OEGlobal 2026: Full Schedule

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

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

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

3:00pm EDT

Fostering Creativity in Creative Commons: Empowering Communities to Remix Educational Resources

Thursday October 8, 2026 3:00pm - 3:30pm EDT

4 Room T

ID: 33989

How do you know whether people use your creative-commons-licensed educational resources? Library professionals often do the work of translating complex information into educational resources and engaging learning experiences for their communities to connect with each other, but do not always make time to document and share their resources broadly. Through human-centered approaches that invite playing together, elevating the creativity of library professionals and educators, and joyfully trying out others' ideas in different communities, the inspiration powered by the excitement to share resources can become an unstoppable force. To address the gap of science, technology, engineering, and mathematics (STEM) education for a wider audience, MIT Public Library Innovation Exchange (PLIX, plix.mit.edu) develops creative creative-commons-licensed STEAM ("A" adds the arts to STEM) learning resources and experiences based on MIT research and co-designed for the public library setting. With a reach of over 1,400 public library professionals across all 50 United States, and connections across 40 countries, PLIX programs support learners as 1) designers, rather than consumers, of technology, 2) creators, rather than recipients, of knowledge, and 3) scientists and artists, rather than one or the other. PLIX connects library professionals and MIT researchers to co-design learning experiences and develop and share facilitation practices to inspire engaging STEAM programming in public libraries. Drawing from a repository of 13 thoughtfully designed STEM activities, and over 70 adaptations created by the community for localized contexts, learners create, play, experiement with paper circuits, the sound of food, wearable data trackers, urban ecology, an arcade of offline games to learn AI FUNdamentals, and more. To encourage library professionals' confidence to offer high quality STEM learning experiences, PLIX offers 1) easy-entry free online STEAM workshops that provide space for hands-on practice, 2) multi-session facilitation training on creative STEAM pedagogy available in-person, online, and in a hybrid format, and 3) an annual ambassador program to bring together a cohort of library professionals to connect, collaborate, and inspire each other. (Across 4 iterations of the PLIX ambassador program, over 67 librarians continue to use and promote PLIX resources to their library peers.)In this round table, we joyfully share a showcase of PLIX CC-BY-NC-SA printable zines, the different pathways we use to promote their adaptation and use, and encourage attendees to collaboratively edit, cut, paste, and create their own adaptations about knowledge they are excited to share with the world.

Speakers

Ada Ren-Mitchell

Learning Programs Designer, MIT Public Library Innovation Exchange

Ada Ren-Mitchell is a Learning Programs Designer at the MIT Public Library Innovation Exchange (PLIX), where she designs cozy communities and creative STEAM learning experiences. Since 2014, her experiences encompass innovative education pedagogy, STEM research, community facilitation... Read More →

Thursday October 8, 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 Catalyzing Human Connection Creativity and Curiosity to Thrive

3:35pm EDT

Design Discomfort: The Friction Open Education Requires

Thursday October 8, 2026 3:35pm - 4:05pm EDT

4 Room T

ID: 33999

Open education has made extraordinary progress dismantling structural barriers to access. But access is not connection, and presence is not participation. As scholars like Audrey Watters have argued, the promises of open education have often defaulted toward scale and efficiency, optimizing for reach while leaving questions of depth, belonging, and relational learning underexplored. This roundtable asks participants to sit with a new provocation: what if the next step isn't more content, but more friction, the slow, relational work of learning together.Design Discomfort is a circulating research series operating across creative and innovative spaces: design studios, schools, and organizations. The research began as a direct response to AI: where AI aggregates anonymous, patterned, average, "scraped" knowledge at scale, Design Discomfort aggregates named, vulnerable, situated, face-to-face knowledge, asking what remains distinctly human about learning together. Participants gather to have both joyful conversations and the harder ones they tend to avoid, about job security, the role of technology, what education actually prepares you for, and what society needs now. No presentations. No panels. Just people in a room, making something together. Drawing on the facilitation traditions of Freire and bell hooks, the methodology is simple: discomfort invites vulnerability, vulnerability builds community, and community is what education urgently needs.This round table puts that methodology into practice. Rather than presenting findings, the facilitator will open the room with provocations adapted for the open education community, creating the conditions for the same kind of dialogue Design Discomfort generates elsewhere. The format embodies the argument: culture is produced between people, not stored inside them, and education's role isn't to decorate culture but to actively participate in producing it.Participants will engage with questions including: What does genuine community feel like inside open education and how do we build more of it? In a landscape defined increasingly by automation and scale, what do we risk losing if we don't design for vulnerability and human contact? Attendees will leave having experienced relational learning in practice, a transferable methodology for facilitating generative dialogue in their own institutions, and the reminder that education, at its best, has always been about what happens between people — not what gets delivered to them. The friction is the point.

