OEGlobal Voices

Join us for our newest podcast episode, with voices connecting open educators from distant locations, both by the sea, Laura Czerniewicz from the southern tip of South Africa and Catherine Cronin from the west edge of Ireland. Listening to these two influential forces in open education, you should feel like you are in one room together. Recorded in September 2025, we invited Laura and Catherine to reflect on their multiple recognitions in the 2024 Open Education Awards for Excellence. Catherine was awarded in the area of leadership and both our guests were part of the entire team recognized for the global collaboration that produced Higher Education for Good. We hear about ongoing efforts that came from their subsequent keynote presentations as calls to action to critically address Open Education “at the crossroads.” In many threads you will understand how both Laura and Catherine embody, in a most human fashion, both leadership and collaboration. There’s much to be inspired by in hearing Laura and Catherine’s share stories of their influences, experiences, and mostly, the optimism that comes from witnessing how their vision for Higher Education for Good came to be openly created and shared. In the OEGlobal Voices podcast studio with (left to right) guests Catherine Cronin and Laura Czerniewicz plus host Alan Levine. Episode 93 TranscriptDownload Listen with Transcript at Descript.com In This Episode FYI: For the sake of experimentation and the spirit of transparency, this set of show notes alone was generated by the AI “Underlord” in the Descript editor we use to produce OEGlobal Voices. Reflections on Leadership, Collaboration, and Open Education with Laura Czerniewicz and Catherine Cronin In this episode of OEGlobal Voices, host Alan Levine catches up with Laura Czerniewicz and Catherine Cronin. The conversation reflects on their journeys in open education, touching upon leadership, humanity, and courage. They discuss their collaboration on the book ‘Higher Education for Good,’ recognized with multiple awards, and share personal stories from their pasts, including their childhoods and educational backgrounds. The discussion also explores the evolving landscape of open education, the impacts of big tech, and the importance of maintaining a human-centered approach. The episode closes with a reflection on community, personal well-being, and the joys of life outside work. 00:00 Intro Music and Highlighed Quotes 01:14 Podcast Introduction 02:05 Reflections on Leadership and Awards 04:52 Personal Histories and Early Influences 10:47 Challenges and Changes in Open Education 20:49 Higher Education for Good: Collaboration and Impact 26:34 Current Projects and Personal Reflections 41:01 Closing Remarks and Future Plans (end of AI generated show notes) Additional Links and Quotes for Episode 93 We know that in the midst of the chaos and collapse, there are people doing good things and soldiering on. That’s still true today. When we had this conversation about this possibility, that is exactly what we hoped for, that we would capture that dogged insistence on doing good in the face of what might feel intransigent obstacles. And it happened. It’s amazing and astonishing and bigger than we ever thought, but it’s a real celebration of the fact that, in the midst of everything and something we have to all remind ourselves now, when we watch what’s going on in the world, that there are good actions and people, no matter what. Laura Czerniewicz on Higher Education for Good Catherine Cronin (web site) Open Educational Practices for Good (2024 presentation at Lehman College) Laura Czerniewicz (web site) 2024 OEAwards Individual Award for Leadership (OEGlobal) Centre for Innovation in Learning and Teaching (University of Cape Town) Higher Education for Good- Teaching and Learning Futures (Open Book Publishers) 2024 OEAward inCollaboration to All People Behind Higher Education for Good (OEGlobal) Open Book Publishers (publisher) The Future Isn’t What It Used to Be: Education at the Crossroads (OER24 keynote ) Open Education at a Crossroads (Open Education Conference 2024) Addressing Challenges to Open Education in an Era of Authoritarianism and Big Tech (OTESSA 2025 keynote) Catherine Cronin and Laura Czerniwicz on HE for Good (Helen Beetham podcast) Review of Laura Czerniewicz and Catherine Cronin (Eds.). (2023). Higher Education for Good: Teaching and Learning Futures (Helen Beetham in Postdigital Science and Education) Dear Photograph Soweto uprising (1976 South Africa) Cheryl Hodgkinson-Williams (University of Cape Town) Zohran Mamdani (Wikipedia) OEGlobal Voices 082: Amanda Coolidge, Marcela Morales, and Maren Deepwell on “The Small Things” OER19 Conference in Galway, Ireland, Recentering Open: Critical and Global perspectives Maria Ressa (Wikipedia) Avoiding Whatsapp as a political act (first of four part series, Laura Czerniewicz blog) And this sounds simple, but you don’t see it everywhere. It’s increasingly obfuscated and not mainstream. For me, it’s very sad. I think that we need more courageous leadership that respects humanity, that holds hope, that can paint a vision so people can see the difference from where we are now to what might be, what could be, more humane and socially just futures. And then help and encourage people to step towards that. So I dunno how I got there, but that’s my raw thoughts about leadership today. Catherine Cronin on leadership Listen to more of our episodes recorded with Open Education Awards for Excellence winners. Our open licensed music for this episode is a track called  Hope by Xennial that is shared under a Creative Commons Attribution license. Like most of our podcast music, it was found at the Free Music Archive (see our full FMA playlist).

