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As a graduate student, I have previously only published in non-open access journals but knowing that there are trustworthy open access journals and how to identify them has been helpful and I will do so in the future to publish open access.

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Through this course, I have learned that open access brings many benefits, but also presents significant challenges. I would like to contribute to addressing inequalities within open access by continuing to learn about the OA movement and by sharing my findings with others.

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I assisted in developing a program that, although more accessible than traditional programs, is not open access. After interacting with POSE, I’ve realized that although there have been open resources in my courses, I have not come across a fully open program throughout my time in university. The experience has opened my perspective and is greatly appreciated as I carry my learning with me in the future. Moving forward, at the opportunity to help put together learning materials, I will look into making the learning more open. I think looking at POSE and how the program has been designed will be a great place to start.

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I hold a staff position with high visibility into both university business processes and IT resources. I regularly conduct investigations to improve operations and resolve blocking issues. These investigations often involve the use of sensitive data, so once a solution is identified and implemented, the project is typically closed and the data is sanitized.

However, during the improvement process, we often identify other areas that could also benefit from enhancement. Moving forward, I plan to create open-ended projects using sanitized sample data. This will allow users to explore additional opportunities for improvement, view potential solutions from a technical perspective, and consider tools that could make these insights more accessible to a broader audience—obviously, after having them reviewed by my team and managers.

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I am a staff member and create useful laboratory documentation.  I have thought about a way to share this work and realize that the first step is to obtain approvals for sharing because the work is not mine alone.  The next step is to think about where this could be shared, an open education option makes the most sense.  This has also made me curious about what is out there that others may have shared…

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I have a staff position where I create a lot of resources, many of which I have not shared widely. Thinking about making things more 'open', I feel like I would need to talk to my manager to figure out what can and cannot be shared because much of my work is not self-owned but owned by the institution. I would need to explore CC licenses more and figure out what the best venue to share these resources would be. Also, to make them more accessible I would most likely need to create user guides. All of this would take a significant amount of time which I would need to have approval to do. Additionally, I think it would be worth exploring what the benefits and costs might be to my career. While I typically am quite happy to share my materials, if I did so in a completely open and systematic way, could it affect whether or not I would be necessary in my job?

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I've been taking coursework involving projects about data management/cleaning exercises where we've been asked to track down 'open' datasets (e.g. via national government and city data portals). For me this process has highlighted all the different factors that contribute to making these materials truly 'open,' since there seems to be a lack of overarching/standard practices being implemented both across and within data repositories. For example, uneven documentation about what datasets contain, availability of open/accessible formats, and even assumption that URLs to data are maintained.

Within academia, it seems that 'open access' tends to be associated with formal/traditional journal articles for most people working in research. This course has encouraged me to think about the value of sharing the data itself as a way to address the reproducibility/replicability crises in the sciences, which is definitely a conversation I plan to have with future researchers about what aspects of their research they consider most valuable to make sharable/accessible today.

Part of this could include attending more data management seminars and expanding my own definition of what the products of my research are, and how thoroughly documenting the research process can provide more pathways for sharing this research to others in the future.

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As a course instructor, our class materials (lecture slides and assignments) were only accessible to students registered in the class. I am curious about making course content open access. To do this, some of the steps I could take are:

Research UBC policies on open access to course content

Investigate open access educational resources from other universities

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As part of my job I create original MARC catalogue records for a variety of resources. I could work towards making these records more publicly available to others who may want to use them. Some of the steps I would need to take are:

Research venues to deposit catalogue records

Review cataloguing practices to make sure records do not contain too much local information

Determine which collections would be useful to other institutions

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My job includes digitizing content to make it openly available in Open Collections (https://open.library.ubc.ca/) and I am (cautiously) investigating using AI to aid with generating readable text from certain handwritten documents. These transcriptions are already intended to be open via the metadata, but as open scholarship includes transparency of process I realize now that there are ways to improve on this. As well as noting in the metadata that the transcription was generated by an AI-assisted process, I will be writing documentation on the workflow - including prompts - that will be made openly available as well.