Speakers

Cameron King

Vice President, Creative (and Grad Student), CASE Agency (and Vermont College of Fine Arts)

Cameron King is a designer, educator, and advocate for collaborative creative communities.His practice sits at the intersection of visual communication, design leadership, and creative culture. As VP of Creative at CASE, he partners with global brands, including e.l.f. Beauty, Disney... Read More →

Thursday October 8, 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 Catalyzing Human Connection Creativity and Curiosity to Thrive

4:20pm EDT

Make a Zine and Make Community

Thursday October 8, 2026 4:20pm - 4:50pm EDT

4 Room T

ID: 34010

During this round table session, participants will discuss reasons that we need support right now, and will learn how to make zines as one way to create community. Making things together (crafts, OER) can help us develop relationships, have fun, and feel a sense of accomplishment. We will discuss the ways that we might be able to find connection and hope through the values of open education. Working in higher education in the United States is especially difficult at this moment in history. Beyond the headline-grabbing threats and cancelled research funding, educators are still feeling effects from the pandemic lockdowns and altered teaching practices that began in 2020--2021. Many students today feel anxious and isolated, and have minimal coping skills to handle those feelings. Many have difficulty reading and comprehending written instructions, and some are so overwhelmed by the demands of what used to be a typical college semester that they just shut down or give up. I find this heartbreaking, frustrating, and exhausting. On top of that, I am part of a minority of faculty in my department who use open resources, which can cause a feeling of isolation. Using OER over time has led me to develop and articulate my values around education--especially public higher education--that go beyond “free is good for students” to include “education is a human right” and “my institution exists to serve the people who live in the region, whoever they are.” Sometimes I remix or create new open content, but in recent years the amount of extra work to take the materials from “class handouts” to “open resources that are proofread, formatted, licensed, posted, and publicized” has been beyond my capacity. That said, I have been able to find sources of resilience! I have found like-minded individuals within my institution. We have made changes to our classes that encourage hope and play and just talking to each other more. I attribute the latter to my decade-plus use of OER, which allowed me to decouple my teaching from the rigid structure of a commercial textbook. It has become a habit, now, to check my assumptions, figure out what my students’ needs are now, and then to find or make something that will meet those needs. Zines (from the word magazines) are 8-page booklets folded from a single sheet of letter-sized paper. The zine maker writes, draws, makes collages for each page. The zine can then be photocopied, folded, and distributed.I have used zines in classes as a way for students to engage with the course material in cognitive, affective, creative, and tactile ways that are different from what they usually do. Students summarize and create and imagine something new using what they have learned in class, and they enjoy it so much. Materials and examples will be provided.

Speakers

Elizabeth Siler

Professor, Worcester State University

Elizabeth Siler is a professor at Worcester State University in the Business Administration and Economics Department. She teaches management classes to undergraduate students and almost exclusively uses open education resources, and is an advisor for the Fiber Arts Circle student... Read More →

Thursday October 8, 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

Beyond Tech vs Content: Articulating the Public Interest in AI Policy:The Open Education Perspective

Thursday October 8, 2026 4:55pm - 5:25pm EDT

4 Room T

ID: 34027

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.The 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, universal design, and student agency - including the importance of users control and tool choiceTransparency and due process - focusing on the importance of disclosure when AI tools are used and a process for challenging AI determinations when they are made without meaningful reviewStudent surveillance, learning, and open pedagogy - preserving space for experimentation and learningInteroperability and portability - pushing back on platformization as a tool for extractive business models and content silosAgainst these concerns we will start with a discussion of choices at an instructor or an institutional level, but will also focus on building a public agenda for policy debates and lawmaking processes to enunciate the interests that are not currently well represented in the debate. We will engage with audience members to identify decision points in the selection, implementation, and use of AI in different teaching and learning contexts and to map the interests of users in specific cases. This session will build on previous work, including the “Policy Priorities for Generative AI and Open Education: A Report for the DOERS Community” as well as previous workshops within the open education community over the past four years. We hope this session will serve two parallel purposes: First we hope it prepares participants for discussions of AI implementation and policy that they are involved in at a classroom, department, institutional or system level. Second, we hope that active discussion, participation, and feedback from participants will shape our forward looking work on furthering the public interests in law and policy debates on AI regulation, licensing, and lawmaking. These goals are urgent - as policy decisions are being made we need a clear case for the interests of users, not just a bargain struck between two competing corporate interests. Members of the open community provide a valuable public interest perspective into this debate.