Into this last month of 2025 we continue catching up with winners of the 2024 Open Education Awards for Excellence (that’s how much excellence is out there). In this episode recorded August 11, 2025 we hear the voice and open education perspectives of Melody Chin, Senior Librarian at Singapore Management University (SMU). Recognized with an Individual OEAward as a Catalyst, Melody shares the state of open education resources and practices at SMU and it’s impact in Singapore and beyond, through her activities and fostering of openness regionally with the ASEAN University Network. Listen in to learn more about Melody’s interests and motivations for being an open catalyst. In the OEGlobal Voices podcast studio with guest Melody Chin (left) and host Alan Levine (right). Episode 92 TranscriptDownload Listen with Transcript at Descript.com In This Episode FYI: For the sake of experimentation and the spirit of transparency, this set of show notes alone was generated by the AI “Underlord” in the Descript editor we use to produce OEGlobal Voices. Exploring Open Education and Librarianship with Melody Chin Join us on OE Global Voices as we dive into a fascinating conversation with Melody Chin from the Singapore Management University. Recognized with an Open Education Award for Excellence as a Catalyst in 2024, Melody shares her journey from her early educational experiences in Singapore and Sydney to her pivotal role in advocating Open Educational Resources (OER). Discover how Melody’s passion for education and libraries has driven her efforts to make OER more accessible and impactful, both at SMU and across Southeast Asia. Melody also discusses the evolving role of librarians in the digital age, challenges in promoting OER, and the importance of building communities of practice across the region. 00:00 Intro Music and Highlight Quote 01:10 Welcome to OE Global Voices Podcast 01:23 Meet Melody Chin: Award-Winning Open Educator 02:31 Melody’s Background and Journey 06:52 Discovering Open Educational Resources (OER) 08:30 Challenges and Strategies in OER Adoption 13:14 The Role of Libraries in OER 16:40 Melody’s Involvement in ASEAN University Network 21:18 Current Challenges and Future Prospects 25:12 Conclusion and Final Thoughts (end of AI generated show notes) Additional Links and Quotes for Episode 92 2024 Open Education for Excellent award as a Catalyst (OEGlobal) Why I Enjoy Working at the SMU Libraries as a Senior Librarian in Instruction & Learning (Singapore Management University blog) Singapore Management University (SMU) Growth in Asia (SMU Research area) SMU Library Open Educational Resources (Research Guide) Centre for Teaching Excellence SMU Open Courses ASEAN University Network (AUN) Libraries of ASEAN University Network (AUNILO) MERLOT: How ASEAN Universities Can Scale Up Faculty Development Faster, More Effectively, and More Affordably (AUN-TEPL Workplan Seminar 2023) Overview of Co-Curricular Activities (CCAs) (Singapore Ministry of Education) …especially [for] some of the classes that’ are based on local context, because one of the university priorities is Growth in Asia. Some courses have been based very much on Asian topics, Asian economies. For those sort of local based courses, it’s been a little bit more difficult to find relevant OER. But at the same time, I’ve constantly been reminding instructors that’s the beautiful thing about OER. You can customize the case studies, customize the examples that you have for our local context. Melody Chin on making OER relevant Listen to more from our episodes recorded with Open Education Awards for Excellence winners. Our open licensed music for this episode is a track called  Catalyst by Anemoia that is shared under a Creative Commons Attribution-NonCommercial-ShareAlike license. Like most of our podcast music, it was found at the Free Music Archive (see our full FMA playlist).

