BEGIN:VCALENDAR
VERSION:2.0
X-WR-CALNAME:opened26
X-WR-CALDESC:Event Calendar
METHOD:PUBLISH
CALSCALE:GREGORIAN
PRODID:-//Sched.com 2026 Open Education Conference//EN
X-WR-TIMEZONE:UTC
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T140000Z
DTEND:20261027T144000Z
SUMMARY:Orientation
DESCRIPTION:
CATEGORIES:BREAKOUTS & SOCIAL
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:263e0cd0ea9d06a52e082e03c156ec3e
URL:http://opened26.sched.com/event/263e0cd0ea9d06a52e082e03c156ec3e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T144500Z
DTEND:20261027T160000Z
SUMMARY:Welcome & Day 1 Keynote: Dr. Sian Proctor
DESCRIPTION:Dr. Sian Proctor is a geoscientist\, artist\, astronaut\, and educator best known as the pilot of the historic all-civilian Inspiration4 space mission. A former professor with the Maricopa Community Colleges\, she spent more than 25 years teaching geology\, sustainability\, and planetary science while championing innovation in education. Dr. Proctor also served as the district’s Open Educational Resources (OER) Coordinator\, helping expand access to affordable\, high-quality learning materials and advancing initiatives that promoted equity\, creativity\, and student success through open education.\nDr. Proctor will explore this year's theme “The Space Between” drawing on a career that has navigated some genuinely unusual distances — from community college classrooms to Earth’s orbit — to ask what open education makes possible.\n\n
CATEGORIES:KEYNOTE
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:5857967d99cb17365a4ddf80cddd2c12
URL:http://opened26.sched.com/event/5857967d99cb17365a4ddf80cddd2c12
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T160000Z
DTEND:20261027T161500Z
SUMMARY:Break (15 min)
DESCRIPTION:
CATEGORIES:BREAK
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:b4dfc819b9e82ddb8230ce8b1050e009
URL:http://opened26.sched.com/event/b4dfc819b9e82ddb8230ce8b1050e009
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T161500Z
DTEND:20261027T165500Z
SUMMARY:Another Kind of Open: What a Community Pow Wow Can Teach Us About Openness
DESCRIPTION:Open education often emphasizes digital access and sharing\, but I’ve been thinking more about the relationships that actually make openness possible. In this session\, I reflect on a community Pow Wow hosted at Cambrian College as an example of “another kind of open.”\n\nAs someone working in reconciliation education\, I’ve come to see the Pow Wow as more than an event. It’s a space where learning happens through connection\, respect\, and reciprocity\, a space where social justice and intercultural exchange are lived and felt. I see Indigenous pride and allyship in action. Helpers each play a unique role in creating an inclusive space rooted in Anishinaabe culture. \n\nThe Pow Wow encourages me to question the idea that openness is primarily digital\, and to think about how the ethos of open education lives in relationships and community practices. I’ll invite attendees to reflect on how these observations might influence their own work and understanding of openness beyond the screen.\n\nAttendees of this session will be able to:Describe how a community Pow Wow can function as a site of relational learning and “another kind of open”.Reflect on how relationships\, roles\, and responsibilities shape meaningful open practices.Identify ways that openness can extend beyond digital spaces into community-based contexts.Consider how reconciliation education\, allyship\, and Indigenous-led spaces can inform their understanding of open education.Apply insights from this session to re-think their own approaches to openness in their teaching or work.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:5c58fc948a14da8e006db8cfe0f746d8
URL:http://opened26.sched.com/event/5c58fc948a14da8e006db8cfe0f746d8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T161500Z
DTEND:20261027T165500Z
SUMMARY:Beyond “Good Enough”: Co-Designing the Future of High-Trust OER
DESCRIPTION:How do we move OER from "free to use" to "trusted by all"? Join project leads from the U.S. federally funded Open 4 Peer Review initiative for a first look at a new framework designed to promote OER excellence. We’ve developed six rigorous rubrics covering the essentials: Accessibility\, Copyright\, Copyediting\, Disciplinary Appropriateness\, Instructional Design\, and Universal Design for Learning (UDL).\n\nThis isn't just a presentation—it’s a lab. In this interactive session\, you will gain access to the rubrics\, "live-test" a rubric on an OER excerpt\, and compare your findings with colleagues from around the world. Your feedback will directly shape the final version of these tools before they are published globally. Come help us build the infrastructure for high-quality\, high-trust open education.\n\nAttendees of this session will be able to:Apply specialized OER quality rubrics to evaluate academic content for specific criteria such as accessibility\, copyright compliance\, and Universal Design for Learning (UDL).Integrate a peer review framework into your local institutional OER workflows to increase faculty trust and streamline adoption\, adaptation and/or creation of OER.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:05826ebde7396043b6a263f851ba0ef9
URL:http://opened26.sched.com/event/05826ebde7396043b6a263f851ba0ef9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T161500Z
DTEND:20261027T165500Z
SUMMARY:From Essays to Evidence: Open Assessment and Critical Thinking in the Age of AI
DESCRIPTION:As generative AI disrupts traditional assumptions about student writing\, many instructors have responded with increased control and surveillance. This session argues for an alternative solution grounded in open education and assessment literacy. Drawing on a redesign of an ENG101 course\, the presentation explores a shift from teaching essay writing as a product to using essays as representations of critical thinking within a transparent assessment framework. The session highlights a critical gap in higher education: limited faculty preparation in designing valid and reliable instruments for measuring learning. By clarifying learning constructs\, aligning assignments with evidence claims\, and openly sharing rubrics and criteria\, this approach improves transparency\, equity\, and instructional coherence. The session positions open assessment as a necessary evolution of open education and a pedagogically sound response to AI.\n\nAttendees of this session will be able to:Explain why traditional essay-based assessments often produce invalid or unreliable inferences about student critical thinking\, especially in AI-mediated learning environments.Identify the key components of an open assessment framework\, including construct definition\, evidence alignment\, and transparent criteria.Describe how open education principles—such as transparency\, shared practice\, and learner agency—apply to the design of assessments\, not just course materials.Recognize common misconceptions about measuring learning (e.g.\, equating product quality with cognitive processes) and how these misconceptions contribute to inequity.Articulate how openly shared rubrics\, prompts\, and assessment criteria can improve instructional coherence and support AI-resilient\, equity-centered teaching practices.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:a22040c7d20fd804aa0ad8ebd79fa72b
URL:http://opened26.sched.com/event/a22040c7d20fd804aa0ad8ebd79fa72b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T161500Z
DTEND:20261027T165500Z
SUMMARY:Pulling Back the Curtain: Positionality and Reflexivity in Qualitative Open Education Research
DESCRIPTION:Qualitative research allows us to dig deeper and examine experiences\, motivations\, and in-depth insights into human behavior and social contexts. In open education\, qualitative research is often used to explore how students or faculty perceive the value of either the resources or practices aligned with open. Reflexivity is a practice in qualitative research that helps researchers situate their relational awareness in an effort to critically engage with how they may be influencing the research process and findings. Similarly\, a researcher’s positionality is informed by their own identities and epistemological worldviews. Both of these entities innately shape and impact what’s written into the canon\; therefore\, committing to embedding reflexive practices into our research is essential to better understand researcher motivations and value systems in knowledge production. Come join us to learn more about these concepts and how you can start to include them into your own research.\n\nAttendees of this session will be able to:Explain reflexivity and positionality.Articulate the importance of researcher reflexivity and positionality in open education research.Identify opportunities to apply these concepts to their own work.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:de099e15499924ff9c68ea5dfd122fe9
URL:http://opened26.sched.com/event/de099e15499924ff9c68ea5dfd122fe9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T161500Z
DTEND:20261027T165500Z
SUMMARY:The Space Between Policy and Practice: Building Institutional Readiness for Open Education
DESCRIPTION:Institutions often create open education committees with strong intentions - namely to support academic freedom and student success. As Boise State worked to comply with state policies\, translating those commitments into sustainable practice required infrastructure\, coordination\, and evidence. This panel explores how Boise State University is operationalizing the DOERS3 Student Success Through OER Rubric to bridge the space between policy aspiration and institutional implementation. Panelists representing faculty\, faculty development\, and instructional design will share how cross-campus collaboration\, data infrastructure\, faculty engagement\, and strategic planning are being aligned to support Z-Degree development and measurable student success outcomes. Attendees will gain insight into conducting institutional self-assessment\, addressing leadership transitions\, and building durable systems that sustain open education beyond grants and grassroots efforts.\n\nAttendees of this session will be able to:Identify key infrastructure components that move from OER policy to sustained institutional practice.Describe how the Student Success Through OER Rubric can guide institutional self-assessment and gap analysis.Recognize strategies for aligning faculty engagement\, governance structures\, and student success metrics to build durable systems for long-term sustainability.Evaluate approaches to building data systems that track OER usage and impact over time.Develop next steps for strengthening institutional readiness for Z-Degrees or large-scale OER initiatives.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:a9e18b255b51b1347843ee107ddae5c0
URL:http://opened26.sched.com/event/a9e18b255b51b1347843ee107ddae5c0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T170000Z
DTEND:20261027T172500Z
SUMMARY:A Metatheoretical Investigation of Expanding Open Education to Union Education Environments
DESCRIPTION:While open educational practices (OEP) have shaped countless classrooms in higher education\, K-12\, and beyond\, these ideas are largely unheard of in the world of organized labour. This session presents a metatheoretical model suggesting that the scholarly processes that proliferate OEP in formal academic settings are predominantly disconnected from organized labour\, yet there are existing channels to bridge the connections. The model employs a systems thinking framework with two main subsystems. First\, is the prospect for OEP in union education settings. For example\, in Joint Health and Safety Committee certification training programs\, there are numerous OEPs that have the potential to enhance engagement and inclusion. The second subsystem comprises open labour practices (OLP)\, which are practices with concepts similar to OEP such as renewable content. Renewable union reports will be discussed as a manifestation of OLP with a case study of the Canadian Union of Public Employees.\n\nAttendees of this session will be able to:Understand the metatheoretical model explaining why OEP practitioners are primarily present in higher education settings and absent from union education settings.Understand the ways that OEP can be applied to union education settings such as the Canadian Union of Public Employees.Understand the way that open labour practices (OLP) can facilitate advocacy for wider adoption of OEP in union settings.Understand the channels by which unions in higher education settings can catalyse exchange of such ideas to the broader movement of organized labour beyond academia.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:37cbec82c525ab40700eda4618db719f
URL:http://opened26.sched.com/event/37cbec82c525ab40700eda4618db719f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T170000Z
DTEND:20261027T172500Z
SUMMARY:Between Policy and Practice: Open-Access Teacher Preparation in Rural and Indigenous Contexts
DESCRIPTION:Teacher preparation programs are often tasked with implementing equity-driven policies without clear pathways for practice. This session explores how an Alternative Licensure Program in rural New Mexico bridges the space between policy and practice through open\, culturally responsive approaches to teacher preparation. Grounded in mandates such as structured literacy legislation and court-ordered equity reforms\, this model integrates open-access resources\, flexible program design\, and mentoring systems that center Indigenous and multilingual learners. Participants will examine how open education practices can expand access\, support teacher retention\, and create sustainable pathways for educators in underserved communities. Attendees will leave with adaptable strategies for aligning policy\, pedagogy\, and equity-focused program design.\n\nAttendees of this session will be able to:By the end of this session\, participants will be able to:.Identify key gaps between equity-driven policy and classroom practice in teacher preparation programs.Describe how open education practices can increase access and flexibility in licensure pathways.Apply culturally responsive mentoring strategies to support diverse teacher candidates.Adapt elements of an open\, equity-centered program model to their own institutional context.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:fedbaf67e0e6b65d8abc8b9774d6f137
URL:http://opened26.sched.com/event/fedbaf67e0e6b65d8abc8b9774d6f137
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T170000Z
DTEND:20261027T172500Z
SUMMARY:Open Pedagogy With Generative AI: Do Students Find It Helpful?
DESCRIPTION:There has been discussion about using generative artificial intelligence (genAI) in open educational practices\, but do students actually find it useful? In this presentation\, I will share findings from an open pedagogy project in my child development course primarily enrolling first-year college students. Students were tasked with finding research articles to update the citations and improve the representation of work from underrepresented scholars in the open textbook for the course. Students were given the option of using two genAI tools to assist with this process. One was scite.ai which assists with findings scholarly research articles without cost to the student through an institutional subscription. The other was Scispace which provides layperson explanations of research article content and available on a free trial basis. Students reported mixed experiences with the genAI tools with some indicating they were helpful and others finding them unnecessary.\n\nAttendees of this session will be able to:Critique the use of generative AI in open pedagogy.Understand an approach to student co-development of open educational resources.Evaluate the role of generative AI in student learning.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:1037f2bc2523b57105931e8cd8f23bd8
URL:http://opened26.sched.com/event/1037f2bc2523b57105931e8cd8f23bd8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T170000Z
DTEND:20261027T172500Z
SUMMARY:The Dots Between Vision and Launch: OER Program Startup Costs and Case Studies
DESCRIPTION:What does it take to launch and sustain an OER program? This session examines how five community colleges built OER programs from the ground up\, with an honest look at the startup and ongoing costs involved. Drawing on a cross-institutional study\, presenters will share cost estimates\, common patterns\, and key differences in how colleges allocated resources. We’ll explore startup ingredients\, such as staffing models\, faculty incentives\, infrastructure investments\, and institutional support. Whether you're in early planning stages or looking to expand an existing initiative\, you'll leave with real-world examples and a clearer picture of what it actually takes to connect vision to launch.\n\nAttendees of this session will be able to:Identify key cost factors involved in launching and sustaining an OER program.Compare case studies of how five community colleges structured and launched their OER programs to recognize common patterns and key differences that can contribute to wider OER adoption and program sustainability.Use evidence on OER's academic impact to inform implementation decisions at their institutions.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:7917d18e90c5e55f4afba39240323c4b
URL:http://opened26.sched.com/event/7917d18e90c5e55f4afba39240323c4b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T170000Z
DTEND:20261027T172500Z
SUMMARY:The OCTOPUS Project: Integrating Open Pedagogy and Open Science
DESCRIPTION:Despite its potential to democratize science\, strengthen public trust\, and address urgent global challenges\, Open Science has not yet become the default practice in research. Undergraduate science education could play a pivotal role in shaping this cultural shift. We argue that preparing students to practice Open Science requires more than technical training in open tools and data-sharing: it must include critical engagement with ethical aspects of pursuing Open Science. The OCTOPUS project supports educators to utilize Open Pedagogy as a powerful strategy to embed critical engagement with Open Science into undergraduate education\, positioning students as co-creators of knowledge and fostering democratic\, collaborative\, and justice-oriented approaches to science. We highlight examples for integrating Open Science and Open Pedagogy into courses and programs that can prepare both future scientists and citizens to engage in science as a collective\, open\, and socially responsible endeavor.\n\nAttendees of this session will be able to:Learn about the goals of the OCTOPUS project.Find out how to access and use the OCTOPUS resources.Understand the connections between Open Science and Open Pedagogy.Learn how to engage in the OCTOPUS community.Understand the necessity of bringing a broader scope of the Open Ecosystem to our Open Education movement.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:6375b35cc54f89804ce8ff451a7102ba
URL:http://opened26.sched.com/event/6375b35cc54f89804ce8ff451a7102ba
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T173000Z
DTEND:20261027T175500Z
SUMMARY:Advancing AI Literacy Through Open Pedagogy in Public Speaking Courses
DESCRIPTION:Generative AI is transforming how students access\, produce\, and evaluate information\, requiring higher education to move toward critical\, ethical\, and discipline-specific AI literacy. This session introduces Beyond the Podium: AI\, Speech\, and Civic Voice\, a fully accessible OER that embeds AI literacy into introductory public speaking courses to support equitable\, future-ready learning.\n\nThis project examines what it means to integrate AI literacy not as an add-on\, but as a core component of communication pedagogy. Presenters will share how the OER helps students develop as both effective speakers and critical users of generative AI. Designed through cross-unit collaboration among faculty\, librarians\, and student partners\, the OER includes adaptable assignments and activities for broad adoption.\n\nAttendees will gain practical strategies for embedding AI literacy into disciplinary contexts and leveraging OER to expand access\, reduce inequities\, and support innovative teaching.\n\nAttendees of this session will be able to:Identify strategies for embedding AI literacy into discipline-specific courses\, particularly within public speaking courses.Describe how OER can be used to promote equitable access to AI knowledge\, tools\, and skill development for diverse student populations.Apply a collaborative\, cross-unit model to develop scalable\, adaptable teaching materials that support AI literacy and open pedagogy.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:f4077dd330d450dcbcb007f7cead4bae
URL:http://opened26.sched.com/event/f4077dd330d450dcbcb007f7cead4bae
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T173000Z
DTEND:20261027T175500Z
SUMMARY:Beyond the Test Bank: Overcoming NCLEX-Resistance to Embrace Open Nursing Education
DESCRIPTION:This case study explores a strategic shift at our institution\, highlighting two distinct OER initiatives that bridge affordability and academic rigor.\n\nThe first project details replacing a high-cost commercial textbook in a foundational nursing course with a curated collection of open-source materials. The second highlights the development of locally produced\, high-definition skills practice videos for undergraduate nurses\, addressing the lack of high-quality\, open-access multimedia in the discipline.\n\nThis is designed as a strategic case study\, moving the conversation from "why OER is good" to "how OER works in high-pressure environments." By sharing our hurdles—such as faculty skepticism regarding "free" resources and the loss of pre-made slide decks—we offer a transparent\, honest look at the transition process. Attendees will leave with a practical roadmap to help nursing programs reclaim their curriculum from publisher dependency while enhancing student clinical competency.\n\nAttendees of this session will be able to:Identify the specific drivers of faculty resistance to OER in high-stakes clinical programs\, particularly the "ancillary gap" created by commercial NCLEX test banks.Evaluate strategies for replacing proprietary nursing textbooks with curated open-source materials without compromising alignment with national licensure standards.Develop a workflow for creating locally-produced\, high-definition clinical skills videos that serve as high-quality OER alternatives to publisher media.Formulate persuasive arguments for OER adoption that prioritize pedagogical flexibility and clinical accuracy alongside student cost savings.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:c02363827506c2617c6927855dd31766
URL:http://opened26.sched.com/event/c02363827506c2617c6927855dd31766
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T173000Z
DTEND:20261027T175500Z
SUMMARY:Indicating Affordability and Openness: Course Marking at Post-Secondary Institutions in Canada
DESCRIPTION:Course marking refers to a practice in which institutions provide information to students during course registration about which courses use free\, low cost\, and/or open course materials. Course marking has become an important topic in higher education as institutions seek to improve the affordability of course materials for their students\, as a means of supporting student success. I conducted a national survey examining course marking practices at post-secondary institutions in Canada. In this presentation\, I will share the survey results\, including an analysis of how frequent course marking is at universities and colleges in Canada. I will use responses from institutions already engaged in course marking to determine the units\, processes\, and systems involved. I will also describe trends at Canadian institutions that are not yet engaged in course marking\, and whether this is a program that is being considered to foster transparency and affordability in course materials costs.\n\nAttendees of this session will be able to:Identify motivations for marking courses that use free\, low-cost\, or open course materials.Recognize trends in course marking at Canadian institutions.Describe the units\, processes\, and systems involved in course marking at Canadian post-secondary institutions.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:e03f004898711f02a99c89f27c6dd2c0
URL:http://opened26.sched.com/event/e03f004898711f02a99c89f27c6dd2c0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T173000Z
DTEND:20261027T175500Z
SUMMARY:OER Wins Call for Cake: How Milestone Celebrations Advance the Work
DESCRIPTION:In 2026\, librarians from University of the Pacific and Middle Tennessee State University each marked $3 million in student savings with campus celebrations designed to spotlight the impact of their OER programs. This lighthearted session explores how “throwing a party” can serve serious strategic goals—advancing advocacy\, building administrative support\, attracting faculty\, and deepening campus understanding of OER’s pedagogical value. Presenters will share candid stories about planning challenges (from competing campus events to unpredictable attendance) alongside unexpected successes\, such as leadership amplification through social media. Drawing on experiences from two very different institutions (in enrollment\, dedicated staffing\, location\, and program longevity)\, this session offers practical\, adaptable strategies for designing celebrations that elevate program visibility\, strengthen long‑term sustainability\, and support librarians seeking fresh ways to grow their OER initiatives.\n\nAttendees of this session will be able to:Identify the essential elements of planning an OER milestone celebration that increases campus awareness and supports long-term program sustainability.Recognize common event-planning challenges—and learn practical\, adaptable strategies for navigating timing conflicts\, attendance issues\, and campus dynamics.Generate creative\, purpose-driven celebration ideas that effectively engage administrators\, faculty\, and students in understanding and supporting OER.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:178545f567690719d3791ad46af5dea1
URL:http://opened26.sched.com/event/178545f567690719d3791ad46af5dea1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T173000Z
DTEND:20261027T175500Z
SUMMARY:The Work at the Hinge: Mini Structures That Make Open Education Enterable
DESCRIPTION:Open Education often assumes people already know where to begin\, have time to spare\, and are not doing the work alone. In practice\, those “in-between” moments decide whether participation becomes possible or quietly stalls.\n\nIn this session\, I share a set of mini structures that make Open Education enterable without lowering rigor: bounded\, human-sized supports that reduce ambiguity and isolation right when they show up. Drawing from two semesters of program design at a Hispanic-Serving Institution\, I will introduce four reusable “hinge details” (time containers\, “what counts” guidance\, risk reduction\, and documentation-as-scaffolding) and show concrete artifacts that bring them to life (mini-lessons\, trackers\, evaluation lenses\, and landscape briefs).\n\nParticipants will complete a quick “hinge audit” of one real initiative (onboarding\, workshops\, mini-grants\, badges\, faculty support\, or student engagement) and leave with 2–3 small changes they can implement in the next 30 days.\n\nAttendees of this session will be able to:Identify the “threshold moment” where participation stalls in an Open Education initiative (not knowing where to start\, starting alone\, or both).Apply four mini-structure design patterns (bounded time containers\, “what counts” guidance\, risk reduction\, and documentation-as-scaffolding) to reduce ambiguity and isolation without lowering rigor.Draft 2–3 mini structures (for example: a mini-lesson\, starter tracker\, evaluation lens\, template\, or office hour) that make entry into their initiative more doable.Build a simple support loop for their context (Learn → Try → Document → Reflect → Get support) that replaces private heroics with visible\, reusable infrastructure.Name one concrete change they can implement in the next 30 days to make Open Education more enterable in their program or department.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V6\, Online around the world
SEQUENCE:0
UID:366fb0e47c4c8a1ccc580dbf6cbe1ae5
URL:http://opened26.sched.com/event/366fb0e47c4c8a1ccc580dbf6cbe1ae5
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T180000Z
DTEND:20261027T184000Z
SUMMARY:Building and Sustaining Student Leadership in the OER Movement
DESCRIPTION:While Open Educational Resources (OER) are essential for creating an accessible and equitable learning landscape\, a critical gap exists in the movement: the consistent inclusion of student voices. Exploring the theme of "The Space Between\," this session addresses the disconnect between OER efforts in higher education institutions and the student leaders needed to sustain it. \n\nLearn from experienced student leaders who will share proven organizing practices developed through the Student PIRGs’ 50-year history of running effective campus campaigns. Participants will learn practical strategies for recruiting\, training\, and maintaining student leadership.\n\nAttendees of this session will be able to:Identify student spokespeople who can deliver personal stories about their experiences with college affordability and open educational resource solutions.Develop and mentor students as effective messengers to advocate for OER policies at the institutional\, state\, and national levels.Build lasting organizations and leadership infrastructure to maintain a consistent student spokesperson presence at your institution.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:61a3c7677fae045dddcc3f7dbf2afbc2
URL:http://opened26.sched.com/event/61a3c7677fae045dddcc3f7dbf2afbc2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T180000Z
DTEND:20261027T184000Z
SUMMARY:EdTech\, Open Values: Preparing Open Educators for AI\, and the Next Big Thing
DESCRIPTION:As AI becomes increasingly integrated into education we must effectively and ethically engage with it. But AI is only the latest in a long line of hot edtech tools. Educators lack structured guidance on aligning new integrations - from gamechangers like Wikipedia and the Web to distractions like Second Life and NFTs with the principles of open pedagogy. Without support\, educators risk using new technologies in ways that may compromise our core values.\n\nTo prepare librarians to understand the opportunities and challenges created by new technologies\, our Open Pedagogy Incubator uses AI as a case study to introduce a framework for evaluating edtech. With funding from the IMLS and our state library\, we brought together statewide cohorts of university\, community college\, and public librarians to develop and expand a framework for including open values in edtech. This panel brings together participants to discuss their experiences\, introduce the framework\, and share lessons learned.\n\nAttendees of this session will be able to:Attendees will walk away with a sustainable framework to evaluate educational technologies through a lens of open values and local community needs.Attendees will leave with an action plan for enhancing their pedagogical practices as they relate to AI and other technologies.Attendees will identify scalable models for collaborative professional development that prioritize the ethical integration of edtech.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:c894818635d4a39644713ee36996c0b1
URL:http://opened26.sched.com/event/c894818635d4a39644713ee36996c0b1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T180000Z
DTEND:20261027T184000Z
SUMMARY:Finding Your Accessibili-Buddies
DESCRIPTION:For some\, accessibility and the Title II requirements are a requirement that feels like an insurmountable feat. For others\, accessibility is the window into stronger instructional design and along the way - connections to colleagues that inspire\, connect and unite us. Open Education's tenants of inclusion\, iteration and innovation have long driven advances in the Educational Technology world\, but it's the opportunity to genuinely work together in small groups\, finding new partners along that way that centers Open Ed colleagues as leaders in the accessibility movement. This panel will allow you to hear from and ask questions of people who are creating spaces for moving beyond compliance of Title II and into the space of creating genuinely accessible OER. This panel will spark your connections to other like-minded leaders who see Accessibility as a "how might we..." opportunity and lead to finding your own Accessibili-buddies.\n\nAttendees of this session will be able to:Participants will receive an update on Accessibility Practices as related to OER.Participants will analyze example collaboration resources for building Accessibility Communities of Practice.Participants will reflect on their own questions about creating Accessible OER to consider next steps they might take.Participants will join a broader community of colleagues who are committed to Accessible OER.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:63cf5a6e1fd2fed4734dffc731642d37
