1 00:00:01,000 --> 00:00:03,580 (upbeat music) 2 00:00:03,580 --> 00:00:10,360 LAUREN: Hello and welcome to Stories of Openness, 3 00:00:10,360 --> 00:00:14,000 a limited series podcast created by the Open Education team 4 00:00:14,000 --> 00:00:15,680 at Deakin University Library. 5 00:00:15,680 --> 00:00:18,560 My name is Lauren Halcomb-Smith and I'm your host. 6 00:00:18,560 --> 00:00:21,320 I'm a lecturer of Open Education at Deakin 7 00:00:21,320 --> 00:00:23,920 and I'm on a mission to learn about the impact 8 00:00:23,920 --> 00:00:27,360 that open educational resources or OER are having 9 00:00:27,360 --> 00:00:29,200 on learning and teaching at Deakin. 10 00:00:29,200 --> 00:00:32,200 OER are free textbooks and other learning material 11 00:00:32,200 --> 00:00:35,440 that anyone can use, adapt and share. 12 00:00:35,440 --> 00:00:37,520 which is unlike traditional textbooks, 13 00:00:37,520 --> 00:00:39,560 which can be expensive and limited 14 00:00:39,560 --> 00:00:42,480 by copyright and licensing restrictions. 15 00:00:42,480 --> 00:00:45,200 In this series, I'm talking with Deakin academics 16 00:00:45,200 --> 00:00:47,560 as they share their stories of creating 17 00:00:47,560 --> 00:00:49,920 and using open resources. This 18 00:00:49,920 --> 00:00:52,200 podcast is part of a research project that 19 00:00:52,200 --> 00:00:55,280 uses podcasting as a research methodology. So 20 00:00:55,280 --> 00:00:57,760 this conversation is both a podcast and 21 00:00:57,760 --> 00:01:00,160 open research data. I 22 00:01:00,160 --> 00:01:02,480 am coming to you today from the beautiful traditional 23 00:01:02,480 --> 00:01:06,200 and unceded lands of the Boonwurrung people. I 24 00:01:06,200 --> 00:01:09,280 gratefully acknowledge them as their traditional custodians of 25 00:01:09,280 --> 00:01:11,640 these lands, seas, and skies, and 26 00:01:11,640 --> 00:01:13,840 recognize that this has been a place of 27 00:01:13,840 --> 00:01:17,760 learning, teaching, and rich conversation for millennia. My 28 00:01:17,760 --> 00:01:20,280 guest today is Dr. Nateque Mahmood, Associate 29 00:01:20,280 --> 00:01:22,600 Professor and Head of Discipline of 30 00:01:22,600 --> 00:01:25,480 Construction Management in Deakin's School of 31 00:01:25,480 --> 00:01:28,120 Architecture and Built Environment. Nateque 32 00:01:28,120 --> 00:01:30,840 is exactly the kind of person you 33 00:01:30,840 --> 00:01:33,640 want teaching our future construction managers, one 34 00:01:33,640 --> 00:01:36,400 with hands on professional experience. 35 00:01:36,400 --> 00:01:38,560 Nateque comes to his teaching and research work 36 00:01:38,560 --> 00:01:42,080 with over 14 years as a professional civil engineer. 37 00:01:42,080 --> 00:01:45,880 And in 2025, Nateque and a team of fellow academics 38 00:01:45,880 --> 00:01:49,000 published Building Futures, a video 39 00:01:49,000 --> 00:01:50,920 based open educational 40 00:01:50,920 --> 00:01:53,800 resource. And I'm particularly excited about my 41 00:01:53,800 --> 00:01:56,240 conversation with Nateque today because this is the 42 00:01:56,240 --> 00:01:59,520 first multimedia based OER that we have had on 43 00:01:59,520 --> 00:02:00,720 the podcast. 44 00:02:00,720 --> 00:02:02,280 Welcome, Nateque. NATEQUE: Thanks, Lauren, 45 00:02:02,280 --> 00:02:04,320 for having me. LAUREN: Thanks for being 46 00:02:04,320 --> 00:02:07,760 here with me today. I want to kick us off with a little 47 00:02:07,760 --> 00:02:11,480 bit of a backstory. I'd love for you to tell me how you 48 00:02:11,480 --> 00:02:13,600 came to be involved 49 00:02:13,600 --> 00:02:16,080 in the OER world. NATEQUE: It's interesting because the 50 00:02:16,080 --> 00:02:17,600 idea didn't come from 51 00:02:17,600 --> 00:02:21,280 a single moment. It really developed over the 52 00:02:21,280 --> 00:02:23,000 years of conversations 53 00:02:23,000 --> 00:02:25,320 with the students. As an educator 54 00:02:25,320 --> 00:02:28,600 in construction management, I was constantly hearing 55 00:02:28,600 --> 00:02:30,640 students ask questions about 56 00:02:30,640 --> 00:02:33,400 their future careers. They wanted to know 57 00:02:33,400 --> 00:02:36,160 what opportunities existed, what employers 58 00:02:36,160 --> 00:02:40,080 were looking for, and how they could position 59 00:02:40,080 --> 00:02:44,520 themselves for success. What struck me the most of 60 00:02:44,520 --> 00:02:48,600 all these questions coming from students at all stages 61 00:02:48,600 --> 00:02:50,920 of their degree, not just 62 00:02:50,920 --> 00:02:54,000 those close to graduation. I remember thinking that we 63 00:02:54,000 --> 00:02:56,600 do really good job 64 00:02:56,600 --> 00:03:00,960 of teaching technical knowledge, but students do not 65 00:03:00,960 --> 00:03:04,960 always get the understanding of how the knowledge 66 00:03:04,960 --> 00:03:07,520 translates into a career. They need to be able to 67 00:03:07,520 --> 00:03:09,720 see the bigger picture that sometimes they don't 68 00:03:09,720 --> 00:03:11,800 see at the beginning at the end 69 00:03:11,800 --> 00:03:14,200 of their degree. So when the 70 00:03:14,200 --> 00:03:17,600 opportunities came up to develop an 71 00:03:17,600 --> 00:03:20,840 OER grant proposal, it felt like a natural 72 00:03:20,840 --> 00:03:24,720 fit for us where we develop a series 73 00:03:24,720 --> 00:03:27,680 of career videos for our 74 00:03:27,680 --> 00:03:31,160 construction management students. We wanted to create something that 75 00:03:31,160 --> 00:03:33,120 students could access whenever 76 00:03:33,120 --> 00:03:35,880 they needed it, whether they were in 77 00:03:35,880 --> 00:03:37,960 their first semester or 78 00:03:37,960 --> 00:03:39,880 their last semester, trying to 79 00:03:39,880 --> 00:03:43,000 understand the industry, or preparing for 80 00:03:43,000 --> 00:03:45,840 the employment opportunities. The idea was simple: 81 00:03:45,840 --> 00:03:50,560 bring together advice from industry professionals, 82 00:03:50,560 --> 00:03:54,080 alumni and academics and package it in a way 83 00:03:54,080 --> 00:03:56,560 that's accessible, practical and relevant for 84 00:03:56,560 --> 00:04:00,400 our students. We wanted students to hear real stories from 85 00:04:00,400 --> 00:04:04,480 real people and begin thinking about 86 00:04:04,480 --> 00:04:06,920 their careers as an ongoing journey rather 87 00:04:06,920 --> 00:04:10,240 than something they only worry about at the end of 88 00:04:10,240 --> 00:04:12,960 their degree. LAUREN: If I'm understanding 89 00:04:12,960 --> 00:04:15,960 you correctly, Nateque, you and your students were 90 00:04:15,960 --> 00:04:18,520 facing a challenge. You saw a gap, and 91 00:04:18,520 --> 00:04:20,160 then this opportunity to create an 92 00:04:20,160 --> 00:04:21,960 OER came up. It was a natural fit 93 00:04:21,960 --> 00:04:23,320 for a problem you were already 94 00:04:23,320 --> 00:04:24,680 trying to solve, or you were 95 00:04:24,680 --> 00:04:26,160 perhaps already thinking about how you 96 00:04:26,160 --> 00:04:28,000 might solve it. NATEQUE: Exactly, Lauren. 