Our continuing conversations with winners of the Open Education Awards for Excellence took us down under to Australia and Aotearoa New Zealand to hear from representatives from the Council of Australasian University Librarians (CAUL) OER Collective. Recognized in 2024 with an OEAward for Open Collaboration, the OER Collective demonstrates an outstanding example of collaboration across great distances that includes nearly every university from Australia and New Zealand. We sat down back in August for a conversation with Mais Fatayer (University of Technology Sydney), Ash Barber (CAUL), and Richard White (University of Otago). You will hear insight into how the Collective has advanced open education in the region, providing accessible, high-quality Open Educational Resources (OER) that are created to be relevant to this part of the world. More than the wealth of resources, with the support of CAUL, open education has grown to be a thriving and dynamic community “down under” and beyond. Join CAUL on December 12 for a live online celebration and showcase for the OER Collective’s activity in 2025. In the OEGlobal Voices podcast studio with (clockwise from top left), Mais Fatayer, Ash Barber, Alan Levine, and Richard White. Episode 91 TranscriptDownload Listen with Transcript at Descript.com In This Episode FYI: For the sake of experimentation and the spirit of transparency, this set of show notes alone was generated by the AI “Underlord” in the Descript editor we use to produce OEGlobal Voices. Celebrating the Success of the OER Collective with CAUL Representatives Join host Alan Levine in the OEGlobal Voices podcast as he welcomes Mais Fatayer, Richard White, and Ash Barber to discuss the achievements of the Council for Australian University Librarians (CAUL) OER Collective. This episode delves into the role of libraries in driving open educational resources (OER) and the significance of collaboration across Australian and New Zealand universities. The guests share their personal journeys into open education, highlight notable OER publications, and discuss the future of open education in the region. Episode recorded on August 14, 2025. 00:00 Intro Music and Highlighted Quotes 01:26 Podcast Studio and Guest Introductions 03:33 Personal Backgrounds and School Experiences 13:45 First Encounters with Open Education 20:46 The OER Collective: Formation and Growth 24:21 Collaboration and Success Stories 26:14 Rebellious Beginnings and Institutional Challenges 26:29 The Power of Collective Publishing 27:24 Diverse Expertise in the Collective 28:32 Community Engagement and Support 29:59 Highlighting the Podcast: Speaking of Open 32:37 Showcasing Standout OER Projects 41:25 Personal Passions and Hobbies 44:21 Future Goals and Aspirations for OER 49:53 Acknowledging Key Contributors 52:18 Conclusion and Final Thoughts (end of AI generated show notes) Additional Links and Quotes for Episode 91 Our institutions are at various stages of OER development and their exploration of OER in general and OEP, the practices too. But I think the aims of the collective really do allow institutions with different goals and at different levels to benefit from the collective and from each other. There’s a really wonderful thing that I’m observing lately is that your institutions who are more experienced are like the older sibling to some of the other institutions who are a bit newer. And I say that like older sibling ’cause there’s a real warmth about it where these institutions are wanting to take the other ones under their wing, guide them along, and really share their knowledge. There isn’t a feeling of, “Oh, we know what we’re doing and we’re the best, and we were first, and we’re number one” is none of that. It’s very much, “Oh, we’ve done this before. We’ve made a mistake