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I have previously published articles in open access journals, but that was never my no. 1 deciding factor when choosing a journal to publish in. I am now going to be more conscious of actively choosing journals that are open access, as opposed to it being a happy after-thought. As someone who didn’t always have access to an institution’s library resources, I always appreciated when content was open access and freely available, so I plan on being an active part of the open access community from now on.

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As a student I have been grateful to use many open access resources for learning. As I begin to produce my own content and educational materials I would like to continue to contribute to the OA environment and consider how those materials may be a helpful resource outside of my usual colleagues and students I interact with. I think it can also be valuable to encourage students to practice sharing on open access platform, even projects as simple as UBC Wiki pages so other students can access content created by their peers and past students.

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A current project I am working on has data that cannot be published openly due to the collaborators not wanting it public. To prepare for journal publication we have first been required to anonymize the data and the group we are working with. While we have made our methods open source I think as a group we have struggled with making parts of the data open. We could rebuild large parts of the data set and anonymize them, but this would be a serious time and computer power commitment. My goal is to make a mini non-proprietary data set, that sits along side the methods so that people can have an example data set to run through the code/methods and get comparable results, but not connected to the data from the partners and using data that is all open source. While doesn't make everything open it would get part of the way there and provide a good demo for those looking to build on the process.

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Serious Games and Simulations Blog - I'm fascinated by the potential of serious games and simulations in education (especially given the challenges created by AI), but unless you have worked with a simulation or developed a game, most instructors don't know where to start, and many existing resources either assume you're a coding wizard, are an expenssive pay-to-play service, or they're based in military wargamming and it's murky how it would work in actual implementation.

This blog would be my public learning journey into practical game-based learning. I'd document everything from low-tech classroom simulations you can run with index cards and enthusiasm, to something that spans a term. I would offer my step-by-step breakdowns of simple game mechanics peers can adapt, and "here's what happened when I tried this with real students" stories.

The goal is creating a resource that bridges the gap between "games are cool for learning" and "here's how you actually do it with 30 students and limited tech/budget/know-how." Less theory, more "why not try this tomorrow."

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Assessment Book Club

I'm thinking of an online teaching materials swap meet with a twist - instead of trading perfectly polished assignments, we're sharing the messy, experimental ones we create for our students. Each week (or whenever inspiration strikes), I'll post an assignment I've designed with full transparency: what I was trying to achieve, how students actually responded, what worked unexpectedly well, and what crashed and burned spectacularly.

The "book club" part means we're not just sharing - we're analyzing these assignments like literary critics. What themes emerge in how we assess learning? What's our teaching aesthetic? Are we accidentally creating impossible tasks or brilliant challenges? I'm hoping colleagues will jump in with their own assignment autopsies, creating a space where we can be honest about the gap between what we plan and what actually happens in the classroom.

I'm not 100% sure how to set this up, but I will think on it some more.

Barb Clerihue

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As a student, I always like to review learning materials to develop thorough understanding of what is being taught in the class, what I am learning and how to be academically successful. Open access learning materials, such as PDF lecture slides, lecture videos, journals, reading materials and digital learning platforms, can all be useful tools and shared for teaching and learning excellence. With open access, the learning materials can be reviewed anytime for academic progress and achievements. As an instructor, making teaching and learning materials open access can both facilitate and support our students' studies, practices and review of learning materials for academic progress and achievements. Teaching and learning materials can be shared via emails and using digital learning platforms, such as Canvas.

Christine Pan

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As someone who learned a lot of writing skill through books and videos, rather than through traditional course work, I'm curious about making more of my educational materials open to those not enrolled in traditional academic institutions.

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I am in the process of choosing journals for which to submit my completed manuscript. Instead of using traditional metrics as the deciding factor, I will look into journals with open access options.

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A very large amount of my professional time is spent developing educational material (science labs). Most of this content never goes beyond myself/course. I have published the details/rational/design of a lab exercise before, it was a substantial amount of work to do this through traditional journals. Very few accept lab exercises, and the ones I was aware of need substantial documentation around it. I now realize that there are a lot of OA mediums to share the ideas in, and it does not need to be in the format of a traditional manuscript. I now plan to spend some time looking for such resources. This will greatly enhance my ability to share my work.