Best Practices for AI-Enabled OER in Nigerian Higher Education Institutions

Good morning. Good afternoon. Good evening, everyone. On behalf of the Commonwealth of Learning, I welcome everyone to today's webinar. Thank you all for joining us today. My name is Jennifer S. Abu from the Commonwealth of Learning, and I'll be serving as your facilitator for this session. This webinar is the second in the series of its kind, focusing on OER practices in West Africa. So, the topic that we'll be discussing today is on is best practices for resources in Nigerian higher education institutions. We are really grateful to welcome our speaker, uh Professor Adenike Modina Oladayo Abdura Abdul-Raheem. Professor Abdul-Raheem is the first female professor of chemistry at the University of Ilorin, Nigeria, and also a distinguished scholar in physical and environmental chemistry. She currently serves as both head of Department of Chemistry and the Director of the Center for Open and Distance Learning, both roles she jointly held since 9 uh 2024. With over 45 peer-reviewed publications, international fellowships, and extensive postgraduate uh supervision. She has advanced research in environmental geochemistry, sustainable science, and physical chemistry. Beyond her scientific contribution, Professor Abdulrahim has played a leading role in strengthening open and distance learning in Nigeria and West Africa and beyond. So, for today's session, we encourage you to post your question and answer in the chat or the Q&A box, and we will try our best to address them. The Q&A session will be moderated by my colleague our colleague Dr. Nkemu Osuigwe from the African Library and Information Association and Institution. Towards the end of the webinar, the way it will be wrapped up with closing comments by Professor Dorothy Ofuha, Director, re-trader. So, it is now my pleasure to invite Professor Abdulrahim to begin the session. Thank you so much, Prof. Uh as I have been introduced, I'm uh Professor Mugina Abdulrahim. I'll be talking on best practices for artificial intelligence enabled open educational resource in Nigeria higher institution. And I will follow the this outline. What are open educational resource? These are materials that are freely accessible and license that could be used for teaching and learning. And you can see anything that we want to use for teaching and learning and be like textbooks, videos, um full courses, simulations, depends on the type of what we are to teach. Why open education resource? Why does it matters? For any student that want to be in school and pass very well, they need textbooks. And those textbooks are no longer available. Even if they are available, they are not affordable. Meaning that they are highly expensive. This kind of open education resource we are talking about, they reduce cost for learn Learners can get them almost free, except that they will need internet. If again, it expands access globally, they can get it beyond their reach. Somebody could be in Nigeria, want to get something from Harvard that is virtually available, it is feasible. They can equal It's also enable customization for diverse contents. Whatever whichever way we want it or the learner wants it, it's feasible that the learner gets it exactly in that way. There are five hours of open education resource. Open education resource They are materials that can be retained. Not just being retained, they can be reused. Not just being reused, it's possible that they could be revised. Again, it can be remixed. We can get one part here, another part there, and mix them together. And it could be owned. After all, we can also whatever we are able to achieve with it, we can redistribute it. This material we are talking about come with his own legal uh bits. And the legal licenses they are being managed by non-profit organization that provide free standard copyright licenses allowing creators to share their work legally while specifying which part of it is the right they can keep and which one is the right they can wave. You will see this diagram here. They are not something far-fetched. They are different kind of licensing available that the open education resource can stay with. We have um creative common. That is credit just only to credit the creditors. We have the CC SA. That is share alike. It's still creative common but it's need to be shared alike. You will see the way the diagram is as we are going down. It's leaving the path of open education resource. By the time it is CC ND CC NC ND, that shows no modification. You can't take any other any material from such uh um such domain and want to change it. You can't do that. And once you are getting there, it's no longer free. We need to pay. And anything that has to be paid for, we don't use for open education resource. What are the sources for open education resource? We have trusted repositories and these are open stacks, MyLOFT, open education resource commons, MIT OCW. How do we get this from online? All what we are talking about are materials that are available freely virtually. Once we pick our keywords, whatever you want to depends on what you are looking for, you only need to add open education resource in form of abbreviation OER. You will surely get different repository with different content, with different courses. Hardly is there any course that we don't have open material available virtually