URL:http://opened26.sched.com/event/63cf5a6e1fd2fed4734dffc731642d37
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T180000Z
DTEND:20261027T184000Z
SUMMARY:How We Did It: OER Authors Share Four Approaches to Textbook Development
DESCRIPTION:The motivations and practices that instructors bring to open education can vary widely\, particularly for those interested in publishing open textbooks. Institutional and disciplinary norms can influence how authors approach their textbook’s content\, design\, and format choice. In this panel\, four OER authors across the disciplines of Agronomy\, Biology\, Food Science\, and Applied Linguistics will share their experiences developing OER with support from Iowa State University's Digital Press. \n\nIn addition to coming from different disciplines\, the authors have also taken different approaches to OER development\, including adapting existing material\, updating and republishing older works\, and developing new content from scratch. During the panel\, the authors will introduce the audience to their publications\, explain their project design priorities\, and share lessons learned. The session will conclude with a Q&A to delve deeper into the authors’ experiences.\n\nAttendees of this session will be able to:Identify the steps required to develop an open textbook.Describe four different approaches to OER development.Reflect on how local support systems and priorities may affect their capacity to develop an OER.Apply lessons learned to design or improve their own approach(es) to OER development.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:0d8a0ae9dba28d2a82c3e8ba30bb2546
URL:http://opened26.sched.com/event/0d8a0ae9dba28d2a82c3e8ba30bb2546
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T180000Z
DTEND:20261027T184000Z
SUMMARY:Scaling Open Education With Student Success and Institutional Innovation
DESCRIPTION:As open education initiatives expand\, the next challenge is connecting OER to broader institutional and statewide priorities such as student success\, workforce readiness\, and digital learning innovation. This session explores how open education moves beyond affordability to become an integrated part of innovative success strategies. Using statewide initiatives as practical examples\, presenters will share how open education efforts can be connected to student success\, institutional partnerships\, and emerging innovation to expand reach and impact. Attendees will explore how positioning OER within broader student success efforts expands opportunities for collaboration\, sustainability\, and buy-in. Participants will explore resources and partnerships designed to support institutions as they scale open education initiatives. This session will highlight practical strategies for connecting OER efforts with broader institutional goals and ensuring open education continues to expand its impact.\n\nAttendees of this session will be able to:Connect OER initiatives to broader organizational priorities\, positioning open education as part of institutional and statewide success frameworks.Identify ways to expand collaboration across institutional units and partnerships to strengthen and scale open education initiatives.Examine practical examples of resource hubs\, OER playbooks\, and innovation frameworks that support institutions in expanding the reach of OER.Consider how integrating open education into student success conversations can increase visibility\, sustainability\, and impact for OER programs.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:80dcf874f93235e4364ce76991860dc2
URL:http://opened26.sched.com/event/80dcf874f93235e4364ce76991860dc2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T184000Z
DTEND:20261027T190000Z
SUMMARY:Break (20 min)
DESCRIPTION:
CATEGORIES:BREAK
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:ee69cc83557002140c446e1cf9271e97
URL:http://opened26.sched.com/event/ee69cc83557002140c446e1cf9271e97
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T190000Z
DTEND:20261027T192500Z
SUMMARY:Connecting the Dots: Advancing Continuing Professional Education Through OER
DESCRIPTION:Presenters and attendees in this session examine the benefits/impact of OERs in continuing professional development for professions that require continuing education. This mixed-methods pre-post OER intervention study with 77 registered nurses investigates nurses' perceptions of OERs before and after participating in a continuing educational activity using an OER. Pre-to-post RN perceptions of OERs improved\, with participants noting their quality\, economic benefits\, increased equitable access\, and convenience for professional development. Educators should incorporate OERs into professional development offerings. RNs affirmed the benefits of including OERs in continuing nursing education and professional development. Their feedback stressed the vital role these resources play in promoting access\, equity\, and persistent learning within the profession.\n\nAttendees of this session will be able to:Describe the role of open educational resources (OERs) in continuing professional development.Examine key findings from a mixed-methods pre–post study evaluating the impact of OER use in professional education.Identify perceived benefits of OERs\, including quality\, cost-effectiveness\, accessibility\, and convenience for continuing education.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:c20e853cce1800d95b75764a52d607c0
URL:http://opened26.sched.com/event/c20e853cce1800d95b75764a52d607c0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T190000Z
DTEND:20261027T192500Z
SUMMARY:Connecting the Dots: Reframing OER as Tools for Knowledge Mobilization
DESCRIPTION:The space between open education (OE) and knowledge mobilization (KMb) is rich with possibilities. It has been overlooked despite shared values and complementary practices. Both OE and KMb seek to extend the use of knowledge and cultivate meaningful engagement beyond traditional scholarly audiences\, particularly through co-creation. As we continue to look for ways to integrate OE in institutional practices and policies\, KMb offers a meaningful opportunity to think about “educational” as a broader function that includes the dissemination and application of research findings.\n\nWhile OER advocates may already be aware of overlaps between OE and KMb\, this presentation is an invitation to combine the vocabulary of both fields to frame OER creation in ways that resonate with researchers\, administrators\, and leaders\, positioning open educational practices as directly connected to institutional priorities such as research impact\, community engagement\, and innovation.\n\nAttendees of this session will be able to:Identify the shared values and practices of open education and knowledge mobilization.Explain how OER creation can be framed as a knowledge mobilization activity that aligns with institutional priorities.Reflect on strategies to position OER production as a recognized\, valued scholarly activity within research-intensive universities.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:d61821b033ba4eb8dfafd2721df69fff
URL:http://opened26.sched.com/event/d61821b033ba4eb8dfafd2721df69fff
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T190000Z
DTEND:20261027T192500Z
SUMMARY:Critical Open Educational Practices: Educators Redesigning Courses for Meaningful Change
DESCRIPTION:What would it look like if every course you taught was more inclusive\, more transparent\, and more centered on the learners in front of you? At a time when educators are being asked to do more with less\, and to do it more equitably\, Critical Open Educational Practices (Critical OEPs) offer a framework for meaningful change. This session centers the practitioner experience of seven MinnState educators who arrived at Critical OEPs through different pathways\, and whose engagement with the framework affirmed their values\, expanded their practice\, and moved their teaching in new directions. Grounded in four pillars\, collaborative dialogue\, critical reflection\, inquiry-based learning\, and transformative action\, Critical OEPs offer a path toward pedagogical transformation. This session explores how educators negotiated authority\, practiced equity\, and sustained change within institutional constraints. Attendees will reflect on their practice and leave with concrete ideas for their classrooms.\n\nAttendees of this session will be able to:Identify the four pillars of Critical OEPs and connect them to their own existing teaching practices.Describe how educators negotiated authority\, equity\, and learner agency within real institutional constraints.Articulate at least one concrete next step for deepening their engagement with Critical OEPs in their own classroom.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:92b5bff2b72524dcc28fcaa3a667f226
URL:http://opened26.sched.com/event/92b5bff2b72524dcc28fcaa3a667f226
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T190000Z
DTEND:20261027T192500Z
SUMMARY:Exploring Open Science Through AI: Scaffolding Student Research With Ethical\, Accessible Supports
DESCRIPTION:In many courses\, “do your own research” assignments are intended to build scientific identity—but they can unintentionally amplify barriers for learners who experience executive function challenges\, anxiety\, or uncertainty in open-ended tasks. This session shares an open\, adaptable assignment sequence that pairs open science platforms (e.g.\, Zooniverse\, Figshare\, Zenodo\, public datasets) with genAI as a learning partner for planning and task initiation—without positioning AI as a writing shortcut. Participants will see the midterm-to-final scaffold (planning roadmap → multimodal presentation)\, examples of student pathways (citizen science\, dataset modeling\, usability evaluation)\, and strategies for keeping AI use optional\, transparent\, and ethically grounded. Attendees will leave with reusable prompts\, learning outcomes\, and an implementation checklist to support accessible\, authentic inquiry in their own disciplinary context.\n\nAttendees of this session will be able to:Identify and evaluate an open science resource or dataset for use in a course-based inquiry assignment.Design a scaffolded student research “on-ramp” that supports planning\, task initiation\, and iterative exploration.Integrate AI tools responsibly as optional learning partners for brainstorming and organization rather than automated writing.Create multimodal deliverables (e.g.\, flexible presentation formats) that emphasize process\, reflection\, and transparent sourcing.Apply inclusive\, UDL-aligned choices that improve access for diverse learners while preserving authentic inquiry.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:1cdeb075060e1ecde4952575fa9f83dc
URL:http://opened26.sched.com/event/1cdeb075060e1ecde4952575fa9f83dc
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T190000Z
DTEND:20261027T192500Z
SUMMARY:Hidden in Plain Sight: OER Awareness
DESCRIPTION:As textbook costs continue to rise and instructional practices evolve\, institutions increasingly rely on low and zero cost course markings (LTC/ZTC) to signal affordability to students. But do students recognize\, understand\, and use these designations when making decisions?\n\nThis presentation examines four years of textbook affordability survey data alongside a recent course markings perception survey to explore how student awareness\, trust\, and the use of LTC/ZTC indicators have impacted the student experience with course materials. While we have invested in building a strong OER program\, our findings reveal a persistent gap between intent and student experience. Our project examines how OER investments translate (or fail to translate) into student decision-making through LTC/ZTC signaling.\n\n Attendees will leave with practical strategies to improve the visibility\, clarity\, and impact of affordable course materials initiatives beyond simply adopting OER.\n\nAttendees of this session will be able to:Identify key factors that influence student course selection related to course materials (e.g.\, cost\, clarity of labeling\, trust in designations\, timing of information\, instructor reputation).Relate student decision-making factors to their own institutional context and course marking practices.Examine where breakdowns occur between affordability signaling and student action.Propose interventions (e.g.\, messaging\, advising integration\, system design) that better align affordability efforts with actual student behavior.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:f16e3b2069241d7b1fd1506ca662277f
URL:http://opened26.sched.com/event/f16e3b2069241d7b1fd1506ca662277f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T190000Z
DTEND:20261027T192500Z
SUMMARY:No Blank Checks: How Much Does a Z-Degree Cost to Develop?
DESCRIPTION:How much does developing a “z-degree” really cost? This session\, led by a state OER grant program manager\, will explore the average costs\, timelines\, and return on investment from zero textbook cost degree development projects across multiple institutions and disciplines. Half of Colorado public institutions of higher education are in progress on zero textbook cost degrees. The presentation will examine associate and bachelor’s degrees converted to zero textbook cost through state funding. Attendees will gain knowledge about and confidence in estimating development costs for their own z-degrees. Since it is unlikely to receive a blank check for funding\, it is the hope that many attendees will use what they learn from the session to successfully advocate for accurate\, reasonable funding to efficiently create z-degrees at their institution.\n\nAttendees of this session will be able to:Attendees will gain understanding in average costs of developing zero textbook cost degrees.Attendees will gain confidence in estimating costs for a new zero textbook cost degree and advocating for that funding.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V6\, Online around the world
SEQUENCE:0
UID:6be3baddc6dbeb6f418523e875ae714e
URL:http://opened26.sched.com/event/6be3baddc6dbeb6f418523e875ae714e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T193000Z
DTEND:20261027T195500Z
SUMMARY:Let’s Call the Whole Thing on! Speaking the Language of Student Success
DESCRIPTION:This session builds on the presenters’ OpenEd 2024\, OEGlobal24\, and OpenEd 2025 presentations exploring meaningful communication of the impact of open educational practices on student success. Shared vocabulary emerges as a space often overlooked which can bridge gaps between “where we are and where we aspire to be”. The presentation series has built out strategies for navigating difficult conversations about the impact of open educational practices using the language of access and community impact\, learning science\, and instructional design. \n\nThis session will discuss localizing conversations about open practices in alignment with institutional language and frameworks focused on student success. The presenters will demonstrate how they have operationalized student success frameworks\, dashboards\, and data dictionaries published by institutional research and analytics departments and student affairs programs to communicate the impact of open educational practices on student success.\n\nAttendees of this session will be able to:Identify localized institutional data dashboards\, data dictionaries\, and student success frameworks\; [Bloom’s 1\, Knowledge].Recognize ways in which these resources communicate student success\; [Bloom’s 2\, Comprehension].Explore localized vocabulary used to describe student success goals\, strategies\, and metrics alongside vocabulary used to describe the impact of open practices on student success [Bloom’s 3\, Application].Differentiate the language they use to describe their open educational practice to align with localized student success frameworks [Bloom’s 4\, Analysis].Evaluate the compatibility of this approach with their own educational mission and vision [Bloom’s 5\, Evaluate].
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:c98001b37b33770de1d19c219d499e9e
URL:http://opened26.sched.com/event/c98001b37b33770de1d19c219d499e9e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T193000Z
DTEND:20261027T195500Z
SUMMARY:Libraries in the Middle: Understanding the Tension Between OER and Inclusive Access Models
DESCRIPTION:Academic libraries have championed OER as a solution to the textbook affordability crisis. Meanwhile\, textbook publishers and campus bookstores have partnered to develop inclusive access programs\, automatic billing services that charge a flat fee to students' tuition accounts in exchange for first-day access to digital course materials.\n\nWhile inclusive access programs offer convenience and timely access\, OER advocates argue that these models ultimately sustain high-cost publishing structures and that OER remains the most genuinely affordable\, long-term solution for students.\n\nThis presentation shares findings from a qualitative phenomenological study exploring the perspectives of U.S. academic librarians who manage OER programs at institutions where inclusive access programs are also in place. Data was gathered through individual interviews with librarians overseeing OER initiatives at such campuses. The study was supported by the Open Education Research Group.\n\nAttendees of this session will be able to:Explain the differences between inclusive access programs and OER initiatives.Begin to understand librarians’ perspectives on the coexistence of OER and inclusive access programs.Determine the potential benefits and drawbacks of inclusive access models from the library standpoint.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:8b0ee5c4e1ab6b6ca1acbf1fdbe84821
URL:http://opened26.sched.com/event/8b0ee5c4e1ab6b6ca1acbf1fdbe84821
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T193000Z
DTEND:20261027T195500Z
SUMMARY:Making It Count: Building Evidence for OER in Faculty Evaluations
DESCRIPTION:As more faculty adopt\, adapt\, and create OER\, their work often outpaces institutional policies that formally recognize it. Many institutions still exclude OER from tenure\, promotion\, and review guidelines\, creating a persistent “space between” meaningful practice and formal reward. In this gap\, faculty must articulate the value of their OER contributions without consistent supporting evidence. While open education advocacy organizations offer guidance on describing OER work\, less attention has been paid to documentation: what tangible evidence can faculty provide? This presentation addresses that need by sharing practical strategies OER program managers can implement to generate meaningful documentation of engagement with open education\, including certificates\, letters\, usage data\, and awards. Focusing on immediate\, actionable approaches\, this session helps make OER labor visible\, support faculty recognition\, and build momentum for broader institutional change.\n\nAttendees of this session will be able to:Understand the gap between faculty OER practices and institutional evaluation policies and explain how the “space between” impacts recognition and reward structures.Explore different forms of documentation (e.g.\, certificates\, letters\, analytics\, awards) that can be used to demonstrate faculty engagement in OER across adoption\, adaptation\, creation\, and advocacy.Consider how documentation strategies can be applied to support faculty recognition within existing tenure\, promotion\, and review systems.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:ecaf3ac1c8a9f7bdf4b016f551993182
URL:http://opened26.sched.com/event/ecaf3ac1c8a9f7bdf4b016f551993182
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T193000Z
DTEND:20261027T195500Z
SUMMARY:Teaching Open by Doing Open: A Spanish-Language OER for Capacity Building
DESCRIPTION:This session presents the design and development of a Spanish-language OER created as part of the Creative Commons Certificate\, aimed at supporting researchers and educators in understanding and applying open licensing in practice. While OER and open licensing are often framed through English-language resources\, this project addresses the gap in culturally and linguistically relevant materials for Latin America. The session will discuss key design decisions\, common misconceptions around CC licenses (especially ND and NC)\, and the challenges of translating not only language but also legal and scholarly practices. Attendees will gain insights into how OER can function as capacity-building tools and leave with a replicable model for developing similar resources in their own contexts.\n\nAttendees of this session will be able to:Identify common challenges in applying CC licenses across linguistic and legal contexts.Distinguish between translation and contextual adaptation in OER design.Analyze the implications of ND and NC licenses in educational practice.Apply a framework for developing OER aimed at teaching open licensing.Adapt OER development strategies to non-English-speaking academic communities.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:6088762b3442e85ba03f0432887254e3
URL:http://opened26.sched.com/event/6088762b3442e85ba03f0432887254e3
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T193000Z
DTEND:20261027T195500Z
SUMMARY:The Hidden Curriculum and Hidden Open Education Partners
DESCRIPTION:U.S. higher education recognizes a “hidden curriculum” that students experience alongside their disciplinary studies\, which include norms and practices that are unexpected and often unstated. The college and university community has implicit and established structures and processes in place that students\, especially new students\, may not be aware of or may not have experienced before. Navigating the course material and textbook landscape requires a keen understanding of faculty expectations\, academic bureaucracy\, and self-advocacy that students learn and develop over time. As students experience the hidden curriculum\, they learn from faculty\, student advisors\, and student affairs staff\, but most prominently\, students learn to navigate the hidden curriculum from their peers. This presentation explores opportunities to close the space between open education practitioners and others within the institution actively working to mitigate the effects of the hidden curriculum.\n\nAttendees of this session will be able to:Define the hidden curriculum.Contextualize open education as part of the hidden curriculum.Identify potential campus partners.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:5176a3f0db11e26cf368200938742cd8
URL:http://opened26.sched.com/event/5176a3f0db11e26cf368200938742cd8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T193000Z
DTEND:20261027T195500Z
SUMMARY:The Space Between Access and Affordability: A Landscape Study at a Regional University
DESCRIPTION:Before an institution can act on textbook affordability\, it needs local evidence that names the problem in its own students' voices. This session shares the design and early findings of a sequential explanatory mixed-methods landscape study that quantifies how course material costs shape the academic decisions of first-generation\, Pell-eligible\, and racially minoritized undergraduates at a regional public university. Phase 1 adapts a validated campus-wide survey instrument to measure cost-avoidance behaviors\, financial stress\, and impacts on course registration\, persistence\, and grades. Phase 2 uses focus groups to surface the lived experience behind the numbers. Attendees will leave with a replicable study blueprint\, a vetted survey instrument\, and concrete strategies for translating local data into institutional momentum for OER adoption and equity-focused open education policy.\n\nAttendees of this session will be able to:Articulate why localized\, disaggregated data on textbook affordability are essential for advancing institutional OER and open education initiatives.Describe a replicable sequential explanatory mixed-methods design for studying course material costs at their own institution.Identify key survey constructs — cost-avoidance behaviors\, financial stress\, and impacts on academic progression — and locate a validated instrument they can adapt.Apply strategies for recruiting and centering first-generation and low-income student voices in qualitative follow-up research.Translate institutional landscape findings into actionable recommendations for faculty\, administrators\, and policy advocates.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V6\, Online around the world
SEQUENCE:0
UID:445628826b3b1d5e85fd2f8a0ff9abae
URL:http://opened26.sched.com/event/445628826b3b1d5e85fd2f8a0ff9abae
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T200000Z
DTEND:20261027T205500Z
SUMMARY:Regional Breakout (Americas)
DESCRIPTION:
CATEGORIES:BREAKOUTS & SOCIAL
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:6bbe5f6cec0c67782e8575784b58e5ee
URL:http://opened26.sched.com/event/6bbe5f6cec0c67782e8575784b58e5ee
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T204000Z
DTEND:20261027T210000Z
SUMMARY:Break (20 min)
DESCRIPTION:
CATEGORIES:BREAK
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:dbe756d85a5a8bdd4886fc96fe07dbc6
URL:http://opened26.sched.com/event/dbe756d85a5a8bdd4886fc96fe07dbc6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T210000Z
DTEND:20261027T212500Z
SUMMARY:From Values to Practice: Folio Thinking for Open Education
DESCRIPTION:Educators new to open education are often already stretched. Approaching them with new practices to adopt risks positioning open education as one more demand rather than a useful strategy. \n\nThis session introduces a different approach to open education professional development: folio thinking\, a reflective practice framework that centres personal meaning-making. Rather than beginning with skills\, the Open Education Workbook (KPU) invites educators to connect open education principles to their own values and teaching context throughout. The result: open education becomes a practical strategy for acting on values educators already hold\, rather than a new set of demands. \n\nThe workbook is available on PebblePad (with optional ATLAS facilitator support) and as an openly licensed Pressbooks resource for adaptation.\n\nAttendees of this session will be able to:Describe how a values-first\, folio thinking approach to open education development works — and how anchoring learning in the principles of accessible\, effective\, and equitable teaching can lower barriers for educators new to open education.Determine whether and how a values-first approach to open education development might apply in their own institutional context.Focus on topics that align with their own open education journey\, applying open educational concepts directly to their teaching context.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:9748e1b0c43ff9954b101b44c8d4a859
URL:http://opened26.sched.com/event/9748e1b0c43ff9954b101b44c8d4a859
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T210000Z
DTEND:20261027T212500Z
SUMMARY:Open as a Strategic Imperative for Sustaining Public Systems
DESCRIPTION:When public institutions work together and pool resources to address common curriculum and educational technology needs\, there are many benefits. These collaborative projects can leverage collective expertise\, generate efficiencies\, and distribute workload and costs. This session looks at the findings from a two-year initiative in British Columbia\, Canada\, that investigated models and mechanisms for enabling this kind of institutional collaboration. We will explore key things that foster and sustain collaborative ventures as well as the structural barriers\, and make a case for investing in open approaches on a system level\, including open communities\, technologies\, content\, and infrastructure.\n\nAttendees of this session will be able to:Describe the benefits of institutions working together on shared curriculum and technology projects.Define sustainment and describe considerations that play into sustaining collaborative projects\, including open projects.Explain the benefits of open from a system point of view.Draw upon the lessons learned by existing collaborative initiatives.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:178ffcb746f0dfd0733f50f595065bbe
URL:http://opened26.sched.com/event/178ffcb746f0dfd0733f50f595065bbe
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T210000Z
DTEND:20261027T212500Z
SUMMARY:Opening the Book: Student Perceptions of OER Adoption in Undergraduate Science
DESCRIPTION:Open educational resources (OERs) are frequently promoted as mechanisms for improving access and equity in higher education\, yet comparatively less attention has been paid to how students perceive and engage with OERs when adopted in place of commercial textbooks. This session presents a student‑led research study investigating student perceptions of textbooks and OERs within a large\, multi‑degree science unit.\n\nSituated in the space between research and curriculum practice\, the study adopts a staged approach to OER adoption in which selected unit themes integrate curated OERs while others retain a traditional prescribed textbook\, enabling investigation into student perceptions across different resource contexts.\n\nThe session will report findings from survey data and student focus groups\, demonstrating how student perceptions of access\, engagement\, and resource preference can meaningfully inform evidence‑informed OER adoption strategies across disciplines.\n\nAttendees of this session will be able to:Describe how student-led research can meaningfully inform decisions about OER adoption in undergraduate courses.Identify key factors shaping student perceptions of textbooks and OERs\, including access\, engagement\, and resource preferences.Explain the value of a staged approach to OER adoption for gathering evidence while maintaining curriculum continuity.Apply insights from this research design to centre student voice in evidence-informed OER initiatives across disciplines.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:0b3271e2549b139c2b5f146a63cc24d9
URL:http://opened26.sched.com/event/0b3271e2549b139c2b5f146a63cc24d9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T210000Z
DTEND:20261027T212500Z
SUMMARY:Reading Shakespeare Between the Lines: OER\, Bardbot\, and Critical AI Literacy
DESCRIPTION:How can a Shakespeare course teach students to think critically about AI while also building AI literacy skills? This session shares Bardbot: Reading Shakespeare in the Age of AI\, an openly licensed literature course built on a CC BY-NC Pressbooks textbook and open education resources. Shakespeare is not an arbitrary choice: his works are among the most overrepresented texts in any LLM training corpus—public domain\, fully digitized\, and surrounded by centuries of secondary criticism. That saturation makes AI outputs about Shakespeare a perfect test case for AI literacy training\, offering students a familiar target for interrogating the false confidence of a model trained on SparkNotes. Attendees will leave with practical strategies for embedding AI literacy in open humanities courses without abandoning academic rigor. We will also explore strategies to support AI literacy without requiring AI tool use.\n\nAttendees of this session will be able to:Apply at least two strategies for embedding AI literacy into existing open education courses without displacing core disciplinary learning goals.Distinguish between unreflective AI use and the "hybrid writing" model\, and explain how transparent\, bounded use can model ethical practice for students.Analyze why texts overrepresented in LLM training data (such as Shakespeare) create productive conditions for teaching critical evaluation of AI-generated analysis.Locate and adapt openly licensed course materials\, including the Critical Worlds Pressbooks textbook\, for use in a specific institutional context.Evaluate course design approaches that build AI literacy for students who choose not to use generative tools.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:79d2ee5d40e17b5c43591e1a82b03d35
URL:http://opened26.sched.com/event/79d2ee5d40e17b5c43591e1a82b03d35
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T210000Z
DTEND:20261027T212500Z
SUMMARY:Strategic Stakeholder Partnerships to Guide OER Development and Adoption
