OEGlobal 2024

In an academic institution, a strong policy is the foundation that guides operations, mirroring and harmonizing with the strategic direction of the university. At Queensland University of Technology (QUT), an Open Educational Resources (OER) policy was endorsed in 2016, making it one of the first OER policies implemented in an Australian university. Jointly developed by QUT’s Learning and Teaching Unit and the Library, the purpose of the policy is to provide clear direction to the University’s staff and students with relation to the adoption, adaptation, or creation of OERs.

The initial version of the policy supported the development of open educational resources, including some open textbooks. The Library and Learning and Teaching Unit were natural partners in this venture: the Library would support staff to find suitable resources; and the Learning and Teaching Unit would provide technical, curriculum and platform support, as well as strategic consideration. In Semester 2, 2020 the University launched the Open Textbooks with Pressbooks Pilot with the aim of understanding if the Pressbooks publishing platform was fit for purpose in supporting the adoption, adaptation and creation of open textbooks for positive academic and student outcomes.

This pilot, delivered by the Library and the Learning and Teaching Unit, was deemed successful and among the recommendations, Pressbooks is now the endorsed platform for OER creation and adaption at QUT; and the policy received further refinement and changes reflected in the wide range of perspectives and growing expertise.

A strong policy is often the linchpin that ensures consistency, fairness, and accountability in decision-making processes within an academic institution. The QUT OER policy serves as a roadmap, outlining clear expectations, responsibilities and standards for all stakeholders, including faculty, staff, and administrators.

While use and creation of OERs at QUT was slow at first, we appear to be beginning to turn the corner. Momentum is definitely growing at QUT to adopt, adapt, and create open textbooks. Cultural and organisational change can be a gradual process, even when supported by a strong policy. We have found that advocacy efforts and implementation strategies must be aligned to the requirements of teaching staff and the resources available for providing training and support within the institution. It's crucial to minimize barriers to facilitate smooth progress.

This lightning talk focuses on the importance of partnerships in supporting the development of a robust OER policy. In 2024, QUT’s OER policy will be updated again to reflect emerging global practices.



Included in [Session 2D]: Practice and Policy in OE

Author Keywords
open education resources, policy development, partnerships, collaboration

317 words In March 2022, RMIT University, led by the Library, embarked on a two-year project to develop an Open Scholarship Policy. A significant aspect of the project was to establish principles that drew together both open research and open education (OE), reflecting the reality of our academics and higher degree by research candidates who engage in both teaching and research. Significantly, the Policy project team were determined to articulate RMIT’s ambitions about engaging with open educational practices, including open pedagogy and the use and creation of open educational resources such as open textbooks. The outcome of this project is a Policy that provides a framework for the entire RMIT community – students, academics and everyone who supports teaching, learning and research – to create and disseminate knowledge openly and collegially.

This lightning talk will focus on the key processes involved in successfully developing an institutional policy that promotes OE endeavors. A supplementary openly-licensed OE policy project management toolkit will be provided.

The structure of the talk will include a snapshot of the key stages of the project, accompanies by three slides:

Beginning: alignment with RMIT’s new Education Plan; defining open scholarship to include OE and open research; an environmental scan of open scholarship policies in Australia, New Zealand and internationally; and relationship building with OE allies and stakeholders. (4 minutes)

Middle: three core consultative initiatives to invite perspectives, expertise, and feedback from senior staff from university strategic areas including Indigenous Education, Commercialisation and IP, Legal and Strategic Operations, ITS and Procurement, Research and Innovation, Student Equity and Inclusion, and College and School leaders; and the co-design of Policy principles with members of this community. (4 minutes)

Implementation: socialisation of OE with RMIT’s academic, research, teaching and professional communities using University communication channels, outreach programs and targeted initiatives including open textbook publishing. (2 minutes)

Questions: This will include an invitation by the presenter to take questions to follow up at a later time. (5 minutes)



Included in [Session 2D]: Practice and Policy in OE

Author Keywords
open education policies and strategies, open educational practices, open textbooks

The urgency of addressing climate change necessitates a transformation in legal education to ensure future lawyers are equipped to deliver legal services and promote climate justice to a wide range of clients in a climate transformed world. This presentation argues that it is “about time” we use this narrow window to promote climate-conscious pedagogy by integrating open educational resources (OER) into the law education curriculum. The innovative and strategic use of such technologies will enable the mastery of climate-conscious generalist and discipline-specific knowledges, as well as climate-conscious skills, attributes and capabilities in law graduates.

