12:12,360 we had a really important framework in 322 00:12:10,860 --> 00:12:14,640 three parts one was a peopling 323 00:12:12,360 --> 00:12:16,760 Technologies philosophy the second was 324 00:12:14,640 --> 00:12:19,260 the importance of pedagogies for digital 325 00:12:16,760 --> 00:12:20,820 experiences and the third one was 326 00:12:19,260 --> 00:12:23,040 evaluation which I won't be talking 327 00:12:20,820 --> 00:12:25,680 about today 328 00:12:23,040 --> 00:12:27,420 so here's my philosophy framework 329 00:12:25,680 --> 00:12:29,459 pedagogy that came out of previous 330 00:12:27,420 --> 00:12:31,740 projects 331 00:12:29,459 --> 00:12:34,560 it's 332 00:12:31,740 --> 00:12:36,720 privileges people and relationships as 333 00:12:34,560 --> 00:12:39,120 you can see because we believe there's 334 00:12:36,720 --> 00:12:41,760 reciprocal relationships in people 335 00:12:39,120 --> 00:12:44,940 Technologies and that it's essential to 336 00:12:41,760 --> 00:12:47,279 privilege the learner or the user 337 00:12:44,940 --> 00:12:49,440 now this is obviously a very education 338 00:12:47,279 --> 00:12:51,600 focused lens that I'm showing you you 339 00:12:49,440 --> 00:12:53,639 know we've got online Learners as a core 340 00:12:51,600 --> 00:12:56,700 area we've got curriculum of course 341 00:12:53,639 --> 00:12:58,920 enhancement staff but our contention is 342 00:12:56,700 --> 00:13:01,139 that this can actually be adapted to for 343 00:12:58,920 --> 00:13:02,700 any work with technology because you can 344 00:13:01,139 --> 00:13:04,200 spot those alignments with 345 00:13:02,700 --> 00:13:06,560 human-centered design and user 346 00:13:04,200 --> 00:13:06,560 experience 347 00:13:06,600 --> 00:13:09,600 now the other bit that was sort of 348 00:13:08,399 --> 00:13:12,600 underpinning the work that we did on 349 00:13:09,600 --> 00:13:14,399 this book was a concept called ICI 350 00:13:12,600 --> 00:13:16,380 and it shapes the way that you design 351 00:13:14,399 --> 00:13:19,560 the learning material to be immediate 352 00:13:16,380 --> 00:13:21,899 collaborative and Interactive 353 00:13:19,560 --> 00:13:24,480 and it's all about weaving 354 00:13:21,899 --> 00:13:27,240 points of Engagement in a scaffolded way 355 00:13:24,480 --> 00:13:29,820 in a way that builds from known supports 356 00:13:27,240 --> 00:13:31,320 to new areas of learning and it also 357 00:13:29,820 --> 00:13:32,880 relies very heavily on feedback and 358 00:13:31,320 --> 00:13:34,320 mechanisms 359 00:13:32,880 --> 00:13:36,000 but 360 00:13:34,320 --> 00:13:37,500 I'm not speaking to a whole big 361 00:13:36,000 --> 00:13:39,899 education group so I don't want to go on 362 00:13:37,500 --> 00:13:41,579 about you know pedagogies and grounding 363 00:13:39,899 --> 00:13:43,200 and stuff like that all day 364 00:13:41,579 --> 00:13:45,360 this is probably the more interesting 365 00:13:43,200 --> 00:13:47,220 stuff for this group 366 00:13:45,360 --> 00:13:49,519 well how do we design develop and build 367 00:13:47,220 --> 00:13:49,519 it 368 00:13:49,680 --> 00:13:56,279 got a couple of main tools that we 369 00:13:51,899 --> 00:13:59,579 worked the boring Old Reliable word now 370 00:13:56,279 --> 00:14:01,079 Microsoft 365 version so that was for 371 00:13:59,579 --> 00:14:03,779 Content development and just general 372 00:14:01,079 --> 00:14:05,820 communication and design elements reason 373 00:14:03,779 --> 00:14:08,940 we went for that is because it was 374 00:14:05,820 --> 00:14:11,339 accessible and and really familiar to 375 00:14:08,940 --> 00:14:13,440 our academic contributors when we try to 376 00:14:11,339 --> 00:14:16,500 use other tools in this space did not 377 00:14:13,440 --> 00:14:18,600 work and even sometimes the online part 378 00:14:16,500 --> 00:14:20,700 of Microsoft Word became complicated 379 00:14:18,600 --> 00:14:22,440 with different people having versions on 380 00:14:20,700 --> 00:14:24,000 their desktop and all those kind of 381 00:14:22,440 --> 00:14:26,700 challenges 382 00:14:24,000 --> 00:14:28,920 we also used a team site really heavily 383 00:14:26,700 --> 00:14:30,660 for communication information 384 00:14:28,920 --> 00:14:32,660 architecture keeping the very complex 385 00:14:30,660 --> 00:14:35,779 documents between 386 00:14:32,660 --> 00:14:38,040 design briefs and 387 00:14:35,779 --> 00:14:38,700 research articles all of that kind of 388 00:14:38,040 --> 00:14:40,680 stuff 389 00:14:38,700 --> 00:14:42,720 and we relied heavily on Zoom or Team 390 00:14:40,680 --> 00:14:44,699 video call because this was during a 391 00:14:42,720 --> 00:14:46,139 time of a pandemic so we couldn't get 392 00:14:44,699 --> 00:14:48,540 together as much as we would like to 393 00:14:46,139 --> 00:14:51,600 actually Workshop in person 394 00:14:48,540 --> 00:14:53,660 the kind of tools that were used in the 395 00:14:51,600 --> 00:14:56,579 book were 396 00:14:53,660 --> 00:15:00,500 video recording and editing Tech same 397 00:14:56,579 --> 00:15:04,560 stuff as sound Adobe suite 398 00:15:00,500 --> 00:15:05,699 h5p which is a HTML5 content and all of 399 00:15:04,560 --> 00:15:06,660 that kind of stuff actually went into 400 00:15:05,699 --> 00:15:08,699 the book 401 00:15:06,660 --> 00:15:10,560 and the book itself sits in a platform 402 00:15:08,699 --> 00:15:12,300 called press books which many of you 403 00:15:10,560 --> 00:15:14,040 will be aware of 404 00:15:12,300 --> 00:15:16,920 now 405 00:15:14,040 --> 00:15:18,600 in a perfect world the key project 406 00:15:16,920 --> 00:15:20,579 member our visual designer Sarah Finley 407 00:15:18,600 --> 00:15:22,800 would be here and she could walk you 408 00:15:20,579 --> 00:15:24,079 through the visual design steps and how 409 00:15:22,800 --> 00:15:27,000 to use figma 410 00:15:24,079 --> 00:15:29,639 