DESCRIPTION:This session examines how intentional\, multi-sector stakeholder partnerships drive the design\, implementation\, and scaling of open educational resources. Drawing on a multi-institutional engineering initiative\, participants will explore strategies for engaging faculty\, industry partners\, and students throughout the project lifecycle.\n\nThe session will highlight structured approaches to stakeholder involvement\, including advisory boards\, workshops\, peer review processes\, and continuous feedback loops that inform content development. Emphasis is placed on how stakeholder input enhances relevance\, accessibility\, and adoption of OER materials.\n\nAttendees will gain tools for integrating stakeholder engagement into project planning\, sustaining collaboration across institutions\, and leveraging partnerships to support dissemination and long-term impact. Common challenges such as coordination\, incentives\, and maintaining engagement will be addressed with actionable\, experience-based solutions.\n\nAttendees of this session will be able to:Identify key stakeholder groups essential to the development and adoption of open educational resources across academic and industry contexts.Analyze effective strategies for engaging stakeholders throughout the OER project lifecycle\, including planning\, development\, evaluation\, and dissemination.Evaluate different models of stakeholder collaboration (e.g.\, advisory boards\, workshops\, peer review) for their impact on OER quality and adoption.Apply practical frameworks to integrate stakeholder feedback into OER design and continuous improvement processes.Develop an actionable plan for building and sustaining strategic stakeholder partnerships to support scalable and equitable OER implementation.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:75c17a66ba9b10ee07a577eee4fd0f69
URL:http://opened26.sched.com/event/75c17a66ba9b10ee07a577eee4fd0f69
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T213000Z
DTEND:20261027T215500Z
SUMMARY:Beyond Borders: Australian OER Research Contributing to the Open Movement in New and Innovative Ways
DESCRIPTION:Most research into the impact of Open Educational Resources (OER) comes from quantitative studies conducted in North America\, leaving stories of OER impact from other geographic contexts underexplored. This session contributes to the Beyond Borders conversation by sharing research from Deakin University in Melbourne\, Australia. The study responds to calls for Australian OER research to contribute to the open movement in new and innovative ways. The project investigates OER impact in the Australian higher education context using podcasting as a qualitative research methodology. Podcasting is an emerging approach to qualitative research that can complement the quantitative evidence base by generating rich narrative data that amplifies participants' own stories. Preliminary findings and emerging themes from fieldwork with Deakin OER authors will be shared\, alongside reflection on what this research contributes to the global conversation about OER impact.\n\nAttendees of this session will be able to:Identify gaps in the geographic and methodological scope of OER impact research.Recognise the rationale for using podcasting as a qualitative research methodology.Recall preliminary findings from an Australian study into OER impact.Reflect on the contribution of Australian OER research to the global conversation about OER impact.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:ed68709a29f9c836fa1f62f83b71b127
URL:http://opened26.sched.com/event/ed68709a29f9c836fa1f62f83b71b127
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T213000Z
DTEND:20261027T215500Z
SUMMARY:Connecting OER Publishing Spaces: Aligning Collective\, Local\, and Institutional Priorities
DESCRIPTION:As post-secondary institutions increasingly emphasize impact and open scholarship/science initiatives\, OER publishing programs can consider strategic alignment across collective\, local\, and institutional spaces. This presentation examines the evolution of an OER publishing program’s support resources developed to support a grassroots consortium of representatives with their own local institutional programs\, while also coordinating shared provincial practices and workflows. With organizational changes and new opportunities for creators\, we explore how OER workflows and resources have aligned with research and institutional priorities through an Open Education Alberta Institutional Representative Toolkit for launching or reframing OER publishing aligned with centralized workflows while enabling flexible local implementation. It offers practical insights for OER publishing services navigating evolving priorities\, and connections to research and education for OER creators.\n\nAttendees of this session will be able to:Consider\, adopt\, or adapt components of the Open Education Alberta Institutional Representative Toolkit to support or evolve their own local OER publishing services.Understand the service model and shared workflows of Open Education Alberta’s Pressbooks-hosted OER publishing program\, including how centralized infrastructure supports locally implemented services.Reflect on navigating these interconnected spaces between and within education\, research\, and institutional priorities for OER publishing as service support staff and as creators.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:aef9382bd0a50fc3a8f4a63a86c46006
URL:http://opened26.sched.com/event/aef9382bd0a50fc3a8f4a63a86c46006
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T213000Z
DTEND:20261027T215500Z
SUMMARY:Opterna AI Study Companion: Open Principles When Working With GenAI
DESCRIPTION:This session will provide an overview of the BCcampus Open GenAI project. This 3-year project is funded by the William and Flora Hewlett Foundation. The goal of this project is to create an open GenAI study companion prototype (Opterna) and to build the capacity of post-secondary educators in B.C. with respect to open. \n\nThe creation of Opterna was guided by the design principles of collaboration\, open pedagogy\, inclusivity and equity\, learner empowerment\, and ethical criticality. It was informed by several open frameworks including the traditional 5R permissions of OER (Wiley\, (2014)\, Sinkinson’s (2018) \, Jhangiani’s (2019)\, Clarke-Gray’s (2025)\, and Hegarty’s (2015)) . Opterna utilizes Amazon Web Services (AWS) and uses the B.C. Open Collection corpus. It was designed for use by instructors and students in support of student learning. \n\nThis presentation will speak to the design considerations and introduce the draft framework for ethical AI\, and an overview of Opterna.\n\nAttendees of this session will be able to:Describe the goals for the BCcampus Open GenAI project.Examine the functional Opterna prototype.Identify opportunities and challenges of working with open GenAI in teaching and learning.Describe ethical considerations for using open GenAI tools.Explore how to use open GenAI with open educational resources.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:ea8daafba225d084bb368e5b0f9ce7b9
URL:http://opened26.sched.com/event/ea8daafba225d084bb368e5b0f9ce7b9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T213000Z
DTEND:20261027T215500Z
SUMMARY:The Overlooked Third Space: Where Student-Faculty Partners Plan\, Promote\, and Implement OER Work
DESCRIPTION:The open education literature details how OERs positively impact college student success. This literature also documents the value of student voice and participation in open pedagogy projects. However\, less attention is paid to how students can benefit as ‘Third Space’ professionals outside of their disciplinary silo as they learn about OERs\, collaborate on open projects\, and develop career skills (Whitchurch\, 2012). This case study will demonstrate how a Students as Partners (SaP) framework can be used to craft sustainable learning environments that can prepare students for complex workplace demands. Meaningful faculty-student partnerships can help student workers develop confidence and transferable skills. Session attendees will take away lessons learned from both the faculty and student perspectives about partnering in open education work in the library. Recommendations on how to design and plan a more holistic OER and open education working environment will also be provided.\n\nAttendees of this session will be able to:Explore the concepts of Students as Partners (SaP) and Third Space collaboration to enhance working with with students on open education projects.Consider how a Students as Partners (SaP) approach to student collaboration in OER work can be used by students and faculty in ways that promote informal engaged learning and development of transferable skills beyond the open education experience.Examine new strategies to help student workers learn about open education and OERs by ‘doing’ OER design and development\, becoming a co-author\, and mentoring other student workers.Envision how a Students as Partners model could be used in their OER work context to create a more sustainable and collaborative third space.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:e8c36178b1081dedb17435f7f745fe7d
URL:http://opened26.sched.com/event/e8c36178b1081dedb17435f7f745fe7d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T213000Z
DTEND:20261027T215500Z
SUMMARY:With Us: Designing OER With and for Postsecondary Adults With Intellectual Disabilities
DESCRIPTION:As OER and Universal Design for Learning grow\, many adults with intellectual and developmental disabilities (IDD) continue to be excluded from Open Education conversations. As inclusion opportunities grow in post-secondary education\, this exclusion represents a missed opportunity to align open education values with real learner lived experiences. \n\nThis session explores how to meaningfully include adults with IDD in the creation\, use\, and evaluation of OER. Participants will learn practical strategies for designing OER that support cognitive accessibility\, plain language\, and real-world relevance\, while centering lived experience and ethical co-creation. Drawing from UDL practices\, attendees will leave with concrete ideas for expanding OER to better serve adult learners with IDD.\n\nAttendees of this session will be able to:Describe key gaps in accessibility practices and the learning needs of post-secondary adults with IDD.Identify concrete design principles that support cognitive accessibility and usability in OER for adult learners.Apply inclusive OER strategies that could apply to workforce or higher ed programs.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:a36eaf94c75068577a0abaab4741f316
URL:http://opened26.sched.com/event/a36eaf94c75068577a0abaab4741f316
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T220000Z
DTEND:20261027T223000Z
SUMMARY:Daily Debrief
DESCRIPTION:
CATEGORIES:BREAKOUTS & SOCIAL
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:d8751ba590756b3722d37e5d2e09781c
URL:http://opened26.sched.com/event/d8751ba590756b3722d37e5d2e09781c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261027T223000Z
DTEND:20261027T230000Z
SUMMARY:Reception
DESCRIPTION:
CATEGORIES:BREAKOUTS & SOCIAL
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:6a59863ce3f3ebc297ea18fbeff568c8
URL:http://opened26.sched.com/event/6a59863ce3f3ebc297ea18fbeff568c8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T000000Z
DTEND:20261028T010000Z
SUMMARY:Regional Breakout (Asia and Australasia)
DESCRIPTION:
CATEGORIES:BREAKOUTS & SOCIAL
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:45c72c6f44dad9a0945659c19bf8409d
URL:http://opened26.sched.com/event/45c72c6f44dad9a0945659c19bf8409d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T121500Z
DTEND:20261028T125500Z
SUMMARY:Regional Breakout (Africa and Europe)
DESCRIPTION:
CATEGORIES:BREAKOUTS & SOCIAL
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:007d66d193f742a6a7a866aa234f0d65
URL:http://opened26.sched.com/event/007d66d193f742a6a7a866aa234f0d65
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T133000Z
DTEND:20261028T135500Z
SUMMARY:An Open Educational Ecosystem for Global Research Capacity Building: IFMSA’s Peer-Assisted Learning
DESCRIPTION:Access to research education remains uneven for medical students worldwide\, limiting opportunities to develop essential skills and engage in research. \n\nThe International Federation of Medical Students’ Associations (IFMSA) addresses this gap through three Peer-Assisted Learning (PAL) research education workshops\, guided by the Basic Research Competencies Framework (BRCF). This five-pillar structure shapes all educational content and is supported by a broader open educational ecosystem. This ecosystem includes openly licensed materials\, manuals and agendas\, compiled in centralized resource repositories\, enabling National Member Organizations (NMOs) to replicate these workshops and activities independently.\n\nIn this session\, attendees will explore how to assess\, implement\, and adapt open-access educational materials and frameworks in their institutions or networks\, enabling them to expand access to research education\, strengthen skill development\, and drive collaborative learning worldwide\n\nAttendees of this session will be able to:By the end of this session\, at least 80% of participants will apply the session’s methodologies to:.Explain the global inequities in access to research education and identify the core competencies needed to address them.Describe how PAL\, open-access resources\, and open licensing collectively create a sustainable\, equitable research education ecosystem.Understand IFMSA’s specific efforts to strengthen research capacity building\, advocacy\, and research exchanges through its open educational practices\, the BRCF\, organizational structures\, and tools such as strategic plans and baseline assessments.Assess strategies for implementing open-access educational frameworks within their own contexts\, such as reusing openly licensed training materials\, establishing shared resource repositories\, or developing peer-led training models.Design research training initiatives that integrate open practices\, ensuring scalability\, inclusivity\, and sustainability.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:ace94c196af3f0e534f7461b1677f065
URL:http://opened26.sched.com/event/ace94c196af3f0e534f7461b1677f065
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T133000Z
DTEND:20261028T135500Z
SUMMARY:Between Hype and Practice: Faculty Perceptions of AI in OER Creation
DESCRIPTION:Generative AI promises to transform OER by easing creation\, adaptation\, and discovery\, potentially overcoming traditional barriers like time. Yet faculty navigate a complex "space between" institutional enthusiasm and classroom realities. This mixed-methods study\, part of the OER Research Fellow Program with Hewlett Foundation support\, surveys faculty on using tools like ChatGPT for course materials and OER. Grounded in UTAUT2 (explaining technology adoption via usefulness\, ease\, social influence)\, it examines what drives or hinders adoption. Quantitative analysis reveals patterns in performance expectancy\, trust\, effort\, and ethical concerns. Focus groups unpack nuances: How do faculty verify AI outputs? When is AI-assisted OER "good enough" for the classroom? Join as we explore these intersections. Attendees will see survey results\, hear anonymized faculty voices\, and discuss implications for OER programs and policy. Perfect for OER practitioners seeking evidence-based insights.\n\nAttendees of this session will be able to:Identify key factors (from UTAUT2) shaping faculty perceptions of using generative AI to create and adapt course materials.Discuss ethical concerns faculty express about AI-generated or AI-assisted course materials\, such as authorship\, accuracy\, and transparency.Describe implications of faculty perceptions for teaching centers\, instructional design\, and institutional AI policy.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:d1a8a3af2d1c73b5dd3dd6aaaa1740ec
URL:http://opened26.sched.com/event/d1a8a3af2d1c73b5dd3dd6aaaa1740ec
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T133000Z
DTEND:20261028T135500Z
SUMMARY:Breaking the Gilded Cage: Bridging the Space Between Educational Legality and Open Accessibility
DESCRIPTION:Global contexts often present a rigid gap between the right to education and restrictive enrollment regulations. Drawing on two decades of higher education administration expertise\, this session explores how systemic quotas stifle learning\, offering a global perspective on a shared institutional challenge.\n\nDesigned for higher education administrators\, policy developers\, and open education coordinators\, this session proposes a transferable 4-stage roadmap. We examine scalable solutions\, including community-based learning for capacity constraints\, reimagining secondary benchmarks\, and institutional qualifying tracks. Attendees will gain systemic insights into shifting from capacity-based admission to an open\, digital-first ecosystem. We conclude with lessons on how professional licensing maintains quality while enabling radical accessibility\, helping participants navigate structural bottlenecks within their own institutions.\n\nAttendees of this session will be able to:Identify the legislative and administrative bottlenecks that hinder educational equity and enrollment in traditional systems.Explain how "Community Schools" and decentralized models can effectively address resource scarcity and school overcrowding.Analyze a multi-stage roadmap for transitioning from "capacity-based" admission to a "competency-based" educational ecosystem.Evaluate the role of Open Education and digital production in bypassing physical infrastructure constraints for higher education.Propose a framework for decoupling academic degrees from professional licensing to ensure both quality and radical inclusivity.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:06e6e9503200033fff9b0327ebac5add
URL:http://opened26.sched.com/event/06e6e9503200033fff9b0327ebac5add
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T133000Z
DTEND:20261028T135500Z
SUMMARY:Collaboratively Developing Open Resources Across Cultural Boundaries
DESCRIPTION:This session will describe the development of an OER by collaborators in India and Canada. The original idea for this project arose out of a thought that\, like common journalists\, teachers and students are not capable of reporting\, writing and analyzing the news information they want to share with the academic community.\n\nThe team engaged in a joint collaboration on an Open Education for a Better World (OE4BW) project in 2021-22. The OE4BW project involved the creation and delivery of a MOOC in Educational Journalism. This then led to a collaboration by the three participants in the development of an open resource through the Pressbooks platform. \n\nOne of the goals of the project was to create a more accessible and interactive resource for educationists/academicians in educational journalism.\n\nAn additional goal of this presentation is to describe the best practices for selection of cross-cultural teams\, digital tools\, interactive multimedia and strategies for maintaining openness.\n\nAttendees of this session will be able to:Describe the challenges involved in cross-cultural open education collaborations.Identify strategies for addressing challenges to maintaining downstream openness.Explore processes for identifying appropriate digital tools for open content development.Identify the skills needed to pursue cross-cultural open content creation projects.Gain insights into how to create effective cross-cultural teams for open educational projects.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:2841c8676a3b22ad91d8a5415e1adaaf
URL:http://opened26.sched.com/event/2841c8676a3b22ad91d8a5415e1adaaf
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T133000Z
DTEND:20261028T135500Z
SUMMARY:The Space Between Closed Textbooks and Open Futures: Global Virtual Classrooms Bridge Cultures
DESCRIPTION:Pakistan’s state-mandated curricula often create “us/them” narratives that hinder intercultural understanding\, moral development\, and inclusive national identity. Openness is fundamentally relational – these gaps can be bridged when knowledge flows freely across borders. At Forman Christian College (Pakistan)\, I designed and co-taught open-collaborative courses with faculty at International Christian University\, Tokyo\, through the Global Liberal Arts Alliance’s Global Course Connection programme. My 2025 research on “Small shifts\, big impacts: Cultivating intercultural skills through online global classrooms” shows how virtual exchanges and open pedagogy deliver measurable gains in global citizenship. This session also draws on forthcoming work on minority (Christian) teachers’ lived experiences and education’s role in shaping Pakistan’s inclusive identity. Attendees will leave with adaptable tools to close policy-practice gaps and advance relational openness worldwide.\n\nAttendees of this session will be able to:Identify “spaces between” closed national curricula and open education possibilities in diverse contexts.Apply Global South examples of virtual global classrooms and open pedagogy to design inclusive\, cross-border learning experiences.Evaluate OER strategies that support intercultural competence\, peace education\, and minority voices in resource-constrained settings.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:3ddca03e41617562d89ee198df290bfd
URL:http://opened26.sched.com/event/3ddca03e41617562d89ee198df290bfd
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T140000Z
DTEND:20261028T142500Z
SUMMARY:A Multilingual Wikipedia Editathon for Knowledge Equity
DESCRIPTION:This session presents a scalable\, classroom-based Wikipedia Editathon model implemented at JSS Medical College to advance open educational resources (OER)\, multilingual knowledge production\, and digital equity. Students contributed to underrepresented topics in communication sciences and disorders by creating and translating content into regional languages (e.g.\, Kannada)\, aligning with principles of participatory knowledge and inclusive access. The session highlights instructional design\, training workflows\, and assessment strategies (pre–post–delayed measures) used to evaluate student learning\, engagement\, and sustainability. Attendees will gain practical guidance on integrating Wikipedia-based assignments into curricula to promote open pedagogy\, culturally responsive teaching\, and global knowledge sharing.\n\nAttendees of this session will be able to:Design a classroom-based Wikipedia Editathon aligned with OER and open pedagogy principles.Implement multilingual content creation strategies to support knowledge equity.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:e08d7ba45e9037fe76594e14215081d1
URL:http://opened26.sched.com/event/e08d7ba45e9037fe76594e14215081d1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T140000Z
DTEND:20261028T142500Z
SUMMARY:Between Us: Connection\, Not Expertise\, Sustains Open Learning
DESCRIPTION:Open education expands access\, but access alone does not sustain learning. When learners or instructors feel uncertain\, disconnected\, or unsupported\, expertise is not enough to keep them engaged. Drawing on research in volunteer retention and learner-centered pedagogy\, this session explores how connection\, belonging\, and psychological safety shape participation in open learning environments. Using The Carpentries as a case study\, we highlight how community-driven teaching practices shift the focus from performance to participation by normalizing mistakes\, encouraging collaboration\, and centering the learner experience. Participants will reflect on moments when connection influenced their own learning and identify practical strategies to foster belonging in their contexts. This session reframes open education as not just what we share\, but how we support one another in the space between us.\n\nAttendees of this session will be able to:Analyze a learning environment to identify where connection and belonging are lacking.Distinguish between teaching approaches that emphasize performance versus participation.Design a small\, actionable intervention to improve learner engagement or instructor support.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:efca16545217eba35df2334aeb8ac86b
URL:http://opened26.sched.com/event/efca16545217eba35df2334aeb8ac86b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T140000Z
DTEND:20261028T142500Z
SUMMARY:Beyond Cost Savings: Making Multi-Dimensional ROI Visible in OER Grantmaking
DESCRIPTION:OER funding decisions at the university level are often driven by a narrow ‘return on investment’: how many dollars saved\, how many students reached. But meaningful open education work—especially projects with ripple effects beyond our campuses—generates value that is qualitative\, communal\, and long-term. This session explores the “space between” quantitative and qualitative ROI in OER grant project evaluation\, sharing a tool and strategies for making multi-dimensional impact visible and actionable for grant makers and practitioners alike.\n\nAttendees of this session will be able to:Generate and prioritize examples of non-monetary ROI geared to their respective institutions.Construct a customized copy of the shared rubric for non-monetary ROI.Incorporate elements of non-monetary ROI in their grantmaking work to illuminate the broader and deeper impact of funded OER projects.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:6c0d3cedfd91d6c1a0b4d4a6971327ef
URL:http://opened26.sched.com/event/6c0d3cedfd91d6c1a0b4d4a6971327ef
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T140000Z
DTEND:20261028T142500Z
SUMMARY:From OER Adoption to Course Redesign: Building Structure That Scales
DESCRIPTION:Many institutions have made progress in adopting Open Educational Resources (OER)\, yet a gap remains between individual adoption and consistent\, course-level redesign. This session shares how one technical college with a strong transfer focus shifted from a largely self-directed OER adoption model to a more structured approach to course redesign.\n\nThe presentation focuses on three key changes: builder-faculty partnerships\, a structured OER course space that guides faculty through selection\, alignment\, and course design\, and milestone-based checkpoints that support accountability and progress. Together\, these changes improved course consistency\, alignment\, and clarity.\n\nThe session will also introduce early indicators of student experience\, such as navigation\, engagement\, and course success patterns\, as part of an ongoing effort to understand impact. Attendees will leave with a clear\, adaptable framework for moving from isolated OER adoption to scalable\, sustainable course redesign.\n\nAttendees of this session will be able to:Assess how structured faculty support models influence alignment\, accessibility\, and course coherence.Describe a milestone-based approach to increase accountability without diminishing faculty autonomy.Identify practical indicators of course design effectiveness and student experience.Adapt a scalable framework for transitioning from individual OER use to coordinated course redesign.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:12d24212a81e91e2e32314eb7cbf1093
URL:http://opened26.sched.com/event/12d24212a81e91e2e32314eb7cbf1093
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T140000Z
DTEND:20261028T142500Z
SUMMARY:Warmth\, Competence\, and the Politics of Openness: How OER Advocates Gain Influence
DESCRIPTION:Considerable research in social science disciplines explores how an individual’s perceived warmth and competence greatly influence the amount of power and influence they can exert in the workplace (Fiske’s SCM model\, for example). OER advocates tend to be women\, librarians\, and/or student-services staff\, and people in these roles are often systematically perceived as high warmth but low assertiveness. This unfair perception can limit OER advocates’ power and prevent them from achieving their goals on campus. \n\nHowever\, there is increasing evidence that even small actions can signal competence (without compromising warmth) in a way that shifts status and increases influence. These strategies signal to others that you know what you’re talking about and can be trusted to make initiatives successful. While the strategies are especially useful for women\, OER advocates of all identities can benefit from learning these politically savvy strategies for gaining status.\n\nAttendees of this session will be able to:Analyze how biased perceptions of warmth and competence limit the influence of OER advocates on campus.Develop a portfolio of small\, actionable strategies to strategically signal competence and increase professional status.Apply politically savvy strategies to specific campus scenarios to increase status and achieve OER initiatives.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:d2ffeb1f5b4b2592ec6f24bb70a5e2d1
URL:http://opened26.sched.com/event/d2ffeb1f5b4b2592ec6f24bb70a5e2d1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T143000Z
DTEND:20261028T145500Z
SUMMARY:From Frustration to Adoption: A Narrative Pathway to Adoption of an OER Course in Decision Analytics
DESCRIPTION:This session shares the story of how an introductory decision analytics course moved from a misaligned commercial textbook to the adoption of open educational resources. The effort began with the recognition that available materials were poorly suited to the needs of business students. In response\, a customized course was developed using curated OER content\, primarily from OpenStax\, and refined through multiple pilot iterations. Over three years\, the initiative evolved through ongoing conversations between lead instructors and departmental leadership\, with a focus on aligning content and delivery with faculty priorities such as student success and efficient grading. In addition\, leadership concerns about quality and sustainability were addressed and resolved. The course now serves over 2\,000 students annually. This presentation highlights practical strategies for navigating resistance and identifying stakeholder motivations to support successful OER adoption.\n\nAttendees of this session will be able to:Identify strategies for aligning OER initiatives with both faculty needs and institutional priorities.Recognize common sources of resistance to OER adoption and how they can be addressed effectively.Evaluate the role of stakeholder motivations in gaining departmental and administrative support.Assess how pilot implementations can be used to demonstrate instructional quality and financial impact.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:d511af0923542bdbe6edd4ba5d70abfb
URL:http://opened26.sched.com/event/d511af0923542bdbe6edd4ba5d70abfb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T143000Z
DTEND:20261028T145500Z
SUMMARY:Ooh Blogging Is a Place on Earth
DESCRIPTION:For many in educational technology\, blogging has been framed as open digital writing within networked systems. Yet it has become entangled with platform logics—metrics\, visibility\, and virality—that distance it from lived experience and local community. This session reframes blogging as an open\, situated\, place-based practice.\n\nDrawing on bava.studio—a physical storefront in Trento\, Italy—this talk explores what happens when a blog is grounded in a material location. Posts become installations\, archives become objects\, and digital reflections move into public space. The blog shifts from a content stream to a site of encounter\, curiosity\, and conversation.\n\nThrough this experiment\, I ask: What might edtech look like if accountable to place? How might blogging\, freed from platform imperatives\, support local culture\, reflection\, and meaningful community connection?\n\nAttendees of this session will be able to:What if blogging were understood not merely as an online publishing tool\, but as a place on Earth?In educational technology\, blogging is often framed as digital writing within networked systems. Yet it has become entangled with platform logics—metrics\, visibility\, and virality—that distance it from lived experience and local community. This session reframes blogging as a situated\, embodied\, place-based practice grounded in openness as an approach: participation\, sharing\, and permeability between people and environments.Drawing on bava.studio—a physical storefront in Trento\, Italy—this talk explores what happens when a blog is grounded in a material location. Posts become installations\, archives become objects\, and the blog becomes a site of encounter rather than a stream of content.This provocation asks: What might edtech look like if accountable to place? How might open\, place-based blogging foster meaningful connection\, reflection\, and community in the real world?