97 00:04:28,000 --> 00:04:30,640 On top of it, I would like 98 00:04:30,640 --> 00:04:33,960 to give you another background. We tried different ways before coming 99 00:04:33,960 --> 00:04:37,320 to a year grant because we are looking 100 00:04:37,320 --> 00:04:40,640 for resources for our students from 101 00:04:40,640 --> 00:04:43,560 an Australian construction management background. But most 102 00:04:43,560 --> 00:04:48,520 of these textbooks or books that we refer to are from 103 00:04:48,520 --> 00:04:51,360 either from UK or from USA. 104 00:04:51,360 --> 00:04:54,000 So it's very difficult to contextualise 105 00:04:54,000 --> 00:04:57,280 from Australian context point of view because 106 00:04:57,280 --> 00:04:59,760 the role descriptions and the title of the 107 00:04:59,760 --> 00:05:02,920 role even different to different countries. So we thought that, 108 00:05:02,920 --> 00:05:06,040 okay, it's a good opportunity for us to create 109 00:05:06,040 --> 00:05:10,080 a video series where they can learn from real 110 00:05:10,080 --> 00:05:12,040 people who are part of this 111 00:05:12,040 --> 00:05:14,760 journey and they get that through them and 112 00:05:14,760 --> 00:05:17,080 that would be most useful for them. LAUREN: 113 00:05:17,080 --> 00:05:19,760 And what made you and the 114 00:05:19,760 --> 00:05:22,960 team decide to do a video-based collection? NATEQUE: 115 00:05:22,960 --> 00:05:25,480 That is most challenging part of our end. But 116 00:05:25,480 --> 00:05:28,840 at the same time, we decided on that 117 00:05:28,840 --> 00:05:33,840 because we can access these videos from anywhere at any point 118 00:05:33,840 --> 00:05:37,800 of time. Because we are going 119 00:05:37,800 --> 00:05:41,240 to share the experience, lived experience of professionals, the 120 00:05:41,240 --> 00:05:44,760 best way to create that is through videos. Engaging them 121 00:05:44,760 --> 00:05:48,160 with the students is another layer of challenge 122 00:05:48,160 --> 00:05:51,120 because students always looking for 123 00:05:51,120 --> 00:05:54,000 something very short. They want something very visual. And 124 00:05:54,000 --> 00:05:56,800 we thought that, okay, let's make a video 125 00:05:56,800 --> 00:06:00,360 or make series of videos for our students where 126 00:06:00,360 --> 00:06:03,840 they can see the opportunities. of their 127 00:06:03,840 --> 00:06:07,120 career after graduation or even before their graduation. LAUREN: So 128 00:06:07,120 --> 00:06:12,000 tell us a little bit about the collection itself. NATEQUE: 129 00:06:12,000 --> 00:06:15,000 We started a series of videos, 130 00:06:15,000 --> 00:06:20,320 keeping that in mind that construction industry is quite wide. 131 00:06:20,320 --> 00:06:24,960 So we initially break it down into three 132 00:06:24,960 --> 00:06:29,400 different sections, means we targeted first the commercial construction sector 133 00:06:29,400 --> 00:06:33,600 in that first video series, which we 134 00:06:33,600 --> 00:06:36,280 developed in 2024. And there were nine 135 00:06:36,280 --> 00:06:39,000 actually participants involved in this 136 00:06:39,000 --> 00:06:43,480 video series from commercial sector at different 137 00:06:43,480 --> 00:06:46,000 roles, starting from just to 138 00:06:46,000 --> 00:06:48,840 entry level position, construction estimator 139 00:06:48,840 --> 00:06:52,920 to the construction director position. We 140 00:06:52,920 --> 00:06:55,160 captured those different views, aspects, role, descriptions 141 00:06:55,160 --> 00:06:59,440 of those people and how they travel over the years. 142 00:06:59,440 --> 00:07:01,240 Of course, they have not 143 00:07:01,240 --> 00:07:03,040 a specific pathway they follow, because 144 00:07:03,040 --> 00:07:04,960 within construction industry can follow 145 00:07:04,960 --> 00:07:07,560 different pathways to get into different 146 00:07:07,560 --> 00:07:10,280 point of time. And that's reassuring 147 00:07:10,280 --> 00:07:14,440 for the students. So that's our first career videos. And 148 00:07:14,440 --> 00:07:17,320 then in second year, while we see the success 149 00:07:17,320 --> 00:07:20,560 of our first attempt, we feel that, 150 00:07:20,560 --> 00:07:23,280 OK, let's move on and develop 151 00:07:23,280 --> 00:07:26,440 a series video series, career education series 152 00:07:26,440 --> 00:07:28,520 videos for our 153 00:07:28,520 --> 00:07:31,920 students and within the context of residential construction. 154 00:07:31,920 --> 00:07:34,960 Again, 10 participations there and we again talk 155 00:07:34,960 --> 00:07:36,880 about entry level positions 156 00:07:36,880 --> 00:07:39,400 to the top-level position in that residential 157 00:07:39,400 --> 00:07:42,240 sector. And they all share the similar views 158 00:07:42,240 --> 00:07:44,760 of that we shared from the commercial construction. 159 00:07:44,760 --> 00:07:48,120 We use exactly same type of questions so the 160 00:07:48,120 --> 00:07:51,360 students can see the context quite clearly. They share 161 00:07:51,360 --> 00:07:53,520 their views in there 162 00:07:53,520 --> 00:07:55,840 with the role title, role descriptions, 163 00:07:55,840 --> 00:07:58,600 how they come to that position, 164 00:07:58,600 --> 00:08:00,680 what are the skill sets and 165 00:08:00,680 --> 00:08:03,200 qualifications to come to this particular role, 166 00:08:03,200 --> 00:08:05,480 what are the critical skills that they need 167 00:08:05,480 --> 00:08:06,960 to move forward and what are 168 00:08:06,960 --> 00:08:09,680 their plan to get to the next level. But as time 169 00:08:09,680 --> 00:08:11,720 progresses, as we get up 170 00:08:11,720 --> 00:08:14,080 to the ladder to the higher-level positions, 171 00:08:14,080 --> 00:08:17,360 probably you need more 172 00:08:17,360 --> 00:08:18,920 people management skills, communication 173 00:08:18,920 --> 00:08:22,200 skills, leadership skills. So students start understanding and they actually 174 00:08:22,200 --> 00:08:24,440 looking at from point of 175 00:08:24,440 --> 00:08:28,520 view where are the strength lies and where the pathways 176 00:08:28,520 --> 00:08:30,600 for them to look for. That's 177 00:08:30,600 --> 00:08:33,800 how their mindset been changed rather than 178 00:08:33,800 --> 00:08:36,200 applying to every other jobs rather 179 00:08:36,200 --> 00:08:40,960 than focusing on specific pathways 180 00:08:40,960 --> 00:08:45,240 and strengthen their career profile. LAUREN: And so each video 181 00:08:45,240 --> 00:08:48,720 is between 5 and 10 minutes and I think there's 182 00:08:48,720 --> 00:08:49,560 about 183 00:08:49,560 --> 00:08:51,920 10 videos in each collection? NATEQUE: 184 00:08:51,920 --> 00:08:54,240 Yes. LAUREN: And they are so beautifully 185 00:08:54,240 --> 00:08:58,960 produced. I was just watching them this morning and I'm once again 186 00:08:58,960 --> 00:09:01,680 blown away by the quality of the production. 