Climate conscious pedagogy will require challenging conventional boundaries and ways of doing things, including changing how we represent diverse communities impacted by climate change and delivering on the kind of recognition justice highlighted by Lambert & Fadel (2022). We outline why and how OER are uniquely crucial for equipping students to navigate a fast-paced and rapidly changing legal environment.

Drawing on a survey of subject coordinators and teachers from across all Australian law schools, this presentation will shine a light on the extent to which climate change is currently being incorporated into the teaching of both compulsory law subjects and electives. While the majority of law school academics emphasised their support for incorporating of climate change considerations into teaching practices, this presentation will delve into individual and institutional factors that limit current capacities, including: perceived knowledge gaps about climate change and climate law, uncertainties about how best to integrate climate change into the existing curriculum, and the lack of space and time in the curriculum to add additional material.

With this background, the presentation will identify opportunities for developing responsive and accessible pedagogical materials and teaching practices to prepare students for their professional lives in light of the global challenge of climate change. To this end, this presentation will introduce the forthcoming open-access textbook, Becoming a Climate Conscious Lawyer: Climate Change and the Australian Legal System. This textbook aims to be an open and zero-cost resource allow students and teachers alike to stay up-to-date with rapid advancements in law related to climate change.



Included in [Session 2B]: Sustainability

References
Lambert, S. R., & Fadel, H. (2022). Open textbooks and social justice: a national scoping study. Perth, Australia, available at: https://www.acses.edu.au/research-policies/15394-2-2/

Author Keywords
Open education resources, Climate change, Legal education, Open access textbook

First Nations voices and perspectives are few and far between within open materials in Australasia. Canada and the United States of America have led the way in this space, with little progress being made in our local region. Charles Darwin University (CDU) in the Northern Territory is wishing to make a difference in this field with the publication in 2024 of two open texts;'Engineering on Country' and 'A Yolnu Philosophy Reader' led by First Nations authors. The rationale, purpose and audiences relating to the creation of these texts will be outlined as will the unique benefits and roadblocks experienced in creating open texts featuring First Nations knowledge and experiences.

Tara Burton, the Open Education Librarian at CDU will discuss the support provided to the authors of the two texts by CDU Library and professional staff. She will unpack practical strategies to employ in collaboration with authors throughout the publication process. This will allow participants to be able to better assist their academics wishing to create open texts featuring First Nations content. Participants will leave the session with some theoretical knowledge and a takeaway mini toolkit with templates, tips and resources to implement in their open practice.

This lightning talk will provide participants with a greater awareness of how to approach the creation and support of First Nations open texts from the perspective of a smaller, remote university which caters for TAFE, higher education and research sectors. The First Nations open texts at CDU are designed to be used across all sectors of the university and beyond, as the engineering and Yolnu content can be used within industry and business in the Northern Territory, as well as within Australia and in other countries. Crocodiles, cyclones, laksas, the build-up and humidity are not the only things we wish to be known for in the Northern Territory, with the emerging representation of our First Nations voices in open texts presenting an exciting addition to this wonderful place.

Charles Darwin University believes in ‘honouring Australian First Nations knowledges and cultures’ and ‘fostering a culture of inclusion and belonging and valuing our diversity’ (Charles Darwin University, 2021-2026) as outlined in the University’s Strategic Plan which lends itself well to the creation of open materials in this space and the Conference theme of 'Open Is Everyone’s Business'. 30% of the Northern Territory’s population are First Nations peoples with 13% of CDU’s commencing Higher Education students identifying as Indigenous which is higher than the national average Indigenous population of 3%. These statistics highlight both the need and opportunity for CDU to be at the forefront of creating open materials aimed at this student cohort and in bringing First Nations content to the international stage in an accessible way.

