There was something else that was probably lovely about the need to decouple education and nationality but I missed it due to some sound issues. Overall a really thoughtful presentation. #OpenEd25

Taheri tells us that families often learn together, increasing the value of family literacy approaches. #OpenEd25

The program has challenges — learner motivation, tech barriers, different learner backgrounds, and restrictive conditions all have impact. Scams targeting Afghans seeking educational opportunities also have “devastating consequences.” #OpenEd25

Taheri and Parwani tell us, “Shared, pooled resources make more out of less.”

Openness helps take these shared resources even further. 💖🙌👏 #OpenEd25

Their library is the project’s first OER initiative. It helps provide information and pedagogical tools for Afghan teachers, including children’s books, lesson plans, and content related to mental health. #OpenEd25

Their Darakht-e Danesh Academi helps students, largely women and girls, graduate with an internationally recognized diploma and a sense of community and belonging.

“The more connected that we become, the more impact we can make,” Taheri says. #OpenEd25

Woods asks some questions to help OER advocates connect with unconventional stakeholders — what motivates them? What are their barriers? Who do they listen to? What are their goals? What limits their influence? What do they know or think about OER? #OpenEd25

At Woods’s institution, advisors reached out to instructional designers to help distance learners who were struggling with the cost of purchasing lab kits with expensive microscopes. They worked to find ways to meet the course objectives without the need for the lab kit. #OpenEd25

Woods lists advisors, instructional designers, students, industry partners, and policy advocates as possibilities. Folks in the session added accessibility consultants as well. #OpenEd25

A really important point Parme and Tompkins make here is that institutions don’t always measure the impact of their own decisions. Who is monitoring the annual cost increases for inclusive access at your institution? Doing student satisfaction surveys? Collecting evidence? #OpenEd25

“For open education to thrive, advocacy is not enough. We need structural change.” - Sara Parme at #OpenEd25

Tompkins reminds us that even in closed systems there are opportunities.

Parme talks about the tension between efficiency and autonomy or access and agency. Sometimes we solve for convenience but neglect important factors that affect learning.

Tompkins asks, “Can openness survive in closed systems?” #OpenEd25

“Power does not necessarily equal expertise, yet it shapes the practices in higher education.” - Sara Parme in “Power, Access, and the Future of Course Materials” at #OpenEd25