but sometimes the non-domain expert has 411 00:15:27,000 --> 00:15:31,680 to rock up and try and do their best so 412 00:15:29,639 --> 00:15:33,720 with that in mind these are the four 413 00:15:31,680 --> 00:15:35,399 stages that the visual design of our 414 00:15:33,720 --> 00:15:38,579 yard went through 415 00:15:35,399 --> 00:15:41,940 pretty obviously scope stage Style style 416 00:15:38,579 --> 00:15:43,860 guide sorry prototype and build 417 00:15:41,940 --> 00:15:45,600 you know scoping is something very 418 00:15:43,860 --> 00:15:46,680 standard everybody does this kind of 419 00:15:45,600 --> 00:15:48,779 work 420 00:15:46,680 --> 00:15:50,540 virus scanning figuring out what our 421 00:15:48,779 --> 00:15:52,860 press books and other tools could do 422 00:15:50,540 --> 00:15:54,980 what was the training needed for our 423 00:15:52,860 --> 00:15:57,899 staff to build and use them 424 00:15:54,980 --> 00:16:01,079 all of that sort of defining and 425 00:15:57,899 --> 00:16:03,779 investigating kind of work the typical 426 00:16:01,079 --> 00:16:06,720 investigation stuff 427 00:16:03,779 --> 00:16:08,880 stage two was the style guide 428 00:16:06,720 --> 00:16:10,019 and that's been built into figma as has 429 00:16:08,880 --> 00:16:11,880 the Prototype and I'm going to go live 430 00:16:10,019 --> 00:16:14,040 to that in a moment and lastly with 431 00:16:11,880 --> 00:16:15,899 stage four the build which is a press 432 00:16:14,040 --> 00:16:18,600 books instance and again I'll go live 433 00:16:15,899 --> 00:16:20,399 all right fingers crossed 434 00:16:18,600 --> 00:16:22,320 see how this tool goes 435 00:16:20,399 --> 00:16:23,760 all right 436 00:16:22,320 --> 00:16:26,660 has anyone in this room worked with 437 00:16:23,760 --> 00:16:26,660 figma before 438 00:16:26,820 --> 00:16:31,740 oh nice 439 00:16:28,440 --> 00:16:35,459 so this is just an invaluable tool 440 00:16:31,740 --> 00:16:38,880 because it visualizes Design Concepts in 441 00:16:35,459 --> 00:16:41,040 a way that non-visual people non-visual 442 00:16:38,880 --> 00:16:45,240 designers can really understand so this 443 00:16:41,040 --> 00:16:50,579 was our visual designer put together a 444 00:16:45,240 --> 00:16:53,339 vision board the inspiration points and 445 00:16:50,579 --> 00:16:55,620 this was able to be shown and walked 446 00:16:53,339 --> 00:16:57,600 through with the authors and the editors 447 00:16:55,620 --> 00:17:00,920 and it made 448 00:16:57,600 --> 00:17:04,319 the concepts that had been just in text 449 00:17:00,920 --> 00:17:08,699 really visible to the editorial and the 450 00:17:04,319 --> 00:17:11,699 authorial community so in brief the 451 00:17:08,699 --> 00:17:14,160 visual designer had outlaid the 452 00:17:11,699 --> 00:17:15,720 inspiration for the color palettes which 453 00:17:14,160 --> 00:17:17,640 was taking inspiration from Australia 454 00:17:15,720 --> 00:17:20,100 Flora that Primary School experience 455 00:17:17,640 --> 00:17:22,620 that many of us have had 456 00:17:20,100 --> 00:17:25,380 there was a definite leaning towards 457 00:17:22,620 --> 00:17:28,740 muted color color and that was for 458 00:17:25,380 --> 00:17:32,340 cognitive load reasons for the text 459 00:17:28,740 --> 00:17:35,460 Heavy content to just have a softening 460 00:17:32,340 --> 00:17:38,280 there was also choices around typography 461 00:17:35,460 --> 00:17:40,500 and press book themes and we went for 462 00:17:38,280 --> 00:17:42,120 stick standard stuff that comes in press 463 00:17:40,500 --> 00:17:43,380 books and the reason for that was to 464 00:17:42,120 --> 00:17:45,299 make it sustainable so we didn't have to 465 00:17:43,380 --> 00:17:47,520 get too much Dev work 466 00:17:45,299 --> 00:17:50,160 and the illustrations and the 467 00:17:47,520 --> 00:17:51,720 iconography as I show you the actual 468 00:17:50,160 --> 00:17:53,220 book you'll see that lines don't meet up 469 00:17:51,720 --> 00:17:54,720 in some parts and that was to reflect 470 00:17:53,220 --> 00:17:56,640 how kids draw because they never quite 471 00:17:54,720 --> 00:17:59,120 finish a line it's all very fluid and 472 00:17:56,640 --> 00:17:59,120 organic 473 00:17:59,460 --> 00:18:03,360 the style guide then stepped into a 474 00:18:01,380 --> 00:18:05,900 prototype stage and I might just go to 475 00:18:03,360 --> 00:18:05,900 chapter one 476 00:18:06,660 --> 00:18:11,039 and so again it's a really crucial step 477 00:18:08,520 --> 00:18:13,500 in the process because as I said the 478 00:18:11,039 --> 00:18:15,240 visual designer could show the authors 479 00:18:13,500 --> 00:18:16,500 and editorial team what the content 480 00:18:15,240 --> 00:18:18,900 would eventually look like in the actual 481 00:18:16,500 --> 00:18:20,820 book and so this is an open practice to 482 00:18:18,900 --> 00:18:22,860 be transparent in the decision points 483 00:18:20,820 --> 00:18:25,679 there's ways to communicate and comment 484 00:18:22,860 --> 00:18:27,720 on the work and to make sure that the 485 00:18:25,679 --> 00:18:30,059 design was going in the track that the 486 00:18:27,720 --> 00:18:31,559 original authors intended 487 00:18:30,059 --> 00:18:33,419 the other interesting thing about this 488 00:18:31,559 --> 00:18:34,860 tool is it just does wonderful stuff to 489 00:18:33,419 --> 00:18:36,539 be able to check accessibility between 490 00:18:34,860 --> 00:18:38,720 desktop tablet and all that kind of 491 00:18:36,539 --> 00:18:38,720 stuff 492 00:18:39,480 --> 00:18:44,039 the other thing that this tool allowed 493 00:18:42,000 --> 00:18:46,260 us to do by prototyping was to see as 494 00:18:44,039 --> 00:18:50,039 learning designers where the content had 495 00:18:46,260 --> 00:18:52,440 gone too long where it had 496 00:18:50,039 --> 00:18:54,000 put too much load on the learner to