OEGlobal 2024

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

Open Pedagogy has been used in a variety of courses to enhance student engagement with learning outcomes. However, few examples exist of open pedagogy being used in mathematics classrooms. An instructor created a multi-semester initiative called The Euclidean Project; the goal is to use open pedagogy over several semesters to ultimately create a complete, interactive, open edition of Euclid’s Elements—one of the most studied mathematics texts in history.

This session will describe how the project was started in a graduate-level geometry course. Students were assigned propositions from Book 1 of Euclid’s Elements to recreate using Geogebra, a web-based open source platform that can be used to create interactive mathematical elements. This session will describe the course and the assignment, student perception of the assignment, and implications for future research.



Included in [Session 4C]: Open Pedagogy

Author Keywords
open pedagogy, open educational practices, mathematics, open textbooks, open source technical platforms, Geogebra

This design-based research study investigated the effectiveness of using MOOC scaffolds with translanguaging integrated to enhance self-regulated learning (SRL) and English as a lingua franca (ELF) proficiency in high school students learning in English-medium instruction (EMI) MOOCs. The study focused on students facing the dual barriers of ELF proficiency and online learning. The recent adoption of the English as a Medium of Instruction (EMI) policy in Taiwan targets the education sectors across all ages, endeavoring to internationalize the educational landscape through rapid EMI penetration, underscored by the need for comprehensive teacher support as educators transition to this new instructional medium.

Culturally responsive MOOCs have gained attention in recent years for their potential to support diverse learners globally. However, there needs to be more literature regarding wrapping English-taught MOOCs with a scaffolding, translanguaging MOOC, which could provide a more inclusive and supportive learning environment for bilingual students. This niche in “wrapped” MOOCs represents an opportunity for further research and development, as it could enhance MOOCs' effectiveness in catering to students' diverse linguistic needs. By incorporating translanguaging practices and culturally responsive content, wrapped MOOCs could potentially bridge the gap between monolingual English-taught courses and the diverse linguistic backgrounds of learners, fostering a more inclusive and practical learning experience.

We developed five design-based research objectives in this study:

• Realize translanguaging and self-regulated learning scaffolds into the EMI MOOCs.
• Initiate a design team to prototype the “wrapped” course activities for the EMI MOOCs.
• Implement the prototype as two courses on one of Taiwan’s MOOC platforms to evaluate learning activities and improve the developed course activities based on learner feedback.
• Encompass the other six courses across SDGs to observe EMI students’ practice and engagement when taking the wrapped EMI MOOCs in different areas.
• Develop research-supported instructional practice for translanguaging scaffoldings MOOCs and its continuing growth.

The present study embodies design-based research (DBR), whose main characteristic is balancing theory and practice, necessitating careful planning and arrangement. To realize “theory-in-context”, EMI scaffolds and online learner scaffolds were implemented in the 2022-2023 program of virtual overseas study tours (VOST) in MOOCs. The ewant-based learning activities were designed to collect student reflections by stage and in a mixed form of idea presentation (i.e., words and snapshots), thereby being able to scaffold EMI MOOC experiences at all stages, following structured class arrangements for FutureLearn courses. To understand learners’ attitudes toward VOST in iteration 3, a 75-item Likert scale survey was administered, including English as a Lingua Franca; Online Self-Regulated Learning; Learning Engagement; program satisfaction; and open-ended questions. The questionnaire measured functional beliefs and attitudes about communication and competence in learning and speaking English as an international language, SRL in online learning environments, learners' attitudes toward teachers, course requirements, expectations, and willingness to learn online.

Our findings suggest that translanguaging MOOC scaffolds can effectively improve ELF attitude and self-regulation in high school students learning through EMI MOOCs. In other words, using these scaffolds may help students overcome the dual barriers of ELF proficiency and online learning. (496 words).