in trusted repositories. But these materials, we can't just pick them and use. If we go to repositories that are trusted, yes, fine. But should in case we think because we said they are free and that it could be made by us, we now want to do it or pick it anyhow. That may not be able to work because they they normally evaluate open education resource. It need to be tested and it will be seen that it pass accuracy test, relevance test, accessibility test, licensing test and it must be engaging. Without it being um passing all this, we don't define it. Even if it is following the five hours, we don't define it as um open education resource. Artificial intelligence, popularly known as AI. It's a field of computer science that is focused on creating systems that can perform tasks normally requiring human intelligence such as reasoning, learning, problem solving and language understanding. In Nigeria higher it means machines can help personalize learning, automate tasks, and expand our access to knowledge. What are the key characteristics of artificial intelligence? It must be machine learning or deep learning. They can make logical decisions based on available information. They can interpret sensory inputs like vision, speech recognition. And some AI system also act independently without human intervention. What are the types available of artificial intelligence? We have like four types, weak and narrow AI. This are specialized AI that is meant for only one task. Example of such is chatbots. We have strong generative AI. That is not fully developed because it's hypothetical AI with human-like intelligence. They are still working on it. They are yet to get it achieved. We have applied AI. That is the practical applications in industries like health care diagnostics and then tool other tools for other industries. We equally have generative AI. This is the most common AI that all of us are using. And this is the tool that is necessary when we talk about open education resources. It creates new contents, new contents in terms of texts, images, audio, videos. And the most popular among all available ones for now is ChatGPT. Why AI and open education resource matters for Nigeria higher institutions. Because it expand access and inclusion. What do we mean by access inclusion? AI can personalize open education resource content. It's making learning adaptive and accessible in different languages, multiple languages. We've not find it in the history except now that you can learn whatever in your language. Meaning that if you don't know how to speak English and you are so brilliant in fact it it may not easily be known that somebody is brilliant if the person cannot communicate in English. It needs for the person to be tested based on the knowledge before knowing that the person is IQ high. Meaning that the the issue of communication with one language that barrier AI is removing it. Whatever content you have even if it is in English it could be um changed to whatever language you want it. Breaking resource gap, Nigerian universities face limited teaching materials. Materials are not available. Just like I said to any student from a very poor background to buy textbook is very difficult. This provide affordable high quality resources at any scale that is necessary. Enhancing teaching and learning. Intelligent tutoring system is available. Automated feedback is possible and it can also predict improve student engagement and the outcome. Student doesn't need to worry again. It's it's in the form for self learning and student can actually gain whatever the student want to learn without necessarily needing a tutor for teaching. Promoting equity. Yes, open education resource democratizes knowledge. We have AI tools that can help urban and rural institutions if if the infrastructural gap is bridged. If there is no case of um we live in rural. We are not in urban. There is no access. Once the infrastructural gap is bridged, sky is the beginning with open education resource. Driving innovation and collaboration. It fosters regional knowledge sharing, just like I said. Somebody can be in Nigeria and accessing materials from Harvard. It's no longer respect restricted to the zone where the person is. Sustainability and future readiness. Yes, it's embedding AI. If you embed AI with OER, institution is just starting. They can build resilient system that align with global education trends while addressing the peculiar challenges. The current state of open education resource adoption in Nigeria. The summary here is that yes, for us having this lecture, for putting our voice on AI OER, it shows that there is progress. But this progress is uneven because of so many things. What are the risks and the consideration on this? Equity, digital readiness, sustainability, AI ethics, and cultural relevance. AI application in Center for Open and Distance Learning, University of Ilorin, as a case study or an example. University of Ilorin Open and Distance Learning Center. Before AI open education resource knowledge, we have our Uni Ilorin house style template that is 1.0. But recently, with the knowledge of AI and open education resource, we were able to review the template to become 2.0, embedding artificial intelligence and open education resource. We made a training recently. If you click this link, it takes you to the sample of the outside templates. And the prompt we