CDU is committed as an open educational practitioner, creators and supporters, to ensuring that Australia’s indigenous voices are more widely represented in our open materials. We encourage you to join us in making sure 'Open Is Everyone’s Business' and in closing this important gap in open education.



Included in [Session 2C]: First Nations, Equity

References
Charles Darwin University. (2021-2026). Charles Darwin University Strategic Plan 2021-2026.

Kutay, C., Maher, G., Bertei, S., Boye, T., Rupa Deva, S., Hughes, M., Leigh, E. & McArdle, P. (2024). Engineering on Country. Charles Darwin University.

Wanambi, G., Hayashi, Y. & Christie, M. (2024). A Yolnu Philosophy Reader. Charles Darwin University.

Author Keywords
First Nations perspectives, Local Indigenous cultures and ways of knowing, Open educational practices, Open textbooks

Kwantlen Polytechnic University has a world-wide reputation for being a leader in Open Education. KPU is often seen as an early adopter of new initiatives and as a place where institutional supports make work in Open Ed easier. Colleagues from around the world often come to us with questions about our programs and processes.

However, like in any institution KPU’s Open Education journey has had its challenges, its ups and downs, as well as victories and celebrations. We have had to work together to come up with solutions to new problems as our programs grew, and deal with all the other normal challenges that institutions have to deal with. This lightning talk will discuss KPU’s open education journey, its successes and struggles, how the resilience of our team has helped us pull through and adapt, and provides a glimpse into our future plans.

We will touch on the beginnings of Open Education at KPU, when most work was done in specific departments by faculty champions as well as in the library by passionate librarians, and eventually in an open education working group. This was followed by a period of formalization, with the creation of the position of special advisor to the provost on open education and the creation of the open education office. The library set up a more formal open publishing program, with dedicated staff. Eventually KPU created a higher administrative position for Open Education, and the hiring of open education strategists meant that work was further formalized and expanded. The work on our Zero Textbook Cost programs expanded exponentially, our Open education grants evolved and expanded in several ways, and our publishing program grew.

Both challenges and opportunities arose as Open was further integrated in the wider KPU system. The AVP Open Education position ceased to exist, and the Open Education office was terminated and rolled in the Teaching and Learning Commons. This ensured that it had an integral place in the university but also gave it a smaller presence overall. We lost one of our open education strategist positions but gained more focus from the Director of Learning Technologies & Educational Development, as well as more support for administrative tasks. The library team saw several retirements, leaves, and key persons stepping away from Open Education work, positions that were not backfilled. The Open Education Working Group was disbanded and replaced by a grant adjudication committee with a narrower scope.

These changes have also brought opportunities, as our resilient team sought collaborations with other groups, such as students, deans, and liaison librarians, and worked to further streamline and integrate our processes with those of the wider university. The creativity of the KPU community means that we are confident in the sustainability of Open Ed at our institutions and hopeful about its future.



Included in [Session 2B]: Sustainability

Author Keywords
sustainability, open education policies and strategies, open practitioners

Learning in communities aligns with the concept of continuous learning which is relevant for the Dutch defense organization. A concept of openness supports, in-company communities of practice co-creating online modules and learning materials accessible and (re)usable to any employee in the organization via an online platform called The Open Defence Academy. Although from a traditional point of view learning begins when professionals are able to engage with modules and learning materials, this participative action research has its focus on learning in communities through collaborative design processes and expressed in terms of value.

Both communities of practice and social learning spaces are valuable theoretical concepts that help with building the framework for this research. They offer a lens to describe and research learning through participation in social practices. It allows a unique perspective on work-related processes as being perceived as learning processes. Collaborations in design groups for open modules and learning materials offer insights into the dynamics of these groups, their formation and processes that lead to learning, or can even undermine learning.