move 497 00:18:52,440 --> 00:18:56,340 through and where we might need to break 498 00:18:54,000 --> 00:18:57,480 it up or edit so that their digital 499 00:18:56,340 --> 00:18:59,820 experience and learning experience 500 00:18:57,480 --> 00:19:01,200 flowed much better 501 00:18:59,820 --> 00:19:02,820 so now 502 00:19:01,200 --> 00:19:05,220 while I can't give you a link to our 503 00:19:02,820 --> 00:19:07,559 published very nearly published book I'm 504 00:19:05,220 --> 00:19:09,960 going to open it up from my editor View 505 00:19:07,559 --> 00:19:11,820 and 506 00:19:09,960 --> 00:19:13,440 walk you through this now the other 507 00:19:11,820 --> 00:19:16,320 thing I'd note is as we go through there 508 00:19:13,440 --> 00:19:17,880 is some accessible functions that have 509 00:19:16,320 --> 00:19:19,500 been put in that our developer worked on 510 00:19:17,880 --> 00:19:21,840 and if you are working on a press Book 511 00:19:19,500 --> 00:19:23,880 Project and want some of that coding our 512 00:19:21,840 --> 00:19:25,320 developer is very happy to share that 513 00:19:23,880 --> 00:19:27,240 with the community 514 00:19:25,320 --> 00:19:29,100 so 515 00:19:27,240 --> 00:19:31,140 this is what pressbooks looks like and 516 00:19:29,100 --> 00:19:32,820 this is a very important element 517 00:19:31,140 --> 00:19:34,740 was that you can choose to download this 518 00:19:32,820 --> 00:19:38,039 book in different formats now this is 519 00:19:34,740 --> 00:19:40,260 because some of our intended Learners do 520 00:19:38,039 --> 00:19:42,179 live in remote and and Regional areas 521 00:19:40,260 --> 00:19:43,679 and we're talking very remote we're 522 00:19:42,179 --> 00:19:45,660 talking only have access to the internet 523 00:19:43,679 --> 00:19:47,520 in sporadic time sometimes when they 524 00:19:45,660 --> 00:19:49,919 come for the community-based learning at 525 00:19:47,520 --> 00:19:52,679 deakin so they needed ways to be able to 526 00:19:49,919 --> 00:19:55,320 download and experience the content even 527 00:19:52,679 --> 00:19:58,860 when they weren't connected to the net 528 00:19:55,320 --> 00:20:01,799 although the book is an interactive book 529 00:19:58,860 --> 00:20:03,059 and there are elements that require 530 00:20:01,799 --> 00:20:05,760 being 531 00:20:03,059 --> 00:20:08,400 online to access we've made sure to have 532 00:20:05,760 --> 00:20:09,780 accessible content either below or in an 533 00:20:08,400 --> 00:20:11,700 accessible appendix so that they don't 534 00:20:09,780 --> 00:20:13,799 lose that information and that's been 535 00:20:11,700 --> 00:20:15,000 very important 536 00:20:13,799 --> 00:20:17,580 so 537 00:20:15,000 --> 00:20:20,039 let's jump in 538 00:20:17,580 --> 00:20:22,260 don't need to show you the contributors 539 00:20:20,039 --> 00:20:25,080 this is very important too around 540 00:20:22,260 --> 00:20:27,600 opening the learning to people is being 541 00:20:25,080 --> 00:20:30,840 very clear about how to engage with this 542 00:20:27,600 --> 00:20:33,539 kind of learning to 543 00:20:30,840 --> 00:20:35,940 prep the Learners into the reflective 544 00:20:33,539 --> 00:20:37,799 learning model that it uses to let them 545 00:20:35,940 --> 00:20:39,240 know they need to have some sort of way 546 00:20:37,799 --> 00:20:41,460 to keep a digital record or a paper 547 00:20:39,240 --> 00:20:43,620 record that they'll be listening and 548 00:20:41,460 --> 00:20:44,880 viewing and speaking modes that are part 549 00:20:43,620 --> 00:20:47,660 of this guide 550 00:20:44,880 --> 00:20:47,660 this book 551 00:20:48,179 --> 00:20:52,559 and we guide them really clearly in 552 00:20:50,039 --> 00:20:55,760 signpost throughout 553 00:20:52,559 --> 00:20:55,760 so I'm going to show you 554 00:20:56,700 --> 00:21:01,980 have a look 555 00:20:58,740 --> 00:21:03,840 it's a very paired back clean design for 556 00:21:01,980 --> 00:21:07,080 a reason because it is a textbook it's 557 00:21:03,840 --> 00:21:10,140 not here to you know create an immense 558 00:21:07,080 --> 00:21:11,460 visual you know experience it's about a 559 00:21:10,140 --> 00:21:14,039 different way of engaging with learning 560 00:21:11,460 --> 00:21:16,440 but largely text-based 561 00:21:14,039 --> 00:21:18,179 however we did rely heavily on podcasts 562 00:21:16,440 --> 00:21:20,220 or vodcasts in this case because it was 563 00:21:18,179 --> 00:21:24,720 easier to embed them in YouTube into an 564 00:21:20,220 --> 00:21:24,720 online book than other tools 565 00:21:25,020 --> 00:21:28,860 have a look 566 00:21:27,179 --> 00:21:32,280 this is what we were talking about right 567 00:21:28,860 --> 00:21:35,039 when I talked about the h5p the HTML5 568 00:21:32,280 --> 00:21:38,159 and it just allows us to bring to life 569 00:21:35,039 --> 00:21:40,140 elements with a visual and text 570 00:21:38,159 --> 00:21:42,419 connection along with all the research 571 00:21:40,140 --> 00:21:44,580 that is involved in that space But as I 572 00:21:42,419 --> 00:21:47,039 said in case people had to download it 573 00:21:44,580 --> 00:21:49,080 at a site and then you know that was the 574 00:21:47,039 --> 00:21:51,299 only time they could have it we always 575 00:21:49,080 --> 00:21:52,679 had a walk through of what was that 576 00:21:51,299 --> 00:21:55,320 experience what was the interactive are 577 00:21:52,679 --> 00:21:58,740 you doing and what were the things the 578 00:21:55,320 --> 00:22:01,880 key learning outcomes the examples the 579 00:21:58,740 --> 00:22:01,880 narratives that were in there 580 00:22:07,799 --> 00:22:13,020 we even use things that pushed our 581 00:22:10,740 --> 00:22:14,940 Learners to record themselves to make 582 00:22:13,020 --> 00:22:17,159 little files of them reflecting in the 583 00:22:14,940 --> 00:22:20,039 moment and to save