Included in [Session 6D]: Open Pedagogy, Repositories

References
Chen, K. Z., & Oakley, B. (2020). Redeveloping a global MOOC to be more locally relevant: Design-based research. International Journal of Educational Technology in Higher Education, 17:9. https://doi.org/10.1186/s41239-020-0178-6 Graham, K. M., & Yeh, Y-F. (2023). Teachers’ implementation of bilingual education in Taiwan: Challenges and arrangements: Asia Pacific Education Review, 24, 461–472. https://doi.org/10.1007/s12564-022-09791-4 Helm, F. (2020). EMI, internationalisation, and the digital. International Journal of Bilingual Education and Bilingualism, 23, 314-325. https://doi.org/10.1080/13670050.2019.1643823 Ho, J. & Tai, K.W.H. (2021). Translanguaging in digital learning: The making of translanguaging spaces in online English teaching videos. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.2001427

Author Keywords
High school students, English-medium instruction (EMI), Mass Open Online Courses (MOOCs), self-regulated learning, English as lingua franca

This talk describes a study into the use of open monographs in teaching and learning, specifically those in the OAPEN global open access book library or listed in the Directory of Open Access Books (DOAB). The presenters will also share their methodology, which can be used by others to gather data with which to analyse their own context.

The study initially considered whether OAPEN books – which, by definition, are not textbooks – were being used for the purpose of teaching and learning in Australia and New Zealand. The work originally considered the types of data available to the research team to understand this question. Studying usage of open teaching material is challenging because of the variability of data sources and because organisations deliberately do not track users. The OAPEN and DOAB metadata can be ingested into university library catalogues, and ExLibris provides download data of usage out of the catalogue. OAPEN provides dashboard statistics for supporting libraries based on IP addresses and the physical location of the primary campus. Analysis of these two sets of data indicate that the ExLibris information represented approximately a tenth of the download information, which in itself speaks to where students and staff are sourcing their links.

Analysis of the Open Syllabus Analytics service identified that open resources are currently a small proportion of texts prescribed in syllabi (less than 5% overall). Within that proportion, the open resources originating from DOAB are almost equivalent to those originating from Open Textbook Library. This clearly answered the original question: open monographs *are* being used for the purposes of teaching and learning. However it does reinforce the broader question: what are we talking about when we talk about an open educational resource in an educational setting?

A closer analysis of the download data uncovered some interesting observations. In one research intensive institution, it became clear that a significant proportion of the top 25 downloads in 2023 were related in topic and likely all part of a single course. This laid open a secondary consideration which is now being pursued – how much can the uptake of OERs in an institution be attributed to individual practice as opposed to institutional policy?

This prompted a secondary research question: is it possible to detect a discernible difference in uptake of OERs in institutions? At the time of submission, this work is only beginning, but by the conference the research team will have some results to share. This study is intended to provide a method that is reproducible in other geographical settings, to allow comparisons. The team is eager to hear feedback on the approach, and any suggestions for data that could be shared with the community to further shed light on this topic.



Included in [Session 6C]: Repositories, Pedagogy, Practice and Policy in OE

Author Keywords
Open access monographs, Open educational practices, Open education policies

This exploration is inspired by a famous experiment performed by the German physicist and musician, Ernst Florens Friedrich Chladni. He lived from 1756 to 1827 and is called the father of Acoustics because of his work on vibrating plates. He demonstrated the visualization of the nodal lines by sprinkling a layer of powder onto the surface of the vibrating plate. These observed patterns are called Chladni patterns.

This research is based on state-of-the-art theory to develop software for virtually emulating the nodal lines of a vibrating plate. The main aim is to provide a digital and open-source platform to assist students in learning the resonance phenomena of a vibrating plate. By using the developed platform, students can dynamically visualize the nodal-line formation of a vibrating plate without physical equipment. Since the developed simulator can be operated anytime and anywhere with a personal computer, it can greatly reduce the time required for the physical experiment. Furthermore, the dynamic visualization technology makes the educational process more convenient, expands the number of participants, and deepens the understanding of physical insights. The developed platform can be used in classrooms as well as informal places. Consequently, enables lifelong learning for anyone, makes physics education more diverse and inclusive, makes scientific education more diverse and interesting, and especially reduces educational gaps between urban and rural regions, and makes education more equitable for the general public, as well as enhances access to physics knowledge and digital education.