before. Let’s help you not make that mistake” and it’s really quite wonderful. Ash Barber on the OER Collective  Council of Australasian University Librarians (CAUL) CAUL OER Collective Catalog (Pressbooks) The CAUL OER Collective Publishing Workflow 2025-2026 Grant Recipients All Published Grant Projects Open Education Down UndOER: Australasian Case Studies Governance Group Communities of Practice CAUL Open Educational Resources Collective 2024 Open Collaboration Award Winner (OE Global) University of Technology Sydney (UTS) UTS Open UTS published OER (OER Collective) University of Otago (Ōtākou Whakaihu Waka) Open Otago Open textbooks at Otago Media Studies 101 (2014 published by BCcampus) Otaga published OER (OER Collective) I think what a lot of institutions find it’s quite hard getting that buy-in from senior management. They don’t quite get the concept of an open book. “What is this weird thing that you wanted to get this away or what? I don’t really understand.” Whereas libraries can grasp that much more readily. Speaking for my own institution, the library’s ability to get buy in on something like this at its senior level is difficult. But once CAUL came in, [it] made a huge difference for us because it provided that framework, the platform and the sort of support networks and all that stuff. It has just made a huge difference. Richard White on libraries and CAUL Recommended OER Collective Titles Richard Fossil Treasures of the Geology Museum 3D model—Most complete dinosaur-aged reptile from Aotearoa Sketchfab (3D software) Mais Designing Learning Experiences for Inclusivity and Diversity: Advice for Learning Designers Ash He Awa Whiria: Braiding the knowledge streams in research, policy and practice Burning Issues in Classics Introducing scoping and systematic reviews Legal Research Skills: An Australian Law Guide Speaking of Open Podcast (Mais and Ash) OER and Engaging Students – Dr Sarah Steen What Can Open Education Do that AI Can’t? – Dr Julian Pakay Australasian Open Educational Practice Special Interest Group (ASCILITE) Looker Studio (analytics from Google) Mermaid Guitar (Richard’s band) Tomorrow (theme music for Speaking of Open podcast) Jude S Rupert (Ash’s poetic meanderings) Back to the bigger conversation about why Open Education, is as many of my colleagues at UTS state, it’s the future. Because Open Education allows the work to continue to sustain the work in that flexibility where you can build on top of the work. One of the things that we tried to do with the podcast is to bring that voice, or as I’d like to call it, the teaching presence from some of the case studies or the human presence and give the opportunity to the reader of the book or that case study to listen to the voice of the academic. Because there’s so much in the passion, the tone, the language and how academics present their case studies. There’s a lot of examples around different themes in the book. So there’s adaptation, implementation, but there’s also a lot of case studies about the teaching and how academics teach using open pedagogies. We wanna bring the teaching voice closer and say, this is not just to create knowledge and share it with everyone, this is to enhance the learning experience. This is to see open education actually create impact on the student’s learning experience. Mais Fatayer on the Speaking Open Podcast and Open Education Down UndOER case studies Listen to more from our episodes recorded with Open Education Awards for Excellence winners. Our open licensed music for this episode is a track called  Collective Genius by TimTaj that is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives license. We almost chose The Collective by Beat Mekanik. Like most of our podcast music, it was found at the Free Music Archive (see our full FMA playlist).