The theoretical concepts of communities of practice and social learning spaces are positioned in a context of openness. A contemporary perspective on openness in education offers opportunities for community involvement in design- and dissemination activities of learning materials. Due to perspectives on openness, the dichotomy between formal, nonformal and informal learning becomes permeable which offers opportunities to rephrase learning into terms of value. The development of value in collaborative module design groups appears through a continuous process of participation which implies learning. Value is a product of this participatory process and is developed due to the existence of agency among participants and their ability to negotiate meaning. It is expressed in terms of immediate-, potential-, applied- and realized value.

With a mixed methods approach learning through collaborative design in groups of stakeholders is explored and mapped supported by the value creation framework. These methods are mainly qualitative and involve interviews, focus group sessions, visual representations created on MIRO boards and notes from the researcher’s reflexive journal. The focus group questions and interview questions are developed and inspired on the critical incident technique. Expansion of learning in the wider communities is explored using a questionnaire send to those in the communities who got involved in (online) activities regarding the design process, for example discussions, brainstorm sessions or script writing. At the time of this conference, it is expected that the first data is analyzed. A more detailed set up of this research and the preliminary results will be shared.



Included in [Session 2B]: Sustainability

Author Keywords
Open Educational Practices, Workplace learning, Lifelong and informal learning

In this lightning talk, the Open Education Librarian from the University of Canterbury (UC) in New Zealand will outline some key milestones to date on the UC Library’s ongoing journey towards establishing an Open Educational Resources (OER) publication support service for academic staff. This narrative highlights the strategic steps, challenges, successes and progress so far in the journey toward an environment where OER adoption and creation thrive. By sharing experiences, the Open Education Librarian will provide insights and ideas for other institutions seeking to enhance their educational offerings through OER, who may be in the initial stages, or wondering where to start.

This session aims to spark ideas about possible ways to get started by sharing some of the steps UC took to get to their current position (currently around 2-3 on the OER maturity model https://pressbooks.com/news/maturity-model-for-open-education/) and their plans for the future. What will be covered:

• initial advocacy and outreach work
• open publishing via the university’s institutional repository
• working together with the University Press to publish open texts
• setting up a grant program to support authors to publish open texts
• establishing a dedicated OER librarian position
• participation in the CAUL collective and publishing via Pressbooks
• where UC are now, and what’s coming up

Alongside this, participants will also hear about an individual librarian’s learning journey into Open publishing, and the experience of building and developing knowledge and skills in an unfamiliar field and navigating a new role while advancing an Open text publishing support service.



Included in [Session 2A]: Open Publishing (Workshop and lightning talks)

References
Growing Up: A Maturity Model for Open Education | Pressbooks https://pressbooks.com/news/maturity-model-for-open-education/

Author Keywords
library publishing, open education resources (OER), open textbook publishing

In 2022 the University of Newcastle Library joined CAUL’s OER Collective as a member institution. Members of our team participated in the OER Foundations training. We were ready to support our academic staff create open textbooks!

While we had some interested academic staff, their content was either non-existent, or needed a lot of work which they had no resources to supply. Institutional workload and IP policies were also barriers. We were stuck.

Our solution grew from activities already being undertaken within the Academic Engagement Team, and aligned with our Library Indigenous Strategic Plan. We would forge ahead and create our own open guide to Indigenising Teaching, Learning and the Student Experience. We knew that content existed or was being written. That content would align perfectly with the values of open educational resources – social justice, equity, continuous sharing of knowledge.

We found that creators from across the university were keen to contribute. One aspect they really appreciated was that they didn’t have to contribute an entire chapter. We asked for case studies and examples of the use of Indigenous pedagogies within classes and courses. We also asked students to describe their experiences engaging with Western and Indigenous pedagogies.

Library staff supported academic authors and created content about the work the library has done to implement yarning circles within an international student program, the creation of a guide to the Voice Referendum in 2023, Indigenised spaces (digital and physical) within the library, introducing services such as yarning kits for loan, and more.