use in generating it, if this link is clicked, it take you down. Recently, we made a training where eventually we come out with a model. We generated prompts from AI to write courseware for six different programs needed to be added to our program at Center for Open and Distance Learning University of Illinois. Chemistry, History and Diplomatic Studies, Mass Communication, Educational Management, Accounting, and Nursing. How do we go about it? We made a prompt that is an elaborate interactive chain of thought prompt that is designed to act as course introduction, rationale, outline, and unit generator. It functions as AI courseware developer assistant. It cannot replace those that are to use it. It's only to assist them. That is why they must be professionals in the core content areas. It guide users through a multi-stage process to create educational material for our center. The prompt can generate a full courseware package, and it interact by asking questions one at a time. If you look at the right, you'll see that we have four stages. The stage one, creating and intents. This the this that is the starting back, the stage zero. The stage one is information collection, where you put all necessary ideas, all necessary things that have to do with the course of interest. The stage two is intro and rationale. Crafting African content narratives. No longer importing narratives. We want to create something that our students can understand within the context of Africa. The course outline, the modules break down into different units. And the stage four is the unit generation, the lessons, the self-assessment, the total mark assignment with marking guides to be done using AI open education resource. After we have it, it will now undergo user review. We'll take it for review. It passes to designer and it will equally pass to editors, English editors. Those that will look into it and see that yes, we are not intending saying A and we'll be saying B because they are materials that student can use without necessarily needing any assistance of the tutor. If the tutor is coming in, it's to just revise and ask them if there is difficult areas. And that's lessen the burden of teaching and learning. This is our model for Center for Open and Distance Learning University of E-learning. Best practices framework. It's got to do with policy and governance, capacity building, infrastructure, collaboration. If we are able to have all these, it makes the assignment easy. We have the case studies. There are so many case studies people have gone through online. And a typical one is the voice of Africa being learned being learned into artificial intelligence and open education resource fields. And this is done by Commonwealth of learning pre-reader. For this for the purpose of this lecture, I made a survey on local Nigerian pilot study on Nigerian institutions on pros and cons on AI and open education resource in higher institutions. And what are the results? It's been filled mostly by students. The question here, about 54.7% of students filled it. And the least people that contributed to the to the survey are the administrators with just about 6.6 %. We have others that are not educators. Um they're they're about 10.2% that equally filled the question here. But it's most popular it's filled majorly by large number of students. Well, we have any career those students that made the higher population. We try categorizing them into early career experienced people and mid-career. And we are able to see that the early career they are mostly um postgraduate students. They are mostly postgraduate students that assisted in filling the question here. Distribution by role. The student just like I've said dominated the AI usage across every tool. About 71% of them use AI tools. 68 use ChatGPT. Just about 50 interacted with Google Gemini. And 18 interacted with Copilot. And they are students that are majorly uh postgraduate students. And this confirmed the earlier slides that I've talked about. The ChatGPT is the most popular AI tools overall in Nigerian institutions. Why the Google Gemini has a moderate adoption, the Copilot has the weakest penetration. The administrators are the least engaged with AI tools. And they are the one to manage the policy. So, it gives concern. Researchers also show proportionality balance usage. That is those students that are postgraduate students. 15 out of 17 of them, let us say that they are very conversant with AI usage. And that they use some of them use open education resource. What are the perception highlights? Overall, average pros score is about 4.37. Strong positive perception in Africa with this um survey with perception on the use of AI open education resource benefits. The highest pros score is about 4.58. And it does to do with educators, indicating strong support for teaching professionals. Concern about inaccuracy, we have about 3.85. That is moderate agreement, recognized but not overwhelming. Some people just know that it's in existence, but how to use it, they don't know. Critical thinking concern that we saw from the study is acknowledged as potential risk. Because they feel moderate. That is they are neither here nor there. Adoption intense intense analysis. Overall adoption intense about 4.2. Meaning that there is possible intention to go in the way of AI OER. Higher intense. Now, as low as small as the administrators, they