Next we travel to Charlotte, North Carolina in the US for a dynamic conversation with educator and scholar Remi Kalir. He shares his deep rooted interest in the act of marking or annotating everything from books, recipes, to syllabi and what it means for literacy and learning to engage in the act of adding a note to text (not to mention stop signs and more). In his 2021 book Annotation, co-authored with Antero Garcia, Remi makes this case for annotation as something not just for scholars, but as an every day activity. And he extends this concept farther in his new book published this year Re/Marks on Power which brings forward how annotation as an act of civic literacy and social justice, looking at everything from augmenting a timeline sign at a National Monument, to how the established lines of country borders are a form of note making, how libraries annotate via organizational schemes, how authors invoke activism to litreally asking patrons to change the title of a book with markers, and to how Harriet Tubman’s seemingly simple signature was an act of criticism and resistance. Remi also shares his commitment to openly publishing both of his books and also in sharing practices through his Reading Re/Marks site. In the OEGlobal Voices studio with guest Remi Kalir (left) and host Alan Levine (right) Episode 90 TranscriptDownload Listen with Transcript at Descript.com In This Episode FYI: For the sake of experimentation and the spirit of transparency, this set of show notes alone was generated by the AI “Underlord” in the Descript editor we use to produce OEGlobal Voices. Annotated Conversations: Remi Kalir on Literacy, Social Justice, and the Power of Annotation In this episode of OEGlobal Voices, host Alan Levine speaks with Remi Kalir about his extensive work on annotation. They discuss a variety of topics, including the pivotal annotation efforts by park rangers at the Muir Woods National Monument to highlight Indigenous stewardship and contributions to the land. Remi also shares his journey from Michigan to his current role at Duke University, discussing the influence of his mentors and his experiences growing up with a strong educational background. They delve into Remi’s book, ‘Re/marks on Power,’ exploring annotations as a form of social activism and justice, including examples like Harriet Tubman’s annotations and the marking of the US-Mexico border. The conversation covers open education, the importance of accessible scholarly work, and how annotation practices can foster more profound connections and learning experiences. Finally, Remi reflects on personal joys outside of work and the importance of movement and family in maintaining balance and happiness. 00:00 Intro Music and Highlighted Quote 01:02 Welcome to OEGlobal Voices 01:22 Introducing Remi Kalir 03:51 Remi’s Early Life and Education 07:06 Influence of Technology in Remi’s Life 09:44 The Power of Memory and Imperfection 12:57 First Experiences with Annotation 24:53 Annotation in Different Contexts 26:53 The Annotated Muir Woods National Monument 29:06 Challenges and Censorship of Annotations 31:41 The Concept of Re/marks on Power 34:16 Harriet Tubman’s Legacy and Annotations 44:14 Open Education and Publishing 47:41 Future Engagement and Community Activities 50:03 Finding Joy Beyond Work 51:14 Closing Remarks and Outro (end of AI generated show notes) Additional Links and Quotes for Episode 90 I’ve been thinking a lot about the fact that it was this summer, 20 years ago, that I was starting to set up that classroom at Middle School 22, teaching literacy to 11 and 12 year olds and seeing how they were or were not marking what they were reading. And I could see that there was something happening in a classroom setting. But of course, we’re also seeing this in the streets. We’re seeing marked up signs, we’re seeing marked up billboards. We’re also certainly seeing that increasingly on social media, certainly many folks have written about hashtags and what it means to circulate messages, particularly in online spaces through things like hashtag activism, the title in fact of a, lovely and very important book. And so it’s all to say that I was seeing these kinds of notes accompanying texts, notes added to text in so many different contexts. I felt ultimately then, by that time as a scholar, that I wanted to bring some kind of, again, consistent language and some kind of consistent analysis to what I understood to be happening both in the classroom and in the streets or informal learning environments, but also in environments that are very much educational, but seen as not only informal, perhaps even recreational. Remi Kalir on annotation in school and in the world Remi Kalir (web site) #AnnotatedSyllabus Marginal Syllabus Project (Internet Archive) Researching Annotation’s Power With Our