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:56c7d4aa7bc2e6c51ef41bec737e377e
URL:http://opened26.sched.com/event/56c7d4aa7bc2e6c51ef41bec737e377e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T143000Z
DTEND:20261028T145500Z
SUMMARY:Open Publishing in the Curriculum: Experiential Education Supporting Sustainable OER
DESCRIPTION:Many English majors at the University of New Haven aspire to careers in the publishing industry. This presentation will describe how we are building competencies for a range of careers in publishing with our university’s first open publishing press\, OpenKeep. Emerging from the open pedagogy movement and built in partnership with our library\, OpenKeep’s mission is to transform the ecosystem of educational publishing by helping faculty produce OER that invite students into the creation of new knowledge. We do this sustainably through a practicum that runs every semester\, empowering students to edit learning resources authored by faculty. Our student team has expanded beyond English majors to include film and graphic design students\, who produce videos and design book covers. Our authors are experts in their fields who are ready to tackle pressing issues with students in and out of the traditional classroom. We feature perspectives from the editorial team and our editorial advisory board.\n\nAttendees of this session will be able to:Understand the challenges facing faculty who want to author OER.Envision an open publishing initiative that doubles as an experiential learning opportunity for students.Recognize the expertise of student editors.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:de1ba840215eabe8746927383dd9c820
URL:http://opened26.sched.com/event/de1ba840215eabe8746927383dd9c820
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T143000Z
DTEND:20261028T145500Z
SUMMARY:Student Academic Outcomes Associated With No-Cost Course Materials Across MA Public Higher Education
DESCRIPTION:Beginning in the 2022 academic year\, the Massachusetts Open and Low-Cost Educational Resource Advisory Committee implemented a statewide process to collect and standardize data on no- and low-cost course materials. Data were gathered across 28 undergraduate-serving public institutions of higher education\, coordinating with institutional research offices at each campus. Productive (ABC) and non-productive (DFW) grades were tracked for each student in every course\, comparing outcomes among courses with traditional (>$50)\, low-cost (
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:37a69ce4b9ca916425c76609f74ea506
URL:http://opened26.sched.com/event/37a69ce4b9ca916425c76609f74ea506
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T143000Z
DTEND:20261028T145500Z
SUMMARY:You Need a Map! Fostering Open Educational Practices and Social Justice Through Mapping
DESCRIPTION:Maps and spatial data are a powerful way to communicate\, connect\, and visualize data across languages and disciplines. With the advent of the internet\, digital maps and apps\, the use of maps has become part of our daily lives and presents exciting opportunities to integrate open pedagogical practices in the classroom and beyond.\n\nThis presentation showcases activities centered on students’ collaborative mapping that foster connectedness within and beyond the classroom\, how Open Street Map can be used as a critical lens to visualize openness and mapping for the public good\, and the use of mapping on a community-based curriculum on environmental justice and community organizing. The case studies are drawn from the literature and the collaborative work of the presenter on her courses and with community organizations in the Bronx\, NY.\n\nAttendees of this session will be able to:Explain how mapping can be used in open pedagogical practices.Describe examples of collaborative mapping platforms.Explain how Open Street Map can be used in the classroom and for humanitarian purposes as a non-disposable assignment.Incorporate collaborative mapping activities on their own teaching or community work.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:ef2f7281f55c78093b39e11740e06720
URL:http://opened26.sched.com/event/ef2f7281f55c78093b39e11740e06720
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T145500Z
DTEND:20261028T151500Z
SUMMARY:Break (20 min)
DESCRIPTION:
CATEGORIES:BREAK
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:10cd14d21c601411b58ec7d2039ee378
URL:http://opened26.sched.com/event/10cd14d21c601411b58ec7d2039ee378
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T151500Z
DTEND:20261028T155500Z
SUMMARY:Between Adoption and Transformation: How to Foster the Sustained Use of Open Materials Over Time
DESCRIPTION:The scholarship of open education often considers how and why educators adopt or create open educational resources\, as well as the immediate impact on student savings and learning outcomes. But less often examined is the space between single decisions about course materials and a sustained transformation in teaching practices. What factors encourage the persistent use of OER over time? Inspired by survey data from participants in a library-administered incentive program supporting the use of OER and affordable course materials\, this presentation examines how to bridge initial adoption and long-term pedagogical change. Librarian presenters will share data and practical recommendations alongside a faculty member describing her own use and creation of OER. Pairing program-level findings with faculty experience\, this session argues that strategic open education work must foster not only access and affordability\, but also conditions that help OER become part of ongoing teaching practices.\n\nAttendees of this session will be able to:Summarize the findings of a survey of faculty participants in a library-administered incentive program at a single institution.Reflect on how open education initiatives can be structured to sustain adoption over time.Evaluate their own institution’s strengths and weaknesses in supporting ongoing transformation as well as initial decisions to adopt\, adapt\, or create.Brainstorm strategies for supporting faculty in continuing to use OER materials after the initial adoption.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V6\, Online around the world
SEQUENCE:0
UID:e96804dbd2b3cc8910a9ba1d1ba3820e
URL:http://opened26.sched.com/event/e96804dbd2b3cc8910a9ba1d1ba3820e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T151500Z
DTEND:20261028T155500Z
SUMMARY:Beyond Fair Use: Section 121 for Title II Accessibility Compliance
DESCRIPTION:Are you using Section 121 of the Copyright Act (the Chafee Amendment) as a tool for meeting the Title II Digital Accessibility Mandate? Academic libraries typically rely on fair use analysis or pursue permissions from publishers when creating accessible formats of copyrighted materials. But these tactics can cause delays that leave students without the materials they need.\n\nWith Section 121\, libraries are given explicit statutory permission to create accessible formats for patrons with print disabilities--no fair use analysis is required\, and no publisher permission is needed. Unlike fair use\, market impact doesn't matter: libraries can create accessible versions even when publishers sell their own "accessible" products.\n\nThrough real scenarios--urgent textbook needs\, inadequate publisher "accessible" versions\, and institutional transition planning--attendees gain confidence using Section 121 to serve students legally and effectively while building sustainable\, proactive accessibility.\n\nAttendees of this session will be able to:Distinguish between fair use analysis and Section 121 authorization\, identifying when each applies to creating accessible formats and why Section 121 provides clearer legal protection for libraries.Explain how Section 121 authorizes libraries to create accessible formats without publisher permission for patrons with print disabilities\, supporting Title II Digital Accessibility Mandate compliance.Apply decision frameworks for library accessibility work: prioritizing born-accessible acquisitions\, evaluating vendor accessibility claims\, and using Section 121 when accessible versions are unavailable or inadequate.Develop library policies integrating Section 121 into reserves\, interlibrary loan\, and special collections while avoiding common mistakes that forfeit legal protection.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:b6dd3e1f35ac2f6f2f43afa442608cf6
URL:http://opened26.sched.com/event/b6dd3e1f35ac2f6f2f43afa442608cf6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T151500Z
DTEND:20261028T155500Z
SUMMARY:Connecting Open Educational Resources to K-12 in Dual Enrollment
DESCRIPTION:Dual enrollment is expanding rapidly\, but textbook costs remain a hidden barrier that limits who can participate and which courses are offered. In many states\, responsibility for these costs is unclear\, creating uneven access for students and programs.\n\nOpen Educational Resources (OER) offer a powerful opportunity to close this gap by eliminating textbook costs and enabling more flexible\, relevant learning experiences. Yet adoption in dual enrollment remains uneven\, shaped by policy\, partnerships\, and faculty support.\n\nThis session shares findings from multi-state research led by MHEC and SREB\, bringing together policy analysis and practitioner perspectives. Featuring both researchers and educators\, we will explore how OER can bridge the gap between access and opportunity in dual enrollment.\n\nParticipants will leave with practical strategies to support adoption\, strengthen cross-sector collaboration\, and expand access to college coursework for all learners.\n\nAttendees of this session will be able to:Understand how textbook costs impact access to dual enrollment and how OER can reduce these barriers.Analyze how policy and funding structures influence OER adoption in dual enrollment programs.Identify practical strategies to support faculty adoption of OER across K–12 and higher education partnerships.Explore approaches for aligning OER with dual enrollment curriculum\, quality expectations\, and student needs.Apply actionable ideas to expand equitable access to dual enrollment through OER in their own institutional or program context.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:71523c288dba2a051b4f3b4de3de1316
URL:http://opened26.sched.com/event/71523c288dba2a051b4f3b4de3de1316
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T151500Z
DTEND:20261028T155500Z
SUMMARY:Federating Openness: The Global Open Graduate Network Pilot Hub Initiative
DESCRIPTION:Since 2013\, the Global Open Graduate Network (GO-GN) has supported doctoral and postdoctoral research in open education and practices worldwide. In 2023\, we conducted a 10 year anniversary strategic review (Farrow et al.\, 2024) with our membership and the wider GO-GN and open education communities. This review captured the network’s achievements to date and future aspirations\, including exploration of a more federated approach for the network. \n\nThis presentation reports on the outcome of this work\, which focused on a pilot programme to establish and evaluate four regional hubs (Asia-Pacific\, Canada\, Ibero-America and Kenya). We will report on the development of these regional hubs across six continents\, relating insights from the evaluation and reflecting on how other open education networks might approach questions of scale\, diversity and sustainability.\n\nAttendees of this session will be able to:Critically evaluate the design and implementation of a federated network model (as exemplified by GO-GN pilot regional hubs) in relation to challenges of scale\, diversity\, and sustainability in open education.Analyse the role of regionalisation and distributed leadership in building research capacity\, particularly in relation to equity\, autonomy\, and responsiveness to Global South contexts.Apply insights from the GO-GN hub pilots and evaluation to inform the development or adaptation of networked initiatives in open education or related fields.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:07633d997ecc2c18763d66240318d3f5
URL:http://opened26.sched.com/event/07633d997ecc2c18763d66240318d3f5
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T151500Z
DTEND:20261028T155500Z
SUMMARY:OER-oboros: What We Can and Should Learn From Mutual Aid Before the Open Movement Eats Itself
DESCRIPTION:Part call to action\, part practical guide\, this session offers a new frame for considering open education work. Beginning with a brief overview of why values-based work matters\, this session will aim to problematize some of the common working assumptions of open education and then argue for a new approach. It will highlight several key parallels between the stated goals of open education work and several of the core principles of mutual aid\, including: solidarity\, non-hierarchy\, intersectionality\, and collective action. Finally\, it will invite the audience to imagine what other lessons can be gleaned from organizing and mutual aid practices that might better position open education work to continue its impact for the long haul.\n\nAttendees of this session will be able to:Describe the importance of values-based work.Identify the ways in which open education work can prop up existing systems of exploitation and oppression.Recognize the overlap between the basic tenets of mutual aid and open education work.Devise strategies for integrating mutual aid principles and organizing tactics into open education work.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:b117e5f802fa40e32d7f8183500b35de
URL:http://opened26.sched.com/event/b117e5f802fa40e32d7f8183500b35de
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T151500Z
DTEND:20261028T155500Z
SUMMARY:The Space Between OER & Gen AI: A Temporary Situationship or an Ongoing Relationship?
DESCRIPTION:The presenters will apply the stages of a situationship to analyze the evolving relationship between Gen AI and OER\, offering a critical lens on how the two intersect. The session will begin by considering the initial spark\, which is a period of experimentation in the Gen AI/OER situationship when educators use Gen AI to adapt and create OER and ancillary materials. The session will then explore the stage of growing comfort with integrating Gen AI and OER\, including using Gen AI to evaluate OER and support open licensing. The presenters will then examine how Gen AI can advance accessibility by considering a commitment to an inclusive future through AI’s potential to expand access for all learners. Next\, the session will consider the ethical gray areas in the Gen AI/OER situationship\, including bias and inaccuracies. Alternatives to applying Gen AI to open practice will be discussed\, encouraging attendees to use AI critically and to define their own relationships between Gen AI and OER.\n\nAttendees of this session will be able to:Explore how to apply generative AI tools to evaluate OER and open textbooks\, make licensing decisions\, and develop supplemental materials to enhance teaching and learning.Improve accessibility in OER by applying generative AI tools to generate alt text and simplify content.Critically assess the challenges of integrating generative AI with open educational practices.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:7ba372bc4ca3e2ac2975462528b785ec
URL:http://opened26.sched.com/event/7ba372bc4ca3e2ac2975462528b785ec
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T160000Z
DTEND:20261028T170000Z
SUMMARY:Day 2 Keynote: Bryan Alexander
DESCRIPTION:Dr. Bryan Alexander is an internationally known futurist\, researcher\, writer\, speaker\, consultant\, and teacher\, working in the field of higher education’s future. A few of Bryan’s award-winning titles include Academia Next: The Futures of Higher Education\, and Universities on Fire: Higher Education in the Age of Climate Crisis. His latest book: Peak Higher Ed: How to Survive the Emerging Academic Crisis\, forecasts what Higher Education might look like in the next decade if we continue down current paths.&nbsp\;\n\nExploring this year’s theme\, “The Space Between”\, Bryan’s keynote will address many of the major challenges facing academic institutions today and envision what the future might hold if we are able to work together to achieve our common goals.&nbsp\;
CATEGORIES:KEYNOTE
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:9108cd29dc62d1a6354901ddc91dc8a9
URL:http://opened26.sched.com/event/9108cd29dc62d1a6354901ddc91dc8a9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T170000Z
DTEND:20261028T171500Z
SUMMARY:Break (15 min)
DESCRIPTION:
CATEGORIES:BREAK
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:4cbb67c777c0484abac7de152d09d0fd
URL:http://opened26.sched.com/event/4cbb67c777c0484abac7de152d09d0fd
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T171500Z
DTEND:20261028T175500Z
SUMMARY:Demystifying the Space Between Submitting Your Paper and Getting It Published
DESCRIPTION:Have you ever wondered what happens to your paper after you submit it to a journal? This session demystifies the editorial process at the Journal of Open Educational Resources in Higher Education (JOERHE) by tracing the journey from submission to publication. Grounded in our mission to expand OER research and grow scholarship through open access and transparent research practices\, we walk attendees through each stage of our editorial workflow. Participants will explore our multilayered review process (desk\, editorial\, and open peer review) followed by the revision process and final production stages (layout and galley approval). The journal's commitment to open research principles and expanding research on OER shapes every stage of this process\, ensuring scholarship remains accessible\, reproducible\, and community-driven. Whether you are a first-time submitter or a seasoned researcher\, this session offers valuable insight into the path your manuscript travels on its way to publication.\n\nAttendees of this session will be able to:Describe the step-by-step editorial process used by the Journal of Open Educational Resources in Higher Education\, from initial submission through final publication.Explain how the journal's review and publication process aligns with its mission to expand research and grow scholarship in the field of open educational resources.Identify key milestones or decision points in the manuscript journey that authors should understand when submitting to OER-focused academic journals.Understand how to prepare a manuscript for submission to the JOERHE.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:074437fe1114adbba303bf3e6597286b
URL:http://opened26.sched.com/event/074437fe1114adbba303bf3e6597286b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T171500Z
DTEND:20261028T175500Z
SUMMARY:From Hidden Affordability to Student Choice: A ZTC Degree Feasibility Study
DESCRIPTION:Students love OER—and they want real meaningful ways to choose it. Many CA community colleges now claim to have ZTC pathways built with OER. Join us as we examine the space between the concept of a ZTC degree pathway and what it would take for students to actually find\, choose\, and follow one. This session shares findings from a mixed-methods ZTC Degree Feasibility Study funded by the Michelson 20MM Foundation Spark Grant at Irvine Valley College. Centering student voice and autonomy\, the project examines how colleges can move from hidden affordability to student-facing opportunity. OER is an equity measure\, and to benefit students most marginalized in higher education\, student choice and autonomy may need to be built into these systems. Student and librarian researchers will share findings\, plus practical ideas colleges can use to make ZTC and OER pathways more visible\, usable\, and navigable.\n\nAttendees of this session will be able to:Differentiate between OER/ZTC as an institutional label or practice and OER/ZTC as a student-navigable pathway and choice.Interpret mixed-methods evidence to identify where students lose access\, trust\, or choice in OER/ZTC pathway navigation.Analyze how ambient discoverability operates in registration and planning systems and identify common friction points that limit intentional student choice.Apply a student-ready feasibility framework to assess how visible\, usable\, and navigable OER/ZTC pathways are in their own context.Identify 2–3 actionable next steps aligned to local constraints\, such as scheduling\, IT\, advising\, and faculty reporting\, to improve students’ ability to intentionally choose OER/ZTC options.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:44b499b2d6bd26152cb9102ff51e4cfb
URL:http://opened26.sched.com/event/44b499b2d6bd26152cb9102ff51e4cfb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T171500Z
DTEND:20261028T175500Z
SUMMARY:OER: The Twelfth High Impact Practice
DESCRIPTION:At the culmination of a two-year\, multi-institutional study that included almost 700\,000 student records for analysis\, AAC&U has added OER to its list of High Impact Practices (HIPs). HIPs are well-established practices that lead to positive student outcomes\, namely for students historically underserved in higher education. It is our hope that in naming OER as a HIP\, institutional leaders will pay attention to the positive impacts OER can bring to their campuses and organize to institutionalize OER in new and exciting ways. In this presentation\, we will summarize the key findings of our study\, focusing on course withdrawal rates\, course grades\, and time to completion. Additionally we will highlight findings from our instructor survey\, representing the voices of almost 200 individual instructors that transitioned to OER over the course of the study period. We will also provide recommendations for leveraging OER as a HIP on your campuses to advance OER initiatives and programs.\n\nAttendees of this session will be able to:Speak to the positive impacts OER has on student success\, citing research that includes almost 700\,000 records from 15 institutions across the country.Understand better the instructor experience of implementing OER.Reference OER as a High Impact Practice (HIP) with a list of findings and recommendations to support OER advocacy efforts on their campuses.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:03ddebdf01d696829867bcba8e6de483
URL:http://opened26.sched.com/event/03ddebdf01d696829867bcba8e6de483
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T171500Z
DTEND:20261028T175500Z
SUMMARY:Sustaining Yourself as a Leader in These Times: Voices From the Rebus Luminary Fellowship
DESCRIPTION:Open education asks a lot of its people – to advocate\, build\, facilitate\, and sustain – often without recognition\, compensation\, or a space to ask how they are actually doing. The result for many of these leaders is quiet exhaustion and a growing sense that they are carrying this work alone.\n\nThe Rebus Luminary Fellowship for Education Leaders brought together fifteen postsecondary leaders across Canada and the United States for a three-month program designed around one core belief: that the people doing this work deserve to be taken care of\, too. In this panel\, Luminary Fellows speak honestly about what it means to lead in these times – the burnout\, the isolation\, the moments of doubt – and what has helped them keep going.\n\nThis session offers both solidarity and strategy. Attendees will leave with concrete practices for sustaining themselves and their communities\, as well as the reassurance that they are not alone in this work.\n\nAttendees of this session will be able to:Identify shared experiences of burnout\, isolation\, and doubt that open education leaders commonly face.Describe concrete strategies for sustaining themselves and their communities in times of uncertainty and change.Reflect on their own leadership practice in light of insights shared by Luminary Fellows.Apply at least one strategy or insight from Luminary Fellows to their own professional context.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:b88fcb8b15d8ef5dc06fea00e8459646
URL:http://opened26.sched.com/event/b88fcb8b15d8ef5dc06fea00e8459646
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T171500Z
DTEND:20261028T175500Z
SUMMARY:The Space Between Adoption and Relevance: Libraries\, Consortia\, and OER Localization
DESCRIPTION:This panel explores the “space between” OER adoption and increasing the relevance of OER through localization—the intentional adaptation of open materials to reflect local cultures\, curricula\, communities\, and learner experiences. \n\nThe session draws on Recentering Relevance: Exploring the Role of Academic Libraries and Library Consortia in Supporting OER Localization\, a 2023 IMLS grant awarded to the University System of Maryland. Panelists will highlight project components\, including a national forum of OER library leaders and a national survey\, followed by lessons learned: how localization is understood in practice\; the gaps between values\, policy\, and impact\; and the strategic roles libraries and consortia can play in bridging them. \n\nParticipants will gain an understanding of localization\, glean practical takeaways for how libraries and consortia can support localization as a community-centered practice\, and assess their readiness to embark on or deepen OER localization efforts.\n\nAttendees of this session will be able to:Define localization.Connect institutional mission and priorities to specific localization use cases.Articulate unique library/consortial contributions to localization efforts.Assess their current institutional and library/consortial priorities for OER vis-a-vis localization.Assess readiness to embark on or deepen OER localization efforts.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:c7c8d7e087244c097368d597a3163e0f
URL:http://opened26.sched.com/event/c7c8d7e087244c097368d597a3163e0f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T180000Z
DTEND:20261028T182500Z
SUMMARY:Accelerating OER in Health Sciences: Connecting Federal Training Grants to a Library-Led Initiative
DESCRIPTION:Health sciences libraries are largely absent in OER development. Yet\, academic health science centers teach the next generation of medical providers and have education materials that could serve a worldwide need for quality OER in specialized medicine. This session presents findings from a study at the University of Texas MD Anderson Cancer Center\, where the Research Medical Library used National Cancer Institute (NCI) training grants as a structural mechanism to engage faculty in OER creation through an improvement science framework. Using PDSA cycles\, the library established workflows\, built infrastructure\, and proactively recruited faculty\, resulting in 32 open access lectures. The study reveals how faculty/library partnerships can advance open education goals and amplify an institution's open science activity.\n\nAttendees of this session will be able to:Identify strategies for using federal training grants as structural mechanisms for OER development.Describe the institutional support that enabled faculty participation in OER development at an academic health science center.Explain how library-faculty collaboration can bridge the gap between open education values and faculty pragmatic motivations to achieve shared OER goals.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:aa287800c5b82c2aa45d5e078bde9938
URL:http://opened26.sched.com/event/aa287800c5b82c2aa45d5e078bde9938
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T180000Z
DTEND:20261028T182500Z
SUMMARY:Between Educator and Student: Co-Creating AI-Enhanced Interactive Immunology OER
DESCRIPTION:This session explores student–staff partnership in co-creating interactive Open Educational Resources (OER) in medical education.\n\nUsing the OpenStax Microbiology Ancillaries (OSMA) project and a current collaboration with a medical student developing immunology resources for a Foundations of Allergic Diseases (FAD) module\, we demonstrate how students and educators can co-create inclusive\, scalable learning materials using H5P\, generative AI\, case-based learning\, and the IDEA framework.\n\nWe reflect on how AI can accelerate resource creation while still requiring human pedagogical oversight\, critical review\, and inclusive design. Through comparison of modular LMS-embedded activities and textbook-style interactive resources\, we explore tensions around usability\, scalability\, openness\, and quality.\n\nCo-presented by an educator and student partner\, this session offers dual perspectives and practical strategies for engaging students as partners in AI-enhanced OER development.\n\nAttendees of this session will be able to:By the end of this session\, participants will be able to:.Evaluate different approaches for developing and delivering interactive OER (modular LMS-based vs textbook-style).Identify strategies for engaging students as partners in AI-enhanced OER co-creation.Apply inclusive and pedagogically informed design principles (e.g.\, UDL) when using AI to develop educational resources.Consider trade-offs between scalability\, openness\, quality assurance\, and human oversight in digital resource development.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:e20724948cc6a80641e68badc69c369a
URL:http://opened26.sched.com/event/e20724948cc6a80641e68badc69c369a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T180000Z
DTEND:20261028T182500Z
SUMMARY:Connecting the Dots: Workforce Educational Modules to Link Practice With Digital Open Resources
DESCRIPTION:This study bridges academia\, industry\, and public sectors through OER development for municipal drinking water workforces. We created learning modules for continuing education\, co-developed with industry professionals. These modules are built by and with users\, closely considering their end use throughout the creation process. We show that while OERs advance accessibility for learners\, digital commoning through boundary organizations also ensures that users can contribute to or create content that reflects their community’s concerns\, historical knowledge\, and specific skills. \n\nThe presentation reports on use of Gala\, an open educational tool\, to collaboratively design learning modules on water flushing and disinfectant by-products for water utility professionals. These modules were conceived in university partnerships with civic utilities\, developed and beta-tested in partnership with boundary organization The Water Tower via a networkshop and in-person piloting in Spring 2026.\n\nAttendees of this session will be able to:Understand the importance of bridging academic and technical pedagogical pathways\, particularly for the public sector.Ideate a method of collaborating with intersectoral partners to develop learning tools intended for workforce development and on-the-job training.Understand the co-creation process for building OERs\, from research and early development\, to alpha and beta testing\, to piloting and launching.Participate in educational digital commons through Gala as a platform for hosting collaborative and living case studies.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V6\, Online around the world
SEQUENCE:0
UID:1c9356e68678e49f38f8b61ec1a4c7eb
URL:http://opened26.sched.com/event/1c9356e68678e49f38f8b61ec1a4c7eb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T180000Z
DTEND:20261028T182500Z
SUMMARY:From Shock to Shutdown: The 6-Month Campaign to Halt Automatic Textbook Billing
DESCRIPTION:During the spring 2025 semester\, CSUF OER advocates were blindsided by the news that our campus was adopting an automatic textbook billing program. After years of working with faculty\, the bookstore\, and university administrators to build our OER program\, we feared this was the end of the road. After our moment of shock and despair passed\, we rallied our advocates across campus to push back against this oncoming program. Within six months\, we raised the issue from hand-wringing in the library to a campus-wide discussion that existed beyond our original contact points and successfully halted its implementation. This session will describe the approach we took to developing cross-campus collaborations that halted the launch of this program. The practical strategies developed to reflect the ethics of openness will be shared with other OER advocates for implementation. This session will help participants prepare for unexpected shifts\, enabling them to move from shock to action immediately.\n\nAttendees of this session will be able to:Craft a response plan that can be enacted in the face of sudden shifts in campus priorities.Frame objections to automatic textbook billing using data for student-centered arguments.Craft effective messages for reaching different campus constituents.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:19201422070b1d19df1a42eb0f0ee1b1
URL:http://opened26.sched.com/event/19201422070b1d19df1a42eb0f0ee1b1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T180000Z
DTEND:20261028T182500Z
SUMMARY:Sidebars as Seedbeds: How a Modular Design Can Help With Updating\, Customizing\, and Localizing OER
DESCRIPTION:We discuss how building a modular design into OER can facilitate its downstream adaptation and localization. As a case study\, we examine the development of our recently published textbook\, The Craft of Sociological Research (https://viva.pressbooks.pub/sociology-research-methods). This OER was designed with a special structure: modular sidebars embedded throughout the text that describe notable examples of research\, present interviews with prominent researchers\, discuss local issues that past research has illuminated\, and cover advanced methodological topics. The use of these modular sidebars makes updating the textbook’s research examples easy and assists other authors in revising its content to better connect with their own target audiences. It allows instructors to customize the course to match the skill level and interests of their students. And it presents an opportunity for open pedagogy\, providing opportunities for students to write short-form content for an OER’s sidebars.\n\nAttendees of this session will be able to:Apply a modular design to their OER content that makes it easier for other authors to update\, localize\, and customize that content\, expanding its adaptability and thus its potential reach.Insert different kinds of supplemental modular content into their OER\, such as Q&As\, sidebars with examples and discussions of issues tailored to specific communities\, and optional advanced material.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:09c1ff53eb0881c305fbac1d4cb20046