Contributors were excited to learn about the OER Collective’s use of Pressbooks, an open platform which protects their authorship but allows redistribution, remixing and reuse of content. They wanted their content to be published, not just to share but to adapt and contextualise to specific situations while protected by Creative Commons licensing. By thinking beyond the traditional idea of a textbook, we were able to gather high-quality content to fulfill our commitment to publish six chapters of the guide. As with all open textbooks, the guide is open to feedback and evaluation. As far as the project team is aware, this is the first Australian guide to Indigenising teaching, learning and the student experience in higher education.

The contributors and project team hope that this guide will inform the Indigenisation of curricula across higher education in Australia providing a template for introducing different pedagogical methods to improve engagement and retention of a larger, more diverse cohort of students, while improving the cultural capability of institutions for their students and staff.

We are also using the guide as a pilot to demonstrate the value and impact of open textbooks, to encourage our teaching community to develop their own.



Included in [Session 2A]: Open Publishing (Workshop and lightning talks)

Author Keywords
First Nations perspectives, Inclusion diversity equity and access, Local Indigenous cultures and ways of knowing, Open textbooks

In response to growing demand from academics requiring resources on Artificial Intelligence (AI) for their students, Charles Sturt Librarians developed an Open Education Resource (OER) titled Using AI tools at university. This resource aims to equip university students and researchers with the knowledge and skills necessary to utilise AI tools productively, ethically and responsibly. Our project, undertaken collaboratively by Charles Sturt Librarians, seeks to democratise access to AI literacy.

Generative AI technologies and AI tools for research are increasingly prevalent in academic settings, yet students and researchers often lack guidance on the responsible and ethical use and how they can be used productively. Our OER addresses this gap by providing comprehensive information on AI tools, their applications, and ethical considerations. The resource emphasises the importance of understanding AI biases, data privacy, and the ethical implications of AI-driven decisions.

The benefits of OER for students are extensive. Research indicates that using OER enhances student learning (Cheung, 2019) and serves as an effective learning intervention by providing equal access to educational resources for all students (Grimaldi et al., 2019). Open textbooks can be continuously and easily updated to remain relevant, which is especially crucial given the rapid advancements in AI. Considering the importance of equitable access to information for our students and the challenges posed by traditional publishing models, such as high costs and restrictive licensing, OER offers valuable resources that ensure equitable access for all students.

The Pressbooks platform was used and incorporated interactive media and active learning through H5P. It seamlessly embedded in the learning management system plus allowed direct linking to specific chapters, when students had assessment requirements requiring specific AI literate information and evaluation. The project not only provided specific resources at the request of academics needing information on AI use for their students assessment tasks but was expanded to provide a complete AI literacy resource that can be used by all undertaking research. It covers algorithmic literacy (Ridley & Pawlick-Potts, 2021), understanding bias, developing competency in critical ignoring (Kozyreva et al., 2023), detecting hallucinations and communicating with AI through effective prompt engineering (Lo, 2023).

The project also had a secondary objective to familarise Librarians with developing content for an OER with then having a locally produced OER to demonstrate to academics. This initiative aligns with the broader movement towards open education and the sharing of knowledge across institutions.

Our OER, Using AI tools at university, empowers students from diverse backgrounds to engage actively with AI tools. By breaking down complex concepts into understandable modules, we foster responsible AI use and encourage student contributions to AI development. Moving forward, we aim to expand this resource and integrate it into existing digital literacy modules across disciplines. This integration will support the development of critical thinking and digital literacy skills, preparing students for the evolving digital landscape.



Included in [Session 3D]: Digital Capability, Artificial Intelligence

References
Cheung, S. K. S. (2019). A Study on the University Students’ Use of Open Educational Resources for Learning Purposes. Technology in Education: Pedagogical Innovations (pp. 146-155). Springer Singapore.

