OSI-EDU-WG-notes-18feb2014
Last modified by Joseph Potvin on 2023/02/17 01:53
Participating
Joseph Potvin
Ken Udas
Wayne Mackintosh
Discussion Notes
1. Building the OSI-EDU-WG
- General promotion message about OSI-EDU-WG and the FLOW Syllabus, with link to OSI announcement page
- The announcement should emphasize ways to participate, since this is intended as a peer-production living asset
- Joseph will craft a 1st draft text for the OSI announcement & call for participation, plus a short outreach message
- This week, in time for review ahead of 25 Feb WG teleconf (Didn't make it in time for earlier review.)
- The WG participants also identify & contact specific scholars/educations in various fields to seek participation
- Particular academic champions in the network
- Build theme-based communities of practice
– learning specialists
– lawyers, law educators, law academics
– project managers (in many fields that go with the FLOW model)
– project management educators, PM academics, PM standards & certification specialists
– self-learning developers/managers interested to collaborate
- Added in after the teleconf: ORCID could be a useful partnership: http://orcid.org/about/community See also: http://orcid.org/open-source-license
2. Target nature and structure of the FLOW Syllabus, 2 months from now?
"Resource-based learning" and other guidance http://www.reusability.org/read/chapters/hannafin.doc
And some useful presentation layer ideas here: http://www.reusability.org/read/
- structure the modules for use towards formal academic credit
- couple the syllabus modules with approval processes
- linking in with university structures/timing has some challenges
- the extent to which it is modular makes it easy to draw upon within already-accredited/certified courses to:
- fortify an existing course
- diversify an existing curriculum
- assist researchers in comparative analysis with other business models
- incremental design, dont solve it all in first run
- good that it's a flexible outline resource
- an actively peer-curated guide
- of course, there is risk of the syllabus becoming "just an index", path could become relatively staid, biased by "our mental scaffold"
- so we should establish working principles
- useful to articulate our working boundary between the syllabus, and our working assumptions about how diverse users will engage it "as input"
- encourage users to adapt and optimize the way it will be used
- all agreed that the syllabus refer only to open access sources, as a precondition
- provide links to relevant open access journals (and to what that means)
- Er,... Surely, add a section about Open Access Journals into the syllabus since this whole movement is directly relevant to the FLOW theme!
– Open Access Business Models http://oad.simmons.edu/oadwiki/OA_journal_business_models
– Open Access Directory http://oad.simmons.edu/oadwiki/Main_Page
– Dispelling Myths about Open Access http://libraries.mit.edu/scholarly/mit-open-access/general-information-about-open-access/dispelling-myths-about-open-access/
– Defining and Characterizing Open Peer Review http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1000&context=ulib_fac
- Er,... Surely, add a section about Open Access Journals into the syllabus since this whole movement is directly relevant to the FLOW theme!
- there's a large body of "shadow resources" / "grey literature" that's not yet very easy to discover
- USQ is working on an intexing project that might be of use, with large stores of open educational content (not yet available)
- to the extent which we're breaking ground with this, it's sure to be somewhat complex
- question about direct links to court cases vs interpretive 2ndary works
- there is value to both
- decision based on the clearest to-the-point explainations
- the art of interpreting case studies is challenging, but valuable when well facilitated (good that it includes guides to "the case method")