URL:http://opened26.sched.com/event/09c1ff53eb0881c305fbac1d4cb20046
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T180000Z
DTEND:20261028T182500Z
SUMMARY:Who Teaches With OER: Secondary Analysis of the Ithaka S+R Instructor Survey
DESCRIPTION:As Open Educational Resources (OER) use by faculty continues to rise in higher education settings\, it is important to explore metrics\, such as tenure status\, academic rank\, discipline\, and university classification\, to further understand the OER landscape. Current data sets present aggregates of faculty classified as one group. In this presentation\, we discuss a secondary data analysis of the Ithaka S+R U.S. Faculty Surveys disaggregated by variables such as tenure status\, academic rank\, discipline\, and Carnegie classification.\n\nAttendees of this session will be able to:Develop an awareness of existing data sets within open education and understand the value of secondary data analysis.Understand instructor attributes that correlate with OER interest and activity.Consider how data on instructor attributes impacts the strategic planning of OER implementation in higher education.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:144a4fe3e410b767105d1858df910b45
URL:http://opened26.sched.com/event/144a4fe3e410b767105d1858df910b45
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T183000Z
DTEND:20261028T185500Z
SUMMARY:AI as a Living OER for STEM Assessment
DESCRIPTION:How can we bridge the space between teaching complex theory and making an assessment accessible? This session reframes Generative AI as a living OER for high-quality STEM assessment. Moving beyond basic automation\, we explore how AI acts as a technical partner in designing project-based learning.\n\nUsing a group project on relativistic effects for a trip to Alpha Centauri as a case study\, the presenter will demonstrate how AI audits student logic for time dilation and length contraction. Participants will then engage in AI-assisted assessment building to create their own rubrics aligned with Quality Matters and WCAG 2.1 AA standards\, including generating ARIA labels for digital interactives. Attendees will leave with a scalable framework for coordinating consistent\, accessible\, and inclusive digital materials across STEM departments.\n\nAttendees of this session will be able to:Define and apply the AI-as-OER framework to transition from static teaching materials to dynamic\, adaptable STEM assessments that align with specific Course Learning Outcomes (CLOs).Construct a multi-stage project rubric for complex scenarios\, such as relativistic time dilation in deep-space travel\, that ensures transparent grading and high student engagement.Perform an accessibility and quality audit on AI-generated content to ensure all digital assessment materials meet WCAG 2.1 AA standards and Quality Matters benchmarks.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:5849f9887cbc42ebde643272ff875e9c
URL:http://opened26.sched.com/event/5849f9887cbc42ebde643272ff875e9c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T183000Z
DTEND:20261028T185500Z
SUMMARY:Open Resources\, Closed Gaps: An Anti-Oppressive Model for OER Development in the Social Sciences
DESCRIPTION:How can educators in the social sciences root their open resources in anti-oppressive or other specific practices? This 40-minute presentation introduces a novel process our team developed for our Master of Social Work program: creating two open resources rooted in anti-oppressive practices.\n\nWe will detail our collaborative process as a model for others creating open resources in the social sciences. The session showcases how equity lenses transformed standard content into actionable\, culturally responsive learning tools. Attendees will leave with a usable model for auditing and creating OER that challenges systemic biases\, plus technologies that aided our work. Attendees will also participate in a value-mapping activity to help them overlay their own course plans with a framework based in specific values.\n\nWe will provide a roadmap for integrating equity as a structural component of OER development\, ensuring that our students receive resources for supporting the communities they serve.\n\nAttendees of this session will be able to:Explore a collaborative process for creating open resources.Identify values they wish to map onto their courses.Learn about technologies that streamline open resource creation.Consider how anti-oppressive frameworks can guide open resource-based teaching.Build strategies for supporting inclusivity with OER.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:e91154b779eca6114dfc6d8a669125ab
URL:http://opened26.sched.com/event/e91154b779eca6114dfc6d8a669125ab
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T183000Z
DTEND:20261028T185500Z
SUMMARY:Podcasting as Pedagogy for the Public Good
DESCRIPTION:Through our Libraries services\, we have supported faculty who are engaging in open pedagogy projects\, specifically student-created podcasts. We identified a gap in resources for the use of student-created podcasts and imagined an opportunity to embody the open value of reciprocity. Faculty integrated podcasting into their instruction with similar aims of creating spaces in their classrooms to explore themes of justice\, access\, inclusion\, and belonging. Enabled by a state-level grant\, the instructional designers developed a unique opportunity for faculty to gather and meet multiple goals. In this session\, we will share the process we created and facilitated with four faculty that resulted in an openly licensed teaching guide. The faculty will reflect on their experiences of co-creating an OER. We are defining this unique space between us as the intersection of professional development\, publishing process\, and pedagogical reflection\, which is grounded in open values and practices.\n\nAttendees of this session will be able to:Identify the key components of the process used to develop a co-created interdisciplinary OER grounded in the values of open.Experience examples of various pedagogical uses of student-created podcasts as open pedagogy projects.Consider how they might adapt and/or learn from our experiences and the OER as we all seek to create learning spaces that are more innovative and inclusive through our open work.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:a1ce937ad4c5693b2a557aa843668831
URL:http://opened26.sched.com/event/a1ce937ad4c5693b2a557aa843668831
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T183000Z
DTEND:20261028T185500Z
SUMMARY:Productive Friction: Queer Pedagogy and the Limits of AI in Open Education
DESCRIPTION:Open education's foundational promise is access. But access to a system that normalizes particular ways of knowing is not equity\; it is assimilation. As AI tools enter open education\, they inherit and amplify this problem: adaptive learning systems\, AI writing assistants\, and OER generation tools are trained on dominant epistemological frameworks and optimize toward measurable outcomes. Queer pedagogy offers a different orientation: valuing friction\, centering non-normative knowledge formations\, and refusing the smoothing work of optimization. This session introduces queerness as a practical framework for AI use in open education and draws on Bernard Stiegler's concept of the pharmakon to argue that AI in open ed is both remedy and poison. Attendees will leave with concrete strategies for designing AI encounters that interrogate what counts as knowledge\, who AI is built for\, and how to treat productive friction as pedagogy rather than a problem to fix.\n\nAttendees of this session will be able to:Outcome 1: identify how AI tools deployed in open educational contexts normalize particular knowledge formations and marginalize others.Outcome 2: recognize moments in their own practice where AI smooths over productive friction that should be preserved pedagogically.Outcome 3: apply a queer pedagogical framework to redesign at least one AI encounter in their courses so that students engage friction critically rather than resolve it.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:ad9327e869c76c30df004240920062f4
URL:http://opened26.sched.com/event/ad9327e869c76c30df004240920062f4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T183000Z
DTEND:20261028T185500Z
SUMMARY:What Comes After OER? Supporting Faculty Beyond Their Initial Open Education Project
DESCRIPTION:In open education work\, using the materials/pedagogy in class is often the end goal. But what if it’s actually just the beginning? \n\nIn this session\, we ask authors\, instructional designers\, librarian program managers\, and others to consider open education work as a springboard to new opportunities such as publications and presentations. This can be a good way to get additional “credit” for the work (i.e.\, scholarship in P&T) and share with colleagues who may be unaware of OER.\n\nParticipants will be invited to discuss where “OER as a springboard” fits into the open education landscape: \n\n * What programs (e.g.\, Open Education Research Fellows) currently support this perspective?\n\n * Do institutions and/or grant programs also have a role to play? \n\n * Do authors need additional support for publication/presentation authorship? Co-authorship from program managers?\n\nWe hope that together we can create a framework for how we can best support open education practitioners beyond classroom use.\n\nAttendees of this session will be able to:Explain how open education work can function as a springboard for scholarly and professional opportunities beyond classroom adoption.Identify existing programs\, initiatives\, and professional pathways that support publications and presentations emerging from open education work.Assess the role institutions\, grant programs\, and organizational structures can play in supporting OER-based scholarship.Discuss common barriers open education practitioners face when translating OER work into publications or presentations and potential strategies to address them.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:20ea0907f91b60aae38305aea40cf4e8
URL:http://opened26.sched.com/event/20ea0907f91b60aae38305aea40cf4e8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T185500Z
DTEND:20261028T191500Z
SUMMARY:Break (20 min)
DESCRIPTION:
CATEGORIES:BREAK
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:6336163632710af4c8c22dd7f135d3f4
URL:http://opened26.sched.com/event/6336163632710af4c8c22dd7f135d3f4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T191500Z
DTEND:20261028T195500Z
SUMMARY:Bridging the Gap: The Workforce OER Playbook for Higher Education and Industry
DESCRIPTION:In the fall of 2025\, Rebus and the Driving OER Sustainability for Student Success (DOERS) collaborative united to turn a shared conviction into action: open educational resources (OER) have the power to fundamentally transform workforce preparation. This session introduces the Workforce OER Playbook—a practical guide born from cross-sector dialogue. We’ll unpack the collaborative process behind its creation\, highlighting both successes and challenges. Attendees will learn concrete examples of how the playbook supports educators and industry partners in building mutually beneficial partnerships. Learn how to map shared goals\, co-create relevant OER\, and sustain collaborations beyond short-term grant cycles. Whether you’re new to OER or leading workforce initiatives\, this session offers actionable strategies to bridge classroom learning and labor market needs.\n\nAttendees of this session will be able to:Describe key workforce skills gaps\, including soft skills\, digital literacy\, and AI literacy\, drawn from focus groups with educators and industry leaders.Apply strategies from the Workforce OER Playbook to build cross-sector partnerships between higher education and industry.Use open licensing and open pedagogy to develop sustainable\, accessible curriculum that stays relevant beyond the classroom.Leverage industry advisory boards\, micro-credentials\, and service learning to align academic programs with workforce needs.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:1f104cb01e782fa4eb6a29b6979ea3cc
URL:http://opened26.sched.com/event/1f104cb01e782fa4eb6a29b6979ea3cc
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T191500Z
DTEND:20261028T195500Z
SUMMARY:Centering Student Voices: A Multi-Campus OER Advocacy Fellowship Model
DESCRIPTION:This presentation introduces a multi-campus OER Advocacy Student Fellowship Program across five California State University campuses. Initially funded by a Michelson 20MM Spark Grant\, the initiative centers student voices by preparing undergraduate fellows to lead advocacy for OER. Student Fellows receive training\, mentorship\, and institutional support to design and implement campus-based projects while collaborating on a statewide advocacy effort\, such as a policy proposal to the California State Student Association. The program also strengthens the CSU’s Affordable Learning Solutions (AL$) framework by meaningfully integrating student leadership\, expanding opportunities for student engagement and impact.\n\nAttendees will hear from both the faculty coordinators and the student Fellows themselves about the program’s design\, implementation\, and early outcomes\, as well as strategies for scaling a sustainable\, student-led OER advocacy model across higher education systems.\n\nAttendees of this session will be able to:Understand the fellowship model: Participants can describe the structure\, goals\, and key components of a multi-campus fellowship program\, including alignment with equity and affordability initiatives.Identify effective recruitment\, training\, and support strategies: Participants learn approaches for recruiting\, training\, and mentoring student fellows to lead OER advocacy efforts.Analyze student-led advocacy in practice: Participants examine how student fellows design and implement campus-based projects and contribute to broader initiatives such as statewide policy proposals.Evaluate strategies for scalability and sustainability: Participants can assess how this multi-campus model can be adapted\, scaled\, and sustained within their own institutional or system-wide contexts.Apply student-centered approaches to OER initiatives: Participants gain actionable insights to integrate student leadership into existing affordability frameworks to enhance impact and inclusivity.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V6\, Online around the world
SEQUENCE:0
UID:04755148cd1ac449e678fedc52d736a7
URL:http://opened26.sched.com/event/04755148cd1ac449e678fedc52d736a7
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T191500Z
DTEND:20261028T195500Z
SUMMARY:Leveraging the Spaces: A Global Collaborative OER Project
DESCRIPTION:Our presentation highlights how internationally collaborative authorship advances open education\, using Confident Supervisors Vol2 as a case study.\n\nPublished by QUT with support from JCU\, this open education resource (OER) connected contributors from Australia\, Aotearoa New Zealand\, Indonesia\, Singapore\, South Africa and the UK\, to create a professional development resource to support research supervisors and developers. It showcases the diversity of learnings that develop when authors collaborate across borders.\n\nWe position open publishers as enablers of knowledge production and a mechanism for bridging the gap between the global North and South. We will share the framework behind the publication\, including approaches to authorship agreements\, accessibility\, copyright\, and licensing.\n\nThe Space Between explored is how collaborative OER projects leverage the spaces between traditional scholarly communication models to create more inclusive and globally relevant educational resources.\n\nAttendees of this session will be able to:Explain the short- and long-term roles of the publisher\, editor and author in the implementation of an OER project.Discuss approaches to navigating staffing and infrastructure limitations to develop and deliver a sustainable OER project.Explore the opportunities and challenges of working across disciplines\, countries\, national borders and institutional frameworks to realise an OER project within a limited timeframe.Demonstrate the role open publishing and publishers play in diversifying the scholarly publishing landscape.Reveal the ongoing impact of OER outcomes for key stakeholders\, including creators and users\, locally and globally. Creators achieve enhanced skills and profiling\, and users have access to additional resources for their personal use or application within their institution.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:5f18505019ed1a7f77dd8a67ad8d3fff
URL:http://opened26.sched.com/event/5f18505019ed1a7f77dd8a67ad8d3fff
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T191500Z
DTEND:20261028T195500Z
SUMMARY:Teaching the Space Between: Designing Open Assignments With the Open Speculative Pedagogy Framework
DESCRIPTION:As generative AI enters classrooms\, many educators are searching for ways to respond that go beyond policy\, detection\, or tool demonstrations. This session introduces the Open Speculative Pedagogy Framework\, or OSPF\, as a practical model for designing open assignments that support human centered AI literacy. Using a visual framework built around reflection\, openness\, speculation\, and materiality\, the presentation shows how instructors can translate broad values into concrete classroom practice. Attendees will see three adaptable assignment models that invite students to analyze AI outputs against sources\, create openly shareable speculative artifacts\, and remix existing open materials for new audiences. The session positions open pedagogy as a space for critique\, imagination\, authorship\, and evidence based inquiry\, while offering participants clear strategies for revising assignments in their own courses and contexts.\n\nAttendees of this session will be able to:Describe the Open Speculative Pedagogy Framework as a model for human centered AI literacy in open education.Identify how reflection\, openness\, speculation\, and materiality can function as assignment design dimensions.Compare three assignment models that translate critical AI pedagogy into open classroom practice.Adapt at least one OSPF informed design move for use in their own teaching context.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:75c1d411531d6a345b3dbdd398dbcff0
URL:http://opened26.sched.com/event/75c1d411531d6a345b3dbdd398dbcff0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T191500Z
DTEND:20261028T195500Z
SUMMARY:What Do We Mean When We Say High Quality OER?: Evolving Beyond the Textbook Paradigm
DESCRIPTION:For decades\, OER have been highlighted as adaptable learning materials that can fit different contexts and needs. But this is not always reflected in the OER we present to faculty. The glossy\, textbook-shaped OER that we like to showcase do not align with the variety of excellent teaching practices and materials that educators actually use. When we call out quality through similarities to textbooks\, we conflict with the purpose of open education: to empower educators and improve access for students.\n\nIn this session\, we explore collective conceptions of OER–what they are\, what they can be\, and how quality is defined. The “ideal” OER does not need to be a textbook with homework software. To support better teaching\, what we need are infrastructures that support diverse needs. Participants who join this discussion will have the chance to voice their perspectives on how we can empower educators to implement a variety of teaching and learning materials and approaches\, not just textbooks.\n\nAttendees of this session will be able to:Articulate issues regarding how we as open practitioners and advocates miss opportunities to uplift small-scale OER\;.Recognize opportunities to engage with and support community-driven and alternative open education projects\;.Reflect on their current practices for developing and talking about “high quality OER\; and.List three or more potential paths forward for individuals and the open education community around the topic of quality and opportunity for OER.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:07e05a1764abe29aa2f4412fc161ade1
URL:http://opened26.sched.com/event/07e05a1764abe29aa2f4412fc161ade1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T200000Z
DTEND:20261028T210000Z
SUMMARY:Virtual Exhibit Hall
DESCRIPTION:\n
CATEGORIES:VIRTUAL EXHIBIT HALL
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:c97d8eaedf57f374ca9c4848d4bb35ea
URL:http://opened26.sched.com/event/c97d8eaedf57f374ca9c4848d4bb35ea
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T210000Z
DTEND:20261028T211500Z
SUMMARY:Break (15 min)
DESCRIPTION:
CATEGORIES:BREAK
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:15a51217815c0412da17d1121f06698c
URL:http://opened26.sched.com/event/15a51217815c0412da17d1121f06698c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T211500Z
DTEND:20261028T215500Z
SUMMARY:Designing for Antiracist Teaching: Opportunities and Challenges Revising a Fully Asynchronous Course
DESCRIPTION:The Open for Antiracism Program (OFAR) supports California Community College faculty in leveraging Open Education to transform their teaching. The one-year online program includes a 6-week asynchronous course that explores OER\, Antiracist Pedagogy\, and Open Pedagogy. In the fall\, participants complete an action plan that integrates OER and open pedagogy as tools for antiracist teaching and implement it in the Spring. Last year\, OFAR undertook a full course redesign to improve the currency of the course materials and increase equitable participant engagement. In this session\, hear from the OFAR course redesign leaders about the challenges and opportunities in revising a course meant to teach antiracist pedagogy. What does such a course look like\, and how does this redesign manifest across content\, delivery\, feedback channels\, and other design elements? Session attendees will be invited to discuss their experiences implementing antiracist and equitable pedagogy in course design.\n\nAttendees of this session will be able to:Define antiracist pedagogy and explain its relationship to open educational resources and open pedagogy.Identify at least two opportunities and two challenges in designing or revising a fully asynchronous online course that centers antiracist and equitable engagement.Apply at least one strategy or resource from the session to their own course design or revision process.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:3cabef19dbc9419762e363bdd51e896c
URL:http://opened26.sched.com/event/3cabef19dbc9419762e363bdd51e896c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T211500Z
DTEND:20261028T215500Z
SUMMARY:Do Androids Dream of OER? A Framework and Toolkit to Humanise Open Education in the Age of AI
DESCRIPTION:We argue that AI hasn’t made OER obsolete\, but instead makes them more urgent. To respond to the challenges created by AI\, we present a framework and toolkit for intentional human-centred OER design. In a world of abundant information and instant AI-generated answers\, the key challenge for learning is no longer open access alone\, but trust\, context\, critical thinking\, and meaning. \n\nOur session challenges dominant AI‑and‑OER narratives by suggesting that the future is less about AI‑assisted OER content creation and more about trusted\, human-centred OERs that humanise the training data from which AI learns. \n\nOur toolkit provides practical ways to embed authentic educator presence\, transparent standpoint\, intentional learning design\, and community accountability into OER - qualities AI struggles to offer. This approach addresses the paradox of AI efficiency - where instant answers erode critical thinking and “desirable difficulty” - and shows how open pedagogies can restore these qualities.\n\nAttendees of this session will be able to:Critique the pedagogical challenges created by AI\, particularly the tension between instant information access and the erosion of critical thinking and desirable difficulty.Reframe the value proposition of OERs from access alone towards a human-centred approach grounded in deliberate learning design\, verifiable provenance\, and transparent standpoint.Apply an OER ideation framework to design learning experiences that prioritise intentional human-centred design\, educator presence\, and rich context to complement AI-mediated learning.Recognise the critical role of trusted\, human-curated OERs in sustaining the integrity and educational value of future generative AI learning ecosystems.Use the framework and toolkit to articulate and advocate for the value of human-curated OERs to colleagues\, leaders\, and institutional stakeholders in an AI-mediated learning environment.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:0b253a9f7717940f7376b2800458923a
URL:http://opened26.sched.com/event/0b253a9f7717940f7376b2800458923a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T211500Z
DTEND:20261028T215500Z
SUMMARY:From the Field\, for the Field: A National Research Agenda to Guide Open Education
DESCRIPTION:The open education field has no shortage of dedicated researchers but it lacks a shared map. Studies are siloed\, datasets go untapped\, many groups pursue parallel efforts that rarely connect. The result: duplicated work and missed opportunities for the kind of cumulative\, policy-relevant evidence the field urgently needs. \n\nThis session presents the NCOER National Research Agenda\, a practitioner-informed\, field-wide framework developed through 126 survey responses and 15 in-depth interviews with researchers\, faculty\, librarians\, and system leaders. Grounded in what the field itself is saying\, the agenda offers a bird's-eye view of where open education research stands today\, where the critical gaps are\, and what to prioritize next. \n\nWe will highlight six national research priorities and invite attendees to reflect on where their own work fits\, and what meaningful collaboration might look like from here.\n\nAttendees of this session will be able to:Describe the six national research priorities identified through the NCOER research agenda and explain the evidence gaps each one addresses\;.Situate their own open education research or practice within the broader landscape of what the field is calling for\;.Identify at least one area of potential collaboration or research alignment with existing groups such as DOERS\, the Open Education Association\, or regional consortia\;.Articulate why a coordinated\, field-wide research infrastructure matters for advancing policy-relevant evidence in open education\; and.Explain how the agenda was developed to be representative of diverse roles\, institutional types\, and regions across the U.S.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:fd9ead81195e18abb32b80cf08ee121a
URL:http://opened26.sched.com/event/fd9ead81195e18abb32b80cf08ee121a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T211500Z
DTEND:20261028T215500Z
SUMMARY:OER That Don’t Look Like OER: Designing Learning That Meets Students Where They Are
DESCRIPTION:Students today engage with learning in spaces like short-form video\, podcasts\, interactive apps\, and social media\, yet many open educational resources still rely on traditional formats like textbooks and PDFs. This workshop challenges that assumption by exploring how OER can be reimagined in formats students already use and enjoy.\n\nParticipants will explore strategies for creating non-traditional OER\, including social-media-style content\, audio\, interactive media\, comics\, and microlearning modules\, while emphasizing practical ways to maintain openness\, accessibility\, and impact.\n\nA hands-on activity invites participants to take a concept and reimagine it as a short video\, microlearning chunk\, podcast segment\, or visual/comic resource\, collaborate to share ideas\, and reflect on engagement and accessibility. Designed for instructors\, designers\, librarians\, and open education advocates\, this session provides actionable ideas to create resources that truly meet learners where they are.\n\nAttendees of this session will be able to:Identify non-traditional OER formats\, such as social-media-style content\, audio resources\, interactive media\, comics\, and microlearning modules\, and explain how these formats can increase learner engagement and accessibility.Take a concept or learning objective and reimagine it in a format that aligns with learners’ habits and preferred platforms.Evaluate how different formats support diverse learners\, promote accessibility\, and enhance meaningful engagement with content.Outline practical steps for adapting or creating OER in non-traditional formats\, including starting small\, layering formats\, and co-creating with learners.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:a342f4c5a4bd9a0ff075561fa3204349
URL:http://opened26.sched.com/event/a342f4c5a4bd9a0ff075561fa3204349
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T211500Z
DTEND:20261028T215500Z
SUMMARY:Overcoming Barriers to OER Adoption\, Adaptation\, and Creation
DESCRIPTION:If you’re an OER author or program manager\, you’ve probably encountered a number of obstacles on your open education journey. You are not alone! A lack of time\, funding\, collaborators\, administrative support\, OER awareness\, subject coverage\, and ancillary materials are very common issues. So are challenges with silos\, OER discoverability\, maintenance\, and accessibility. There can be technology hurdles\, confusion around copyright and fair use\, and concerns about OER quality. Competition from commercial publishers and automatic billing programs can be fierce. Promotion and tenure guidelines may fail to recognize OER work and usage. The good news is that there are tried and tested ways to address many of these obstacles. While there are no magic one-size-fits-all solutions\, this session will share a variety of approaches you can try. It also will introduce a wealth of community resources to help you. Bring your thorny OER problems to this session and we’ll seek solutions together.\n\nAttendees of this session will be able to:Skillfully respond to objections to OER from faculty\, administrators\, and students.Proactively overcome barriers to open education at your institution.Find community resources to build or strengthen your open education program.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:c697415bfeb07616ce0c4174b631cc12
URL:http://opened26.sched.com/event/c697415bfeb07616ce0c4174b631cc12
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T220000Z
DTEND:20261028T223000Z
SUMMARY:Daily Debrief
DESCRIPTION:
CATEGORIES:BREAKOUTS & SOCIAL
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:3240441124ed934a2dcd969fb9ac65c6
URL:http://opened26.sched.com/event/3240441124ed934a2dcd969fb9ac65c6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261028T223000Z
DTEND:20261028T230000Z
SUMMARY:Game Night
DESCRIPTION:
CATEGORIES:BREAKOUTS & SOCIAL
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:0db2ce75212c3796b22821d1c6c0f35d
URL:http://opened26.sched.com/event/0db2ce75212c3796b22821d1c6c0f35d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T133000Z
DTEND:20261029T135500Z
SUMMARY:Beyond Borders: OER and Academic Performance Among LIS Undergraduates in Nigerian Universities
DESCRIPTION:This study presents a Global South perspective on open education by examining how Open Educational Resources (OER) are perceived\, accessed\, and used by undergraduates in Nigerian federal universities\, an underrepresented context in dominant discourse. The population comprised 3\,574 200-\, 300-\, and 400-level Library and Information Science (LIS) students across accredited federal universities\, using a descriptive correlational survey design. A stratified proportionate random sampling technique (60%) yielded 2\,145 participants from 12 universities. Data were collected באמצעות a structured questionnaire (sections A–E) with strong reliability (α = 0.86). Descriptive statistics were used for analysis\; Pearson correlation tested hypotheses 1–6\, while multiple regression tested hypothesis 7. Findings challenge Global North–centric assumptions and highlight contextual factors such as ICT self-efficacy\, infrastructure constraints\, and awareness gaps shaping OER use.\n\nAttendees of this session will be able to:By the end of this session\, participants will be able to:.Explain the role of OER in promoting equitable access\, cost reduction\, and improved academic outcomes in higher education contexts beyond North America.Analyze the relationships among ICT self-efficacy\, student perceptions of OER\, patterns of OER use\, and academic performance using evidence from Nigerian federal universities.Identify the most commonly used types of OER among Library and Information Science undergraduates and the academic purposes they serve.Evaluate how contextual factors such as infrastructure limitations\, awareness levels\, and internet access shape OER adoption and effectiveness in low-resource environments.Discuss the implications of student-centered evidence from Nigeria for advancing global\, inclusive\, and context-responsive open education strategies.Understand policy development for sustaining OER initiatives beyond the Global North.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:3ce3c19892c618611fe7b2d16714992b