Grimaldi, P. J., Basu Mallick, D., Waters, A. E., & Baraniuk, R. G. (2019). Do open educational resources improve student learning? Implications of the access hypothesis. PloS One, 14(3), e0212508. https://doi.org/10.1371/journal.pone.0212508

Kozyreva, A., Wineburg, S., Lewandowsky, S., & Hertwig, R. (2023). Critical ignoring as a core competence for digital citizens. Current Directions in Psychological Science, 32(1), 81–88. https://doi.org/10.1177/09637214221121570

Lo, L. S. (2023). The CLEAR path: A framework for enhancing information literacy through prompt engineering. The Journal of Academic Librarianship, 49(4), 102720. https://doi.org/10.1016/j.acalib.2023.102720

Ridley, M., & Pawlick-Potts, D. (2021). Algorithmic literacy and the role for libraries. Information Technology and Libraries (Online), 40(2), 1-15. https://doi.org/10.6017/ital.v40i2.12963

Author Keywords
Artificial Intelligence, Algorithmic Literacy, Open Educational Resources, GenAI, Digital Literacy, AI Literacy, OER, Open Textbooks

This presentation will share the results of an assessment of the capacity to support open educational practices (OEP) of the colleges, universities, and Indigenous institutes in Ontario, Canada.

This system-wide survey is the first application of the ISAT 2, an institutional self-assessment tool to assess capacity to support OEP in higher education. This multidimensional instrument builds on earlier research in British Columbia (Morgan et al., 2021) and the Netherlands (van Rossum & Schuwer, 2022) and assesses capacity and maturity related to: vision and implementation; partnerships, policies, and incentives; professional development; institutional supports; leadership and advocacy; and culture change. The ISAT2 is openly licensed and available in English and French.

This tool aids institutions in evaluating their current support for OEP and provides actionable strategies to enhance pedagogical practices and resources. By offering insights from our survey of public universities, colleges, and Indigenous institutes in Ontario, we will highlight how ISAT2 can support institutions in leveraging OEP to widen equitable access and democratize the learning process in service of societal transformation.



Included in [Session 3B]: First Nations

References
Morgan, T., Childs, E., Hendricks, C., Harrison, M., DeVries, I., & Jhangiani, R. S. (2021). How are we doing with open education practice initiatives? Applying an institutional self-assessment tool in five higher education institutions. The International Review of Open and Distributed Learning, 22(4), 125-140. https://doi.org/10.19173/irrodl.v22i4.5745

van Rossum, L. & Schuwer, R. (2022). Quickscan open educational practices. https://www.versnellingsplan.nl/en/Kennisbank/quickscan-open-educational-practices/

Author Keywords
Open educational practices, Open educational resources, Open education policies and strategies, Higher education

Over the last three decades, open educational practices have emerged as a field of both practice and research. In the language of this year’s theme, Open is Everyone’s Business, and business is booming. This boom has spurred institutionalization through myriad published papers, specialized journals, even dedicated classes and courses of study. But this institutionalization raises many questions, especially in regards to course offerings: are there regular courses offered in open educational practices, and if so, where are they taught and what do they include? Are courses on open education the purview of dedicated departments or centres, into transdisciplinary programs like Digital Humanities, or housed under the umbrella of education departments? To what extent are courses in open education inclusive of diverse perspectives and ways of knowing? Are courses on open educational practices taught using open educational practices? To answer these questions, I’ll conduct bibliographic and curricular analyses. I’ll construct a database (that will be shared openly) of courses by searching college catalogs, starting with those listed in Boston College’s Worldwide Higher Education Inventory (“Worldwide Higher Education Inventory), and US News’ list of top education programs in the US (“Best Universities”) as well as the English-speaking institutions on US News’ list of global universities (“Top Education”) and open universities such as the UK’s Open University and Canada’s Athabasca University. To cast the widest possible net, I will add the institutions of leading scholars (drawn from those who have keynoted open education conferences and/or publish frequently in open education journals) and emerging scholars (drawn from the members of the Global OER Graduate Network). Finally, I will email the initial database to multiple list-servs that focus on open education to request information on any institutions and courses of which their members are aware.