Since traditional Chladni plate resonance experiments often require a large amount of materials and complex equipment that are not available to every region or student, this research developed simulation software to solve the problem of difficult access to resources. Compared with existing similar works in the world (such as ShaderToy, and thelig.ht Chladni experiment), the simulation software developed in this research can provide users with a learning environment of interactivity and diversity. Through advanced audio processing technology, this simulator can produce a sense of presence, especially the realism of the sand movement and the resonant sound. Users can freely adjust the parameters of the experiment to observe and experience the realistic changes. Moreover, the developed simulator also provides users with the functions of image and data storage for further numerical analyses and scientific investigations, and then learn the principles of physics in depth. T

o sum up, the digital simulation tool developed in this research not only reduces the complexity of the experiments but also provides the functionality for distance education. The open-source nature of the simulator allows users to further customize this software according to their teaching and experiential needs, thereby making more contributions and sharing it for the education field.



Included in [Session 6D]: Open Pedagogy, Repositories

References
1. Tuan, P.H.; Wen, C.P.; Yu, Y.T.; Liang, H.C.; Huang, K.F.; Chen, Y.F. Exploring the distinction between experimental resonant modes and theoretical eigenmodes: From vibrating plates to laser cavities. Phys. Rev. E 2014, 89, 022911. 2. Tuan, P.H.; Wen, C.P.; Chiang, P.Y.; Yu, Y.T.; Liang, H.C.; Huang, K.F.; Chen, Y.F. Exploring the resonant vibration of thin plates: reconstruction of Chladni patterns and determination of resonant wave numbers. J. Acoust. Soc. Am. 2015, 137, 2113. 3. Tseng, Y.-C.; Hsu, Y.-H.; Lai Y.-H.; Yu, Y.-T.; Liang, H.-C.; Huang, K.-F.; Chen, Y.-F. Exploiting Modern Chladni Plates to Analogously Manifest the Point . Appl. Sci. 2021, 11, 10094. 4. Dashti, S.; Prakash, E.; Navarro-Newball, AA.; Hussain, F.; Carroll, F. Chladni Plate Visualisation. (2022) 5. Yucel, V.; Yildan, I. Form Follows Algorithm: Differentiation of Chladni Patterns through Mathematical Functions in Processing . PROC 20 GENERATIVE A (2017) 6. Viktor M. Formation of Chladni patterns in virtual environment. November (2017)

Author Keywords
Educational equity, Open-source educational tools, Chladni Plates, Digital simulation, Resonance phenomena, Interactive learning, Dynamic visualization

The “diamond” model of journal publishing rests on the premise that knowledge should be free for all to disseminate and free for all to read. Diamond Open Access therefore refers to a scholarly publication model in which journals and platforms do not charge fees to either authors or readers. Such an approach offers opportunities for diverse and inclusive participation, giving voice to communities and groups that are otherwise marginalised and underrepresented in mainstream scholarly communications. The diamond model is one where publishing costs can be facilitated not only by academic institutions, but also by community groups and organisations, nonprofits and governments. This potentially makes it possible for communities beyond the Academy to disseminate their ideas freely to all, for open to be everyone’s business.

Internationally, interest in the value of this publishing model is increasing with a number of new diamond publishing initiatives, including the DIAMAS and CRAFT-OA projects and the Plan for Diamond Open Access. In 2020 an international diamond OA journals survey was conducted by Science Europe and cOAlition S with a final report released in 2021 and in 2023, the inaugural Global Summit on Diamond OA brought together over 700 international delegates who presented a set of pledges for furthering the diamond model. Yet so far there have been no specific initiatives that comprehensively address diamond publishing in Australasia.

A report by Open Access Australasia into open access initiatives in Australasia, based on data collected at the end of 2022, evidenced significant uptake of the diamond open publishing model in the university sector where more than half of the institutions examined had some form of open publishing, though other sectors showed little involvement. We will present a brief overview of diamond open publishing in Australia and Aotearoa New Zealand based on recent updates to this report.

We will then showcase examples of how diamond open access journals can allow diverse communities and underrepresented perspectives to be heard. From Australia, we will present examples from Queensland University of Technology’s Open Press, and from Aotearoa New Zealand we will look at the diverse groups represented on the Tuwhera open access platform hosted by Te Wānanga Aronui o Tāmaki Makau Rau/Auckland University of Technology.