them on their laptop 584 00:22:17,159 --> 00:22:23,100 it's a very easy to build in just uses 585 00:22:20,039 --> 00:22:25,440 this h5p you can talk you just go record 586 00:22:23,100 --> 00:22:27,480 and it will start recording me right now 587 00:22:25,440 --> 00:22:29,940 and do anything I talk about will be 588 00:22:27,480 --> 00:22:32,100 taken in and then I go done 589 00:22:29,940 --> 00:22:33,539 and I can either retry or download and 590 00:22:32,100 --> 00:22:35,820 keep that as a resource so it doesn't 591 00:22:33,539 --> 00:22:38,539 stop in the moment there is actually a 592 00:22:35,820 --> 00:22:38,539 tangible takeaway 593 00:22:43,500 --> 00:22:47,340 the interesting thing that we had to 594 00:22:45,480 --> 00:22:49,080 sort of navigate is that while this is 595 00:22:47,340 --> 00:22:55,380 an open education resource can be 596 00:22:49,080 --> 00:22:59,100 accessed and used by anyone in the world 597 00:22:55,380 --> 00:23:02,400 and the text itself can be remixed and 598 00:22:59,100 --> 00:23:04,980 reused as they wish there is a caveat in 599 00:23:02,400 --> 00:23:07,260 that we used images either from a Getty 600 00:23:04,980 --> 00:23:09,360 subscription from a previous project 601 00:23:07,260 --> 00:23:11,159 or were designed by our visual designers 602 00:23:09,360 --> 00:23:13,980 so the images are the only things that 603 00:23:11,159 --> 00:23:16,020 are not in that remix space so we have 604 00:23:13,980 --> 00:23:18,000 to find a way to within the limitations 605 00:23:16,020 --> 00:23:19,860 of the pressbook platform to say hey 606 00:23:18,000 --> 00:23:22,200 yeah take all the texts recreate as you 607 00:23:19,860 --> 00:23:25,020 like but please don't steal the images 608 00:23:22,200 --> 00:23:27,740 because Getty will chase us 609 00:23:25,020 --> 00:23:27,740 and they will 610 00:23:32,220 --> 00:23:36,320 okay let's go back 611 00:23:36,960 --> 00:23:39,440 so 612 00:23:40,500 --> 00:23:44,780 what have we learned so far 613 00:23:46,799 --> 00:23:51,419 apart from the standard kind of project 614 00:23:48,960 --> 00:23:53,960 stuff particularly in the oer OR open 615 00:23:51,419 --> 00:23:56,760 Agenda space you know of that balancing 616 00:23:53,960 --> 00:23:58,620 Project's priorities and time and 617 00:23:56,760 --> 00:24:00,539 capacity for a project that often sits 618 00:23:58,620 --> 00:24:02,100 in your own time and outside of your 619 00:24:00,539 --> 00:24:04,020 allocated work hours that's going to be 620 00:24:02,100 --> 00:24:06,720 a standard across open work 621 00:24:04,020 --> 00:24:08,280 I wish it wasn't but there's no easy way 622 00:24:06,720 --> 00:24:10,440 particularly the university setting to 623 00:24:08,280 --> 00:24:12,900 have Wham allocated or to have hours 624 00:24:10,440 --> 00:24:16,080 allocated for this kind of stuff 625 00:24:12,900 --> 00:24:18,360 the library that I work for is lucky in 626 00:24:16,080 --> 00:24:20,640 that we can budget work time for that 627 00:24:18,360 --> 00:24:22,260 and we've received a small grant for 628 00:24:20,640 --> 00:24:23,760 this project so I could hire a visual 629 00:24:22,260 --> 00:24:26,039 designer 630 00:24:23,760 --> 00:24:27,299 but for the academics it was done for 631 00:24:26,039 --> 00:24:29,340 love and passion 632 00:24:27,299 --> 00:24:30,900 and that's a big barrier to overcome for 633 00:24:29,340 --> 00:24:33,120 other projects 634 00:24:30,900 --> 00:24:33,900 so the other things that we learned were 635 00:24:33,120 --> 00:24:37,140 that 636 00:24:33,900 --> 00:24:39,419 projects differ and 637 00:24:37,140 --> 00:24:41,400 that and what I mean by that is that 638 00:24:39,419 --> 00:24:43,200 what we did in two previous projects 639 00:24:41,400 --> 00:24:45,360 with relatively the same team looked 640 00:24:43,200 --> 00:24:47,880 very different for this one because of 641 00:24:45,360 --> 00:24:50,220 people's roles changing because of 642 00:24:47,880 --> 00:24:52,380 differences in pre-formatting elements 643 00:24:50,220 --> 00:24:54,659 within the Press books versus WordPress 644 00:24:52,380 --> 00:24:57,539 where we built another thing all of that 645 00:24:54,659 --> 00:24:59,940 changed things more than we anticipated 646 00:24:57,539 --> 00:25:01,740 we also learned how we had to be very 647 00:24:59,940 --> 00:25:04,799 sensitive with curation 648 00:25:01,740 --> 00:25:06,659 that because equity and diverse voices 649 00:25:04,799 --> 00:25:09,000 and those different contexts had to be 650 00:25:06,659 --> 00:25:10,380 considered in design 651 00:25:09,000 --> 00:25:12,960 there were things sometimes that 652 00:25:10,380 --> 00:25:15,299 couldn't be shared that researchers 653 00:25:12,960 --> 00:25:18,659 weren't really so release for example or 654 00:25:15,299 --> 00:25:20,880 that weren't applicable to the broader 655 00:25:18,659 --> 00:25:22,620 Early Childhood space it may only be 656 00:25:20,880 --> 00:25:26,299 specific to Victoria so we had to be 657 00:25:22,620 --> 00:25:26,299 very careful with what we curated 658 00:25:26,419 --> 00:25:31,380 we learned that even when you have 659 00:25:29,220 --> 00:25:33,059 templates that you really need to guide 660 00:25:31,380 --> 00:25:35,580 all of your team in the using of 661 00:25:33,059 --> 00:25:39,059 templates it's 662 00:25:35,580 --> 00:25:41,460 it's a thing and related to that is even 663 00:25:39,059 --> 00:25:43,679 when you have got your content what you 664 00:25:41,460 --> 00:25:44,940 think is all wrapped up ticked off so we 665 00:25:43,679 --> 00:25:46,559 can hand it over to the visual designer 666 00:25:44,940 --> 00:25:47,159 and then to the builders 667 00:25:46,559 --> 00:25:49,679 um 668 00:25:47,159 --> 00:25:51,720 sometimes your content developers your 669 00:25:49,679 --> 00:25:53,880 your writers don't understand