Once the list is assembled, I will search each institutions’ course catalogs to find any courses that have the search terms “open education,” “open educational resources,” “OER,” “open pedagogy,” and/or “open educational practices” in the title or course description to find out which institutions are offering courses, in what departments, as part of which degrees, and whether the courses are regular course offerings or special topics courses. Course syllabi and degree maps/courses of study that focus on open education will be requested from the instructors of the identified courses for content analysis to identify what topics are covered, what readings/materials are assigned, and what these courses say about the current state of the field of open education. Mapping where and how courses in open education are offered as well as what topics and readings these courses include, will provide insight as to what the field of research in open education truly is at this moment in time.

This proposal overlaps several of the possible proposal areas: *Open practitioners, identity, and space in education *Open data *Open educational practices, including open assessment *Inclusion, diversity, equity, and access to Open Education Resources (OER) and Open Education Practices (OEP)



Included in [Session 3E]: Practice and Policy in OE

References
“Best Universities in the US for Education Degrees 2024.” 2023. https://www.timeshighereducation.com/student/best-universities/best-universities-us-education-degrees.

“Top Education and Educational Research Schools in the World - US News Education.” n.d. Accessed December 13, 2023. https://www.usnews.com/education/best-global-universities/education-educational-research.

“Worldwide Higher Education Inventory - Lynch School of Education and Human Development - Boston College.” https://www.bc.edu/content/bc-web/schools/lynch-school/sites/cihe/research-resources/worldwide-higher-education-inventory.html.

Author Keywords
open educational practices, open practitioners, open curriculum, open syllabi

The focus of our presentation will be on the interdepartmental collaboration in creating an Open Educational Resource (textbook) for business students at IBS University (Papua New Guinea), and the stages of the design, development and publishing process. Background context: SCU and IBSU have been in educational partnership for over 20 years. SCU’s move to the Southern Cross model of delivery (the shorter, more focused unit structure, delivered over six weeks) necessitated redesign of the existing, co-delivered, business units for IBSU students. Whereas open educational resources have been present in education for over four decades, it is over the last 10 years that they have gained momentum in the tertiary sector as “a powerful tool for reducing inequalities of educational opportunity and promoting innovative strategies to improve educational problems” (Bliss and Smith, 2017, pp. 9-10). This point of view informed our decision to design and develop an Open Educational Resource (textbook) for SCU/IBSU students in Port Moresby. In December 2023, Library Services, Centre for Teaching and Learning, and Business School academics (from Australia and Papua New Guinea) started a working group with the goal to design and develop an OER textbook for the unit Introduction to the Business Law of Papua New Guinea. The group had regular meetings every fortnight, and responsibilities were: academics were responsible for writing the content, Centre for Teaching and Learning for educational/learning design, and Library Services for administrative and publishing process. We made every attempt in the design stage to place the focus on the Papua New Guinea students’ point of view; our design was informed by the teaching experiences of academics from SCU/IBSU, the students’ feedback on their learning experiences in previous deliveries of the unit, and our visit ISB University. This was achieved through regular (fortnightly) discussions on specificities of the educational environment in PNG and collaborative analysis of students’ feedback form. All decisions in this stage were guided by student-centred design and the Universal Design principles to maximise usability for a wide variety of individuals. In the writing stage, academics produced the content and suggested the corresponding activities. Activities were designed and collectively evaluated for their usefulness and friendliness of use (with student engagement in mind). The development stage included bringing in the digital design expert to consult on story lines (for proposed animations) and a colleague from PNG to advise on images and interpretation of the visuals. The end result is an OER textbook that is easy to use by students, easily scalable, and enhances the unit content and increases student engagement and interaction with the learning material. NB: We expect to have the textbook ‘published’ in July, so we will be able to show it to the audience.