URL:http://opened26.sched.com/event/3ce3c19892c618611fe7b2d16714992b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T133000Z
DTEND:20261029T135500Z
SUMMARY:Beyond University Boundaries: Digital Transformation Expands Open Education in Chinese Universities
DESCRIPTION:After participating in this session\, learners will be able to explain how digital transformation can be understood as a pathway for expanding open education in Chinese universities.\n\nAfter participating in this session\, learners will be able to identify how MOOCs\, online open courses\, shared platforms\, and AI-supported tools widen access\, flexibility\, and resource sharing.\n\nAfter participating in this session\, learners will be able to assess the main constraints on digitally mediated openness\, including inequality\, governance\, recognition\, and platform dependence.\n\nAfter participating in this session\, learners will be able to apply insights from the Chinese case to wider discussions of emerging technologies and open education.\n\nAttendees of this session will be able to:Understand how digital transformation is reshaping open education in Chinese universities.Recognize how MOOCs\, online open courses\, shared platforms\, and AI-supported tools expand access\, flexibility\, and resource sharing.Identify the main opportunities and challenges that emerging technologies bring to open education in the Chinese higher education context.Reflect on how the Chinese case can inform broader discussions about inclusive and sustainable open education.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:1f1d4316b5bc321ffc74b1e11144a17b
URL:http://opened26.sched.com/event/1f1d4316b5bc321ffc74b1e11144a17b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T133000Z
DTEND:20261029T135500Z
SUMMARY:Not Everything Should Be Open: Ethics and Care in Open Education
DESCRIPTION:Open education is often framed in terms of access\, sharing\, and innovation. But what happens when openness creates risks for learners? This session explores open educational practices through a different lens\, asking not only what we open\, but what we protect. Drawing on experiences in carceral classrooms and work with marginalized communities\, this presentation examines how openness is neither neutral nor inherently liberatory. Participants will consider how knowledge can be shared\, appropriated\, or weaponized\, and how educators make intentional decisions about when to open knowledge and when to protect it. This session reframes open education as a relational and ethical practice rooted in care\, responsibility\, and lived experience. Attendees will leave with a deeper understanding of how to approach openness with intentionality in their own contexts.\n\nAttendees of this session will be able to:Describe how open educational practices can function as relational and ethical practices\, not just access-based approaches.Identify risks associated with openness\, particularly for marginalized communities.Analyze how decisions to share or protect knowledge shape learning environments.Apply intentional decision-making when implementing open practices in their own contexts.Reflect on how care\, authorship\, and responsibility influence their approach to openness.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:9f3030fc14af28849f342aa60b218450
URL:http://opened26.sched.com/event/9f3030fc14af28849f342aa60b218450
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T133000Z
DTEND:20261029T135500Z
SUMMARY:Open Policy as a Method of Open Education: How IFMSA Policy Documents Shape Global Student Advocacy
DESCRIPTION:Open education has grown through wider access\, resource sharing\, and collaboration\, but the governance structures needed to sustain these practices remain insufficiently addressed. As a result\, open values such as participation\, equity\, and reuse are not translated into organizational action.\n\nThe International Federation of Medical Students Associations (IFMSA) addresses this gap through a participatory policy process that moves from needs assessment and collaborative drafting in Small Working Groups to review\, democratic adoption\, implementation\, and renewal. Through this process\, policy documents become practical tools that guide student advocacy\, learning\, and action thus functioning as an open educational infrastructure.\n\nIn this session\, attendees will explore how open policy making can be used to build sustainable educational and advocacy frameworks in their own contexts\, helping them strengthen student organizing\, guide initiatives\, and support long term open education practices.\n\nAttendees of this session will be able to:By the end of this session\, at least 80% of participants will apply the session’s methodologies to:.Describe IFMSA’s open policy-making process and its key steps\, from needs assessment \,collaborative drafting to adoption\, implementation\, and renewal.Understand the three dimensions of open policy-making and how\, when used as a framework\, they can transform policy documents into open educational resources.Analyze how policy documents can guide diverse forms of implementation across thematic areas\, including workshops\, conferences\, campaigns\, partnerships\, webinars\, small working groups\, and educational resources.Adapt strategies of open policy-making approaches within their own organizations\, institutions\, or cities to strengthen advocacy\, student organizing\, sustainability\, and open education.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:ffb1fd6e5aa66e90095c81b38aea0911
URL:http://opened26.sched.com/event/ffb1fd6e5aa66e90095c81b38aea0911
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T133000Z
DTEND:20261029T135500Z
SUMMARY:Two Households\, Both Alike in Dignity: An Exploration of Open Textbooks and the Humanities
DESCRIPTION:The use of open textbooks is often associated with STEM fields\, likely due to their large intro courses and costly textbooks. This is a misconception\, however\, as humanities courses can and do benefit from OER. A review of the literature yields numerous examples of OER adoption in fields like art history\, English\, and world languages. Taking this perceived gap between STEM and the humanities as a starting point\, this presentation will consider the space between what we know and would like to know about the use of open textbooks in humanities disciplines. The presenter will share the findings of an original study of characteristics of humanities textbooks in the Open Textbook Library. These findings will be contextualized in the scholarly literature on the use of OER in the humanities\, including potential benefits and barriers to adoption\, and the presenters’ experiences as a humanities librarian participating in a program that incentivizes the use of open and affordable resources.\n\nAttendees of this session will be able to:Summarize the findings of a study on the characteristics of open textbooks in the humanities included in the Open Textbook Library.Identify one or more potential benefits of OER or barriers to OER adoption in the humanities.Generate potential strategies to best support humanities faculty interested in OER adoption and/or creation.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:711255477e5f86c7b2e173de6c1b74ba
URL:http://opened26.sched.com/event/711255477e5f86c7b2e173de6c1b74ba
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T140000Z
DTEND:20261029T144000Z
SUMMARY:Connecting the Open Dots: Policy\, Alliance-Building\, and Community Practice in Europe
DESCRIPTION:Open education often advances through disconnected efforts in policy\, coordination\, and practice. This session explores how connecting those “open dots” can strengthen impact across Europe. Drawing on SPARC Europe’s work on Connecting the Opens\, the feasibility report for a European Open Education Alliance\, and the community-building work of the European Network of Open Education Librarians (ENOEL)\, the presentation examines how open education can be better linked with related open movements\, supported through stronger coordination\, and sustained through practitioner networks. Rather than treating these as separate strands\, it presents them as complementary parts of a broader strategy to advance open education as a public good. Attendees will gain a European perspective on how policy alignment\, alliance-building\, and community practice can work together to create more coherent\, connected\, and sustainable open education ecosystems.\n\nAttendees of this session will be able to:Describe how policy\, alliance-building\, and community practice interact in shaping open education ecosystems.Explain the value of connecting open education with adjacent open movements.Identify key opportunities and challenges in building more coordinated open education structures at a regional level.Analyse the contribution of practitioner networks such as ENOEL to sustaining the open in practice.Apply the idea of “connecting the open dots” to their own institutional\, national\, or regional context.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:762a90624a703272215fefaa03a39ed1
URL:http://opened26.sched.com/event/762a90624a703272215fefaa03a39ed1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T140000Z
DTEND:20261029T144000Z
SUMMARY:From Learning to Earning: Building Workforce Skills for the Next Generation Using Customized OER
DESCRIPTION:Across disciplines and institutions\, instructors face growing challenges regarding student engagement and academic integrity. These challenges are compounded by the emergence of AI and shifting workforce needs. Our workforce requires students to develop an ever-increasing set of skills to obtain entry-level jobs. Traditional print textbooks can't keep pace with these shifts\, but OER can!\n\nDrawing on data from the World Economic Forum’s Future of Jobs Report 2025\, this session highlights the skills and competencies increasingly valued by employers worldwide. We’ll share practical strategies for customizing OER to support skill development\, respond to emerging technologies\, and meet local and industry-specific needs\, all while maintaining academic rigor and relevance. Participants will leave with an AI prompt template to create five ready-to-implement\, skills-based assignments that align with emerging workforce needs\, meet course objectives\, and incorporate OER content.\n\nAttendees of this session will be able to:Identify key challenges facing college educators\, including maintaining student engagement\, managing the impact of AI\, and equipping students with ever-changing\, in-demand career skills.Analyze emerging workforce skills from the World Economic Forum's Future of Jobs Report 2025 and their relevance in specific academic disciplines.Explain how OER can be customized to support skill development while maintaining academic rigor.Apply a structured AI prompt template to generate 1) skills-based learning activities aligned with course objectives\, open content\, and industry needs\, and 2) aligned instructional support materials (e.g.\, grading rubrics\, scaffolding for struggling students).Refine AI-generated activities to ensure they support individual course contexts\, follow accessibility best practices\, and meet activity design preferences.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:6e62e071084ef8c932a8c941719758bd
URL:http://opened26.sched.com/event/6e62e071084ef8c932a8c941719758bd
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T140000Z
DTEND:20261029T144000Z
SUMMARY:From Trust to Textbooks: Project Management Strategies to Strengthen OER Teams
DESCRIPTION:Strong teams are the bedrock of successful OER projects. Across three federal grant initiatives LOUIS: The Louisiana Library Network has sustained long-term team participation using a cohort model to produce sixty OER textbooks and accompanying LMS courses. This panel will discuss how LOUIS uses project management techniques to build resilient teams to ensure project success through - building a culture and atmosphere of trust\, empowerment\, and engagement. Cohort Leaders from the most recent “Building a Competitive Workforce” project will address common challenges\, such as change\, conflict\, and distributed teams\, and solutions to maintain team morale and momentum. Tailored to new or aspiring leaders of amazing humans and project leaders\, this discussion emphasizes lessons learned and actionable insights participants can apply immediately to strengthen team dynamics.\n\nAttendees of this session will be able to:Explain project management strategies to build strong OER teams through a culture of trust\, empowerment\, engagement and resilience in OER project teams.Recognize common challenges and identify effective solutions for building resilient OER project teams.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:9d5630078deea9bc096e83a504ee3d34
URL:http://opened26.sched.com/event/9d5630078deea9bc096e83a504ee3d34
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T140000Z
DTEND:20261029T144000Z
SUMMARY:Mix-and-Match Modular OER: From Concept to Campus-Wide Implementation
DESCRIPTION:What if the gap between instructor autonomy and institutional consistency didn't have to be a compromise?\n\nThis session tells the story of modular OER in action — from framework to failed pitch to campus-wide adoption. Melissa Williams will introduce Minnesota State's mix-and-match model\, where discrete learning modules snap together like building blocks\, giving instructors creative freedom while preserving shared outcomes. Christine Rickabaugh will then share how she brought this model to a first-year seminar at the University of Arkansas- 160+ sections\, one very flat initial pitch\, a two-week about face\, and an iterative OER creation structure that actually stuck.\n\nThey'll show what lives in the space between top-down mandates and every-instructor-for-themselves: a scalable\, sustainable\, instructor-owned approach to OER that works across platforms and contexts. You'll leave with a transferable framework and the kind of honest\, hard-won lessons that only come from doing it together.\n\nAttendees of this session will be able to:Design modular OER content that supports instructor customization while preserving shared learning outcomes and assessment.Identify key components of a governance and maintenance plan for multi-section courses using customizable OER modules.Apply strategies for building stakeholder buy-in for modular OER adoption.Outline an implementation pathway for adapting the mix-and-match approach to their own institutional context.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:a0314ab03d914196e059a9099b2d4e4a
URL:http://opened26.sched.com/event/a0314ab03d914196e059a9099b2d4e4a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T140000Z
DTEND:20261029T144000Z
SUMMARY:The Open Nebraska (ONE) List: Developing a System of Academic and Publishing Authority Tags for OER
DESCRIPTION:This session shares the ONE List\, a tagging framework developed at the University of Nebraska Omaha to make visible the authority signals often missing from OER discovery systems: author credentials\, publisher type\, editorial oversight\, revision history\, accessibility features\, and more. Grounded in information literacy and the ACRL frame “Authority Is Constructed and Contextual\," this project aims to develop an objective system for categorizing OER according to standard notions of publishing authority through application of relevant metadata. This provides potential faculty adopters with ready markers of publishing authority when scanning for materials. The session will also discuss a newer phase of the work: investigating the feasibility of AI assistants in a human-in-the-loop workflow to assist with tagging while preserving transparency\, evidence\, and librarian review. Attendees will leave with a practical model for improving OER discoverability\, trust\, and adoption support.\n\nIt is not claimed that this system should be the primary method for categorizing and recommending OER to potential adopters\, nor that traditional notions of publishing authority are the exclusive qualifiers of potential source quality. Rather\, this presents a way to promote objective categorization\, address common adopter concerns\, reward the existence of still-important publishing attributes\, and ultimately improve the toolkits we use in adoption and promotion.\n\nAttendees of this session will be able to:Identify common metadata gaps that may be initial barriers to OER adoption.Describe how an objective tagging attribute framework can surface markers of academic authority.Apply fundamental information literacy tenets to OER discovery and selection.Adapt key elements of the ONE List model to local OER\, library\, or instructional design workflows.Evaluate the benefits and limits of using human-in-the-loop AI to support metadata creation in open education settings (this portion of the project is still in-progress).
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:a4debf400a8f34467a3cca2ca596611d
URL:http://opened26.sched.com/event/a4debf400a8f34467a3cca2ca596611d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T144000Z
DTEND:20261029T150000Z
SUMMARY:Break (20 min)
DESCRIPTION:
CATEGORIES:BREAK
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:9922872c004863ad418f35cfbe51ff30
URL:http://opened26.sched.com/event/9922872c004863ad418f35cfbe51ff30
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T150000Z
DTEND:20261029T161500Z
SUMMARY:Day 3 Keynote
DESCRIPTION:
CATEGORIES:KEYNOTE
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:7988f9c6de7ac65327147b59caba48d3
URL:http://opened26.sched.com/event/7988f9c6de7ac65327147b59caba48d3
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T162000Z
DTEND:20261029T170000Z
SUMMARY:Breakout (Keynote Debrief)
DESCRIPTION:
CATEGORIES:BREAKOUTS & SOCIAL
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:059a581dfe0d6bf873bf4e3643db82cf
URL:http://opened26.sched.com/event/059a581dfe0d6bf873bf4e3643db82cf
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T170000Z
DTEND:20261029T171500Z
SUMMARY:Break (15 min)
DESCRIPTION:
CATEGORIES:BREAK
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:aa4ede2abb08c8d6d0f4bdfdaec001f7
URL:http://opened26.sched.com/event/aa4ede2abb08c8d6d0f4bdfdaec001f7
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T171500Z
DTEND:20261029T175500Z
SUMMARY:Between a Rock and a Hard Place: Navigating Policy Barriers to Open Values and Practices
DESCRIPTION:From “equitable access” models to anti-DEI mandates and limited infrastructure funding\, navigating policy barriers to Open Education Practices (OEP) while working to sustain engagement and increase adoption is challenging work.\n\nDrawing on a statewide student textbook survey\, an institutional faculty survey\, and practitioner experiences\, this session highlights tensions between affordability\, access\, academic freedom\, and student choice. \n\nA case study examines how the implementation of a campus-funded “equitable access” program dampened advocacy for\, adoption of\, and engagement with OEP. While often framed as affordability solutions\, these programs can create structural and political barriers for OER advocacy\, particularly when institutions constrain messaging tied to bookstore partnerships.\n\nParticipants will reflect on how context shapes OER work and engage in discussion about navigating different types of policy constraints.\n\nAttendees of this session will be able to:Interpret a case study on student and faculty perspectives on cost\, access\, and course materials.Reflect on the ways institutional context shapes OER work.Consider potential approaches for navigating barriers to OER engagement.Engage in discussion with peers about these issues.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:dd4ad3a1263647cecba771ab63689e3d
URL:http://opened26.sched.com/event/dd4ad3a1263647cecba771ab63689e3d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T171500Z
DTEND:20261029T175500Z
SUMMARY:Dive Into the Warp: The Need for Standard Operating Procedures in OER Programs
DESCRIPTION:Every day\, we hit warp speed. Every day\, we forget what it means to warp. If Open Education programs want to survive\, our captains need to stare into The Warp\, the Immaterium\, the Unspace: The Space Between.\n\nThe early years of open education management included what many leaders called "building the plane as we flew it." Open Education organizations and initiatives were assembled for pilot projects like grant programs or workshops - sometimes built solely around the existence of funding or an idea for one event. As OE programs mature\, what used to be "the plane" now travels faster than light. But do we know enough about how we travel? Do we understand what it means to warp?\n\nThrough the cosmic lenses of Star Trek\, Warhammer 40K\, and Adrian Tchaikovsky\, Jeff will take you through the sometimes-painful creation of an open Standard Operating Procedures document and how this practice could help build transparency and ethical automation into the fundamental processes that make Open happen.\n\nAttendees of this session will be able to:Identify standard definitions and explain their open education programs within these terms.Adapt and create a Standard Operating Procedures document for their own open education program.Build accessibility into existing processes and target accessibility-by-default in both publishing and work procedures.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:7f37a5736c24db1799ec4d826bd19d55
URL:http://opened26.sched.com/event/7f37a5736c24db1799ec4d826bd19d55
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T171500Z
DTEND:20261029T175500Z
SUMMARY:From Inception to Practice: Developing Open and Inclusive Education Resources
DESCRIPTION:This session will tell the story of how a series of accessible open education resources were developed and how the project helped inform ways educators practice inclusion and accessibility. In 2024-2025\, the English Language Arts Network of Ontario (ELAN) developed a series of over 30 resources to support teachers in implementing the Grades 1 to 9 English Language Arts curriculum in Ontario\, Canada. This story will be told by classroom teachers\, curriculum leaders\, resource developers\, designers\, and accessibility specialists. The session will trace the project from its inception to the use of the resources in the classroom. Presenters will share critical points in the process as well as the “spaces” in between that helped reshape and reposition previously held ideas about learning resources.\n\nAttendees of this session will be able to:Describe the accessibility features built into a set of resources (Accessible authoring practices).Understand how to make OERs more inclusive and accessible for both educators and learners.Access to a website containing a library of downloadable ELAN Ontario OERs that support the provincial curriculum. OERs include lesson plans and monographs authored to be accessible for a diversity of educators and learners.Gain insights into how decisions at each stage may impact accessibility and inclusion downstream.Understand how teachers are using the resources to support student learning and professional learning.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:97da00e1537bced2ced0b9b918f2ef60
URL:http://opened26.sched.com/event/97da00e1537bced2ced0b9b918f2ef60
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T171500Z
DTEND:20261029T175500Z
SUMMARY:OER Developers’ Perspectives on Creating Mathematics Visuals With GenAI
DESCRIPTION:This presentation shares preliminary findings from an ongoing research project on OER developers’ needs\, preferences\, and practices in generating mathematics visuals for curriculum materials using GenAI tools. Drawing on interviews from ten mathematics OER developers\, the study explores how visual production workflows are evolving in response to emerging technologies. Early analysis suggests that developers increasingly adopt hybrid workflows that combine traditional design tools with AI support\, using iterative processes to refine visual accuracy and pedagogical alignment. Findings highlight the advantages of AI in streamlining visual development while also identifying challenges related to the accuracy and accessibility of AI-generated content. Additional time is needed to present emerging findings\, illustrate visual development workflows\, and discuss practical recommendations from developers to support the responsible AI integration in mathematics OER development.\n\nAttendees of this session will be able to:Describe key needs and preferences of OER developers regarding the generation of mathematics visuals in curriculum materials.Identify common practices and hybrid workflows used by developers when generating mathematics visuals using generative AI tools.Explain the advantages and challenges of using generative AI for mathematics visual development.Describe practical recommendations from developers regarding AI tool development and integration to support a sustainable content development environment for OER developers.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:c5ea9296f52c8b08ca42ac10d7d24db3
URL:http://opened26.sched.com/event/c5ea9296f52c8b08ca42ac10d7d24db3
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T171500Z
DTEND:20261029T175500Z
SUMMARY:Publish and Publicize: How to Help Your Open Textbook Find Its Audience
DESCRIPTION:Many authors spend months or years laboring over their open textbooks and find themselves faced with a similar challenge: how to get their book in front of the audience it was written for.\n\nIn this session\, we’ll help first-time and experienced authors and publishers understand simple but effective things that they can do to ensure their publications find the audiences they were designed for. We'll cover how to add and improve your book's metadata\, and how to add publications to institutional repositories\, search engines\, indexes\, and popular open directories. We’ll discuss how to generate metadata exports that can be ingested in library catalogues and other discovery platforms. Finally\, we'll share practical advice about promoting your published books\, including tips for reaching a wider audience through email\, online communities\, social media and more. No matter what publishing platform you use\, you'll leave with actionable next steps for increasing your books' visibility and impact.\n\nAttendees of this session will be able to:(1) evaluate and improve the quality of their book's metadata to improve its discoverability.(2) identify key indexes and directories for OER submission.(3) apply a practical promotion strategy to help their publications reach wider audiences and more potential adopters.
CATEGORIES:CONCURRENT SESSION (40 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:3592c64aaeb22751fe4e5706e13b6c1f
URL:http://opened26.sched.com/event/3592c64aaeb22751fe4e5706e13b6c1f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T180000Z
DTEND:20261029T185500Z
SUMMARY:Accessibility Across Areas: Navigating Disciplinary Tensions in OER
DESCRIPTION:While the benefits of Open Educational Resources (OER) are often touted as universal\, the practical reality of implementation is deeply shaped by disciplinary boundaries. This panel explores the messy\, productive intersections of OER across diverse departments\, moving beyond "one-size-fits-all" narratives to examine how field-specific needs dictate success. \n\n \n\nThe panelists will share how they developed and implemented OER in their specific disciplines (Library Science\, French\, Communication\, and Sociology) and which insights they gained through interdisciplinary collaboration. Rather than just showcasing success stories\, presenters will also highlight the tensions inherent in different assessment strategies\, curriculum decisions\, and student expectations. \n\n \n\nAttendees will gain a look at the cross-departmental collaboration process\, focusing on the "friction points" where OER meets specialized academic requirements.\n\nAttendees of this session will be able to:Identifyspecific disciplinary friction points that influence the adoption and adaptation of Open Educational Resources across diverse fields.Analyze how unique assessment strategies and curricular requirements in fields like French or Sociologynecessitatedifferent OER structures.Develop strategies for fostering interdisciplinary collaborations that respect the pedagogical nuances of different academic departments.Evaluate the impact of student expectations regarding "authoritative" versus "open" texts within their own specific academic context.Navigatecommon tensions in OER implementation by applying lessons learned from the cross-departmental development process.
CATEGORIES:CONCURRENT SESSION (55 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:978e74f91165de11b362b82143b97b9a
URL:http://opened26.sched.com/event/978e74f91165de11b362b82143b97b9a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T180000Z
DTEND:20261029T185500Z
SUMMARY:Beyond Tech vs. Content: Articulating the Public Interest in AI Policy
DESCRIPTION:Public debate continues to rage over AI policy - the economic\, technical\, and legal regulation of AI tool creation and use. These debates\, however\, reduce the interests down to a balancing of the interest and demands of the content industry with the interests and demands of the technology industry. Neither of those interests align particularly closely with the interests of users\, and of public interest institutions including libraries\, educational institutions\, and the populations they serve.\n\nThe members of the panel will discuss what issues define the public interest as distinct from both of these corporate interests - working from the experience of the open education community as both committed to the public interest and engaged with new technologies. We will cover interests including accessibility\, transparency\, due process\, interoperability\, and surveillance - focusing on implementation choices made by institutions and educators with an open pedagogy framework.\n\nAttendees of this session will be able to:Better understand the way specific choices in AI implementation will affect open pedagogy goals\, including student centeredness and student agency.Advocate for the interests of public institutions in the AI policy debate.Contribute to the exploration of emerging interests as AI policy is made at institutional and legal levels.
CATEGORIES:CONCURRENT SESSION (55 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:9eae68ea322e7c9d9e397544e183e583
URL:http://opened26.sched.com/event/9eae68ea322e7c9d9e397544e183e583
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T180000Z
DTEND:20261029T185500Z
SUMMARY:From Silos to Shared Strategy: K-12 and Higher Ed OER in Conversation
DESCRIPTION:Open education often lives in the “space between”—but one of the least examined divides is between K–12 and higher education. Why have these OER ecosystems largely developed in parallel\, and what would it take to align them toward a shared national agenda?\n\nThis interactive panel brings state leaders into conversation across sectors to surface the tensions and opportunities at that boundary. K–12 OER is shaped by standards alignment\, district adoption\, and system-level funding\, while higher ed centers faculty autonomy and affordability. Where do these models clash—and where might they connect?\n\nPanelists will engage the audience in tackling shared challenges—accessibility\, sustainability\, awareness\, and responsible AI use—while exploring practical points of alignment\, from pre-service teacher preparation to dual enrollment course design. The goal: move beyond comparison to identify where collaboration is necessary\, and possible.\n\nAttendees of this session will be able to:Identify key policy and practice differences shaping OER in K–12 and higher education.Examine why these systems have evolved in parallel—and where alignment is emerging or possible.Compare state and organizational strategies for sustaining OER across distinct governance and funding models.Explore shared challenges across sectors.Apply cross-sector insights to opportunities such as pre-service teacher preparation and dual enrollment.Engage in dialogue to identify practical strategies for building a more connected\, national OER agenda.
CATEGORIES:CONCURRENT SESSION (55 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:f145d4d5940884a500df289239902e19
URL:http://opened26.sched.com/event/f145d4d5940884a500df289239902e19
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T180000Z
DTEND:20261029T185500Z
SUMMARY:Launching Skills: Open Education’s Role in the Future of Work
DESCRIPTION:As education shifts toward skills-based learning and credentials\, a critical question emerges: what lies in the space between open education and workforce-aligned recognition? This panel explores that space where values of openness intersect with the growing demand for verifiable\, skills-based credentials. Panelists from community colleges\, universities\, and international open education leadership will share perspectives on how open practices can support more transparent\, equitable pathways to employment.\n\nThrough a high-level demonstration of a microcredential authoring platform and a real-world use case\, the Open Financial Services Essentials project\, attendees will see how open\, skills-based content can be designed\, validated\, and recognized. Grounded in practice and policy\, this session invites participants to consider how we can bridge the gaps between learning and work\, and reimagine what is possible when openness meets skills.\n\nAttendees of this session will be able to:Articulate the relationship between open education and skills-based credentials within evolving workforce ecosystems.Describe how open practices can support more equitable and transparent pathways from learning to employment.Connect policy\, practice\, and technology to advance open\, skills-based credentialing initiatives.