those 670 00:25:51,720 --> 00:25:55,140 deadlines and are changing things after 671 00:25:53,880 --> 00:25:56,700 we've already stepped through a lot of 672 00:25:55,140 --> 00:25:59,460 those steps so there was a lot of 673 00:25:56,700 --> 00:26:00,600 cycling back to try and fix oh what have 674 00:25:59,460 --> 00:26:01,679 they oh they've changed content there 675 00:26:00,600 --> 00:26:03,539 how do we actually design that 676 00:26:01,679 --> 00:26:06,000 differently then 677 00:26:03,539 --> 00:26:08,640 we also learned that you know user 678 00:26:06,000 --> 00:26:10,740 guides would be very helpful for future 679 00:26:08,640 --> 00:26:12,360 projects to support learning design and 680 00:26:10,740 --> 00:26:14,220 engagement so that people didn't have to 681 00:26:12,360 --> 00:26:15,419 relearn the things that we did so we 682 00:26:14,220 --> 00:26:17,640 think that what we should be working on 683 00:26:15,419 --> 00:26:19,799 next is a supportive guide for deakin 684 00:26:17,640 --> 00:26:21,720 oer space so how do you do this kind of 685 00:26:19,799 --> 00:26:23,100 work together 686 00:26:21,720 --> 00:26:25,020 and 687 00:26:23,100 --> 00:26:27,480 we really talked about the potentials of 688 00:26:25,020 --> 00:26:30,360 the format being whether it's press 689 00:26:27,480 --> 00:26:31,799 books or another open platform for 690 00:26:30,360 --> 00:26:34,620 textbooks 691 00:26:31,799 --> 00:26:37,020 it it allowed not only the Learners to 692 00:26:34,620 --> 00:26:38,400 access content but also people in the 693 00:26:37,020 --> 00:26:40,679 projects were able to see their 694 00:26:38,400 --> 00:26:44,700 contribution uh in a really meaningful 695 00:26:40,679 --> 00:26:47,340 way and by that I mean we flag visual 696 00:26:44,700 --> 00:26:49,500 designers we flag sound designers it's 697 00:26:47,340 --> 00:26:51,659 that kind of work that designers and 698 00:26:49,500 --> 00:26:52,679 developers do is often hidden and a 699 00:26:51,659 --> 00:26:54,659 really important part of this project 700 00:26:52,679 --> 00:26:58,820 and I think for all kind of Open Access 701 00:26:54,659 --> 00:26:58,820 projects is surfacing those people 702 00:27:01,140 --> 00:27:06,000 so finally 703 00:27:04,080 --> 00:27:08,340 work in the earlier course design 704 00:27:06,000 --> 00:27:10,200 project and the department of education 705 00:27:08,340 --> 00:27:12,299 training modules 706 00:27:10,200 --> 00:27:13,740 really did build this sort of philosophy 707 00:27:12,299 --> 00:27:16,260 and pedagogies and Frameworks that have 708 00:27:13,740 --> 00:27:18,419 then shaped this oer 709 00:27:16,260 --> 00:27:20,520 it drew on the data for research and 710 00:27:18,419 --> 00:27:22,200 feedback from those projects and then 711 00:27:20,520 --> 00:27:23,880 this project will do the same moving 712 00:27:22,200 --> 00:27:26,159 forward 713 00:27:23,880 --> 00:27:28,860 and it gave us a way to shape digital 714 00:27:26,159 --> 00:27:30,059 experiences consistently when working in 715 00:27:28,860 --> 00:27:32,039 this space 716 00:27:30,059 --> 00:27:34,559 that effective design is primarily 717 00:27:32,039 --> 00:27:36,299 learner or user focused and relational 718 00:27:34,559 --> 00:27:38,940 that content development needs to be 719 00:27:36,299 --> 00:27:40,380 responsive to and value that user or 720 00:27:38,940 --> 00:27:42,480 learner 721 00:27:40,380 --> 00:27:44,220 that contextual design is only possible 722 00:27:42,480 --> 00:27:45,840 when you have teams of experts working 723 00:27:44,220 --> 00:27:48,299 together 724 00:27:45,840 --> 00:27:50,520 and that open by Design will ground our 725 00:27:48,299 --> 00:27:52,799 future oer work 726 00:27:50,520 --> 00:27:55,260 and the final takeaway would be that 727 00:27:52,799 --> 00:27:56,700 as I said at the start people need to be 728 00:27:55,260 --> 00:27:59,220 positioned at the heart of any 729 00:27:56,700 --> 00:28:01,919 engagement with technology 730 00:27:59,220 --> 00:28:04,559 the pilot oer project has played an 731 00:28:01,919 --> 00:28:06,000 important role for us in enabling us to 732 00:28:04,559 --> 00:28:08,220 further add value to those earlier 733 00:28:06,000 --> 00:28:09,659 projects and to Future digital learning 734 00:28:08,220 --> 00:28:12,299 projects 735 00:28:09,659 --> 00:28:15,299 and it's made knowledge created that 736 00:28:12,299 --> 00:28:16,980 could have sat behind a deacon paywall 737 00:28:15,299 --> 00:28:18,600 or sat with either department of 738 00:28:16,980 --> 00:28:20,880 education training space that will close 739 00:28:18,600 --> 00:28:22,860 in six months it's brought it back out 740 00:28:20,880 --> 00:28:25,260 it's not going to disappear it's going 741 00:28:22,860 --> 00:28:27,120 to be trolled by the the web archive and 742 00:28:25,260 --> 00:28:29,700 it doesn't disappear 743 00:28:27,120 --> 00:28:30,679 so thanks for having me to talk about 744 00:28:29,700 --> 00:28:32,279 something that's a little bit 745 00:28:30,679 --> 00:28:34,440 sidestepping from the kind of other 746 00:28:32,279 --> 00:28:35,940 sessions you've been having feel free to 747 00:28:34,440 --> 00:28:37,799 get in contact and if you had any 748 00:28:35,940 --> 00:28:40,039 questions I'm more than happy to take 749 00:28:37,799 --> 00:28:40,039 them 750 00:28:43,039 --> 00:28:46,039 thank you 751 00:28:47,059 --> 00:28:51,960 so we I think we do have quite some time 752 00:28:50,700 --> 00:28:54,500 for questions 753 00:28:51,960 --> 00:28:54,500 so 754 00:28:55,020 --> 00:29:00,120 I see with some of the h5p content you 755 00:28:57,600 --> 00:29:01,500 had a transcription below how do you 756 00:29:00,120 --> 00:29:03,299 deal with transcribing the YouTube 757 00:29:01,500 --> 00:29:05,520 embeds 758 00:29:03,299 --> 00:29:07,559 so we 759 00:29:05,520 --> 