First Scholar in Residence (Hypothes.is) Annotation (by Remi Kalir and Antero Garcia, 2021) Tappan Hall (University of Michigan) Jeff Kupperman Annotating the UNESCO Recommendation on OER (OEGlobal) Re/Marks on Power (2025, published by MIT Press) Reading Re/Marks (newsletter and web site) Requesting Re/Marks #1 (marks on stop signs) Melissa by Alex Gino Melissa’s Story and Sharpie Activism Hashtag Activism (Wikipedia) HashtagActivism: Networks of Race and Gender Justice (open accesa book) Muir Woods National Monument (US National Park Service) Re/Marks on “Restoring Truth” (Reading Re/Marks) Coast Miwok People (Wikipedia) John Muir (Wikipedia) A Passion for Nature The Life of John Muir (biography by Donald Worster) History Under Construction (National Parks Service, Muir Woods National Monument) Muir Woods exhibit becomes first casualty of White House directive to erase history (SF Gate) This Is What Censorship Looks Like in a National Park: The First Park Sign That Came Down (Elizabeth Villano) Harriet Tubman (Wikipedia) Re/Marks on Her Mark (Reading Re/Marks) COMBEE: Harriet Tubman, the Combahee River Raid, and Black Freedom during the Civil War (by Edda Fields-Black) Freedom Byway (Harriet Tubman Byway) ‘Beacon of Hope’ statue honors Tubman in her homeland So again, huge shout out to MIT Press. I’ve had just nothing but an incredible relationship with them, publishing both of my books. They have been really amplifying what they call their Direct to Open program, a commitment to publishing a certain number of scholarly books every year that immediately are openly accessible. I am grateful that my publisher is also committed to that knowledge commons in this open way. … I also just mentioned by the way, that when I do earn any royalties in any book I’ve ever published, I donate all of it away. I’ve written about that also for years. I’ve been rather transparent about all of that. I’m very happy that the modest royalties that I’ve been able to make these books has been donated to literacy organizations like Freedom Reads. But at the end of the day, it’s open. It’s out there, it’s accessible. And that to me is, as a scholar, so important that I can make that commitment. Remi Kalir on open access publishing MIT Press Open Access at the MIT Press Direct to Open: A bold, innovative model for open access to scholarship and knowledge Donating my 2024 Book Royalties (Remi Kalir) Freedom Reads Our open licensed music for this episode is a track called  Note Drop by Broke For Free that is licensed under a Creative Commons Attribution-NonCommercial license. Like most of our podcast music, it was found at the Free Music Archive (see our full FMA playlist).

In another in our series of conversations with winners of Open Education Awards for Excellence, we take you to the city of Cuernavaca in central Mexico to hear the voice of Maria Luisa Zorrilla, an open educator at Universidad Autónoma del Estado de Morelos (UAEM). In 2024, Maria Luisa was recognized with an OEAward Individual Award as an Educator. Maria shares her path into open education via studies in Communication, through being early on the web supporting the national fishing industry, her masters study of educational television, PhD research in the media convergence of television and the internet from the University of East Anglia, in the UK, all leading to her role now at UAEM as Director of Multimodal Education. It is here she has been part of this public university’s commitment to educating all citizens in the State of Morelos through online learning and 10+ years of MOOCs plus research and teaching in digital culture. Listen in for a conversation where almost every line could be a highlight quote. In the OEGlobal Voices Podcast studio with guest Maria Luisa Zorrilla (left) and host Alan Levine (right). Episode 89 TransctiptDownload Listen with Transcript at Descript.com In This Episode FYI: For the sake of experimentation and the spirit of transparency, this set of show notes alone was generated by the AI “Underlord” in the Descript editor we use to produce OEGlobal Voices. Exploring Open Education and Digital Culture with Maria Luisa Zorrilla In this episode of OEGlobal Voices, recorded on July 25, 2025, host Alan Levine engages in a conversation with Maria Luisa Zorrilla, a celebrated researcher and educator from the Autonomous University of the State of Morelos in Mexico. Maria Luisa, who was awarded an Open Education Award for Excellence, shares her journey and insights on digital culture, MOOCs, and the future impact of artificial intelligence in education. She discusses her career evolution, the importance of digital literacy, the significance of MOOCs in Mexico, and her thoughts on transmedia narratives. The episode emphasizes the commitment to open educational resources and the continuous evolution of educational practices. 