187 00:09:01,680 --> 00:09:04,280 I can only imagine what a valuable resource this 188 00:09:04,280 --> 00:09:05,800 must be for you and for your 189 00:09:05,800 --> 00:09:07,720 students to be able to 190 00:09:07,720 --> 00:09:09,800 show them something that is so professionally produced. Can you tell 191 00:09:09,800 --> 00:09:11,840 us a little more about 192 00:09:11,840 --> 00:09:14,160 how you went about 193 00:09:14,160 --> 00:09:15,640 creating the videos, interviewing 194 00:09:15,640 --> 00:09:16,880 these industry professionals 195 00:09:16,880 --> 00:09:19,760 and hearing their stories? NATEQUE: Great questions, 196 00:09:19,760 --> 00:09:22,600 Lauren. And I didn't do it by 197 00:09:22,600 --> 00:09:24,960 myself because I've been working 198 00:09:24,960 --> 00:09:26,680 with a team of 199 00:09:26,680 --> 00:09:29,240 professional staff, my colleagues, Digital Learning Futures 200 00:09:29,240 --> 00:09:31,080 team, also from Deakin Library support team. 201 00:09:31,080 --> 00:09:35,640 They actually helped me to develop this, initially for the 202 00:09:35,640 --> 00:09:38,240 first year I'm talking about in 2024. 203 00:09:38,240 --> 00:09:42,840 I have no understanding, very less understanding, I would say, 204 00:09:42,840 --> 00:09:46,520 regarding how we actually create an 205 00:09:46,520 --> 00:09:49,480 environment where we can record that particular 206 00:09:49,480 --> 00:09:51,480 session in terms of quality 207 00:09:51,480 --> 00:09:54,200 of the productions. And Digital Learning Futures 208 00:09:54,200 --> 00:09:56,200 team helped me immensely 209 00:09:56,200 --> 00:10:00,000 to create that environment and gives me enough confidence. So 210 00:10:00,000 --> 00:10:03,400 the team helped me to 211 00:10:03,400 --> 00:10:06,160 create that environment, managing the equipment and resources. And 212 00:10:06,160 --> 00:10:08,680 we went through a number of 213 00:10:08,680 --> 00:10:12,000 sessions before even we have that interview sessions. 214 00:10:12,000 --> 00:10:15,680 We tried to create that environment, 215 00:10:15,680 --> 00:10:20,680 the background, and also the camera settings, the corner, and 216 00:10:20,680 --> 00:10:23,400 also how we address to our 217 00:10:23,400 --> 00:10:26,400 participants the questions. So those are all 218 00:10:26,400 --> 00:10:29,160 been highlighted, practiced before even we start that session. 219 00:10:29,160 --> 00:10:32,160 That helps our participants as well in 220 00:10:32,160 --> 00:10:33,760 a way because we share the 221 00:10:33,760 --> 00:10:35,480 questionnaire beforehand so that they have 222 00:10:35,480 --> 00:10:38,360 good understanding what they're going to cover and 223 00:10:38,360 --> 00:10:41,480 they want to bring some practical experience 224 00:10:41,480 --> 00:10:43,400 while they're talking in that particular 225 00:10:43,400 --> 00:10:45,480 session. We also give them the opportunity 226 00:10:45,480 --> 00:10:48,240 to tailor some of the 227 00:10:48,240 --> 00:10:50,600 context without again providing detailed information 228 00:10:50,600 --> 00:10:53,640 to certain people or certain company. That helps in a 229 00:10:53,640 --> 00:10:56,440 way that they can freely talk 230 00:10:56,440 --> 00:11:01,040 to any perspective of their journey. What struck me the 231 00:11:01,040 --> 00:11:03,240 most is the level of contributions 232 00:11:03,240 --> 00:11:05,400 for each individual, from 233 00:11:05,400 --> 00:11:07,400 my colleagues, from the participants 234 00:11:07,400 --> 00:11:09,000 themselves, also the DLF team 235 00:11:09,000 --> 00:11:10,520 and Deakin Library 236 00:11:10,520 --> 00:11:13,640 team, how they actually support me. It's really 237 00:11:13,640 --> 00:11:15,040 fantastic. Without their support, 238 00:11:15,040 --> 00:11:17,800 it wouldn't be that successful. LAUREN: That's so wonderful 239 00:11:17,800 --> 00:11:20,920 to hear, and it's actually something that 240 00:11:20,920 --> 00:11:22,320 I'm hearing a lot 241 00:11:22,320 --> 00:11:26,640 in these conversations with academics like yourself who have 242 00:11:26,640 --> 00:11:27,640 created 243 00:11:27,640 --> 00:11:29,200 OER. Is it a story of collaboration 244 00:11:29,200 --> 00:11:31,560 and institutional support. NATEQUE: Absolutely. LAUREN: It's awesome 245 00:11:31,560 --> 00:11:35,120 to hear those stories. I'm really curious to 246 00:11:35,120 --> 00:11:36,760 hear about the 247 00:11:36,760 --> 00:11:40,240 impact that this collection is having on students themselves. NATEQUE: 248 00:11:40,240 --> 00:11:42,640 Excellent question, Lauren. One thing 249 00:11:42,640 --> 00:11:46,760 that stands out is how the videos seem to give the 250 00:11:46,760 --> 00:11:50,320 students confidence. I have had students tell me that before watching 251 00:11:50,320 --> 00:11:52,880 the videos, they weren't really sure where 252 00:11:52,880 --> 00:11:54,360 they fitted into the industry. 