have about 4.67. Because the little of them that filled it, they are they believe so much in strong policy support that there is need for policy support on the issue of AI open education resource. Educators show high willingness. The point about 4.35 suggesting readiness for learning and implementation. People want to know more. They just they are yearning. They don't know what it is. They are ready to wanting to know and to implement. What are the key implications for equitable adoption in West Africa? High artificial intelligence open education resource adoption potential across all demographic groups. Educators and researchers, that is the key stakeholder for implementation. They show strong support. Digital divide, that is limited internet, is recognized as barrier. Training recommendations frequently mentioned in quantitative responses. Then the balance needed between AI benefits and maintaining critical thinking skill. Will it not replace us? How can we manage it? Ordinarily, it's not replacing anybody. It's only assisting to make whatever you want to achieve easy to get. Postgraduates show highest overall perception scores. Advanced education correlates with artificial intelligence open educational resource acceptance. What are the future directions that could be planned on this? There is need for personalized learning pathways. We need to change our way. We need to change from um lecturer-centered, teacher-centered to student-centered. Integration with national education policy. There is need to integrate this in our African, in particular, Nigeria education policy. Sustainable ecosystem for artificial intelligence-enabled open education resource and regional collaboration across West Africa. We will no longer import. We will collaborate with ourselves within our region to make it happen. Conclusion. Artificial intelligence offer offers transformative potential for open education resource in Nigeria and West Africa. Success depends on equity, readiness, sustainability, and ethics. And there is need for call to action. We need to invest in infrastructure. We need to call people to invest. Those the money bags. There is need. The government, there is need to invest in infrastructure, policies, and to foster the collaboration. Thank you. Wonderful. Thank you. Thanks you so much, Prof, for this very wonderful, insightful presentation. We really appreciate the presentation. Thank you so much. Just to summarize, I was just making some few notes. Yeah, you started by highlighting the, you know, why OER matters, because we we can take it for granted. And from your presentation, I deduce that of course it expands access to learning. It helps to reduce cost and and also for the learners and the institutions. And support inclusion and enables educators to adapt materials to local context. You also brought in very important area, which is evaluating OER. You know, OER are there out there, but we need to have the skill to evaluate that of which you indicated that the criteria include accuracy, relevance, accessibility, licensing, and engagement. You went further to unpack AI. We talk about AI, some of us really don't know what it's all about and different types of AI. So, thank you so much for, you know, clarifying that. You're identifying the different types, the narrow AI, the strong general AI, the applied AI, and the degenerative AI. And I particularly appreciate the fact that you were able to link it to OER and specifically the most common one, which is the ChatGPT, the most common AI tool that we we are all conversant with. And um you also indicated why AI and OER matters, linking both of obviously for expanded access and inclusion, bridging resource gap, promoting equity, driving innovations, and future readiness. Of particular importance is the case study, which I found very, very, very insightful. Looking at the University of Ilorin case studies. And I'm glad you shared the the PowerPoint, which will be shared with everybody that registered because we're I'm really excited about the the stage the multi-stage process for generating the course material. So, thank you so much for that and we sincere thanks for also going ahead forward to a step notch for that to carry out the survey on the usage of AI tools and and the findings are obvious and um you know, indicating that administrators use it less and the learners are more active on that. And highlight finally, thank you for highlighting the regional directions of which is important for regional collaboration and I'm glad we have started discussing towards this and we're collaborating within the West African sub region and beyond. I see the list of participants and I see people that are participating today are from beyond within West Africa and beyond. We have started the beautiful journey towards collaboration. And also importantly in lending our voices experiences from the West African sub region. So, thank you so much. Let me stop here and I invite my dear colleague Dr. In-Can Osigwe to moderate the question and answer session. If we have questions >> much. Yeah. prof the first prof and the second prof. Thank you very much. Thank you our dear presenter. Honestly, I was listening to and and making notes. And there's a question here already Professor Medina, but before I ask that question, please can I ask this one? You know, in in all you presented about AI and how it can