Speakers

William Cross

Director, Open Knowledge Center, North Carolina State University

Will Cross is a medium-sized pile of diplomas in a trench coat. He serves as the Director of the Open Knowledge Center at N.C. State University, an instructor at UNC Chapel Hill, and a Senior Policy Fellow at American University's Washington College of Law. Will holds a law degree... Read More →

Meredith Jacob

Director, Program on Information Justice and Intellectual Property, American University Washington College of Law

Meredith Jacob is the director of the Program on Information Justice and Intellectual Property at American University Washington College of Law. Currently her work includes research and advocacy focused on: open educational resources, open access to federally funded research, and... Read More →

Robin DeRosa

Executive Director, Open Education Network

Dr. Robin DeRosa is an educator and community leader who has served in many roles over the span of her career. She has been a middle school theater teacher, a high school literature and writing teacher, and a college professor of both English and Interdisciplinary Studies. She has... Read More →

Thursday October 8, 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 Exploring Emergent Technologies and the Future of Openness

5:30pm EDT

Who Gets Credit When AI Shares the Work? A Provenance Conversation

Thursday October 8, 2026 5:30pm - 6:00pm EDT

4 Room T

ID: 34030

When a student submits work that includes AI-generated text, adapted OER, and original writing, who made it? When a librarian publishes a course guide remixed from three openly licensed sources and refined with an AI tool, whose work is it? When an educator adapts a textbook chapter, runs it through a translation model, and posts it under CC BY, who does that license require you to credit?
These aren't hypothetical questions. They're happening in classrooms, libraries, and publishing workflows right now, and many of us are making up the answers as we go.
Attribution in open education has always been more aspiration than infrastructure. Creative Commons gives us TASL (Title, Author, Source, License) as a starting point, not a system, and the ground is shifting under even that starting point. The U.S. Copyright Office concluded in its January 2025 copyrightability report that AI-generated content without sufficient human authorship is not copyrightable, which means the "Author" field in TASL now carries questions it was never designed for. CC Signals, Creative Commons' emerging preference signals project, introduces credit obligations for machine reuse of openly licensed collections but operates at the dataset level, not per-work provenance tracking inside a content workflow. The gap between what we say we value and what we can trace keeps growing.
This round table is a conversation about what honest attribution looks like when humans and AI share the work.
We're bringing one proposed answer to the table: DARP (Devise, Author, Review, Prepare). DARP is a structured attribution model that assigns contributor roles, human or AI, across four stages of a content workflow, each with a defined scope of involvement. It tracks provenance as work is made, not reconstructed after the fact, and that record persists through remixing and redistribution without altering source text.
DARP is not theoretical. It is implemented in commonFrame, an open-source platform licensed under AGPL, with tooling available at no cost. But this conversation is not about the platform. It's about whether a model like DARP reflects how open educators actually work (and what's missing).
One question will anchor our time together: does a four-stage attribution model fit your practice, and where does it break? We especially want to hear from the open educators, open technologists, and open innovators at OEGlobal 2026 who remix, adapt, translate, and publish in open contexts every day. If the model doesn't fit your workflow, tell us why. If there's a stage we haven't accounted for, we want to know. If your context raises questions we haven't considered, we want to hear them.
Attribution is what keeps open education trustworthy and sustainable. This community has been working in open contexts longer than most, and that experience should shape what gets built next.

Speakers

Victoria Brame

Co-Founder, Clear Box

Victoria Brame is the co-founder of Clear Box, a mission-driven organization creating local-first, clear-box AI infrastructure so that access to knowledge never comes at the cost of privacy. She also leads strategic communications at The Rebus Foundation, expanding the reach of impactful... Read More →

Chris Macek

Co-Founder, Clear Box

Chris Macek is the co-founder of Clear Box, a mission-driven organization working to make public good software approachable and trustworthy. He leads development and designs systems that make it possible, a role that comes naturally after 20 years of doing the same thing in recording... Read More →

Thursday October 8, 2026 5:30pm - 6:00pm EDT
4 Room T MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Round Table

Speaker Modality In-person
Track Exploring Emergent Technologies and the Future of Openness

OEGlobal 2026

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OEGlobal 2026

3:00pm EDT

Paul Ricciardi

Robin Miller

Michelle Turnbull

3:35pm EDT

Stacy Katz

Jennifer Van Allen

4:20pm EDT

Werner Westermann

4:55pm EDT

Juan Dimuro

Nina Ibaceta Guerra

Anna Vater

Jennifer Venegas Espinoza

Lorena Santos

5:30pm EDT

Micah Altman

3:00pm EDT

Ada Ren-Mitchell

3:35pm EDT

Cameron King

4:20pm EDT

Elizabeth Siler

4:55pm EDT

William Cross

Meredith Jacob

Robin DeRosa

5:30pm EDT

Victoria Brame

Chris Macek

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