OEGlobal 2026: Full Schedule

All sessions are available online except round tables, special activities, and workshops.

arrow_back View All Dates

3:00pm EDT

Students as Knowledge Creators and the Lasting Impact of OER: Sharing Examples of Extraordinary Student Work

Wednesday October 7, 2026 3:00pm - 3:30pm EDT

ID: 31395

The remarkable imprint OER has on public higher education is well documented. One indicator of this success is seen in the high-quality student work generated through OER usage. In this round table, designed for educators, creators, and anyone else curious about OER, participants will discuss open pedagogy and the value of the contributions by students to the Open field. Participants are encouraged to share examples of exceptional student-generated Open scholarship and creativity.Facilitated by long-time OER creator/collaborators, Robin Miller (CUNY), Paul Ricciardi (CUNY), and Michelle Turnbull (Bergen Community College), this session invites participants to:Discuss student-centered Open pedagogy;Experience and share examples of student work from the Open community;Share OER they've created that has been used in a class room that inspires students to contribute to the Open community;Share any other links, images and samples of student work that was born out of the Open movement.Participants may simply listen, or come to the session equipped with a link to anything they wish to share in this lively OER show and tell. Come and be inspired!

Speakers

Paul Ricciardi

Professor of Theatre Arts, Kingsborough Community College - City University of New York

Paul Ricciardi is Professor of Theatre Arts at Kingsborough Community College/City University of New York, where he teaches all levels of Acting and Voice for the Stage. Paul is also a Course Coordinator for two College Now courses, Humanities and Foundations in Theatre. Paul is... Read More →

Robin Miller

Open Educational Technologist, Graduate Center - City University of New York

I am a former OER librarian and currently work as an Open Educational Technology Specialist and the main point of contact at the City University of New York (CUNY) for the digital publishing platform Manifold https://cuny.manifoldapp.org/.

Michelle Turnbull

Professor of English, Bergen Community College

Michelle Turnbull began teaching English and the Humanities in 2005. Michelle taught high school English for 14 years in Brooklyn, NY. Currently, she teaches English as a Full Time Professor at Bergen County Community College in New Jersey. Michelle is passionate about OER and has... Read More →

Wednesday October 7, 2026 3:00pm - 3:30pm EDT
4 Room T MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Round Table

Speaker Modality In-person
Track Innovating Open Content to Democratize Knowledge

3:35pm EDT

Data in Your Neighborhood: Exploring the Potential of Secondary Data Analysis in Open Education Research

Wednesday October 7, 2026 3:35pm - 4:05pm EDT

4 Room T

ID: 31579

Secondary data analysis is the process of using existing data, collected by others for different purposes, to answer new research questions or examine trends. This method enables researchers to leverage an existing, rigorously collected dataset without requiring new data collection. It provides a cost-effective, time-saving way to analyze large datasets (e.g., surveys), provide deeper insights, and explore trends in data over years or decades. In this roundtable session, we discuss the purpose and value of using secondary data analysis in open education research. We ground the discussion in our experience of analyzing secondary data from a freely available dataset derived from the Ithaka S+R Instructor Survey (2024). The secondary analysis produced a more nuanced picture of faculty engagement with Open Educational Resources (OER) by correlating instructor characteristics with OER activity. The use of secondary data from a well-established national survey provides a robust foundation for exploring the OER landscape. While the field has accumulated substantial data on faculty adoption, use, satisfaction, and creation of OER, findings are often reported in aggregate, treating the faculty population as a single undifferentiated group. The breadth of the dataset, combined with the ability to examine subgroup variations, makes it possible to identify structural patterns that shape how OER is understood and adopted across higher education. This methodological approach aligns with the broader goal of advancing insight into faculty engagement with OER. Secondary data analysis expanded the potential of the Ithaka S+R Instructor survey by addressing questions that were not highlighted in their original analysis, but are of use to OER advocates. Using secondary data also allows for efficient use of resources, as the sampling, recruitment, and data cleaning processes have already been completed by the original research team. The publicly available codebooks and documentation provided by Ithaka S+R support transparency and replicability, ensuring that variable definitions and coding schemes are clearly understood. The data set we used was published and made freely available by Ithaka S+R in the database of social science datasets from Inter-University Consortium of Political and Social Research (ICPSR). Their data focused on instructor responses on a number of issues facing higher education; however, our interest was particular to OER. The depositing of data makes a more granular analysis possible. Participants will brainstorm potential sources of datasets for data analysis, such as government agencies, non-governmental organizations (NGOs), and previous academic studies, and generate ideas for utilizing the data in study design.