help with them OER creation, I was wondering is there a way that we can go to the back end? Is there a way that we can lead um people in the education sector to begin to go to the back end of um AI tools or AI um tech companies or or people that um that harvest data for AI to begin to give them the things that we will need or the things that we do so that at the end of it when we now use um AI to generate courses, content for our courses, it will be it will be it will be more like suited suitable to us. Why I'm asking this question in particular is that in November 2025 Mozilla data Mozilla um launched their their data collective and I've had reasons to use it and I saw that there that you know there are so many data sets that people are going to deposit about their communities, their languages and so on and I'm wondering is this something that educationists can also um key into so that like I said at the end of the day when you use AI you will be sure you use any of those um AI tools to generate a course you will be sure that what you're getting it's like what is suitable for your for your user community or for your students. I don't know if I made any sense prof. Um yes, thank you so much. You made sense. You made a lot of sense sir. See, it's a a a a journey of 20 years starts with a step. That we are already lending our voices now shows that we have started. We can equally have our own AI to be to be done to be generated be prepared by us. It's It's just about having a lot of data to to deep learning. We want we want we can have our own AI. We can equally learn something like Mozilla you are talking about but it will be that for West Africa or for Africa or for Nigeria. We can start from a place. All these can start from small and now start to expand it. The journey is already started. Thank you for that. I needed to I I needed to get that off my chest because you know >> Yeah, you see things happening and you want to ensure that you're fully engaging you know because this issue of trust trust in in AI systems in technology is also a core thing especially when it comes to education and then education is just is not just the one in school Well, I know this is about higher education more about higher education but also we we find out that people that are doing continuing professional development courses. You know, AI can also help to draft generate courses um for them because they are also that they already have the first like building block. They are they are already professionals. So I'll ask one question here. Oh Professor Dorothy raised her hand. Yes, I I I I unmuted everybody so for the the spirit of inclusivity they can also speak. Yeah. Okay, thank you very much. Um uh for recognizing me Dr. Osegui. Um I want to join others to congratulate Professor Abdul Raheem for that brilliant um presentation. Okay, um I know Professor Jane Abu um highlighted a part of that case study on um highlighted it multi-stage process um engagement with um AI. The example of um University of Ilorin. I want to ask the presenter now. I want to ask the presenter um yeah, having done that, having shown us those um multi-stage processes of engagement with AI. Um you didn't share with us um like what at what point um was there a human input? I I know you said you mentioned the fact that AI is just assisting um um assisting uh the human effort. It's not the main It's assisting us. So, we should not take it um I think there is um okay. >> I've muted. Yeah. So, uh yeah, so at what point you didn't share that with us. It may be good to also know at what point was any human input um come into play in the whole process of this um engagement with AI as per the state by by stage um process. Yeah, Professor Thank thank you. Thank you so much Dr. Uh Professor Ofori. The way it is is this. The the prompt itself is human. It's human that knows what he or she is looking for. So, it's the COD that sat. The management sat. What are we looking for? So, we highlighted what we're looking for. Having gotten what we're looking for, we now build a prompt. We wrote something like a program. So, we wrote a prompt that will make AI to give us exactly what we're looking for, inputting different repositories that we know they are trusted repositories. So, at each stage the AI will be asking questions. The prompt will make AI to ask question. What I've given, does it meet what you're looking for? If yes, you click it and it continues. So, we've written it like a like an algorithm. So, it's it's AI is only assisting. The human face is there. Then when it is done, after having the courseware it it will be deposited for a designer, human designer. From the center of open and distance learning who will go through it and see that specifically it meets it meets the standard of courseware. When it leaves the desk of the designer, it goes to the desk of um editors. Designer and editors, they are human beings. They are not AI. So, the the the editor will read through it and see that what students are reading. It doesn't compromises value. The content is passed as expected. When it's done, he now go to the professional experts in that field. That is not the people that wrote the courseware. It goes out of Uni Learning to other universities. They will go through it and verify that yes, it's past the content test. Okay, thank you very much. I think you've given the details I wanted. Thank