253 00:11:54,360 --> 00:11:57,600 They knew they were studying construction management, 254 00:11:57,600 --> 00:12:00,600 but they didn't fully understand 255 00:12:00,600 --> 00:12:03,560 the different career pathways available to them. 256 00:12:03,560 --> 00:12:07,040 After engaging with these videos, many started asking 257 00:12:07,040 --> 00:12:11,080 different kinds of questions instead of asking. What job can I 258 00:12:11,080 --> 00:12:14,320 get? They started asking what type of role 259 00:12:14,320 --> 00:12:16,720 would suit my strengths or what skill should 260 00:12:16,720 --> 00:12:18,960 I focus on developing? So you 261 00:12:18,960 --> 00:12:21,120 can see their advanced 262 00:12:21,120 --> 00:12:24,400 level questions they start asking rather than asking 263 00:12:24,400 --> 00:12:26,400 the very fundamental question. I 264 00:12:26,400 --> 00:12:29,720 remember one student saying that hearing graduates, I mean 265 00:12:29,720 --> 00:12:31,680 in that participants, 266 00:12:31,680 --> 00:12:34,640 some of them are graduates from our Deakin 267 00:12:34,640 --> 00:12:38,080 University, construction management discipline. They talk honestly about their own 268 00:12:38,080 --> 00:12:41,960 career journeys, made them realise that it's okay 269 00:12:41,960 --> 00:12:43,760 not to have everything 270 00:12:43,760 --> 00:12:46,880 figured out immediately. That really resonated with 271 00:12:46,880 --> 00:12:49,880 me because sometimes students think 272 00:12:49,880 --> 00:12:53,240 everyone else has perfectly planned career path. 273 00:12:53,240 --> 00:12:57,040 In reality, many successful professionals have taken unexpected turns 274 00:12:57,040 --> 00:12:59,920 along the way. For me, the 275 00:12:59,920 --> 00:13:02,880 biggest impact has been seeing students become 276 00:13:02,880 --> 00:13:03,840 more intentional 277 00:13:03,840 --> 00:13:06,240 about their learning and more confident about their future. LAUREN: Right 278 00:13:06,240 --> 00:13:10,320 on. Can you tell me a little bit 279 00:13:10,320 --> 00:13:11,560 about how it's actually being 280 00:13:11,560 --> 00:13:14,680 integrated into the learning experiences for students? 281 00:13:14,680 --> 00:13:18,640 NATEQUE: That's a great question, Lauren. What we 282 00:13:18,640 --> 00:13:21,160 did, we introduced these videos as part 283 00:13:21,160 --> 00:13:25,320 of assessment items for two different units, one in post-grad 284 00:13:25,320 --> 00:13:30,320 unit, one in undergrad, to develop their career development plan 285 00:13:30,320 --> 00:13:32,440 as part of this. And also they 286 00:13:32,440 --> 00:13:34,280 started seeing the some of 287 00:13:34,280 --> 00:13:37,480 the skill sets they required where they're missing 288 00:13:37,480 --> 00:13:39,920 currently or then requires improvement. 289 00:13:39,920 --> 00:13:43,240 What are the career pathway choice for them 290 00:13:43,240 --> 00:13:46,960 in terms of their strengths and how 291 00:13:46,960 --> 00:13:49,800 they actually make sure they acquire 292 00:13:49,800 --> 00:13:51,240 to their qualifications, of course, 293 00:13:51,240 --> 00:13:54,760 through their courses, because we actually introduced the 294 00:13:54,760 --> 00:13:57,400 videos in the first year of 295 00:13:57,400 --> 00:14:00,920 their study so they can plan way ahead through their 296 00:14:00,920 --> 00:14:04,120 assessment items to develop their career development plan, as in 297 00:14:04,120 --> 00:14:07,000 5 years, how they want to be, 298 00:14:07,000 --> 00:14:08,440 where they want to 299 00:14:08,440 --> 00:14:10,560 see them in next 5 years. So that 300 00:14:10,560 --> 00:14:15,000 helped them immensely build up their career development plan. 301 00:14:15,000 --> 00:14:16,680 In the final year, in one 302 00:14:16,680 --> 00:14:18,480 of the units, they started reflecting those 303 00:14:18,480 --> 00:14:21,920 progress so far they had and where they 304 00:14:21,920 --> 00:14:25,480 can still see were there any gaps 305 00:14:25,480 --> 00:14:29,360 for them where they have to build through their 306 00:14:29,360 --> 00:14:32,160 qualifications or through any further training or workshops. 307 00:14:32,160 --> 00:14:35,000 Or that could be related to 308 00:14:35,000 --> 00:14:39,440 their on job experience they gathered and they 309 00:14:39,440 --> 00:14:41,480 can use it as part of their learning 310 00:14:41,480 --> 00:14:44,520 process. So they have clear understanding of their planning. Of course, 311 00:14:44,520 --> 00:14:47,000 they can, as I mentioned earlier, 312 00:14:47,000 --> 00:14:50,040 they can twist it, but 313 00:14:50,040 --> 00:14:51,560 at least they start 314 00:14:51,560 --> 00:14:53,840 from somewhere rather than without having any plan. 315 00:14:53,840 --> 00:14:57,160 They're sometimes struggling to understand where their 316 00:14:57,160 --> 00:15:00,280 strength lies. So that's something we need to make 317 00:15:00,280 --> 00:15:03,760 sure through this assessment that help them understanding where they 318 00:15:03,760 --> 00:15:06,560 are at currently and in the future, how they 319 00:15:06,560 --> 00:15:08,240 can acquire if it is 320 00:15:08,240 --> 00:15:10,360 a software skill or it's soft 321 00:15:10,360 --> 00:15:12,640 skills or it's a hard skill they really 322 00:15:12,640 --> 00:15:15,200 need to develop or to get that entry level 323 00:15:15,200 --> 00:15:17,720 position or move up the career for next 324 00:15:17,720 --> 00:15:21,200 level if they're Master’s, how they 325 00:15:21,200 --> 00:15:24,080 can do that. So that helped me in 326 00:15:24,080 --> 00:15:26,560 the transitioning for them from one 327 00:15:26,560 --> 00:15:28,920 step to another step. Some of the 328 00:15:28,920 --> 00:15:32,000 students coming from another background, 329 00:15:32,000 --> 00:15:35,320 especially in Master's program of ours, they switched their career from 330 00:15:35,320 --> 00:15:38,400 other sectors, other industries to construction industry. And 331 00:15:38,400 --> 00:15:41,520 they also help them, these career videos also help 332 00:15:41,520 --> 00:15:45,160 them, of course, they have inbuilt soft skills from and which is transferable 333 00:15:45,160 --> 00:15:46,800 from other industries they can 334 00:15:46,800 --> 00:15:50,360 use. But how can they can tailor 335 00:15:50,360 --> 00:15:53,200 to their CV and cover letter or even in 336 00:15:53,200 --> 00:15:55,960 the career development that help them immensely to 337 00:15:55,960 --> 00:15:57,520 understand that. I think those 338 00:15:57,520 --> 00:15:59,600 sort of benefits, we can 339 00:15:59,600 --> 00:16:02,800 get through embedding in the assessment, assessment, I think, 340 00:16:02,800 --> 00:16:06,520 which is critical because sometimes summative assessment may give 341 00:16:06,520 --> 00:16:09,280 the opportunity to student go with that 342 00:16:09,280 --> 00:16:10,600 at the same time we can 343 00:16:10,600 --> 00:16:13,280 actually assess that with how much they understand the 344 00:16:13,280 --> 00:16:14,680 process. I think 345 00:16:14,680 --> 00:16:16,680 this is also important rather 346 00:16:16,680 --> 00:16:19,240 than just having it as 347 00:16:19,240 --> 00:16:21,720 a formative assessment type of arrangement. LAUREN: So it's 348 00:16:21,720 --> 00:16:24,360 the undergraduate students in the construction management program. 