Speakers

Stacy Katz

Associate Professor, Open Resources Librarian, Lehman College, CUNY

Stacy Katz is an Associate Professor and Open Resources Librarian-STEM Liaison at Lehman College, CUNY. She initiated, developed, and continues to manage the Open Educational Resources (OER) initiative for the college. Stacy’s research to date has focused on OER, particularly how... Read More →

Jennifer Van Allen

Associate Professor of Literacy Education, Lehman College, City University of New York

Jennifer Van Allen, Ed.D., is an Associate Professor of Literacy Education at Lehman College in the City University of New York. Her research focuses on effective and equitable practices for integrating technology into literacy teaching and learning, with a special interest in online... Read More →

Wednesday October 7, 2026 3:35pm - 4:05pm EDT
4 Room T MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Round Table

Speaker Modality In-person
Track Hacking the Open Ecosystem and Praxis for the Public Good

4:20pm EDT

Can K-12 Teachers and Students Build Open Source AI Tools for Education?

Wednesday October 7, 2026 4:20pm - 4:50pm EDT

4 Room T

ID: 33728

There is growing consensus that creation of AI tools built specifically responsive to educational needs and pedagogically grounded are more pertinent, relevant and efficient than generative AI general-purpose tools, like ChatGPT. Even more, AI general-purpose tools also augment the possibility for AI risks to flourish in educational settings.For the creation of AI for Education tools, its also highly recommended to co-design and co-develop those tools with the end-users, teachers and students. This participatory approach looks to open the “black box” of AI and let end-users develop a critical oversight and public scrutiny on these tools, measuring expectations and recognizing the different trade-offs in place.In that context, Open Source AI is better suited for education-specific tailored tools because it enables alignment, control, and sustainability at the system level, not just performance at the model level. Open AI models can be “fine-tuned” on local curriculum and national standards, adapted to specific pedagogical frameworks or enforce desired teaching practices, integrated to existing school systems (grading, reports, LMS), it can be inspected, tested and audited due to its transparency.Opting for Open Source AI comes along with difficult challenges: to exploit its opportunities and unleash participatory “open practices” (fine tuning, distilling, RAG) to build AI for education tools requires demanding technical expertise, for example in K-12 teachers and students.This session looks to discuss about what should be the readiness standard for K-12 teachers and students to participate in the co-design, co-development and testing of Open Source AI tools for K-12 schools. So how can you offer a simplistic, easy to learn framework and a guided-through pipeline for K-12 teachers and students.Alongside end-users, how to protect student privacy with an Open Data schema, in full compliance with data protection laws and without dependency on external APIs, its to be discussed. Lastly, sustainability challenges are also to be discussed as key infrastructure is needed, because custom-built systems are harder to sustain, they can fail without permanent investment due to hidden costs (hardware like GPUs or servers, technical teams, ongoing maintenance).In sum, the session looks to identify the key aspects to consider and catch a glimpse of the context of end user readiness and technical-legal infrastructure to hold the promise that Open Source AI is the option for local educational relevance.