you. Thank you very much. Apologies for that, please. I went off my internet um showed me that I am in Nigeria, but I'm back. I had to switch from MTN to Glo to Airtel back to MTN, but I'm back. Thank you. So, please um there's a question here. Let's get that. It says um what is from anonymous attendee. What is the continued role of OER repositories and information banks when with AI we now have the capacity to generate immediate content right now. Customized content within required context at the ready. OER and AI seem to be antagonistically positioned. With OER we may not need help and support from OER pre-related content. What we need are platforms that help us democratize the use of AI by all. I don't know if the person is asking a question or making a statement, but please Professor Modina, please can you attend to this? Um thank you so much. Yes, the person is doing both. Is struggling to contribute and equally struggling to ask questions. So, I understand what the person is struggling to do. The the this is not antagonizing each other. The AI is just like an assistant. For instance now, if you want to create a course work and you don't want to use AI. For you to go through in Let me pick chemistry for instance. I want to write I want to prepare a lecture notes on matter. You are not supposed to be rigid the way it used to be before now. I supposed to look into what is in repositories, different places, different trusted repositories concerning matter. If I have like 10 or 20 places to to visit to bring what they talk about on matter. And I want I now intended to add as a professional in chemistry. I understand what is matter all about. I now want to make it mine. All what I've gotten from different different repositories. For me to be able to use the five Rs. Remember I said it's it's there is five Rs of open education resource. For me to sustain these five Rs I needs to to own it. Control the copies of the content. I can match up it. I need to chop from there, chop from there. And as I'm doing it, I need to be conversant that there is law. When whenever anybody has a published article, it's binding with law. That I want to stay within open education resource shows that I'm looking for materials that are free. For me to do all this, it takes me more time to get to my destination. If I can get a prompt AI will do all this for me within within hours. So, it I don't need to use 3 months, 4 months, 5 months. And I don't need huge money to be looking for textbooks as we used to do before. Here and there. I need textbook by Ababio. I need textbook by this. I need textbooks by that. I don't need five, 10 textbooks. I only need open education resource. And I now need AI as an assistant to assist me navigate all these repositories to bring out what is in there for me to be able to match up chop here and there mixed together for my reuse as a note for my students or as a course where intending for my students. So it's not antagonizing rather it is complimentary. If well understood. Thank you so much. Thank you very much prof. What I I'm holding on to in this is that AI is an assistant. It helps you because yeah because they are there are so many route. It cannot replace you. It's garbage in garbage out. >> [laughter] >> I think Dr. Kem is having problem again. It's having network problem ma'am. Yeah I think that there's a question here I'm trying to get to. The last question is a question >> [laughter] >> Do you Do you have a national open textbook repositories for higher education in Nigeria? Dr. Kem Okay. So I'm reading out the question to you prof. Paul Okala. That's okay. Um well thank you so much. >> now? Hello Okay we can hear you Kem. We can hear you ma'am. Can you hear me now? Yes yes. Yes we can hear you. You've got that. Yeah. Now please prof go on with that. He has read out the question. Thank you. Yeah. Okay. Thank you. Thank you so much. Concerning the positive in Nigeria. Well, just like I said that we are starting. Now has a repository. Yeah. Now got one. Um now is the UniLearning we have one, but it's not totally open. And that is why we are saying that there is need for more um information to higher institutions. Our courseware they are open to our students. But they are not open to other students from all other institutions. If it is really open and we are depositing it in university repository, it's all they supposed to make it open to whoever that needs to use it. And that is why we are talking of financing. The way it is, university should have a knowledge to know that this material deposited in our repository should be made totally totally open. So I can talk of um now and I can talk of UniLearning. I don't really know of all of us. So there are places in Nigeria, there are repositories where people are depositing their free materials in Nigeria. I hope I've been able to answer that question. Hello. He- hello uh hello. Thank you, Professor Medina. I don't know if Professor Dorothy has anything to say about this. Yeah, yeah, the National Open University of Nigeria, which Prof made reference to, yeah, there is a repository there just like she said. Yes, and it's functional. Yeah, just to also add that in 2017 the the national OER policy was developed in collaboration with the National Universities Commission. Uh and with what is going on now where there's a need for us to go back to further enhance the policy in