We will conclude by describing the formation earlier this year of a vibrant diamond open access publishing community of practice, a forum where those interested in starting a diamond journal and those already involved in running one can interact to promote best practice and tackle challenges together. We discuss the priorities this CoP is focusing on in 2024 and why, and look at the applicability of the diamond publishing approach to the wider OE community.



Included in [Session 6C]: Repositories, Pedagogy, Practice and Policy in OE

References
Diamas (2023). Developing Institutional Open Access Publishing Models to Advance Scholarly Communication. https://diamasproject.eu/about/ CRAFT-OA (2023). CRAFT-OA (Creating a Robust Accessible Federated Technology for Open Access). https://www.craft-oa.eu/ Ancion, Z., Borrell-Damián, L., Mounier, P., Rooryck, J., Saenen, B. (2022). Action Plan for Diamond Open Access. https://doi.org/10.5281/zenodo.6282402 Catterall J, Barbour V. Open access initiatives by research active institutions in Australia and Aotearoa New Zealand: a snapshot of the landscape in 2022. Zenodo. June 26, 2023. doi:10.5281/zenodo.8081166

Author Keywords
Inclusion diversity equity and access, Open access publishing, Open licencing, Open practitioners

Open pedagogy has become a topic of burgeoning interest in higher education for its potential to enhance students’ learning, broaden their awareness of their participation in information and knowledge creation, and promote affordability of course content. Open pedagogy challenges the norms of traditional educational settings and the assumptive roles of the instructor and the students. What happens, though, when students come to the classroom with expectations about how the course will be structured?

The didactic contract is a construct used in mathematics education that describes tacit classroom norms. It includes the set of behaviors expected by the students for their instructor, as well as the instructor’s expectations of their students. In a traditional didactic contract, the implicit role of the instructor is to facilitate the knowledge transfer of the content to the student; however, open pedagogy views students as co-creators of knowledge, which can complicate students’ expectations of their roles as learners. Much of the literature has focused on the success of open pedagogy in increasing student engagement, but is there a possibility that the shift in the didactic contract, or the expected norms of a course, can disrupt student engagement?

In this presentation, I will discuss how the didactic contract is a useful construct for open pedagogy, and how we can use it to inform best practices around student agency and empower students to become active participants in their learning. We will explore how the terms of the didactic contact can be negotiated to mitigate student resistance by helping them understand the impact of open publishing for their work.



Included in [Session 6D]: Open Pedagogy, Repositories

Author Keywords
open educational practices, open pedagogy, open practitioners, open education policies and strategies

The ability to create engaging learning experiences is key to the effective delivery of education and the development of lifelong learners. Globally, we are seeing the growth of learning design practices, which are influencing and enhancing traditional teaching and education practices. Yet adoption is hampered by the lack of a system of design practices, language and shared approaches. Is there space for more open systems and practices to help share experiences and practices? Are there ways that we can create bespoke experiences that suit specific learners, locations and situations rather than embrace the restrictions of a templated approach? This presentation will introduce an approach based on the concepts of ‘learning patterns’ that sets the groundwork for an open approach to creating a learning design system that can be adopted across sectors, languages, technologies and systems. While still very much in development, this system has already been used in South America and Europe. It has the potential to form a foundation for open practices around learning experience design.

Laurillard (2002, 2012) introduced a set of learning types in her work around a Conversational Framework. Using this formed the basis for our system, and the initial work was on converting the types of learning to adjectives and expanding some of the ideas and explanations to apply more broadly. This process also led us to move away from being framed around the teacher's conversation to a model that was focused on the learner and their actions. Through this process, the team developed a set of seven Learning Types: Assimilative, Investigative, Formative, Discursive, Productive, Evaluative and Social.

The Learning Types help define the overall learning experience, but they become less useful as you begin to develop individual lessons and activities. A missing piece was required to aid the development of a sequence of learning, so the idea of 'Learning Patterns' was introduced. Based on the concept of a Pattern Language (Alexander, 1977), Learning Patterns are a reusable scaffold to aid the design of a learning experience. They provide a superstructure or way of thinking that can be reused and recombined to suit different contexts and topics. The Patterns developed (Klapdor, 2022) act like Lego, simple shapes that fit together to create unique student experiences. Their usefulness comes from the fact that sequences can be adapted to suit the lesson's purpose and scaffolding provided to help author that aspect of the course.