Speakers

Werner Westermann

Can K-12 teachers and students build Open Source AI tools for education?, International Research Center on Artificial Intelligence IRCAI

Werner Westermann Juárez works at the Civic Education Program, at the Library of National Congress of Chile since 2015. He is a History, Geography and Social Sciences Teacher and Bachelor Graduate in History (Pontificia Universidad Católica, Chile) and a Master’s on Open Education... Read More →

Wednesday October 7, 2026 4:20pm - 4:50pm EDT
4 Room T MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Round Table

Speaker Modality In-person
Track Catalyzing Human Connection Creativity and Curiosity to Thrive

4:55pm EDT

From Adoption to Co-Creation: Rethinking Open Educational Practices in Latin America Through the Creatón

Wednesday October 7, 2026 4:55pm - 5:25pm EDT

4 Room T

ID: 33886

In Latin America, the adoption of Open Educational Resources (OER) has been uneven and, in many cases, under-researched. This is compounded by a strong reliance on conceptual frameworks from the Global North that do not always align with local educational realities.The issue is not only one of access or production, but of meaning: many resources fail to integrate meaningfully into classroom practices. Repositories remain unused, materials are not perceived as relevant, and experiences remain isolated. This fragmentation reveals a persistent gap between the creation of resources and their pedagogical appropriation, as well as a lack of articulation and visibility of local experiences.In this context, this round table proposes to open a discussion on how to reconfigure Open Educational Practices (OEP) in the region, shifting the focus from adoption to situated co-creation. Within this framework, the experience of Creatón STEM+ is presented as a pedagogical device based on intensive collaborative workshops to design, prototype, and publish OER, aiming to reposition teachers as knowledge producers and sustain collective knowledge-building in networks.In its current regional projection, Creatón takes shape in 2024 through a pilot experience in which teachers from seven Latin American countries co-created resources focused on comprehensive sexuality education. However, this development builds on a prior trajectory: since 2018, through Ceibal (Uruguay), Creatón has been implemented as an Open Educational Practice (OEP) in diverse contexts, exploring collaborative creation, openness, and the circulation of resources within the Uruguayan education system.This accumulation of experiences has enabled the consolidation of methodological and pedagogical insights that now support its regional expansion. From this turning point, Creatón has evolved into an adaptive methodological model, implemented in diverse contexts—urban, rural, and initial teacher education—that challenge and enrich its development.More than a methodology, Creatón STEM+ is configured as an intensive collaborative pedagogical device that fosters open educational practices. Its strength lies in three key dimensions: teacher agency and co-authorship, which shift teachers from implementers of content to designers of situated knowledge and legitimate producers of pedagogical knowledge; the legitimization of practice, whereby the use and creation of OER move from isolated individual initiatives to recognized and expected professional practices within communities; and resilience and networking, where professional learning communities help overcome teacher isolation and sustain collective innovation processes beyond individual efforts.Based on this experience, the round table will collectively explore several key questions:How can we overcome the disconnect between OER production and classroom practice?What conditions enable open practices to become shared professional norms rather than isolated initiatives?How can transferable models be designed without losing contextual relevance?What does it mean to build openness from the territory, rather than solely from global frameworks?The round table will be structured as a horizontal exchange among participants, fostering dialogue across experiences, contexts, and perspectives. Rather than presenting a closed model, the aim is to open up a practice in development, inviting participants to collectively reflect on the future of open education in Latin America and other Global South contexts.

Speakers

Juan Dimuro

Content Analyst and Developer for Learning Communities, Ceibal

Juan José Dimuro is a specialist in Instructional and Academic Design in Historical Sciences (teaching track) from the Faculty of Humanities and Educational Sciences in Montevideo. He is a designer of digital, open, and accessible educational content, with over ten years of experience... Read More →

Nina Ibaceta Guerra

Researcher & Project Coordinator, CIDSTEM Institute at Pontifícia Universidad Católica de Valparaíso

Nina Ibaceta Guerra is a biologist and science educator with a PhD in Ecology and Evolutionary Biology from the University of Chile. She is a researcher and project coordinator at the Center for Research in Science Education and STEM Education (CIDSTEM) at the Pontificia Universidad... Read More →