349 00:16:24,360 --> 00:16:25,640 They view the videos as part of an 350 00:16:25,640 --> 00:16:27,200 assessment, developing a career plan in their 351 00:16:27,200 --> 00:16:28,960 first year. And then they come back to the 352 00:16:28,960 --> 00:16:30,600 videos in their last year. Is 353 00:16:30,600 --> 00:16:33,040 that right? NATEQUE: They come to the video 354 00:16:33,040 --> 00:16:36,960 at the last year to understand where they're at so 355 00:16:36,960 --> 00:16:40,160 they can reflect back through their journey through these 356 00:16:40,160 --> 00:16:43,880 courses. And if they still see some gaps and how 357 00:16:43,880 --> 00:16:45,480 can they actually work on 358 00:16:45,480 --> 00:16:47,760 these gaps. Some of the gaps might be a 359 00:16:47,760 --> 00:16:50,360 good gaps to have before 360 00:16:50,360 --> 00:16:52,840 getting into the industry 361 00:16:52,840 --> 00:16:55,760 because some of the gaps might give them 362 00:16:55,760 --> 00:16:57,560 enough understanding through on job learning and 363 00:16:57,560 --> 00:16:59,840 more contextual learning. Because sometimes you feel 364 00:16:59,840 --> 00:17:01,480 you get a job, 365 00:17:01,480 --> 00:17:05,880 different types of job you can get in the commercial sector, 366 00:17:05,880 --> 00:17:09,320 residential sector, or civil construction sector. But those type 367 00:17:09,320 --> 00:17:11,480 of job has got different types of 368 00:17:11,480 --> 00:17:13,840 context in the job environment, which sometimes 369 00:17:13,840 --> 00:17:15,440 good to have during your 370 00:17:15,440 --> 00:17:18,040 working through the job. I think those 371 00:17:18,040 --> 00:17:20,720 skills might get a better understanding about the job. 372 00:17:20,720 --> 00:17:23,560 But still you have some fundamental 373 00:17:23,560 --> 00:17:26,760 knowledge to start with and then you can work 374 00:17:26,760 --> 00:17:28,160 around. So adaptation is 375 00:17:28,160 --> 00:17:30,560 something and flexibility is something through these videos they 376 00:17:30,560 --> 00:17:33,640 can actually get that sort of information. 377 00:17:33,640 --> 00:17:34,880 LAUREN: So how many 378 00:17:34,880 --> 00:17:37,320 students per year do you think these videos 379 00:17:37,320 --> 00:17:40,800 or this collection is reaching through the Deakin 380 00:17:40,800 --> 00:17:43,000 program? NATEQUE: Absolutely. I mean, it's through the Deakin program within 381 00:17:43,000 --> 00:17:45,440 Deakin through these different types of units. At the 382 00:17:45,440 --> 00:17:48,600 same time, some of the lecturers, I just forgot 383 00:17:48,600 --> 00:17:51,480 to mention, some of the lecturers actually 384 00:17:51,480 --> 00:17:52,960 approached me and they actually use these 385 00:17:52,960 --> 00:17:54,400 as part of probably when 386 00:17:54,400 --> 00:17:58,640 they create their assessment, not directly as part 387 00:17:58,640 --> 00:18:01,240 of what we just mentioned of 388 00:18:01,240 --> 00:18:03,360 their career development plan, but 389 00:18:03,360 --> 00:18:06,800 role settings. So they use simulation type of 390 00:18:06,800 --> 00:18:08,480 scenario type of analysis 391 00:18:08,480 --> 00:18:11,400 in their role setting environment. So in 392 00:18:11,400 --> 00:18:13,840 order to understand their role descriptions about this 393 00:18:13,840 --> 00:18:17,160 particular role, they use these videos in 394 00:18:17,160 --> 00:18:19,120 the context. So it's 395 00:18:19,120 --> 00:18:22,360 more of indirect impact to them. Given that 396 00:18:22,360 --> 00:18:25,720 scenario, the impact across directly, indirectly, within 397 00:18:25,720 --> 00:18:27,200 Deakin, you can think about 200, 398 00:18:27,200 --> 00:18:29,440 300+ students we already reach. And for 399 00:18:29,440 --> 00:18:34,080 beyond Deakin, I think that something is growing 400 00:18:34,080 --> 00:18:36,480 through different ways through word 401 00:18:36,480 --> 00:18:39,280 of mouth or we talk about our OER opportunities with 402 00:18:39,280 --> 00:18:42,160 colleagues from other institutions. They might have seen 403 00:18:42,160 --> 00:18:45,440 some interest looking at our 404 00:18:45,440 --> 00:18:49,040 videos and they also share with their own 405 00:18:49,040 --> 00:18:51,640 students. Probably another 100, 150 reach out. Some of them are different 406 00:18:51,640 --> 00:18:55,080 institutions within Australia. I know that some of 407 00:18:55,080 --> 00:18:56,520 the colleagues already reach out 408 00:18:56,520 --> 00:18:59,520 to me and request for whether they can use it. 409 00:18:59,520 --> 00:19:02,560 Even though it's OER, it's a kind of courtesy 410 00:19:02,560 --> 00:19:05,000 for them to reach out. LAUREN: It's 411 00:19:05,000 --> 00:19:07,160 really cool because it's a video-based collection 412 00:19:07,160 --> 00:19:10,280 that you can put it on YouTube and your license 413 00:19:10,280 --> 00:19:12,760 obviously allows for that. And I can just 414 00:19:12,760 --> 00:19:15,600 imagine how much easier it is for people 415 00:19:15,600 --> 00:19:17,560 to find it and access it and engage with 416 00:19:17,560 --> 00:19:21,080 it than a traditional resource or something that was just 417 00:19:21,080 --> 00:19:23,760 saved in the repository. So it's very 418 00:19:23,760 --> 00:19:26,480 cool because the video-based format lends itself to exist 419 00:19:26,480 --> 00:19:27,840 in a space 420 00:19:27,840 --> 00:19:29,720 where people are already consuming a 421 00:19:29,720 --> 00:19:31,040 lot of content. NATEQUE: Absolutely, I agree. 422 00:19:31,040 --> 00:19:34,760 LAUREN: I'm really curious, Nateque, to hear, you've already told 423 00:19:34,760 --> 00:19:36,920 me a little bit about some of these teachers 424 00:19:36,920 --> 00:19:38,400 that are finding the 425 00:19:38,400 --> 00:19:42,440 resource and they're using it for, say, role-play and scenario-based teaching. 426 00:19:42,440 --> 00:19:45,160 What impact has the OER, either the experience of creating 427 00:19:45,160 --> 00:19:46,960 it or the experience of using 428 00:19:46,960 --> 00:19:49,360 it in your own teaching, had on you as a teacher? 