This system has been used across several programs at the University of Adelaide and in various other institutions to help support their learning design efforts. This presentation aims to introduce these concepts and test the appetite for such a system on a more global scale by going open and developing shared resources and practices across a broader community.



Included in [Session 6C]: Repositories, Pedagogy, Practice and Policy in OE

References
Alexander, Ishikawa, S., & Silverstein, M. (1977). A pattern language : towns, buildings, construction. Oxford University Press. Klapdor, T. (2022) Learning Patterns Library, retrieved from https://learning-patterns.com/ July 2023 Laurillard, D. (2002). Rethinking university teaching: a conversational framework for the effective use of learning technologies (2nd ed.). London: RoutledgeFalmer. Laurillard, D. (2012). Teaching as a design science: building pedagogical patterns for learning and technology. London: Routledge.

Author Keywords
learning design, design system, design for learning

( In Vietnam, Open Educational Resources (OER) initiatives at universities, especially institutional OER repositories (IOER), are largely spontaneous, and few have been successfully developed. This leads to ambiguity in the development process of IOERs and the roles of campus stakeholders involved, resulting in a lack of confidence and unwillingness among higher education communities to engage with OER and IOER development.

Considering the development of IOER as an educational change at higher education organisations (HEOs) in Vietnam, this study utilises Michael Fullan's theory of Educational Change (2007) as a theoretical framework to ascertain the development of IOERs and clarify the roles of stakeholders in the process. In particular, two out of the three phases (Initiation, Implementation, and Institutionalisation) of the educational change process (Fullan, 2007) were adopted. Since only a few IOERs have been developed in Vietnam to date, it was not possible to investigate the Institutionalisation Phase of the change in this research.

Using a qualitative approach, this study involves twenty-one semi-structured interviews with OER champions, university leaders, faculty members, and library leaders and staff from various HEOs in Vietnam. Collected data were then analysed employing a directed content analysis approach (Hsieh and Shannon 2005). Participants in this study believe that the development process of IOERs aligns well with the first two phases of the educational change process, as proposed by Fullan. The initiation phase is not believed to require a high level of intricacy to progress, yet thorough preparation is significant for the project's approval. The implementation phase, on the other hand, is more complex and includes several steps, such as IOER management, OER awareness-raising, OER use, and IOER content creation.

These steps involve participation and collaboration among different campus stakeholders. In this collaborative process, the roles of libraries are significant as the implementers of IOER development projects. Although the indispensable roles of libraries are well-highlighted by the participants in this study, and VanScoy (2019) also indicates that libraries can potentially play the role of IOER policymakers, their roles in general are still underestimated due to the ingrained social prejudice regarding the peripheral role of libraries as merely book storage facilities in Vietnam. This perspective was mentioned by some participants and other researchers in Vietnam, such as Do et al. (2017).

By providing a picture of the current state of IOERs in Vietnam, this study helps clarify the IOERs development process and the campus stakeholders involved. It also highlights the significant roles of academic libraries in embracing the OER movement. Considering the findings, highly authorised stakeholders in Vietnam, such as the government or leaders of HEOs, can support and empower libraries to propose policies that effectively accelerate the OER movement in Vietnam, further facilitating open education for everyone.



Included in [Session 6D]: Open Pedagogy, Repositories

References
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687 VanScoy, A. (2019). Bridging the chasm: Faculty support roles for academic librarians in the adoption of open educational resources. College & Research Libraries, 80(4), 426. DOI:10.5860/crl.80.4.426 Do, V. H., Kieu, T. N., Bui, T. T., & Pham, T. K. (2017). Vai trò của thư viện trong việc thực hiện các mục tiêu phát triển bền vững của Liên Hợp Quốc [The role of libraries in the implementation of the United Nations’ Sustainable Development Goals]. Tạp chí Thư viện Việt Nam [Vietnam Library Journal], 4, 3-12. https://bit.ly/3ATdK5n

Author Keywords
Open Educational Resources, OER, institutional OER repositories, Vietnam, Library, Development process