Anna Vater

Senior Project Manager, Siemens Stiftung

Anna Vater holds a B.A. in International Cultural and Business Studies from the University of Passau and an M.A. in Intercultural Cooperation and Communication from Munich University of Applied Sciences. She works as a Senior Project Manager at Siemens Stiftung, focusing on international... Read More →

Jennifer Venegas Espinoza

Researcher & Teacher, CIDSTEM Institute at Pontifícia Universidad Católica de Valparaíso

Biology and Natural Sciences teacher trained at the Pontifícia Universidad Católica de Valparaíso (PUCV). Holds a Master’s degree in Sociology from Alberto Hurtado University and a diploma in Gender Studies from the University of Chile. PhD candidate in the Interuniversity Program... Read More →

Lorena Santos

Researcher & Teacher, CIDSTEM Institute at Pontifícia Universidad Católica de Valparaíso

Special Education teacher trained at the Pontifícia Universidad Católica de Valparaíso (PUCV). Holds a Master’s degree in Education with a specialization in Higher Education Pedagogy. Her professional experience focuses on educational support aimed at fostering inclusive conditions... Read More →

Wednesday October 7, 2026 4:55pm - 5:25pm EDT
4 Room T MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Round Table

Speaker Modality In-person
Track Innovating Open Content to Democratize Knowledge

5:30pm EDT

Creating and Aligning Individual-Level Incentives for Open Science Practices

Wednesday October 7, 2026 5:30pm - 6:00pm EDT

4 Room T

ID: 33963

The open science movement has advanced a set of reforms aimed at making research more transparent, reliable, and trustworthy. This movement has developed a range of practices – such as open-access publishing – which promotes transparency; data sharing – which promotes reliability, preregistration – which promotes honest communication of uncertainty and error. As well as a range of other practices intended to strengthen the availability, accessibility, transparency, reliability, reusability, impacts, and trustworthiness of scientific claims, education, publications, and outputs.While the general benefits of open science to the scientific community are often lauded, the career benefits and risks of engaging in open science for individual researchers are not well understood. The aim of this round table discussion is to identify and discuss the strategies that organizations sizes can employ to support their communities of researchers in engaging with open science practices.A growing number of meta-science studies have examined the impacts of Open Science at the system level. These focus, for example, on broader effects such as citation rates and research quality; societal impacts, such as public engagement, trust, and inclusivity; and institutional impacts such as innovation and efficiency gains. These each have identified important benefits and consequences of Open Science, but primarily at the systems level -not the individual level.This session draws on these studies, along with research we have conducted that systematically summarizes perceived versus empirically observed career-related incentives and risks of engaging in open science practice and the potential causal mechanisms proposed to explain the underlying incentive mechanisms. The research systematizes evidence for the relationship between a broad range of OS practices (including sharing and producing open data and resources) and a comprehensive spectrum of individual–level direct benefits (e.g. collaborations, dissemination) and costs (e.g. time, skill acquisition) and longer-term rewards ( e.g. citation, promotion ) and risks (e.g. trusts, reputation) . During the roundtable we will: Summarize what rewards, costs, and benefits for individual researchers are known to be associated with participation in different open practices -- based on best-of-class systematic reviewsElicit from participants the current approaches that are used by their organizations to support and incent open practices; and their relationship to organizational goals. Facilitate discussion and analysis of strategies to align organizational approaches and goals with individual-level professional development rewards. In addition, a lighting-talk version of the summary presented in #1 will be made available as a pre-recorded five-minute online presentation. And participants will be provided with an annotated bibliography of resources for selecting, aligning and evaluating open practices.

Speakers

Micah Altman

Research Scientist, Center for Research on Equitable and Open Scholarship, MIT

Dr Micah Altman is a social and information scientist at MIT’s Center for Research on Equitable and Open Scholarship. Dr. Altman conducts research, provides public commentary, and collaborates in initiatives related to how information technologies change politics, society, and science... Read More →

Wednesday October 7, 2026 5:30pm - 6:00pm EDT
4 Room T MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Round Table