429 00:19:49,360 --> 00:19:50,720 NATEQUE: I think 430 00:19:50,720 --> 00:19:53,840 it changed me as much as it changed the students' 431 00:19:53,840 --> 00:19:57,000 experience. Developing the videos forced me to 432 00:19:57,000 --> 00:19:58,760 take a step 433 00:19:58,760 --> 00:20:02,000 back and think about what students 434 00:20:02,000 --> 00:20:05,720 really need beyond academic content. It made 435 00:20:05,720 --> 00:20:08,600 me realize that employability and career development 436 00:20:08,600 --> 00:20:11,960 shouldn't be separate conversations. They should be embedded 437 00:20:11,960 --> 00:20:15,960 throughout the curriculum. Now, when I'm teaching, I'm much 438 00:20:15,960 --> 00:20:19,240 more conscious of helping students understand why 439 00:20:19,240 --> 00:20:21,160 they are learning something and 440 00:20:21,160 --> 00:20:23,240 how it connects 441 00:20:23,240 --> 00:20:26,040 to professional practice. The videos have also 442 00:20:26,040 --> 00:20:29,960 created richer classroom discussions. Students come 443 00:20:29,960 --> 00:20:31,240 into class having 444 00:20:31,240 --> 00:20:34,360 already watched industry professionals talking about workplace expectations or 445 00:20:34,360 --> 00:20:37,280 career pathways. So the conversation starts 446 00:20:37,280 --> 00:20:40,480 at a deeper level rather than starting at the fundamental 447 00:20:40,480 --> 00:20:43,520 level. I have also had colleagues tell me they 448 00:20:43,520 --> 00:20:46,000 have found the videos useful 449 00:20:46,000 --> 00:20:48,040 because they provide a practical 450 00:20:48,040 --> 00:20:51,240 way to introduce career related discussions into their units as 451 00:20:51,240 --> 00:20:55,120 well. It has been nice to see 452 00:20:55,120 --> 00:20:58,320 that resources being used in different contexts and 453 00:20:58,320 --> 00:21:01,600 by different lecturers. I feel that it really 454 00:21:01,600 --> 00:21:04,960 impacted me heavily in terms of how I teach my 455 00:21:04,960 --> 00:21:07,680 students. Because I started looking at, okay, 456 00:21:07,680 --> 00:21:10,480 there are certain roles and the context or 457 00:21:10,480 --> 00:21:13,920 the technical knowledge that I'm delivering now for 458 00:21:13,920 --> 00:21:17,440 that particular role and how it's going to be 459 00:21:17,440 --> 00:21:19,360 impacted their career 460 00:21:19,360 --> 00:21:21,520 and that knowledge sets and how it's actually linked with 461 00:21:21,520 --> 00:21:26,080 the industry. At the same time, what sort of 462 00:21:26,080 --> 00:21:29,520 soft skills they really need to actually 463 00:21:29,520 --> 00:21:31,920 make it more meaningful for their colleagues, how 464 00:21:31,920 --> 00:21:34,600 they should communicate, what sort of 465 00:21:34,600 --> 00:21:38,080 communication medium they should Just giving a hypothetical scenario. 466 00:21:38,080 --> 00:21:41,920 If a specific context like there is certain 467 00:21:41,920 --> 00:21:45,880 change in the construction like simple design change and how 468 00:21:45,880 --> 00:21:49,680 you should communicate to the client, the architect 469 00:21:49,680 --> 00:21:52,200 as well as your colleagues and those 470 00:21:52,200 --> 00:21:55,600 subcontractors who've been involved. It's a simple 471 00:21:55,600 --> 00:22:00,200 thing, but I think the complexity around that to 472 00:22:00,200 --> 00:22:02,720 make it more structured, efficient way of delivering. I 473 00:22:02,720 --> 00:22:05,800 think those sort of things, they started 474 00:22:05,800 --> 00:22:08,800 understanding because they think about the role first. 475 00:22:08,800 --> 00:22:10,640 So if it's just a project 476 00:22:10,640 --> 00:22:13,320 coordinator role, so they think about the role and 477 00:22:13,320 --> 00:22:16,280 the daily activity they have to deal with, they see 478 00:22:16,280 --> 00:22:18,400 it more meaningful and they actually 479 00:22:18,400 --> 00:22:20,480 be more engaged through the process because 480 00:22:20,480 --> 00:22:23,240 they see the connection straight away, the theoretical 481 00:22:23,240 --> 00:22:25,800 and the practical aspects of it. So I 482 00:22:25,800 --> 00:22:29,760 think that's the biggest change in 483 00:22:29,760 --> 00:22:32,840 my teaching after this project. LAUREN: This is 484 00:22:32,840 --> 00:22:36,200 again another thing that I'm hearing throughout 485 00:22:36,200 --> 00:22:39,520 these interviews is how these resources 486 00:22:39,520 --> 00:22:42,600 that academics like yourself are creating are allowing 487 00:22:42,600 --> 00:22:44,560 them to almost flip the classroom 488 00:22:44,560 --> 00:22:46,760 so that the students come prepared 489 00:22:46,760 --> 00:22:50,400 and the conversations that you're having with your students are so 490 00:22:50,400 --> 00:22:54,000 much more meaningful and rich because they 491 00:22:54,000 --> 00:22:55,880 have the conceptual information already rather 492 00:22:55,880 --> 00:22:58,360 than you having to focus on 493 00:22:58,360 --> 00:22:59,560 the 494 00:22:59,560 --> 00:23:01,360 conceptual basics in class. NATEQUE: 495 00:23:01,360 --> 00:23:04,000 Absolutely. LAUREN: What about creating the 496 00:23:04,000 --> 00:23:08,400 OER? What was that like for you? NATEQUE: 497 00:23:08,400 --> 00:23:12,000 All right. That's something I will always reflect back. 498 00:23:12,000 --> 00:23:13,920 When I first started and in 499 00:23:13,920 --> 00:23:17,640 my second projects, at the end of the 500 00:23:17,640 --> 00:23:19,880 projects, the best part of that, 501 00:23:19,880 --> 00:23:22,920 the collaborative approach that we used through 502 00:23:22,920 --> 00:23:25,840 the process. The project wasn't just 503 00:23:25,840 --> 00:23:28,800 about creating videos. 504 00:23:28,800 --> 00:23:32,520 It became a partnership between academics, industry professionals, 505 00:23:32,520 --> 00:23:35,920 alumni, and the professional staff at Deakin Digital Learning 506 00:23:35,920 --> 00:23:39,160 Future team, as well as 507 00:23:39,160 --> 00:23:41,800 Deakin Library team. Everyone genuinely wanted 508 00:23:41,800 --> 00:23:45,040 to contribute because they could see how valuable 509 00:23:45,040 --> 00:23:49,480 these resources might be for our future students. Another 510 00:23:49,480 --> 00:23:54,480 thing I find exciting is the potential reach 511 00:23:54,480 --> 00:23:59,080 of OER. Once you make something openly available, you 512 00:23:59,080 --> 00:24:02,040 never really know who might benefit from it. LAUREN: 513 00:24:02,040 --> 00:24:05,040 Was that something that you were already 514 00:24:05,040 --> 00:24:08,880 excited about before the project even ever took 515 00:24:08,880 --> 00:24:11,720 shape? Or was the potential of openly licensed resources 516 00:24:11,720 --> 00:24:15,280 something that you learned about through 517 00:24:15,280 --> 00:24:18,720 this process? NATEQUE: When we apply for this grant, I 518 00:24:18,720 --> 00:24:20,040 think we did 519 00:24:20,040 --> 00:24:23,800 some research about this OER grant and 520 00:24:23,800 --> 00:24:28,280 its impact. Most of these OER