Open educational resources (OER) can be valuable tools for enhancing regular courses. There are some ways to integrate OER into the curriculum, for example: (1) Full course replacement: Consider using a complete OER textbook or curriculum if it aligns with your course learning objectives. This can significantly reduce student costs. (2) Supplementary materials: OERs can be excellent resources to supplement existing course materials. Look for articles, simulations, interactive exercises, or multimedia resources that enrich specific topics. (3) Curated collections: Create your own curated collections of OERs tailored to specific learning objectives or units within your course. (4) Student exploration activities: Provide students with OERs as a starting point for research projects or independent learning activities.

Thus, here in Taipei Medical University, we've tried to build undergraduate courses by adopting our MOOCs as OERs. The core of instruction design of these courses are to curate progressive learning content. We divide the course content into different modules, each with clear learning objectives. You can provide an overview at the beginning of each module and a summary at the end of each module. Then, we design diverse learning activities. We combine a variety of learning activities to help learners better understand and master the course content. For example, we use lecture videos, readings, discussions and quizzes of the MOOCs we choose. We require students to submit a progress report of their learning. We use a variety of assessment methods to evaluate the learning outcomes of learners. The learner need to finish the peer review of these progress reports.

The courses were open for enrollment across the aliened universities. Because of the nature of the MOOCs, these courses are in asychronized format. There were more than 200 students enrolled in each course. Most students are looking forward to taking more courses operate in the same way.



Included in [Session 7A]: Pedagogy. Advocacy - (workshops and talk)

Author Keywords
micro-credential, MOOCs, Open Education Resources, Instruction Design

In this session, our goal is to generate ideas for our shared, open future, using a method that you can replicate at your own institution. We’ll use a design thinking strategy called “card sort” to explore our priorities for growing and sustaining open education programs and practices. Working independently and with colleagues, we will invite you to sort illustrated cards that represent common investments and outcomes made in OER programs at the institutional or consortial level. The idea is to examine how we think about our priorities, understand how others do the same, and consider how we can collaboratively support one another. Meanwhile, look out for some wildcards!                                                                                                                                                                                                                                                                                                         
What would you put at the top of the deck, because you believe it would be an effective way to increase openness in your environment? What do you value the most, considering the cards you’ve been dealt? Exploring possibilities beyond time and money, and through a prioritization process, we will invite you to reflect on how you can address limitations in growing an open culture, as well as how we might collectively shape a more open future. We will structure this exploration by centering our humanity, examining our collective abundance and considering a handful of concrete possibilities. You’ll walk away with new human connections, ideas about how to approach your priorities, and a fun strategy for engaging others in a fresh way.



Included in [Session 7A]: Pedagogy. Advocacy - (workshops and talk)

Author Keywords
open education future, design thinking, open practitioners, sustainability

“You have brains in your head. You have feet in your shoes. You can steer yourself in any direction you choose. You're on your own. And you know what you know. And YOU are the one who'll decide where to go...” - Dr. Seuss, Oh the Places You’ll Go

Embark on a journey through the world of Open Education (OE) where your viewpoint shapes your path. This interactive session invites participants to walk a mile in the shoes of OE stakeholders and navigate through a series of scenarios, challenges, and plot twists. Through role-play and collaborative problem-solving, participants will gain insights into the diverse perspectives within the OE community and explore the impact of their roles on the collective journey. Each participant will be assigned a character and presented with a scenario that reflects real-world challenges and opportunities in the OE ecosystem including faculty/instructors, librarians, administrators, and more.

Through guided prompts and discussions, participants will reflect on the implications of their actions, both individually and collectively, and gain a deeper understanding of the complexities inherent in the adoption and implementation of Open Educational Practices.

Learning Outcomes:

• Explore different viewpoints within the OE community and understand the complexity faced by stakeholders.
• Identify strategies for overcoming challenges and fostering collaboration in OE initiatives.
• Reflect on personal biases towards OE stakeholders to be better equipped to navigate challenges and build partnerships.

Included in [Session 7A]: Pedagogy. Advocacy - (workshops and talk)

Author Keywords
Stakeholders, Viewpoints, Role-play, Collaborative Gameplay