CATEGORIES:CONCURRENT SESSION (55 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:0145ddedb62a085c404dfce19b33e4ba
URL:http://opened26.sched.com/event/0145ddedb62a085c404dfce19b33e4ba
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T190000Z
DTEND:20261029T192500Z
SUMMARY:An Open Competency Framework to Recognize the Skills and Knowledge of Open Education Professionals
DESCRIPTION:People working in open education develop their knowledge and skills in open education in a range of ways. While some may take formal courses or training\, often it is built through hands-on projects\, the day-to-day work\, and peer relationships. As such\, BCcampus is working to develop a Prior Learning Assessment and Recognition (PLAR) framework for open education\, a process to evaluate and provide formal recognition for the skills\, knowledge\, and experience gained through work\, volunteer\, and life experiences. This session discusses why BCcampus is pursuing a PLAR approach to recognition and badging\, and shares the openly licensed competency and assessment frameworks being developed.\n\nAttendees of this session will be able to:Explain the purpose of PLAR and its value for open education practitioners\;.Describe competencies that enable open education work in a post-secondary context\;.Identify flexible methods and options for demonstrating competencies\; and.Understand the assessment framework for evaluating mastery of competencies.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:2abde47029fe4f716df6db82f5a8b832
URL:http://opened26.sched.com/event/2abde47029fe4f716df6db82f5a8b832
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T190000Z
DTEND:20261029T192500Z
SUMMARY:Authenticity by Design: A Business Spanish OER Case Study in Spanish for Specific Purposes
DESCRIPTION:This short presentation examines the instructional decisions involved in the creation of an OER for Spanish for Business Professionals at the University of Kentucky. Authenticity serves as a core principle in these decisions\, as it lies at the intersection of OER practice\, instructional design\, and second language acquisition. Using this Business Spanish resource as a case study\, the presentation will discuss its planning\, development\, and classroom implementation\, showing how these choices are informed by instructional design and learning theories. It will also explore how authentic materials\, meaningful tasks\, and real-world professional contexts are integrated into the resource to support relevant and transferable learning\, and it will reflect on possible next steps for further improvement.\n\nAttendees of this session will be able to:Explain how OER\, instructional design\, and second language acquisition inform one another.Evaluate the role of authenticity in the design of second language learning materials.Analyze how learner needs and instructional context influence OER development.Apply practical principles for planning and developing OER in higher education.Identify transferable strategies for revising and improving openly licensed teaching materials.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V5\, Online around the world
SEQUENCE:0
UID:447e24164ba775ead03011c468ea35fa
URL:http://opened26.sched.com/event/447e24164ba775ead03011c468ea35fa
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T190000Z
DTEND:20261029T192500Z
SUMMARY:Beyond Download Counts: Using Coefficient of Variation to Assess OER Program Health
DESCRIPTION:Normalizing usage data through coefficient of variation analysis makes meaningful comparison actionable\, revealing whether reach is genuinely broad or concentrated\, and whether engagement is sustained or episodic. Understanding variability is fundamental to improvement science in education\, providing critical insights into the health of the systems we create. Drawing on data from a library-led OER initiative at MD Anderson Cancer Center\, the presenter will demonstrate how CV analysis reveals patterns that aggregate counts obscure\, including whether usage concentrates in a handful of countries\, whether a small number of resources dominate downloads\, and whether engagement is sustained or episodic over time.\n\nAttendees of this session will be able to:Explain why coefficient of variation analysis provides diagnostic value for evaluating OER program health.Distinguish between geographic\, content\, and temporal dimensions of OER variability and what each reveals about program reach and engagement.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V4\, Online around the world
SEQUENCE:0
UID:00c67df538464b838fbb228e8d48ba39
URL:http://opened26.sched.com/event/00c67df538464b838fbb228e8d48ba39
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T190000Z
DTEND:20261029T192500Z
SUMMARY:Filling the Space Between: A Statewide OER Journey Across Nevada
DESCRIPTION:What begins with a single conversation can transform an entire system. This session traces how the College of Southern Nevada sparked a statewide open education movement — one relationship at a time.\n\nEarly outreach to sister institutions across the Nevada System of Higher Education grew into monthly cross-campus collaborations\, bringing together faculty\, librarians\, and administrators from Las Vegas to Reno. What once felt like vast distance began to shrink.\n\nThose community-driven connections laid the groundwork for a statewide OER symposium\, bringing Nevada's higher education community together for the first time — and that momentum carried forward into policy\, culminating in NSHE's commitment to expanding access to zero-cost and low-cost course materials systemwide.\n\nIf you're working in isolation or looking to build bridges across your state system\, Nevada's story offers a practical roadmap for turning grassroots energy into lasting impact.\n\nAttendees of this session will be able to:Identify strategies for initiating cross-institutional OER collaborations within a state higher education system.Describe how consistent community building and monthly convenings can advance a statewide open education agenda.Recognize the role of grassroots faculty and staff efforts in driving systemic policy change around course material affordability.Apply lessons from Nevada's statewide OER journey to develop or expand open education initiatives at their own institution.Articulate the connection between statewide OER coordination and improved student access to zero-cost and low-cost course materials.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V3\, Online around the world
SEQUENCE:0
UID:b4f3123ffed551ca45871fe6be187244
URL:http://opened26.sched.com/event/b4f3123ffed551ca45871fe6be187244
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T190000Z
DTEND:20261029T192500Z
SUMMARY:From AI Disclosure to Human Declaration: Centring Human Authorship in OER Creation
DESCRIPTION:As AI tools become increasingly common in OER creation\, the question is no longer whether authors use them — it's how to disclose that use honestly and transparently. \n\nThe KPU AI Declaration Framework for OER Creation takes a human-centred approach\, asking not "what did AI do?" but "what was the relationship between the author and AI?" The framework adapts Kari D. Weaver's AID Framework for OER contexts\, identifying ten categories of activity relevant to publishing projects. It incorporates the Me & My Machine labels — adapted for a North American context — to capture the spectrum from fully independent human creation to AI-generated content\, making human effort and creative direction visible even where AI plays a significant role. \n\nA self-assessment rubric\, interactive rubric tool\, and Pressbooks front matter template support authors in building their own declaration statement. While developed for OER\, the framework applies to any resource creation project.\n\nAttendees of this session will be able to:Describe the KPU AI Declaration Framework for OER Creation — including its categories\, label system\, and self-assessment rubric —and identify how it differs from existing approaches to AI disclosure.Determine whether and how a human-centred approach to AI disclosure might be implemented in their own institutional or publishing context.
CATEGORIES:CONCURRENT SESSION (25 MIN)
LOCATION:V2\, Online around the world
SEQUENCE:0
UID:4768fb46b527307a1b175632a333d79c
URL:http://opened26.sched.com/event/4768fb46b527307a1b175632a333d79c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T193000Z
DTEND:20261029T200000Z
SUMMARY:Closing
DESCRIPTION:\n
CATEGORIES:KEYNOTE
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:6e5a1235b053198d33ebe9a40ebd4a98
URL:http://opened26.sched.com/event/6e5a1235b053198d33ebe9a40ebd4a98
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T203000Z
SUMMARY:Reception
DESCRIPTION:
CATEGORIES:BREAKOUTS & SOCIAL
LOCATION:V1\, Online around the world
SEQUENCE:0
UID:3a301db6d4edcee5fe97212e36bf70bf
URL:http://opened26.sched.com/event/3a301db6d4edcee5fe97212e36bf70bf
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:A Brave Choice: Zero-Textbook Cost at CCA or You’re Already Doing the Work
DESCRIPTION:In unveiling the 2025-2030 Strategic Plan for the Division of Academic Success as CCA\, we were presented with 5 “Brave Choices” or goals to focus on. The first Brave Choice is to “embrace ZTC pathways in our top 10 transfer programs and in our 15 highest-enrollment gateway courses.” This seemed like a formidable ask\, until we ran the numbers. Sifting through the data\, we discovered that CCA a) already has ZTC pathways for 3 degrees\, b) we’re making good progress on all the degrees impacted by this goal\, and c) 10 out of 15 of the highest-enrolled GT courses are OER! This lightning talk describes the ways the OER team at CCA gathered\, sorted through\, and distributed this data\, showing attendees how they can do the same at their institutions to visualize the progress toward their Open goals.\n\nAttendees of this session will be able to:Participants will.Understand how their institutions are already building Zero-Textbook Cost pathways.Understand what data to gather when tracking goals related to Open.Leave inspired to run the numbers and track their own Open progress.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:d9abf61cb4a86e477fa00e8599b8c1cc
URL:http://opened26.sched.com/event/d9abf61cb4a86e477fa00e8599b8c1cc
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Amplifying Open at the Intersection of Science and Education
DESCRIPTION:This lightning talk will introduce the Open Education Ecosystems Research Coordination Network (OEE-RCN) and highlight our work at the intersection of open science and open education. We are a diverse community of open science service providers\, education reform projects\, professional communities\, open education specialists\, and teaching faculty. The integration of open science resources (data\, protocols\, tools\, collaborative spaces\, publications) with open education practices has the potential to transform undergraduate STEM education. The goals of this project include surveying the landscape at the intersection of open science and open education to highlight emerging opportunities and identify barriers to adoption. We are currently seeking partnerships with projects\, organizations\, and individuals interested in joining the conversation to catalyze adoption of open practices in science classrooms. https://oee.qubeshub.org\n\nAttendees of this session will be able to:Gain familiarity with the Open Education Ecosystem project.Find additional information about how to collaborate with the OEE-RCN.Recognize some of the opportunities and challenges associated with working to integrate open science and education.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:63550dbb3fe5b6a0afe6a0c7a4acf69f
URL:http://opened26.sched.com/event/63550dbb3fe5b6a0afe6a0c7a4acf69f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Between Us: Open Educational Practices as a Bridge Between Classrooms and Families
DESCRIPTION:Open education is often discussed in terms of cost and access\, but its greatest impact may be relational. This session explores how open educational practices can bridge the space between classrooms and families by fostering transparency\, accessibility\, and shared ownership of learning. Across K–12 settings\, educators can use openly licensed resources\, adaptable learning tools\, and transparent communication practices to strengthen family partnerships and reduce barriers to engagement. Participants will explore practical\, scalable strategies for making learning more inclusive and collaborative beyond the school day. Whether you are new to open education or looking to deepen your practice\, this session will offer concrete ideas for connecting school and home through openness.\n\nAttendees of this session will be able to:Articulate how open educational practices extend beyond affordability to support relational equity between classrooms and families.Identify common barriers that limit family engagement and explain how open practices can reduce those barriers across K–12 contexts.Apply a three-pillar framework (transparency\, accessibility\, partnership) to evaluate or redesign their own instructional practices.Design at least one adaptable\, openly shared strategy to strengthen family-school connections in their educational setting.Critically reflect on the opportunities and challenges of implementing open practices in diverse educational environments.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:452aab9c8a8dc5dc656e8339711610eb
URL:http://opened26.sched.com/event/452aab9c8a8dc5dc656e8339711610eb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Beyond “Yes-Man” AI: Solving Spatial Scarcity & Algorithmic Bias for Marginalized Learners in India
DESCRIPTION:While Open Education (OE) focuses on digital access\, it often ignores the physical and cognitive realities of learners in the Global South. This session presents a case study from the PragatiSankalp India Foundation in Nashik\, Maharashtra\, addressing two barriers: "Spatial Scarcity" and "Algorithmic Sycophancy."\n\nGrounded in Ambedkarite philosophy\, we share findings from socio-economic surveys of 600+ residents in Bhim Nagar. We identify how high-density housing creates a physical barrier to learning\, solved by our "Bodh Saksham Study Hall"—a physical open-infrastructure hub.\n\nWe also tackle the cognitive risk of AI in OE. We demonstrate how AI "sycophancy"\, the tendency for models to prioritize agreement over truth\, harms first-generation learners. We propose "Intentional Role Prompting" as a pedagogical tool to turn AI from a "yes-man" into a constructive mentor. Attendees will learn a scalable model for bridging the gap between digital openness and physical/ethical access.\n\nAttendees of this session will be able to:Define "Spatial Scarcity" and identify it as a critical barrier to the use of Open Educational Resources in high-density urban environments.Apply "Intentional Role Prompting" techniques to mitigate AI sycophancy and encourage critical thinking in student-AI interactions.Describe the "Open Infrastructure" model for community learning centers that combine physical safety with ethical digital guardrails.Utilize localized socio-economic data to advocate for interdisciplinary safety standards in open education.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:f9d87a75101f04ea15452d9e89713733
URL:http://opened26.sched.com/event/f9d87a75101f04ea15452d9e89713733
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Beyond Anecdotes: Building a Data Dashboard for Open Education Initiatives
DESCRIPTION:Last year\, Texas A&M University Libraries' OpenEd department launched a data dashboard to track\, visualize\, and communicate the impact of our OER initiatives across campus. This lightning talk will showcase how the dashboard aggregates data on course adoptions\, student savings\, and enrollment figures to tell a compelling story about open education's value. We'll share the technical approach\, data sources\, design decisions\, and lessons learned from developing this public-facing tool. Attendees will see real examples of how quantitative evidence can support OER advocacy\, demonstrate institutional commitment\, and identify growth opportunities. Whether you're just starting to track OER impact or looking to enhance existing assessment practices\, this lightning talk will provide practical insights into making your open education data work harder for your program\, and how transparent reporting can build stakeholder trust and support for continued investment in open education initiatives.\n\nAttendees of this session will be able to:Identify data points that effectively communicate the impact of your open education initiatives to various stakeholders.Explain how transparent data visualization can support OER advocacy and institutional buy-in.Apply lessons learned from Texas A&M University's experience to enhance your own institution's impact assessment practices.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:25b0793f7780976da2db4a72599f944d
URL:http://opened26.sched.com/event/25b0793f7780976da2db4a72599f944d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Bridging Access and Practice: Designing a Fully OER Course for Real-World Impact
DESCRIPTION:What does it take to move from the idea of open education to meaningful\, accessible practice? This lightning talk shares the design and implementation of a fully OER undergraduate course built to meet the needs of a diverse student population requiring free\, virtual\, and accessible materials. Drawing from a curated collection of open resources and high-quality instructional materials (HQIM)\, the course not only removed cost barriers but also introduced students to a range of tools they can access in their future classrooms.\n\nThis session explores the intentional decisions behind selecting\, organizing\, and integrating OER and HQIM to bridge the space between access and application. Attendees will gain insight into how exposure to multiple high-quality\, openly available resources can empower future educators to make informed\, equitable instructional choices.\n\nAttendees of this session will be able to:Describe key considerations when designing a fully OER course for accessibility and equity.Identify strategies for integrating multiple HQIM within an OER framework.Explain how exposure to diverse open resources supports pre-service teacher development.Apply practical approaches to bridging the gap between open access and instructional practice.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:cc13a933fd9318fddb6755a2a6066bd2
URL:http://opened26.sched.com/event/cc13a933fd9318fddb6755a2a6066bd2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Bridging the Gap Between Learning and Contributing: Women in Open Knowledge
DESCRIPTION:This session shares a grassroots initiative in Indonesia that empowers women to move from learning to contributing in open knowledge platforms. Through the SheSaid 2025 campaign\, participants were introduced to Wikimedia projects such as Wikiquote and Wikimedia Commons\, as well as basic Creative Commons licensing. Through hands-on activities\, they created quote posters using openly licensed images and learned to share knowledge responsibly. This session highlights the “space between” learning and active contribution\, demonstrating how open education can bridge gaps in participation and representation\, particularly for women in digital knowledge spaces. The strategies used in this initiative—combining training\, mentorship\, and hands-on contribution opportunities—can also be adapted to other open education and community-based learning contexts beyond Wikimedia.\n\nAttendees of this session will be able to:Understand how open education initiatives can empower women in underrepresented communities.Identify strategies to bridge the gap between learning and active contribution in Wikimedia projects.Apply basic Creative Commons licensing in creating and sharing open content.Recognize the impact of community-based programs such as SheSaid in increasing women’s participation in open knowledge.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:5d8a197c7fdd6c61d78de5bff7e14193
URL:http://opened26.sched.com/event/5d8a197c7fdd6c61d78de5bff7e14193
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Bridging the Space Between: Using AI and UDL to Open Access in Higher Education
DESCRIPTION:The space between traditional course design and truly open\, accessible education is where too many students get lost. This session presents a practical framework for using generative AI through a Universal Design for Learning lens to close that gap — making course materials more flexible\, inclusive\, and openly adaptable. Drawing on real examples from economics and finance courses at Berklee College of Music\, participants will see how AI tools can help faculty move from rigid\, one-size-fits-all content toward open educational practices that meet every learner where they are. Three key takeaways: (1) How UDL principles function as a prompting framework for AI-assisted course design\; (2) A replicable workflow for creating openly adaptable course materials using AI\; (3) Strategies transferable across disciplines and institution types.\n\nAttendees of this session will be able to:Explain how UDL principles function as a framework for open\, AI-assisted course design.Use generative AI to create or adapt course materials that reflect open educational practices.Identify at least two strategies for moving their own courses toward greater accessibility and openness.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:72a7baf1df4aa973d7b7eed852f1bc09
URL:http://opened26.sched.com/event/72a7baf1df4aa973d7b7eed852f1bc09
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Building a Foundation for an OER Badge
DESCRIPTION:The course badge was designed to educate students from San Antonio College about open educational textbooks/resources. After many redesigns\, over a span of two years\, it has grown to be a badge available for anyone (students\, faculty\, staff). It is now an advocacy tool to give a foundation component to open educational practices and resources.\n\nAttendees of this session will be able to:Develop a sample course map relating to the course badge.Describe the process of creating a course badge.Utilize the badge as a gateway for open advocacy.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:b42c58964ab54dbbab64fe4d1b5f5847
URL:http://opened26.sched.com/event/b42c58964ab54dbbab64fe4d1b5f5847
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Co-DREAM OER: An End of Project Update on Innovative STEM Open Resources
DESCRIPTION:In 2021\, Co-DREAM OER\, a multi-institutional project to develop 9 innovative open textbooks and interactive ancillary materials on robotics\, mechatronics and advanced manufacturing for the associates\, bachelor's and graduate levels\, received a $2 million US Department of Education’s Open Textbook grant. In 2026 the project is near completion. This presentation introduces all the works of the project and discusses the critical gaps in STEM OER that they fill. It also discusses the many features that they contain to support the learning needs of all learners\, which includes availability in print and online format\, ability to be used online and offline\, the inclusion of multimedia resources\, such as videos\, interactive simulations and animations\, programming packages\, and well as compliance to WCAG 2.1 AA standards. The presentation concludes with a discussion of the first implementation of the books\, as well as attempts to build a community who can improve and sustain them over time.\n\nAttendees of this session will be able to:Learn the purpose of the Co-DREAM project and the important gaps in OER that its textbooks fill.Identify the benefits of new textbooks produced by the project\, the types of institutions\, courses\, and programs they are designed for and the innovative features they contain.Discover how the accessibility and other features of the books meet the needs of a variety of learners.Hear about the project's efforts to build a community of users by having a small group of faculty conduct a trial implementation of each textbook.Describe the educational research being conducted to assess the impact of the textbooks.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:394ba8fe3b03ac1a6f2a5ca5e9ff85e0
URL:http://opened26.sched.com/event/394ba8fe3b03ac1a6f2a5ca5e9ff85e0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Cultivating Open Education in Austria: Designing and Accrediting an OER Training Programme
DESCRIPTION:This lightening talk examines key competences required for creating Open Educational Resources (OERs). For this\, it presents the modular OER training programme at the University of Graz (Austria) and explains how this programme is embedded into the university’s OER strategy.\n\nThe OER training programme consists of three components: a self-study course on Moodle\, a base module with four webinars\, and a qualification module in which participants create and publish three new OERs. Successful completion leads to the certificate “OER Practitioner”\, awarded by the Austrian association “Forum for New Media in Teaching Austria”. The accredited pedagogical concept is openly accessible on the University of Graz OER repository.\n\nThe talk argues that such structured professional development programmes are crucial for enabling teachers to implement Open Education sustainably in their teaching and it seeks to inspire participants to reflect on and further develop their own OER skills.\n\nAttendees of this session will be able to:… explain the value of OER competences (such as copyright expertise\, quality assurance\, pedagogical design) for higher education institutions and their teachers.… understand the structure and components of the modular OER training programme and consider how it could be adapted or transferred into their own institutional contexts.… reflect on their own OER competences and the relevance for their teaching.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:3acef4a37f9e645ee3060e14737aa2a4
URL:http://opened26.sched.com/event/3acef4a37f9e645ee3060e14737aa2a4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Curating the Space Between: Student-Created Virtual Galleries Using OER
DESCRIPTION:In this presentation\, I will explore how student-created virtual galleries can occupy the “space between” access and creation in Art and Art History education. Using Open Educational Resources (OER)\, students move beyond passive viewing to become curators\, interpreters\, and creators of visual culture\, a more active space where we want students to be. Students will also learn how to see and understand broader visual culture as well. \n\nDuring this session\, participants will learn how to facilitate an environment where they move beyond their typical role as a passive observer to actively design virtual exhibitions that explore narratives\, construct themes\, or challenge traditional art and cultural narratives. Students will use OER materials for this project\, including open source images and virtual presentation platforms. The resulting virtual galleries exist in the “space between” the museum and the classroom and the student and the curator.\n\nAttendees of this session will be able to:Create adaptable project ideas that promote student agency\, equitable access to art\, and multifaceted engagement with Art\, Art History\, and Visual Culture.Construct and share OER materials based on designing virtual gallery exhibitions where students can become curators.Develop multiple ways in which students can move from passive observers to active participants in the art world.Apply strategies for guiding students in selecting\, interpreting\, and contextualizing artworks within a thematic exhibition.Integrate digital tools (e.g.\, website builders or virtual exhibit platforms) to facilitate accessible and engaging student exhibitions.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:fabf904bacfbdd20efa202c886ad70cb
URL:http://opened26.sched.com/event/fabf904bacfbdd20efa202c886ad70cb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Designing an Open Tutorial for Accessible Lecture Capture Using Embedded Audio Description
DESCRIPTION:This session presents the design\, pilot testing\, and dissemination of an open tutorial that trains faculty to integrate embedded audio description (AD) into lecture capture videos. Grounded in digital accessibility and universal design principles\, the tutorial positions AD as an extension of existing teaching and recording practices rather than an added burden. Beyond improving accessibility for learners with disabilities\, the session argues that targeted training in accessible multimedia production can substantially enhance the overall quality\, clarity\, and usability of OER video content. Data from a pre–post study—including survey outcomes and think-aloud reflections—will illustrate changes in faculty knowledge\, self-efficacy\, and implementation intentions. The tutorial will be released as a Creative Commons–licensed OER\, enabling broad reuse and adaptation.\n\nAttendees of this session will be able to:Describe the role of embedded audio description in enhancing accessibility of lecture capture videos.Explain how accessible multimedia practices can improve the overall quality of OER artifacts.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:a3430a24b0bc09733962a61575a84af6
URL:http://opened26.sched.com/event/a3430a24b0bc09733962a61575a84af6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Do Open Textbook Grants Reach Students Who Need Them Most?