00:29:09,480 um have a closed captioning so if you're 760 00:29:07,559 --> 00:29:10,980 experiencing them digitally that's no 761 00:29:09,480 --> 00:29:12,120 problem because the closed captioning 762 00:29:10,980 --> 00:29:14,279 will come up 763 00:29:12,120 --> 00:29:16,140 but there we could have put the 764 00:29:14,279 --> 00:29:18,779 accessible text below but because some 765 00:29:16,140 --> 00:29:20,760 of the videos are an hour long 766 00:29:18,779 --> 00:29:23,159 it would have been not great experience 767 00:29:20,760 --> 00:29:24,480 so we had to put them in an accessible 768 00:29:23,159 --> 00:29:26,399 appendix 769 00:29:24,480 --> 00:29:28,080 and sometimes for those videos we didn't 770 00:29:26,399 --> 00:29:29,580 put the whole content you know the 771 00:29:28,080 --> 00:29:32,220 speaker one speaker two speaker three 772 00:29:29,580 --> 00:29:35,159 sometimes it was The Core Concepts that 773 00:29:32,220 --> 00:29:36,960 they shared so we translated it into a 774 00:29:35,159 --> 00:29:40,399 what was the key things that they talked 775 00:29:36,960 --> 00:29:40,399 about in that particular video 776 00:29:50,279 --> 00:29:54,000 thank you that was awesome 777 00:29:52,200 --> 00:29:55,260 um you said that you it's not quite 778 00:29:54,000 --> 00:29:57,419 published 779 00:29:55,260 --> 00:30:00,419 um so this might be a bit premature but 780 00:29:57,419 --> 00:30:02,460 what's the plan to kind of promote and 781 00:30:00,419 --> 00:30:04,500 disseminate and and get it out there 782 00:30:02,460 --> 00:30:07,620 kind of thing beyond the 783 00:30:04,500 --> 00:30:09,179 perhaps the usual suspect of the 784 00:30:07,620 --> 00:30:11,159 academic world that it will naturally 785 00:30:09,179 --> 00:30:13,080 find it how are you going to disseminate 786 00:30:11,159 --> 00:30:14,760 it more broadly that's a great question 787 00:30:13,080 --> 00:30:17,700 and there's a couple of things that will 788 00:30:14,760 --> 00:30:20,179 be involved one is my institution has 789 00:30:17,700 --> 00:30:23,460 just been through a few years of 790 00:30:20,179 --> 00:30:25,559 restructuring including the library the 791 00:30:23,460 --> 00:30:27,240 library now has a Library events and 792 00:30:25,559 --> 00:30:30,600 public programs team 793 00:30:27,240 --> 00:30:32,760 and we also have Communications Group so 794 00:30:30,600 --> 00:30:35,720 there is pathways through them that 795 00:30:32,760 --> 00:30:39,299 we'll be talking to but in particular 796 00:30:35,720 --> 00:30:41,820 we know that public libraries have an 797 00:30:39,299 --> 00:30:44,220 amazing connection to the local schools 798 00:30:41,820 --> 00:30:46,260 and local kindergartens so my concept is 799 00:30:44,220 --> 00:30:48,240 that we partner with them 800 00:30:46,260 --> 00:30:50,460 to be able to bring this to them to do 801 00:30:48,240 --> 00:30:52,440 sessions to do workshops with some of 802 00:30:50,460 --> 00:30:55,020 the academics facilitating and that 803 00:30:52,440 --> 00:30:57,059 would be a better way of getting it out 804 00:30:55,020 --> 00:30:58,140 there than just you know here's an 805 00:30:57,059 --> 00:31:00,480 online session about we've just 806 00:30:58,140 --> 00:31:03,480 published so embedded in the community 807 00:31:00,480 --> 00:31:03,480 live 808 00:31:15,659 --> 00:31:23,100 from what you shared with the um the the 809 00:31:20,340 --> 00:31:24,299 figma files it looks gorgeous 810 00:31:23,100 --> 00:31:27,140 um do you have a favorite what was your 811 00:31:24,299 --> 00:31:27,140 favorite part of the project 812 00:31:27,480 --> 00:31:33,480 um for me the favorite part was when we 813 00:31:30,539 --> 00:31:35,340 actually had Workshop days in person 814 00:31:33,480 --> 00:31:38,399 um at a place near my home oops there's 815 00:31:35,340 --> 00:31:39,659 my reminder to move uh at a place called 816 00:31:38,399 --> 00:31:40,860 one ponds 817 00:31:39,659 --> 00:31:42,960 so that's when we could actually come 818 00:31:40,860 --> 00:31:44,940 together and talk through 819 00:31:42,960 --> 00:31:47,039 things on a board throw things out take 820 00:31:44,940 --> 00:31:49,940 photos think about stuff have lunch 821 00:31:47,039 --> 00:31:52,799 maybe some wine these things happen 822 00:31:49,940 --> 00:31:55,919 the that sort of that people-based stuff 823 00:31:52,799 --> 00:31:58,140 was probably the most fun but 824 00:31:55,919 --> 00:31:59,520 I can tell you for my visual designer it 825 00:31:58,140 --> 00:32:01,260 was learning how to use figma because 826 00:31:59,520 --> 00:32:03,480 they'd use XD and other things in the 827 00:32:01,260 --> 00:32:04,500 past but the opportunity to use this 828 00:32:03,480 --> 00:32:07,140 tool 829 00:32:04,500 --> 00:32:08,580 um and pilot it for this project was 830 00:32:07,140 --> 00:32:09,899 really helpful for them to know whether 831 00:32:08,580 --> 00:32:11,520 they should be using that moving forward 832 00:32:09,899 --> 00:32:13,919 as because they're the visual design 833 00:32:11,520 --> 00:32:16,200 lead for our area 834 00:32:13,919 --> 00:32:17,760 and the its functionality just does so 835 00:32:16,200 --> 00:32:19,080 much of what she needs and it's very 836 00:32:17,760 --> 00:32:20,279 clear that she can take that and give 837 00:32:19,080 --> 00:32:21,779 that to the developer and go this is 838 00:32:20,279 --> 00:32:23,880 what I'm trying to achieve this is the 839 00:32:21,779 --> 00:32:25,740 wireframe and the developer can look at 840 00:32:23,880 --> 00:32:27,419 it and go oh I get it I get what you're 841 00:32:25,740 --> 00:32:28,620 trying to do and then they can work on 842 00:32:27,419 --> 00:32:30,440 that and they go back and forth and it's 843 00:32:28,620 --> 00:32:32,880 just been a really invaluable tool to 844 00:32:30,440 --> 00:32:34,440 visualize