00:00 Intro Music and Highlight Quote 00:38 Podcast Episode Introduction 02:02 Conversation with María Luisa Zorrilla 03:58 María Luisa’s Background and Career Path 07:58 Open Education and MOOCs at UAEM 15:44 Digital Culture and Technology in Education 22:19 Artificial Intelligence in Education 27:27 María Luisa’s Teaching and Research Interests 32:45 Closing Remarks and Reflections (end of AI generated show notes) Additional Links and Quotes for Episode 89 [In 2010 the Autonomous University of the State of Morelos.] wanted to start a distance education project. So I launched the UAEM project at that time. This is a public university. From the very beginning I was convinced that all the educational resources we created for distance and for hybrid learning should be open. So we adopted Creative Commons licenses for everything we produced. Now we are celebrating 15 years of doing just that. As for the MOOCs, when they started becoming a trend around, I remember about, 2012 or 2013, more or less. We were curious. Since I lead the area in charge of creating online learning content, it felt natural for us to experiment. That’s how we launched our very first MOOC in 2016, Internet Searching for Higher Education Students. Now it’s been running for 10 years. Maria Luisa Zorrilla on open education at UAEM Maria Luisa Zorrilla OEAwards for Excellence, 2024 Educator Award EDUCATIONAL TELEVISION BEYOND THE TV SET Educational Media Convergence in the UK and a Proposal for the Mexican Model (PhD Thesis) BBC Schools (Wikipedia) Zorrilla, María Luisa. (2005). Comunidades Virtuales en Internet. Definición y clasificación. Acta Sociologica. 77-91. Cuernavaca, capital of Morelos, Mexico (Wikipedia) Popocatépetl volcano (Wikipedia) Code and Other Laws of Cyberspace by Lawrence Lessig (Wikipedia) Mexico etc versus US: ‘tuna-dolphin’ (World Trade Organization) Universidad Autónoma del Estado de Morelos (Autonomous University of the State of Morelos) Educación Multimodal, pilar para el futuro educativo en la UAEM MOOC: Búsqueda en Internet para Universitarios (MOOC: Internet Search for University Students) Education in Mexico (Wikipedia) Preparatoria Wikipedia) Telesecundaria (Wikipedia) Secretaría de Educación Pública (Gobierno de México/Ministry of Public Education, Government of Mexico) Plan México Gobierno de México SEP Establishes Commission to Promote Lifelong Learning MéxicoX MOOC platform (@prende.mx) 4 ways micro-credentials and skills-based hiring can help displaced workers access jobs of the future (World Economic Forum) When I did my masters degree I studied virtual communities. At the time it was very new. There was an author, Howard Rheingold, who wrote a book about virtual communities. He was my guru! There’s where I started being interested in technologies and digital culture. Thinking of it of different ways, [digital culture] is just how people are in the net, how they exist in the net, but also how they act, how they do things, but also with which capabilities, with which competencies. Maria Luisa Zorrilla on digital culture Howard Rheingold (personal web site) The Virtual Community book (Wikipedia) read online (hrheingold.com) Transmedia Storytelling (Wikipedia) That’s why in our university we are working in some guidelines for all the communities, students, teachers, everyone, to establish certain rules for everyone. What is allowed? What is not allowed? And how do you make visible you are using these tools, how are you using them and what percentage of the work you are presenting is done by this technology. A very important thing is making student conscious of what they might lose in their education, in their own building as persons if they use that a lot. For example, when I write in English, sometimes I have doubts how to say something, but I make myself write in English first with my brain. And then I ask for example, ChatGPT, please proofread this. And so I check what was changed and what was corrected. But then I still I keep my writing because if I write it in Spanish and say “Please translate to English”, that’s easier. I don’t have to think in English. But then I will lose my capability of writing in English, I don’t want to lose that. That’s what I’m trying to tell the students that, please don’t go to de-skilling. No, please upskill or re-skill, but that de-skill, no. Maria Luisa Zorrilla on Artificial Intelligence Listen to more from our episodes recorded with Open Education Awards for Excellence winners. Our open licensed music for this episode is a track called  The Threat of Education by Independent Music Licensing Collective (IMLC) that is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives license. Like most of our podcast music, it was found at the Free Music Archive (see our full FMA playlist).