Included in [Session 3E]: Practice and Policy in OE

References
Bliss, T J and Smith, M. 2017. A Brief History of Open Educational Resources. In: Jhangiani, R S and Biswas-Diener, R. (eds.) Open: The Philosophy and Practices that are Revolutionizing Education and Science. Pp. 9–27. London: Ubiquity Press. DOI: https://doi.org/10.5334/bbc.b. License: CC-BY 4.0
Liu, C., & Elms, P. (2019). Animating student engagement : The impacts of cartoon instructional videos on learning experience. Research in learning technology, 27, 1-31. https://doi.org/10.25304/rlt.v27.2124

Author Keywords
inclusion diversity equity and access, open access publishing, open educational practices, open textbook, social justice

This study explores the integration of Generative Artificial Intelligence (GenAI) into robotics programming education to enrich inquiry-based science learning, particularly in the STEAM (Science, Technology, Engineering, Arts, and Mathematics) domains, with a focus on its impact on elementary science education. Through hands-on STEAM activities, students enhance problem-solving skills, collaboration, and develop a strong interest in science learning. Utilizing Scratch, a free and open programming language, students not only learn programming basics but also deepen their understanding and application of scientific concepts. The research targets elementary school students, incorporating technology, mathematics, and physical education into a series of STEAM education experiments. Results underscore the importance of open educational resources in supporting STEAM education, enhancing scientific learning, fostering creativity, and teamwork, thereby positively influencing educational equity and quality. The example of a baseball robot illustrates the potential benefits and challenges of utilizing open educational resources.

Inquiry-based science learning encourages questioning, investigation, and knowledge construction through exploration and experimentation. Recent advancements in Artificial Intelligence, especially Generative AI (GenAI), offer novel tools to enhance this educational approach. This paper examines how integrating GenAI can enrich the learning experience, focusing on a STEAM project involving the design and implementation of a baseball robot.

Utilizing the 6E experiential learning model, GenAI assumes multiple roles across the learning stages. Initially, in the Engage phase, GenAI acts as a catalyst, captivating student interest through Scratch, thereby igniting curiosity. In the subsequent Explore phase, GenAI transitions into a mentor, providing tailored learning pathways and resources, facilitating guided exploration. As the learning progresses into the Explain phase, GenAI transforms into an instructor, simplifying intricate concepts and theories through textual content. During the Engineer phase, GenAI serves as a design assistant, assisting students in utilizing tools like LEGO SPIKE for project development. Moving forward to the Enrich phase, GenAI becomes an inspiration, expanding students' knowledge and fostering interdisciplinary integration and innovative thinking. Finally, in the Evaluate phase, GenAI transitions into an assessor, delivering real-time feedback and assessments to aid students and teachers in reviewing and reflecting on learning outcomes. GenAI plays a crucial role in scientific inquiry activities, offering expertise, guidance, and support throughout the project phases, thereby enriching students' learning experiences and fostering knowledge exchange in STEAM fields.

The combination of GenAI and Open Educational Resources (OER) in STEAM education enhances learning by personalizing pathways, improving accessibility, and ensuring quality education for all. This model fosters students' passion for science and technology, enhances problem-solving skills, and cultivates future innovators. It demonstrates the potential of Generative AI in modern education, emphasizing the importance of open education in global learning initiatives.



Included in [Session 3D]: Digital Capability, Artificial Intelligence

References
Burke, D. (2014). E byDeSGN" Model. Chiou, G.-L., Lee, M.-H., & Tsai, C.-C. (2013). High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics. Research in Science & Technological Education, 31(1), 1-15. https://doi.org/10.1080/02635143.2013.794134

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Author Keywords
STEAM, Programming Education, Exploratory Learning, Generative Artificial Intelligence, Computational Thinking

Whereas traditional definitions of open pedagogy have included writing textbooks or creating quiz banks, this lightning talk describes an innovative way of having students explore course concepts in Psychology courses: creating abstract art related to the concepts. The presenter will share examples from her classes and discuss the ways she has learned to scaffold students' production of art related to course concepts. She will also share student reflections on the projects.



Included in [Session 4C]: Open Pedagogy

Author Keywords
open pedagogy, multimodal learning, student feedback, cross-disciplinary collaboration