and communicate between 845 00:32:32,880 --> 00:32:35,640 different languages because you've got 846 00:32:34,440 --> 00:32:36,840 your academic speak you've got your 847 00:32:35,640 --> 00:32:39,960 developer speak you've got your visual 848 00:32:36,840 --> 00:32:41,880 speak and any tool that opens it up for 849 00:32:39,960 --> 00:32:44,659 discussion and makes it transparent is 850 00:32:41,880 --> 00:32:44,659 just so removable 851 00:32:46,620 --> 00:32:50,700 any questions 852 00:32:48,960 --> 00:32:52,320 we can start talking about Piaget and 853 00:32:50,700 --> 00:32:54,960 party if you'd like 854 00:32:52,320 --> 00:32:57,600 yeah actually I do have a question so 855 00:32:54,960 --> 00:33:00,600 you mentioned about the 856 00:32:57,600 --> 00:33:03,480 the catchy images that could not be 857 00:33:00,600 --> 00:33:05,399 licensed under Creative Commons so are 858 00:33:03,480 --> 00:33:07,860 there other you know licensing 859 00:33:05,399 --> 00:33:11,039 challenges that you got 860 00:33:07,860 --> 00:33:13,679 some are easy so for some of the uh part 861 00:33:11,039 --> 00:33:15,659 of the book we use unsplash which is 862 00:33:13,679 --> 00:33:16,559 just a joy isn't it I've got to love on 863 00:33:15,659 --> 00:33:19,559 Splash 864 00:33:16,559 --> 00:33:21,240 and so for something like that 865 00:33:19,559 --> 00:33:23,399 I go in 866 00:33:21,240 --> 00:33:25,140 it's super easy to deal with in terms of 867 00:33:23,399 --> 00:33:27,720 copyright compliance and intellectual 868 00:33:25,140 --> 00:33:29,039 property happiness and all those things 869 00:33:27,720 --> 00:33:30,059 and it's not going to be my friend it's 870 00:33:29,039 --> 00:33:32,640 all right 871 00:33:30,059 --> 00:33:36,480 go that way 872 00:33:32,640 --> 00:33:39,799 Getty we had the um we had purchased the 873 00:33:36,480 --> 00:33:42,179 item the imagery and some short videos 874 00:33:39,799 --> 00:33:44,940 and we could use them in you know pretty 875 00:33:42,179 --> 00:33:47,220 much for the rest of time but 876 00:33:44,940 --> 00:33:50,399 while our use was Unlimited 877 00:33:47,220 --> 00:33:52,380 the sharing with others was not 878 00:33:50,399 --> 00:33:54,899 we knew that that could be a problem 879 00:33:52,380 --> 00:33:56,399 with font choice we have our visual team 880 00:33:54,899 --> 00:33:58,380 is very strong could have designed our 881 00:33:56,399 --> 00:34:00,659 own fonts but then that becomes Deacon 882 00:33:58,380 --> 00:34:02,640 intellectual property and so we just 883 00:34:00,659 --> 00:34:05,340 went for stock standard what came with 884 00:34:02,640 --> 00:34:07,280 the platform and the visual designer 885 00:34:05,340 --> 00:34:09,440 just tweaked it to make it as readable 886 00:34:07,280 --> 00:34:12,780 as possible 887 00:34:09,440 --> 00:34:14,580 the other licensing thing was around the 888 00:34:12,780 --> 00:34:16,260 content because so much of it came from 889 00:34:14,580 --> 00:34:18,179 the original Department of Education and 890 00:34:16,260 --> 00:34:20,040 Training modules 891 00:34:18,179 --> 00:34:21,659 we had to really go through that 892 00:34:20,040 --> 00:34:24,000 contract 893 00:34:21,659 --> 00:34:25,619 um really figure out who owns the 894 00:34:24,000 --> 00:34:27,780 copyright and turns out we own the 895 00:34:25,619 --> 00:34:28,980 copyright to the content uh the 896 00:34:27,780 --> 00:34:30,440 Department of Education and Training 897 00:34:28,980 --> 00:34:33,440 even though they paid us for the project 898 00:34:30,440 --> 00:34:36,000 they have usage rights but not copyright 899 00:34:33,440 --> 00:34:38,159 and part of part of what was built into 900 00:34:36,000 --> 00:34:41,099 the contract which was very clever by 901 00:34:38,159 --> 00:34:43,859 the Project Lead at that time was the 902 00:34:41,099 --> 00:34:45,839 ReUse of this Learning Materials in 903 00:34:43,859 --> 00:34:49,379 other contexts so again that was like 904 00:34:45,839 --> 00:34:51,480 that made it a lot easier 905 00:34:49,379 --> 00:34:52,500 the the thing that becomes complicated 906 00:34:51,480 --> 00:34:54,899 is 907 00:34:52,500 --> 00:34:57,420 referencing like in terms of if because 908 00:34:54,899 --> 00:34:59,580 it's so research heavy 909 00:34:57,420 --> 00:35:01,260 in a university there's we we have 910 00:34:59,580 --> 00:35:03,780 provided all of the references obviously 911 00:35:01,260 --> 00:35:06,359 it's a it's a it's a textbook 912 00:35:03,780 --> 00:35:08,099 the only problem we have and one we have 913 00:35:06,359 --> 00:35:09,720 no way of getting around is that if 914 00:35:08,099 --> 00:35:11,099 someone wants to go further in their 915 00:35:09,720 --> 00:35:13,320 reading and go off and look at those 916 00:35:11,099 --> 00:35:15,480 particular resources 917 00:35:13,320 --> 00:35:17,040 unless they have institutional access in 918 00:35:15,480 --> 00:35:18,780 some way or it's you know available 919 00:35:17,040 --> 00:35:21,240 through Eric or another for free you 920 00:35:18,780 --> 00:35:23,579 know a more open database we can't get 921 00:35:21,240 --> 00:35:25,079 them access to that which is you know 922 00:35:23,579 --> 00:35:26,820 I'd like to tether the whole publishing 923 00:35:25,079 --> 00:35:28,380 industry but 924 00:35:26,820 --> 00:35:30,560 I don't think else of you will let me do 925 00:35:28,380 --> 00:35:30,560 that 926 00:35:35,160 --> 00:35:40,339 that's very good 927 00:35:37,440 --> 00:35:40,339 any other questions 928 00:35:45,540 --> 00:35:49,079 I loved at the start you said it was 929 00:35:47,040 --> 00:35:51,720 very people-centered and you did some 930 00:35:49,079 --> 00:35:54,119 workshops I wonder because it's about 931 00:35:51,720 --> 00:35:58,020 learning through play did you have 932 00:35:54,119 --> 00:36:01,320 workshops with little people