outputs are 521 00:24:28,280 --> 00:24:29,440 textbooks or it's 522 00:24:29,440 --> 00:24:34,440 printed or sometimes it's online information for our students. But I think part of 523 00:24:34,440 --> 00:24:37,040 the reason we as a group sit down 524 00:24:37,040 --> 00:24:40,600 and think what would be the meaningful way or 525 00:24:40,600 --> 00:24:43,360 most impactful way for us to think 526 00:24:43,360 --> 00:24:48,360 about, okay, is it video or something we created 527 00:24:48,360 --> 00:24:53,000 and that have long lasting impact for our students? Or 528 00:24:53,000 --> 00:24:57,240 there's something we create a sort of 529 00:24:57,240 --> 00:25:01,480 a book, open book for our students to have? The challenges 530 00:25:01,480 --> 00:25:05,240 we found, that if we created the 531 00:25:05,240 --> 00:25:08,720 open book and the visualization as well 532 00:25:08,720 --> 00:25:11,920 as contextualization of our students to the industry context 533 00:25:11,920 --> 00:25:15,320 where the real people talking about their 534 00:25:15,320 --> 00:25:19,760 own journey, which might create more impacts to them. 535 00:25:19,760 --> 00:25:22,480 Part of the journey that 536 00:25:22,480 --> 00:25:24,800 we started and created, I think fundamental understanding in 537 00:25:24,800 --> 00:25:26,280 one of our groups was videos 538 00:25:26,280 --> 00:25:29,000 would be the way to go. Of course, we are very new 539 00:25:29,000 --> 00:25:31,840 to that, as I mentioned earlier, in terms of 540 00:25:31,840 --> 00:25:35,400 how you should record the session, editing the session. Without 541 00:25:35,400 --> 00:25:39,000 the help of DLF team, I don't think we could get to that 542 00:25:39,000 --> 00:25:41,000 level as we 543 00:25:41,000 --> 00:25:43,400 are now. LAUREN: Looking beyond Deakin, 544 00:25:43,400 --> 00:25:46,800 are you hearing any other stories about the resource 545 00:25:46,800 --> 00:25:49,520 being picked up at other institutions? Has anyone written to 546 00:25:49,520 --> 00:25:51,760 you to give you some feedback? Any other 547 00:25:51,760 --> 00:25:54,160 stories of the impact it's having sort 548 00:25:54,160 --> 00:25:55,200 of 549 00:25:55,200 --> 00:25:59,120 beyond the immediate Deakin world? NATEQUE: Yes. As I mentioned to you, 550 00:25:59,120 --> 00:26:01,680 the impact of this OER grant, how it's 551 00:26:01,680 --> 00:26:04,280 impacted in different ways, it could be a 552 00:26:04,280 --> 00:26:07,440 student from another university, or it could be a recent 553 00:26:07,440 --> 00:26:10,880 graduate looking for career guidance, or it could be 554 00:26:10,880 --> 00:26:13,000 even someone considering 555 00:26:13,000 --> 00:26:16,880 career change into construction industry. And that's one thing I 556 00:26:16,880 --> 00:26:19,240 love always about open education. It's the impact 557 00:26:19,240 --> 00:26:21,440 doesn't stop at the classroom 558 00:26:21,440 --> 00:26:25,200 door. It's beyond Deakin now. And perhaps the question 559 00:26:25,200 --> 00:26:28,920 we don't often ask enough is: what 560 00:26:28,920 --> 00:26:32,560 difference does career confidence make? So my view is that when students 561 00:26:32,560 --> 00:26:35,360 can see a clear connection between their 562 00:26:35,360 --> 00:26:38,040 studies and their future goals, they 563 00:26:38,040 --> 00:26:40,000 become more engaged, more 564 00:26:40,000 --> 00:26:42,600 motivated, more invested in learning. And that's 565 00:26:42,600 --> 00:26:46,560 something really strikes me always. And one of the reasons I can 566 00:26:46,560 --> 00:26:48,840 see, as I mentioned earlier, some of 567 00:26:48,840 --> 00:26:52,560 the colleagues from other institutions reach out to 568 00:26:52,560 --> 00:26:56,120 me about these career videos and how they can 569 00:26:56,120 --> 00:27:00,080 use into their classroom environment. Sometimes they can use it in the 570 00:27:00,080 --> 00:27:02,680 context of when they go to sort of school 571 00:27:02,680 --> 00:27:04,640 outreach kind of environment where inspire 572 00:27:04,640 --> 00:27:07,640 the next generation coming to 573 00:27:07,640 --> 00:27:10,400 construction management discipline. You know, sometimes they started 574 00:27:10,400 --> 00:27:13,560 showing the clips of the videos, the 575 00:27:13,560 --> 00:27:16,960 role himself. And also the other thing, it's quite inspired 576 00:27:16,960 --> 00:27:19,880 me always, the female professionals 577 00:27:19,880 --> 00:27:23,440 in constructions. I think there is very limited 578 00:27:23,440 --> 00:27:25,160 professionals, female professionals in constructions. 579 00:27:25,160 --> 00:27:27,040 I think we need to encourage them more 580 00:27:27,040 --> 00:27:30,320 and more to come to the construction industry. 581 00:27:30,320 --> 00:27:34,520 In our videos, I think half of them are female participants. 582 00:27:34,520 --> 00:27:36,960 So it's really good to see that 583 00:27:36,960 --> 00:27:39,560 and it brings most, I think, future students 584 00:27:39,560 --> 00:27:41,760 coming into construction, they're more inspired 585 00:27:41,760 --> 00:27:45,920 by seeing female graduates talking about the carriers 586 00:27:45,920 --> 00:27:48,040 so they can start linking them. 587 00:27:48,040 --> 00:27:50,160 I think they start more motivated coming 588 00:27:50,160 --> 00:27:51,840 to this sort of profession. 589 00:27:51,840 --> 00:27:53,760 LAUREN: When I was watching the videos this 590 00:27:53,760 --> 00:27:56,240 morning, I had almost the same thought, 591 00:27:56,240 --> 00:28:00,840 Nateque. I realized that I probably held some stereotypes 592 00:28:00,840 --> 00:28:02,600 myself about the construction 593 00:28:02,600 --> 00:28:06,240 industry. And it was really heartening to see that kind of 594 00:28:06,240 --> 00:28:09,120 representation in the videos and realize that the construction 595 00:28:09,120 --> 00:28:12,680 industry is far more diverse than many of us probably 596 00:28:12,680 --> 00:28:14,800 assume. So perhaps another one of the 597 00:28:14,800 --> 00:28:17,480 impacts that your videos are having beyond 598 00:28:17,480 --> 00:28:20,520 Deakin is breaking down some stereotypes 599 00:28:20,520 --> 00:28:22,600 around who is in the construction 600 00:28:22,600 --> 00:28:24,240 NATEQUE: Absolutely. Agreed. 