DESCRIPTION:Do Open Textbook Grants Reach Students Who Need Them Most?\n\nThis session presents the first cross-institutional evaluation of the U.S. Open Textbooks Pilot (OTP) program\, examining whether federal OER investments translate into measurable student outcomes and reach the highest-need institutions. Using College Scorecard\, IPEDS\, and American Community Survey data\, we employ propensity score matching\, panel difference-in-differences\, event-study diagnostics\, and empirical-Bayes benchmarking to compare 12 OTP grantees against matched controls. Results show a significant 6.9 percentage-point completion rate increase at four-year grantees (p = .044)\, with null debt effects. However\, the grantee pool is concentrated in the four-year sector with a mean Pell rate below the national median\, revealing a persistent gap between federal investment and realized equity impact -- the space between policy intent and student benefit.\n\nAttendees of this session will be able to:Explain the difference between course-level OER evidence and institution-level OER policy evaluation.Describe how matched comparison and panel methods can be used to study open education initiatives.Identify the main findings of this evaluation of the Open Textbooks Pilot program.Assess how competitive grant design may shape who benefits from open education funding.Consider policy and implementation strategies for making OER investment more equitable.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:195bcf837fcbbec6b630d73ef31d80bd
URL:http://opened26.sched.com/event/195bcf837fcbbec6b630d73ef31d80bd
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Don’t I Know You?: Re-Designing Open Programming for the Space Between
DESCRIPTION:Open Education programming often favors the familiar\, but curiosity and connection can take us somewhere meaningful and new.\n\nThis talk explores what happens when we treat programming not as event planning\, but as relationship-building. It highlights how curiosity\, informal conversations\, and community feedback can lead to more inclusive and responsive programming. I’ll share two experimental formats shaped by this philosophy: 1) From the Field\, and 2) Open Exchange – both designed to create space for dialogue\, not just delivery. \n\nWorking in “the space between” means making room for new perspectives\, unexpected connections\, and the kind of conversations that don’t always fit neatly into a traditional webinar format\, but matter just the same. This is an invitation to consider not just what we share\, but who we make space for\, how we design it\, and who we might become as a result.\n\nAttendees of this session will be able to:Reframe programming as relationship-building\, understanding how curiosity\, informal conversations\, and community feedback can guide more responsive and inclusive programming.Apply design strategies for dialogue\, recognizing how experimental formats\, like unrecorded peer discussions\, can create safe spaces for candid conversations and richer engagement.Explore how intentionally designing for connection and new perspectives can enhance the impact of Open Education efforts.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:296d532dd6789bd3c65533d599ffdc71
URL:http://opened26.sched.com/event/296d532dd6789bd3c65533d599ffdc71
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Embedding Openness and Flexibility for Adaptive Schooling in K-12 Education: Pathways & Constraints
DESCRIPTION:Openness and flexibility remain insufficiently integrated in mainstream K–12 education\, even though several of their elements are already visible in fragmented forms. This session examines how principles and practices of open education may be meaningfully integrated into school education\, while also recognizing the pedagogical\, structural\, and administrative constraints that shape such possibilities. Situated in the Indian context\, the session draws on a systematic literature review and findings from a learner perception survey to explore how openness and flexibility may support more inclusive\, adaptive\, and continuity-oriented schooling. It further considers which dimensions of openness are already present in school education\, which may be meaningfully integrated\, and which continue to remain constrained within existing systems. In doing so\, the session moves beyond advocacy for flexibility to examine its practical usefulness\, perceived value\, and systemic limits in school education.\n\nAttendees of this session will be able to:Participants will develop a clearer understanding of openness and flexibility in K–12 education and how these relate to open schooling\, conventional schooling\, and other educational modalities.Participants will identify existing school practices and structures that reflect elements of openness in partial or fragmented forms\, such as flexible pathways\, inclusive design\, and learner-centred approaches.Participants will gain insight into how findings from the systematic literature review and learner perception survey inform the possibilities of greater openness and flexibility in K–12 schooling.Participants will critically reflect on the pedagogical\, structural\, administrative\, and policy-related challenges involved in integrating openness and flexibility into mainstream school education.Participants will identify possible pathways through which openness\, flexibility\, and technology-enabled practices may support more adaptive and continuity-oriented K–12 education.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:ed89d14cda8140b47376bae712b38035
URL:http://opened26.sched.com/event/ed89d14cda8140b47376bae712b38035
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Expanding Education: Narrative Role-Playing Games and Open Education Resources
DESCRIPTION:Despite growing interest in game‑based learning and the rising cultural popularity of role‑playing games (RPGs)\, most narrative RPG materials remain commercially produced and sold\, making them difficult to license and adapt for educational use. As a result\, educators and education researchers interested in narrative roleplay often rely on purchased systems\, create their own materials from scratch\, or attempt to adapt the limited number of existing RPG‑focused OERs\, many of which may not suit their specific teaching contexts or learner needs. This lightning talk briefly highlights the unique capacity of narrative roleplay to foster intrinsic motivation\, agency\, and engagement across age groups. The session then explores existing RPG OERs and research‑informed entry points that educators can use to navigate this emerging area of open\, narrative‑driven pedagogy\, and\, if inspired\, contribute to the development of new\, openly shared narrative RPG tools.\n\nAttendees of this session will be able to:Define key components of game-based learning\, including distinctions between gamification\, game-based learning\, and gameful learning\, and describe how these approaches differ in goals and implementation.Articulate the pedagogical promise of narrative role-playing games\, particularly their capacity to support learner motivation\, agency\, collective meaning-making\, and engagement with complex ideas through storytelling and play.Identify existing open educational resources related to narrative RPGs\, as well as gaps in current literature and resource availability\, in order to imagine how their own teaching\, research\, or open education work might contribute to this emerging area.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:77cecf9823ddca7faf3a952c95fec37a
URL:http://opened26.sched.com/event/77cecf9823ddca7faf3a952c95fec37a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:From Classroom to Community: Discover the Importance of Open Education in Public Health Training
DESCRIPTION:This session is about analyzing how open education can help connect what medical students learn about health in their medical school to what actually happens in real communities by highlighting how open-access resources\, peer learning\, and digital platforms can enhance public health training and empower students to apply their knowledge beyond the classroom.\n\nThe presentation will discuss practical strategies for integrating open educational practices into public health education\, including student-led community awareness initiatives\, and how to use freely available learning materials. However\, it will also address challenges such as limited access to structured resources\, variability in community engagement\, and the need for culturally appropriate content.\n\nPeople who attend this session will learn how open education can make public health training practical\, accessible\, and focused on the community especially in places where resources are limited.\n\nAttendees of this session will be able to:1- Explain how open education will be able to facilitate the transfer of health knowledge from academic education to community-based public health programs.2- List some open education materials and technologies being used in the field of public health that may serve them well.3- Inform them about the responsibility of students in facilitating community-based health educational programs.4- Identify obstacles that may hinder them while implementing open education in the field of public health.5- Utilize methods by which they can incorporate open education in their public health education and practice.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:89b3c5946e8ab352c4af58b6871cca48
URL:http://opened26.sched.com/event/89b3c5946e8ab352c4af58b6871cca48
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:From Here to There Together: Building Institutional Pathways to Barrier-Free Curriculum Resources
DESCRIPTION:By 2030\, Deakin Library aspires for all students to have barrier-free access to essential curriculum resources. But our institutional systems\, policies and practices weren’t designed with that goal in mind.\n\nHistorically\, curriculum resource provision has been shaped without sufficient consideration of affordability and access. Cost\, licensing\, rights management\, and the opportunities open resources afford student-centred learning are not consistently factored into resource choice. Open Education is identified in institutional strategy\, yet efforts remain fragmented and not fully integrated into curriculum governance. \n\nPolicy change in 2025 prioritised barrier-free curriculum resources in curriculum design and delivery\, marking a significant shift for the organisation. This prompted Deakin Library to assess current barriers and deliver a multi-year institutional roadmap for implementation to achieve our ‘barrier-free’ vision. \n\n This lightning talk outlines our approach and key findings.\n\nAttendees of this session will be able to:Identify how libraries can effectively frame current state challenges in ways their institutions can understand and engage with.Apply road-mapping as a strategic tool to translate ambitious access and affordability goals into achievable institutional actions.Articulate the strategic value of OER as a sustainable\, institution wide investment rather than a siloed initiative.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:117cdbdf742b74ab66f0491000b29339
URL:http://opened26.sched.com/event/117cdbdf742b74ab66f0491000b29339
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:From Vision to Impact: A Change Approach Toward Accessible Digital Educational Resources
DESCRIPTION:At HAN University of Applied Sciences\, we are building an ecosystem that gives students and educators easy access to high‑quality learning resources\, open\, semi‑open\, and commercial\, to create an optimal mix for teaching and learning. We believe education should be accessible\, reliable\, and inclusive\, and that public resources should be used wisely through sharing and reuse.\n\nRather than treating openness as a separate goal\, HAN embeds Open Educational Resources (OER) into everyday practice through an institution‑wide strategy. This approach is built on five pillars: hands‑on support through a Content Support Team\; professional development to strengthen OER competencies\; recognition and rewards for open educational practices\; structured change management at faculty level\; and a robust technical infrastructure centered on a single institutional repository. Together\, these pillars enable sustainable adoption of openness at scale.\n\nAttendees of this session will be able to:Explain HANs five-pillar institutional approach and how these pillars collectively enable sustainable OER adoption.Identify practical strategies for supporting educators in combining open\, semi-open\, and licensed resources into coherent\, high-quality learning materials.Evaluate the role of recognition and rewards in increasing faculty engagement with OER and understand how to implement similar incentives in their organizations.Adapt governance and change-management practices that support cultural and structural shifts toward open and blended resource use.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:c9ac27a3da4803daf8af4be8e474a2bc
URL:http://opened26.sched.com/event/c9ac27a3da4803daf8af4be8e474a2bc
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Generating Reach by Embedding OER in Volunteer Formats for Sustainable Marketing Programs
DESCRIPTION:Open Educational Resources (OER) are promoted in different ways around the world. In the US\, this work is often called “OER advocacy\,” while in South Africa the Open Education Influencers MOOC (https://oe4bw.org/project/open-education-influencer/) is a notable example.\n\nThis lightning talk shares how the University of Innsbruck is reaching a wider audience:\n\n * OER practitioners talked about the creation and the publication of their projects in The JOERney@UIBK: Experience Talks (https://oerworldmap.org/resource/urn:uuid:75e1c2a7-8540-4ff2-b2c6-04b2f23b3cda?language=en).\n\n * The Aqua MOOC\, a 2021 citizen science MOOC on water communities\, was presented at a local district club. Volunteers from Computerias and libraries were invited.\n\nThe findings from this talk may inspire attendees of the lightning talk to leverage local venues\, themselves\; using a single\, high-interest MOOC or resource\, other OER and the OER repositories can be cross-promoted to potential re-users and interested people.\n\nAttendees of this session will be able to:…find connections between marketing OER at their institutions and involving local volunteers in the dissemination of information about OER.…think outside "the box"\, aka their institutional limits\, and reach for a wider audience.…generate new leads for their OER practitioners to create OER for and broadening their understanding or who their ideal audience might include.…gain an understanding for the value of “old” OER and the sustainability efforts included in the production and the active advertising of a MOOC with so-called "ever-green contents" that is intended for a "long run".
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:dda8d2c3952832bebf1d26b5a0ffabf6
URL:http://opened26.sched.com/event/dda8d2c3952832bebf1d26b5a0ffabf6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Harnessing OER to Support Production and Provision of Juvenile Titles in Underserved Languages
DESCRIPTION:Imagine a world where you grow up never having enough to read. This is the reality for many children who speak minority or indigenous languages (hereafter “underserved languages”). The scarcity of juvenile titles (fiction\, non-fiction\, videos\, games\, audio books\, etc.) in their own languages is a persistent barrier to learning. We invite collaborators to a research group with the goal of building and expanding processes for creators—writers\, editors\, illustrators\, and translators—who can benefit from networking and professional development and learning to use Creative Commons licensing and other OA policies and practices. We wish to amplify collaborative efforts by creators to increase available titles in underserved languages. Our central goals are to establish a design for a replicable\, democratic\, and participatory multilingual collaborative and to analyze the design process. We will share a pilot that we have conducted in 2026 with speakers of Yoruba and Burmese in Indiana\, USA.\n\nAttendees of this session will be able to:Participants will gain specific knowledge about the gaps in access to literacy and learning materials for learners who speak underserved languages around the world.Participants will learn about storytelling and story creation efforts in Indiana that we have begun with Yoruba and Burmese speakers.Participants will be invited to join scholarly and practical efforts to share practices and ideas for developing and providing juvenile titles in underserved languages in areas that are of concern to them.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:a4d7119fd504c376b2bdf0c83a668f49
URL:http://opened26.sched.com/event/a4d7119fd504c376b2bdf0c83a668f49
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:How Students Perceive Open Education: A Pre- and Post-Course Analysis
DESCRIPTION:How do students perceive Open Education before and after completing a course dedicated to open education? This session presents findings from a mixed-methods study involving undergraduate students enrolled in an open education-focused course at a Canadian university. Using pre- and post-course surveys\, student reflection assignments\, and follow-up interviews\, the study examines changes in student attitudes\, awareness\, and willingness to engage with Open Educational Practices (OEP). The session highlights key patterns in student experiences and evolving perspectives on open education. Attendees will gain practical strategies to support student engagement and consider how open practices can enhance the student learning experience.\n\nAttendees of this session will be able to:Describe how student perceptions of open education can shift through participation in a course dedicated to open education.Identify key factors that shape student engagement with Open Educational Practices (OEP).Recognize how surveys\, reflection assignments\, and interviews can be used to examine changes in student attitudes and experiences.Apply practical strategies to support student engagement in open educational practices and open sharing.Reflect on how student perspectives can inform open course design and teaching practice.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:eee961ad937758f265fcbef6b8a2f639
URL:http://opened26.sched.com/event/eee961ad937758f265fcbef6b8a2f639
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Individuals & Institutions: The Structure of Change and the Open Education Network
DESCRIPTION:In this presentation\, Robin DeRosa\, Executive Director of the Open Education Network\, will explore the theory of change that undergirds the OEN. In a community that focuses its activities on the grassroots work of educators (including faculty\, librarians\, instructional designers\, technologists\, and other support staff)\, the OEN’s membership structure centers around institutions and consortia. What is the relationship between individuals who engage with open practices and the systems that contain\, support\, and sometimes thwart them? How can organizations that leverage open education to make change respond to the needs of learners and teachers while building support from the surrounding educational systems that don’t always center those needs? Hear about the rationales\, hopes\, and tensions that animate the OEN’s model\, and the current ways we are envisioning our role in advancing open education and building a more equitable future for higher education.\n\nAttendees of this session will be able to:Reflect on the tensions and synergies between individual practice and systemic support in the open education movement.Articulate reasons why both grassroots practice and institutional commitment are key sustainable and impactful open education progress.Understand the approach of the Open Education Network\, and how it leverages institutional commitment to make structural change in higher education.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:4276c0692d8dff96443f010467826df8
URL:http://opened26.sched.com/event/4276c0692d8dff96443f010467826df8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Making It Local\, OER in Papua New Guinea a Localisation and Expansion Case Study
DESCRIPTION:Many communities in low resource areas could benefit from access to the content available in OER materials if only they were able to access them. While this content is technically free the act of connecting to the internet and downloading it still presents a barrier in terms of economics and infrastructure in many parts of the world. Offline servers filled with OER are part of the solution to fill that gap. A large variety of groups work to collate materials and create servers with localized wi-fi networks that will work in low resource environments.\n\nThis talk focuses on a new partnership between the distributors of one offline server and the government of a low-income country. Following their progress to design a localized build that encompasses the required curriculum and local language needs as well as distribute their devices in one of the most geographically challenging environments in the world.\n\nAttendees of this session will be able to:Greater understanding of partnerships between volunteers\, NGO’s and Government bodies.Describe and reproduce the steps for localization of OER content.Describe and reproduce the steps for distributing OER servers.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:30d282932460779c73fa2ba5030c7f62
URL:http://opened26.sched.com/event/30d282932460779c73fa2ba5030c7f62
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Mapping OER to State Numbering Systems
DESCRIPTION:This session focuses on finding ways to reduce the cognitive load for faculty\, and faculty supporters\, interested in adopting OER for the general education courses in Texas\, with potential replicability for other states. This is done through the overview of the following resources:\n\n * Texas Common Course Numbering System (TCCNS)\,\n\n * Academic Lower Divison Guide for Texas Higher Education courses\, \n\n * Open Educational Resources\, and \n\n * University specific course numbering systems \n\nThe overview is followed by an exploration of how these systems work together to create an articulated interface\, the Core to Open tool\, that facilitates quick and wasy to understand OER discovery for faculty and faculty support providers. The presentation wil conclude with a demonstration on how to use the Core to Open tool itself. From investigation to deliverable\, the process emphasizes learning\, making connections\, and supporting iterative design.\n\nAttendees of this session will be able to:Explain the relationship between course numbering systems\, course learning objectives\, and OER – as well as how this could be replicated for their state or system.Choose a relevant gen ed course and navigate to OER for that course.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:fadaaf8d1a90a64b7645e64c74bcd017
URL:http://opened26.sched.com/event/fadaaf8d1a90a64b7645e64c74bcd017
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Open Ed Practices as a Compass: Building Cognitive Resilience Against AI-Mediated Disinformation
DESCRIPTION:As AI tools become foundational to education practices\, we must examine how they interact with information\, specifically distinguishing between misinformation\, disinformation\, and malinformation. This session explores the role of open education fundamentals in fostering cognitive sovereignty within the "infocracy\," a regime where automated data and algorithmic narratives define the information landscape and where we propose cognitive resilience. We present the proposal of a matrix of ethical AI literacy that utilizes open principles (transparency\, collaboration\, and reuse) as a compass for navigating this landscape. This proposed framework aims to enable learners to move from passive information consumption to actively engaging in contemplative-reflexive narratives\, ensuring that "open" serves as a framework for epistemic justice and ontological openness by introducing intentionality in human-in-the-loop supervision.\n\nAttendees of this session will be able to:Distinguish between misinformation\, disinformation\, and malinformation within an AI-mediated informal learning context\;.Identify how "cognitive offloading" (the outsourcing of thinking to AI) impacts learner agency and the ability to construct personal narratives\;.Apply open education principles (specifically transparency of provenance and collaborative review) as ethical defenses against algorithmic bias\, data opacity\, and the lack of interpretability in automated systems\;.Evaluate the role of "human-in-the-loop" intentionality as a mechanism for maintaining narrative agency and resisting algorithmic narratives in the infocracy.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:53efdf2c6395b07518be8f291bc1180d
URL:http://opened26.sched.com/event/53efdf2c6395b07518be8f291bc1180d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Performing Open: Theatre\, Zines\, and Pedagogy in the Space Between
DESCRIPTION:Performing arts classrooms are inherently collaborative\, adaptive\, and co-creative\; however\, they are rarely framed as sites of open pedagogy. This session argues that theatre and performance-based disciplines do not simply accommodate open practices\; they embody them.\n\nDrawing on the idea of open pedagogy as participatory and learner-driven\, this presentation repositions performance as open knowledge-making. Students interpret\, remix\, and co-create meaning for audiences\, aligning closely with open values.\n\nUsing a student-created zine project as a case study\, this session explores how ephemeral performance can become tangible\, shareable artifacts. Central to this work is student agency and consent: learners choose if and how their work is shared.\n\nAttendees will gain a framework for designing open\, participatory learning in creative and performance-based classrooms.\n\nAttendees of this session will be able to:Articulate how core elements of performance (collaboration\, interpretation\, audience engagement) align with open pedagogy principles.Analyze the role of student agency and consent in ethical open educational practices.Evaluate the opportunities and tensions of applying open pedagogy within embodied and arts-based classrooms.Consider assignments that position students as co-creators of knowledge in creative or non-traditional formats.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:3ecf3a447ec41f702d28c6ed1afd7764
URL:http://opened26.sched.com/event/3ecf3a447ec41f702d28c6ed1afd7764
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Reducing Students’ Psychological Distance From Climate Change: Design of an Open Mapping Assignment
DESCRIPTION:This session introduces an open (CC BY-NC-SA 4.0) climate distance mapping assignment designed to help students connect climate change to places\, systems\, and near-future conditions relevant to their lives. Drawing on the concept of psychological distance\, we examine why students may understand climate change but struggle to situate it in their own contexts.\n\nParticipants will learn how assignment design can reduce abstraction without pressuring students toward personal or potentially traumatic disclosure. The session demonstrates how structured choice allows students to engage at varying levels of personal proximity while still making meaningful\, place-based and life-path connections.\n\nEducators\, instructors\, and those teaching late high school and introductory college courses may find this session most useful.\n\nAttendees of this session will be able to:Explain how psychological distance influences students’ perceptions of climate change.Identify why students may struggle to connect climate change to their own lives.Model assignment design that reduces abstraction without requiring personal disclosure for students.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:05d425a0e8bada4615c3b00106e96f40
URL:http://opened26.sched.com/event/05d425a0e8bada4615c3b00106e96f40
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Reframing Medical Education Through Theater of the Oppressed\, Critical Pedagogy\, and Open Education
DESCRIPTION:This session explores innovative approaches to medical education through the integration of art-based methodologies\, open educational resources (OER)\, and virtual learning communities. Grounded in the critical pedagogy of Paulo Freire and Augusto Boal\, it challenges traditional technicist models by promoting dialogical\, participatory\, and human-centred practices. The presentation highlights how the Theatre of the Oppressed can foster empathy\, active listening\, and nonviolent communication among future health professionals. Additionally\, it examines the role of collaborative digital environments and OER in expanding access to knowledge and enabling co-creation. Participants will engage with the concept of virtual communities as spaces for experimentation\, shared learning\, and the development of more inclusive and ethical healthcare practices.\n\nAttendees of this session will be able to:Explain Theatre of the Oppressed can be applied in medical education.Identify strategies to foster empathy\, active listening\, and nonviolent communication in healthcare training.Analyze the role of Open Educational Resources (OER) in promoting inclusive and collaborative learning environments.Critically reflect on the limitations of traditional technicist models in health education and propose human-centred alternatives.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:d096e52879227dc383df376ef3a9806a
URL:http://opened26.sched.com/event/d096e52879227dc383df376ef3a9806a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Sowing Discord for Iterative Discovery: AI Roundtables Built on Friction
DESCRIPTION:Ask generative AI a question\, and you get a confident answer. What you don't get is a second read\, a dissenting take\, a reason to dig deeper. When open educators use AI to create and remix resources that others will reuse\, that untested confidence travels with the work.\n\nThe counterintuitive fix? Sow discord. Not by asking AI to see both sides\, but by designing personas with named stakes that structurally conflict\, then putting them in the same room. When multiple perspectives are built for friction\, disagreement surfaces ideas neither would reach alone. Then run the output back through a critical lens\, round after round\, until what remains has been earned by both sides.\n\nOpen educators make decisions alone that deserve a panel\, and this roundtable method convenes one on demand. Attendees leave with a replicable roadmap for building and running their own expert panel\, no subject matter expertise required.\n\nAttendees of this session will be able to:Explain why single-prompt AI use produces untested confidence and why that matters when the work will be reused by others.Apply the roundtable method by assigning personas with structurally conflicting stakes to surface complex ideas no single perspective could reach alone.Use iterative review loops to pressure-test AI output and recognize what repeated scrutiny reveals that a single pass misses.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:f848104c6c7d4060def2ec927624d4f1
URL:http://opened26.sched.com/event/f848104c6c7d4060def2ec927624d4f1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Structure and Emergence: How BarCamps and Peer-to-Peer Learning Build Open Education Communities
DESCRIPTION:What if the most productive learning spaces are the ones we don’t fully control? OERcamp operates between structure and emergence—combining planned formats with self-organised collaboration. As a BarCamp-based modal\, an open\, participant-driven unconference format\, it has no fixed programme\, instead attendees collaboratively shape the agenda and sessions through peer-to-peer learning. \n\nDrawing on 14 years of experience\, this presentation shows how fluid roles foster engagement and sustainable community building. It reflects on how participatory formats can surface challenges in open education and how communities respond collectively.\n\nTransfer: Participants gain practical insights into designing participatory formats and cultivating communities that support open education over time. This proposal contributes to “Beyond Borders” by sharing perspectives from the German open education community.\n\nAttendees of this session will be able to:Recognize the value of “in-between” spaces for participation and knowledge creation in open education.Learn how to design participatory formats that enable engagement without relying on full control or predefined roles.Develop practical approaches to building and sustaining community-driven open education communities.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:2d6ba72c453298e615a54b3dd71e37ac
URL:http://opened26.sched.com/event/2d6ba72c453298e615a54b3dd71e37ac
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Teachers as Changemakers: Adopting OER for Environmental and Sustainability Education
DESCRIPTION:This session explores the availability of Open Educational Resources (OER) for environmental and sustainability education in Grades 5 to 7. As global environmental challenges escalate\, OER provide accessible\, adaptable materials that align with curriculum standards and UNESCO's Sustainable Development Goals. \n\nHighlights:\n\n * Comprehensive analysis: the study identifies existing resources\, gaps\, and opportunities for integration.\n\n * Scalable methodology: it introduces a systematic process for analyzing educational materials\, including the use of AI\, that can be applied to other subjects and curriculum standards.\n\n * Immediate impact: attendees will receive a curated list of OER ready for immediate classroom use.\n\nThis research servers educators\, policymakers\, and environmental organizations by promoting OER adoption in K-12. By bridging the gap between available resources and curriculum needs\, this study offers a sustainable educational solution for an ever-changing world.\n\nAttendees of this session will be able to:Describe why OER is a solution to delivering environmental and sustainability education in K-12.Identify the pivotal age for introducing environmental literacy and social action.Identify where to find openly available environmental and climate education resources that meet specific educational standards.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:9c1a208f26b57a35f3e75b3e285dab2d
URL:http://opened26.sched.com/event/9c1a208f26b57a35f3e75b3e285dab2d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:The Interstitium: An Emergent Practice for the Spaces Between
DESCRIPTION:Western scientists recently “discovered” a new organ in our bodies: the Interstitium. This collagen scaffolding had long been discarded by conventional medicine and belief systems as static and generally in the way. However\, a fresh look with modern tools at LIVING tissue (!) revealed that the Interstitium has myriad life-sustaining functions\, previously unrecognized or underappreciated. It activates the Spaces Between within our bodies.\n\nThe Interstitium is also a powerful metaphor and a generative frame of reference for situations where reciprocal flows of knowledge\, creativity\, and care are vital yet unnoticed. This metaphor\, brought to light in a 2023 Radiolab podcast\, has spurred a growing community of practice for “Interstitionaries” who do this essential but often unsung bridging work. In this talk\, I’ll introduce the Interstium as metaphor and methods\, and highlight how its methods (including a self-assessment and discussion prompts) might serve the open education community.\n\nAttendees of this session will be able to:Understand the Interstitium as an inspiring and useful metaphor for any socially-connected work.Use the Interstitium model and its practices to help unlock new approaches for relational and recognition challenges and opportunities in open education work.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:2b95e8287f287bb9b391a19febac1a72
URL:http://opened26.sched.com/event/2b95e8287f287bb9b391a19febac1a72
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:TUS Open Press: Inclusive Teaching and Learning OER Collection
DESCRIPTION:This session will provide an overview of how and why TUS Open Press has published a collection of inclusive teaching and learning OER. This collection includes TUS Sensory Awareness Guide\, Your Essay Builder: Clear Steps to Plan and Structure Your Essay and forthcoming publications including Starting University Guide for Students with Disabilities and a Case Study of how Mind Mapping Software was successfully used in our institution. We will share the perspectives of the authors and how they have embraced Open Licensing. Our authors have created their works using Universal Design for Learning (UDL) principles and have very generously shared their considerable expertise with our TUS Open Press Community of Practice members which has been hugely beneficial. We are excited to continue supporting our Student Support Services colleagues to publish Pressbooks which embody inclusive teaching practices for the benefit of our TUS university community\, and the OER community more broadly.\n\nAttendees of this session will be able to:Understand the origins of\, and ethos behind\, this inclusive teaching and learning OER collection.Engage with the OER collection.Reflect on the experiences of these OER creators.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:715f43759ecba9edbd90f1b24ae12490
URL:http://opened26.sched.com/event/715f43759ecba9edbd90f1b24ae12490
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Using Limited Resources to Support OER Accessibility
DESCRIPTION:Many open education resources (OER) publishing programs offer a full suite of services\, including helping instructors create their own OER. However\, not all higher education institutions have the resources or staffing to provide that level of support. This lightning talk will discuss how one public university attempts to provide some support to instructors\, especially for accessibility\, while seeking to ensure a sustainable level of help. This includes offering a publishing platform and then providing support to instructors interested in collating various existing OER into one place\, as well as providing editing support to ensure OER meet legal accessibility requirements. The session will also detail how the institution’s library has experimented with several staffing models for this support as well as how it continues to refine its workflow to ensure that the work remains manageable.\n\nAttendees of this session will be able to:Consider how much\, if at all\, your institution can support some OER publishing support.Discuss how libraries can help remediate OER for accessibility.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:a66c03e80d297d082a81e893049bb64d
URL:http://opened26.sched.com/event/a66c03e80d297d082a81e893049bb64d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Visible Impact: Creating Effective Alt Text With Students
DESCRIPTION:Alternative text (alt text) is important\, though often a secondary thought\, when creating digital resources. When creating open educational resources\, the written content is often the focus\, with visuals added to support it. Accessibility requirements mandate that written descriptions be added to visual content in educational resources. With recent advances in AI\, many are using AI to generate alt text for images in OERs. This can be done relatively quickly\, but still requires significant time for reviewing\, editing\, and correctly inserting alt text so screen readers can access it and provide detailed descriptions. This talk advocates working with students to develop alt text to focus on the educational component of OERs. Students are eager to work with faculty on meaningful projects and can successfully develop alt text and assess its effectiveness. This talk will discuss how to do this\, the benefits\, and the challenges.\n\nAttendees of this session will be able to:Develop and refine alternative text.Incorporate students in the process of developing and refining alternative text.Encourage student involvement in OER development and creation.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:7f5fcc57f0ad5023046c3ebcabe70932
URL:http://opened26.sched.com/event/7f5fcc57f0ad5023046c3ebcabe70932
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260802T113057Z
DTSTART:20261029T200000Z
DTEND:20261029T201000Z
SUMMARY:Who Defines Science? A Multilingual\, Student-Built Open Science Glossary
DESCRIPTION:This lightning talk introduces the OCTOPUS Project (Open Collaboration for Transformative Open Pedagogy to support Undergraduate Open Science Education)\, a multilingual\, student-generated Open Science glossary designed to make scientific language more accessible and equitable. While the glossary resource has already been developed\, it will be implemented in undergraduate science courses where students contribute definitions\, translations\, and cultural and ethical context. This project leverages open pedagogy to position students as co-creators of knowledge while critically examining inequities in Open Science\, including language barriers\, authorship\, and global access. Attendees will gain insight into how multilingual\, student-driven resources can support more inclusive and globally relevant open education practices.\n\nAttendees of this session will be able to:Describe how open pedagogy can be used to support student-generated knowledge in STEM.Explain the role of multilingual approaches in improving access to scientific terminology.Identify ways to integrate equity-focused discussions into Open Science education.Apply strategies for implementing student-driven OER projects in their own courses.
CATEGORIES:LIGHTNING TALK
LOCATION:View Anytime\, Online around the world
SEQUENCE:0
UID:ed3d3b44b42a3dc09c25ba9542887ebc
URL:http://opened26.sched.com/event/ed3d3b44b42a3dc09c25ba9542887ebc
END:VEVENT
END:VCALENDAR