order to bring out the the AI component of that because it was facilitated by the Commonwealth of Learning. And also sometime in between 2022 2023, we worked with the National Universities Commission and about 10 12 mode institutions in Nigeria to develop to further implement the National OER policy. So, we're able to, you know, facilitate a national repository. Unfortunately, it's not active as we speak, but we're working towards reactivating that because once it's reactivated, there are some content already because all those 10 institutions that we worked with including noun has a link from the the repository is linked to their institutions. So, we are working speaking with NUC towards reactivating that and we're hoping that from then on it will be further enhanced and more active. Yeah. So, we're getting there. That is why these discussions are very important to give us insight on the challenges and the opportunities as well as the future trends where we want to go in the future. Yeah. Prof, can I ask you question on on what you just said? Okay. >> You know, because this is for West Africa, right? >> Yeah. We are we we are projecting West Africa. So, but we've been hearing about Nigeria. And I'm wondering, is there a possibility that the Commonwealth of um learning can lead the way in having um a regional repository of um open textbooks, you know, open educational resources. I'm just asking. It's it's it's it's possible. Like I mentioned the the pilot case we had we have in Nigeria and some of the challenges, you know, because it was active almost 2 years, but because of some technical issues, it's no longer active and we're trying to reactivate that. And taking up the West Africa is is more of a bigger project, but it's possible. The most important thing is to to start, you know. >> Okay. Yeah. All right. Thank you very much. Then, there are some comments in the chat box that I'll just treat They are two, but let me read the first one. This is from Dr. Ngozi Osuchukwu. Um she's saying there's supposed to be institutional repositories in all the libraries, but it is not clear if the faculty members abide to this. It is also not very clear how libraries ensure facilitation of um the um institutional repositories. I don't know if um any of us can um address that issue. We have a librarian in the in the house. And also just to say that this the webinar we have uh just 5 minutes, so Oh, left. All right. All right. All right. So, well, let this be a something that we'll discuss more in our WhatsApp group. And then, Prof, also, I don't know if if when we can begin to add other West African ambassadors to the group so that we can grow. Yeah, but that's left to your discretion and that of others. Then there's also a one robot Eke Ik so but so if they can bring these discussions to the WhatsApp group and then Osituku we can talk some more privately and see how we can get a solution to this. So I want to hand over to Professor Dorothy Offoha. Prof. Yeah, thank you Dr. Kem. I wish we have more time to go on and on. Very interesting interaction here. Distinguished participants and colleagues, as we come to the closing part of this interesting session, I wish I would really like to appreciate the depth of knowledge shared here and then the richness of of our discussions here. I wish we have more time. Today's session has highlighted the transformative potential of AI in enhancing the creation, adaptation, and sharing of open educational resources. We have been reminded that while AI offers powerful opportunities including democratization of knowledge, its effectiveness largely depends on how ethically we integrate these AI tools into educational practices. As we leave this session, I encourage us all to reflect on the insights gained and see and consider how we can apply them into within our individual institutions and within our practices. Um on this note, I would like to thank the presenter Professor Adenike Modina Oladayo Abdul-Raheem. Such a sweet name, very poetic. I like your name, Prof. I also like to thank um Professor Jane Frances Abu, the anchor person. Thank you, Prof. Um and Dr. Nkhem Osuigwe, who I regard to us the PR the PR of OER. And all participants, thank you all for making this webinar a successful one. Um and thank you for being part of this important important dialogue. Uh we look forward to our next webinar on OER practices in West Africa. Until then, all the best wishes to everyone. Over to you, Professor Jane Abu. Thank you, Professor Dorothy, for your insightful and kind word. And the new name for Nkhem, yeah, it's a very good one, the PR of OER for OER in West Africa. Because we knew that arising from the workshop we had last December it was indicated that we needed to, you know, at this webinar. And she volunteered to champion that and she's been doing a very very very good work. Thank you so much, Nkhem, for collaborating with Commonwealth of Learning with re-trader and also facilitating this webinar. So, thank you and a sincere thank to everybody that joined us today. Like we indicated earlier, we wish we had more time, but fortunately we had to close in 1 minute and to remind us that is a bi-monthly webinar. So, the next webinar three you expect to take place sometime in June and we will keep everybody informed. Thank you so much and do have a lovely morning, afternoon, evening. Thank you. See you soon. >> [music]