601 00:28:24,240 --> 00:28:27,480 LAUREN: Are there any other stories that you would like to 602 00:28:27,480 --> 00:28:30,160 share about the collection of videos that you've 603 00:28:30,160 --> 00:28:33,240 made? NATEQUE: I think I would simply say that the project 604 00:28:33,240 --> 00:28:36,680 reminded me why do we what we do 605 00:28:36,680 --> 00:28:40,680 as educators. At the heart of it, education is about 606 00:28:40,680 --> 00:28:42,360 helping people realize 607 00:28:42,360 --> 00:28:47,040 their potential. These videos are just one tool, but if they help 608 00:28:47,040 --> 00:28:51,200 a student feel more confident, make a better-informed career decision 609 00:28:51,200 --> 00:28:54,200 or see opportunities they hadn't considered before, 610 00:28:54,200 --> 00:28:57,280 then they have achieved their purpose. 611 00:28:57,280 --> 00:29:00,000 I would also like to acknowledge that many people 612 00:29:00,000 --> 00:29:02,560 who contribute to this project, as I mentioned earlier, 613 00:29:02,560 --> 00:29:04,440 but I keep repeating myself here 614 00:29:04,440 --> 00:29:08,480 because it's important to recognize their contribution. 615 00:29:08,480 --> 00:29:12,920 including my colleagues, industry partners, graduates, Digital 616 00:29:12,920 --> 00:29:15,440 Learning Future team at Deakin, Deakin Library 617 00:29:15,440 --> 00:29:17,000 team at Deakin, and their willingness 618 00:29:17,000 --> 00:29:20,000 to share their experience is what made 619 00:29:20,000 --> 00:29:23,400 the resources authentic and meaningful. If there is 620 00:29:23,400 --> 00:29:27,160 one takeaway, I would leave listeners with, students don't 621 00:29:27,160 --> 00:29:30,440 just need information, they need inspiration 622 00:29:30,440 --> 00:29:32,680 and guidance. Sometimes a simple 623 00:29:32,680 --> 00:29:35,000 story from someone who's walked a 624 00:29:35,000 --> 00:29:39,440 similar path can have a lasting impact. That's what I 625 00:29:39,440 --> 00:29:42,000 hope these OER resources continue to do 626 00:29:42,000 --> 00:29:44,920 for many years to come. LAUREN: Oh, what 627 00:29:44,920 --> 00:29:47,080 a lovely sentiment, Nateque. Thank you for 628 00:29:47,080 --> 00:29:48,840 sharing that. My last set 629 00:29:48,840 --> 00:29:53,800 of questions is sort of your overall interpretations. What do you 630 00:29:53,800 --> 00:29:56,400 think your stories tell us about the impact 631 00:29:56,400 --> 00:29:59,480 that OER can have on learning and 632 00:29:59,480 --> 00:30:02,280 teaching more broadly? NATEQUE: I think 633 00:30:02,280 --> 00:30:05,880 it's more of giving people access to knowledge, support, and 634 00:30:05,880 --> 00:30:10,280 guidance that they may not otherwise receive. I also 635 00:30:10,280 --> 00:30:14,080 think OER has an important role in supporting equity. Not every 636 00:30:14,080 --> 00:30:17,520 student has access to professional networks, mentors, or 637 00:30:17,520 --> 00:30:20,760 family members working in the industry. Open resources like 638 00:30:20,760 --> 00:30:24,040 these help make that knowledge available for everyone. 639 00:30:24,040 --> 00:30:25,960 The stories I 640 00:30:25,960 --> 00:30:28,240 have heard suggest that students value learning resources 641 00:30:28,240 --> 00:30:31,920 that are practical, relevant, and connected to 642 00:30:31,920 --> 00:30:34,320 real world experience. They want 643 00:30:34,320 --> 00:30:36,960 to see how their learning applies beyond the 644 00:30:36,960 --> 00:30:38,320 classroom. To me, 645 00:30:38,320 --> 00:30:41,520 that's the real power of OER. It's not 646 00:30:41,520 --> 00:30:43,680 just sharing content, it's creating 647 00:30:43,680 --> 00:30:47,160 opportunities for learning, growth, and connection. 648 00:30:47,160 --> 00:30:48,640 LAUREN: Nateque, 649 00:30:48,640 --> 00:30:50,760 my very final question. Do 650 00:30:50,760 --> 00:30:54,040 you have a favourite part of the OER? Do 651 00:30:54,040 --> 00:30:57,320 you have a favourite video or a favourite question that 652 00:30:57,320 --> 00:30:59,840 you asked across the different videos? NATEQUE: 653 00:30:59,840 --> 00:31:01,800 I think the question has been 654 00:31:01,800 --> 00:31:04,160 tailored and it's been customised so many 655 00:31:04,160 --> 00:31:06,280 times. I think all the questions are my 656 00:31:06,280 --> 00:31:09,560 favourite and all the participants there, they're so 657 00:31:09,560 --> 00:31:13,640 inspiring and motivating. Some of the students informally and 658 00:31:13,640 --> 00:31:18,200 formally mentioned to me that they all actually watch all the 659 00:31:18,200 --> 00:31:20,040 videos and found all the videos 660 00:31:20,040 --> 00:31:22,600 as different perspective, different strengths 661 00:31:22,600 --> 00:31:24,360 in their learning process. 662 00:31:24,360 --> 00:31:25,920 So for me, the same, 663 00:31:25,920 --> 00:31:28,640 I don't see any difference in those videos. 664 00:31:28,640 --> 00:31:31,680 All of them are very good, high 665 00:31:31,680 --> 00:31:32,880 quality and 666 00:31:32,880 --> 00:31:34,040 content wise, they're 667 00:31:34,040 --> 00:31:37,400 very rich. LAUREN: It's a bit like asking you to choose 668 00:31:37,400 --> 00:31:38,880 your favourite child. It's 669 00:31:38,880 --> 00:31:39,720 an impossible 670 00:31:39,720 --> 00:31:43,080 question. NATEQUE: That's true. LAUREN: Nateque, thank you so much for 671 00:31:43,080 --> 00:31:44,200 spending this 672 00:31:44,200 --> 00:31:46,720 time with me this afternoon. I 673 00:31:46,720 --> 00:31:50,480 have really enjoyed our conversation and I'm going to take 674 00:31:50,480 --> 00:31:52,680 us out with Stories of Openness is 675 00:31:52,680 --> 00:31:56,160 a limited series from the Open Education team at 676 00:31:56,160 --> 00:31:58,880 Deakin University Library. It's part of a research-by-podcast 677 00:31:58,880 --> 00:32:00,760 project led by me, Lauren Halcomb-Smith, 678 00:32:00,760 --> 00:32:03,960 with Angie Williamson, Danny Johnson, and Eddie Pavuna. 679 00:32:03,960 --> 00:32:05,960 We choose open wherever possible, 680 00:32:05,960 --> 00:32:07,760 including Audacity for editing, 681 00:32:07,760 --> 00:32:09,200 Castopod for hosting, and 682 00:32:09,200 --> 00:32:11,120 music by Scott Holmes Music. This 683 00:32:11,120 --> 00:32:13,040 podcast by Deakin University is 684 00:32:13,040 --> 00:32:16,840 licensed under a CC-BY-NC 4.0 license. For more information 685 00:32:16,840 --> 00:32:19,200 and full acknowledgements, Please see our 686 00:32:19,200 --> 00:32:20,640 show notes. Thank you so 687 00:32:20,640 --> 00:32:22,200 much for listening. Thank you, Nateque. 688 00:32:22,200 --> 00:32:23,480 NATEQUE: And thank 689 00:32:23,480 --> 00:32:25,160 you for having me again. LAUREN: You're 690 00:32:25,160 --> 00:32:26,840 welcome. And we're done. NATEQUE: 691 00:32:26,840 --> 00:32:27,680 Thanks, Lauren.