playing 933 00:35:58,020 --> 00:36:04,740 no uh not in the actual design of the 934 00:36:01,320 --> 00:36:09,780 project but in the research that informs 935 00:36:04,740 --> 00:36:12,060 the oer yes so the academics and the 936 00:36:09,780 --> 00:36:13,740 professors they go into the classroom to 937 00:36:12,060 --> 00:36:15,720 do teaching like even though they're 938 00:36:13,740 --> 00:36:18,000 teaching at Uni they still go and often 939 00:36:15,720 --> 00:36:21,420 do sessions in kindergartens in early 940 00:36:18,000 --> 00:36:23,339 years they do 941 00:36:21,420 --> 00:36:24,900 testing because a lot of play bases 942 00:36:23,339 --> 00:36:27,720 around space so we're talking you know 943 00:36:24,900 --> 00:36:29,339 going in and having dirt mud baths and 944 00:36:27,720 --> 00:36:30,839 all these kind of things set up and 945 00:36:29,339 --> 00:36:32,940 there's some beautiful images in here of 946 00:36:30,839 --> 00:36:34,740 that sort of thing so there was play at 947 00:36:32,940 --> 00:36:38,359 the start of it but it had to be 948 00:36:34,740 --> 00:36:38,359 filtered through the research 949 00:36:42,000 --> 00:36:46,560 well 950 00:36:43,560 --> 00:36:46,560 yep 951 00:36:51,060 --> 00:36:56,119 so you mentioned elsevier and all the 952 00:36:54,480 --> 00:36:59,099 problems that exist with academic 953 00:36:56,119 --> 00:37:03,119 publishing for your collaborators was it 954 00:36:59,099 --> 00:37:05,160 much of a mind flip to moving to this 955 00:37:03,119 --> 00:37:06,660 sort of open model or whether was that 956 00:37:05,160 --> 00:37:07,740 something that they came to really 957 00:37:06,660 --> 00:37:10,619 easily 958 00:37:07,740 --> 00:37:13,640 so one of the other editors with me 959 00:37:10,619 --> 00:37:18,540 Naomi David I work very heavily with her 960 00:37:13,640 --> 00:37:20,460 and she is an academic and a writer for 961 00:37:18,540 --> 00:37:21,839 her it comes very easily it's too she's 962 00:37:20,460 --> 00:37:24,180 very involved with social justice and 963 00:37:21,839 --> 00:37:25,680 Open Access and opening up different 964 00:37:24,180 --> 00:37:27,599 voices so she works in the Nike 965 00:37:25,680 --> 00:37:30,859 Institute 966 00:37:27,599 --> 00:37:30,859 for a lot of the other 967 00:37:31,200 --> 00:37:37,920 authors and editors these are people who 968 00:37:34,380 --> 00:37:42,240 are prolific researchers and publishers 969 00:37:37,920 --> 00:37:44,700 and it wasn't an easy flip to do what is 970 00:37:42,240 --> 00:37:46,880 the outcome for me for Wham for Prestige 971 00:37:44,700 --> 00:37:46,880 for 972 00:37:47,579 --> 00:37:55,020 yes and so it really relied on 973 00:37:51,839 --> 00:37:57,300 Naomi and myself to do the the bulk of 974 00:37:55,020 --> 00:37:58,740 the work and pull together what they'd 975 00:37:57,300 --> 00:37:59,760 already done 976 00:37:58,740 --> 00:38:01,200 um because they were happy to have done 977 00:37:59,760 --> 00:38:02,820 that work earlier with the debt project 978 00:38:01,200 --> 00:38:05,040 because it was funded it meant that it 979 00:38:02,820 --> 00:38:06,960 relieved them from teaching hours 980 00:38:05,040 --> 00:38:09,960 um but 981 00:38:06,960 --> 00:38:14,220 until oers and Open Access and other 982 00:38:09,960 --> 00:38:17,400 open education pedagogies are supported 983 00:38:14,220 --> 00:38:19,500 by institutions it's going to be you're 984 00:38:17,400 --> 00:38:21,839 going to need Champions who put probably 985 00:38:19,500 --> 00:38:24,320 too much of themselves into projects to 986 00:38:21,839 --> 00:38:24,320 get them done 987 00:38:25,020 --> 00:38:28,560 that's a bummer of a note I've left you 988 00:38:26,520 --> 00:38:32,820 on 989 00:38:28,560 --> 00:38:36,300 I also have a simple question like can 990 00:38:32,820 --> 00:38:39,060 we assess those content now or we have 991 00:38:36,300 --> 00:38:41,099 to wait for the publicity or something 992 00:38:39,060 --> 00:38:44,700 like that to have a look at the yeah 993 00:38:41,099 --> 00:38:48,180 like the first page to download the book 994 00:38:44,700 --> 00:38:50,160 so I did it we did we've been testing 995 00:38:48,180 --> 00:38:51,420 um and module still got to fix up a 996 00:38:50,160 --> 00:38:53,940 reference or two 997 00:38:51,420 --> 00:38:55,619 yeah most boring card of any yeah 998 00:38:53,940 --> 00:38:57,960 because I actually tried to search 999 00:38:55,619 --> 00:38:59,280 Google and it's not there yet no so it's 1000 00:38:57,960 --> 00:39:01,500 not a that's a private link that I've 1001 00:38:59,280 --> 00:39:04,200 been showing you my editor link okay 1002 00:39:01,500 --> 00:39:07,079 um because I can't press publish until 1003 00:39:04,200 --> 00:39:10,079 the copyright statement is accurate and 1004 00:39:07,079 --> 00:39:12,540 clear and until uh the publishing 1005 00:39:10,079 --> 00:39:14,640 platform which is calls and their use of 1006 00:39:12,540 --> 00:39:16,640 press books until they give it a tick so 1007 00:39:14,640 --> 00:39:19,980 I'm technically not allowed to press 1008 00:39:16,640 --> 00:39:22,140 publish or get in trouble yep but it's 1009 00:39:19,980 --> 00:39:24,800 but it is it will be in the next couple 1010 00:39:22,140 --> 00:39:24,800 of weeks yeah 1011 00:39:30,960 --> 00:39:34,859 yep if there's no question I think um 1012 00:39:33,300 --> 00:39:37,980 people get five minutes back in their 1013 00:39:34,859 --> 00:39:39,420 day they get a bit extra time oh yeah 1014 00:39:37,980 --> 00:39:41,540 yeah yeah yeah yeah you want to speak 1015 00:39:39,420 --> 00:39:41,540 more 1016 00:39:43,079 --> 00:39:48,800 okay so if 1017 00:39:45,240 --> 00:39:51,920 there's no more question we will 1018 00:39:48,800 --> 00:39:51,920 thank you 1019 00:39:52,740 --> 00:39:56,699 foreign 1020 00:39:53,520 --> 00:39:56,699 [Applause]