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15	15
16	16	----
17	17
18		-[[About the Flow Syllabus]]
	18	+(% style="color:green" %)
	19	+= About the Flow Syllabus =
19	19
20		-= Learning Objectives =
	21	+== General Disclaimer ==
21	21
22		-Description: [[http:~~/~~/en.wikipedia.org/wiki/Educational_aims_and_objectives>>url:http://en.wikipedia.org/wiki/Educational_aims_and_objectives]]
	23	+1. The information provided in this course is intended to strengthen self-directed learning as individuals and teams to enable more effective communication between you and your colleagues, including your lawyer(s), on a variety of topics associated with the intellectual capital management of free/libre/open works.
	24	+1. Laws and regulations govern the provision of "legal advice" in each jurisdiction. Neither the syllabus contributors nor your course facilitator if you have one, serve in any way as proxies or substitutes for your organization's lawyer(s). So at risk of sounding over-the-top defensive right off the bat: TINLA: This is __not__ legal advice; IANYL: I am __not__ your lawyer; and IANAL: I am __not__ a lawyer.
	25	+1. Nothing represented in the syllabus can be assumed to represent views of a particular individual or organization, even when an organization hosts or delivers an instance of the content or of training based upon it.
23	23
24		-(% style="color:green" %)
25		-= Session: Methodology of the FLOW Syllabus =
	27	+== Licensing ==
26	26
27		->//**General Disclaimer:**//
28		->
29		-> 1. The information provided in this course is intended to strengthen self-directed learning as individuals and teams to enable more effective communication between you and your colleagues, including your lawyer(s), on a variety of topics associated with the intellectual capital management of free/libre/open works.
30		-> 2. Laws and regulations govern the provision of "legal advice" in each jurisdiction. Neither the syllabus contributors nor your course facilitator if you have one, serve in any way as proxies or substitutes for your organization's lawyer(s). So at risk of sounding defensive right off the bat: TINLA: This is __not__ legal advice; IANYL: I am __not__ your lawyer; and IANAL: I am __not__ a lawyer.
31		-> 3. Nothing represented in the syllabus can be assumed to represent views of a particular individual or organization, even when an organization hosts or delivers an instance of the content or of training based upon it.
32		-> 4. This course syllabus is shared under the most recent versions of both the [[CC-BY>>url:http://creativecommons.org/licenses/by/3.0/legalcode||title="CC-BY"]]{{footnote}}http://creativecommons.org/licenses/by/3.0/legalcode{{/footnote}} and [[GNU-FDL>>url:http://www.gnu.org/copyleft/fdl.html||title="GNU-FDL"]]{{footnote}}http://www.gnu.org/copyleft/fdl.html{{/footnote}} licenses. If you have never actually read those licenses, please take a few minutes to do so. Each of the third-party materials referenced in the syllabus is under its own respective copyright and terms of distribution.
	29	+This course syllabus is shared under the most recent versions of both the [[CC-BY>>url:http://creativecommons.org/licenses/by/3.0/legalcode||title="CC-BY"]]{{footnote}}http://creativecommons.org/licenses/by/3.0/legalcode{{/footnote}} and [[GNU-FDL>>url:http://www.gnu.org/copyleft/fdl.html||title="GNU-FDL"]]{{footnote}}http://www.gnu.org/copyleft/fdl.html{{/footnote}} licenses. Use it under either of these as you prefer. If you have never actually read those licenses, please take a few minutes to do so. Of course, each of the third-party materials referenced in the syllabus is under its own respective copyright and terms of distribution.
33	33
34		-== Overview of the Syllabus Structure, Methodology and Scope ==
	31	+== Purpose of the Syllabus ==
35	35
36		-=== Pre-Course Coordination ===
	33	+The purpose of this course is to assist participants who are already active in free/libre/open supplier and user communities to refine their approach to free/libre/open licensing and contracting. Operational outcomes for participants and their organizations are envisioned in terms of two week, two month and two year time horizons, towards:
37	37
38		-* Schedule with Doodle http://www.doodle.com
39		-* Audio & text via SIP can be useful (e.g. Jitsi https://jitsi.org or Linphone http://www.linphone.org are advanced free/libre/open solutions)
40		-* OpenEtherpad http://etherpad.org/ provides easy co-authoring
41		-* Compare multiple time zones with TheTimeNow http://www.thetimenow.com/meeting-planner.php[[http://www.thetimenow.com/meeting-planner.php]]
	35	+* Improving business risk management by advancing the capability of participating developers to determine what is legally in and out of bounds.
	36	+* Optimizing business value by helping the participating developers understand the potential of diverse licensing and contracting options.
	37	+* Enabling more effective communication between you and your colleagues, including your lawyer(s), on a variety of topics associated with intellectual capital management.
	38	+* Each section of the course states its Learning Objectives [[http:~~/~~/en.wikipedia.org/wiki/Educational_aims_and_objectives>>url:http://en.wikipedia.org/wiki/Educational_aims_and_objectives]]
	39	+* Long-term value: "Have they acquired information or made decisions that will change their professional behavior? How will they synthesize two years from now the words of wisdom they heard in the seminar?" [[(Abadzi,H. 1990. Cognitive Psychology in the Seminar Room, The World Bank.>>url:http://go.worldbank.org/79NNHZHQ10]] (pg 3).
	40	+* And, of course, this syllabus is shared with the hope that it may evolve as a community maintained resource. Version 1.00 of the course was originally developed and delivered by Joseph Potvin of the Opman Company, in June 2013. (For the original client reference, contact: Dominque Toupin.) The syllabus was adapted to Version 2.00 for generic development through the Open Source Initiative (OSI) in February 2014. So we wish to emphasize that __YOUR__ collaboration is invited towards improving subsequent iterations, and to freely adapt the content in whole or in part, to your own circumstances.
42	42
43		-=== Syllabus Structure and Methodology ===
	42	+== Accommoding both Online and Onsite Delivery ==
44	44
45		-* [[README - Methodology Notes for The FLOW Syllabus]] (Version 1.20)
46		-__The Case Method__
47		-— Why Use the Case Method?
48		-http://www.intelcasestudies.com/cases/why_the_case_method.html
49		-http://www.intelcasestudies.com/cases/benefits.html
50		-http://www.intelcasestudies.com/cases/case_discussion.html
51		-— Case Method in Practice
52		-http://www.hbs.edu/teaching/case-method-in-practice/
53		-— The Case Method
54		-http://www.fao.org/docrep/W7500E/w7500e0b.htm
55		-__The Problem Method__
56		-— Beyond the Case Method: It's Time to Teach with Problems (See especially pages 264-265) http://digitalcommons.law.ggu.edu/cgi/viewcontent.cgi?article=1028&context=pubs
57		-— The Use of Problem-Based Learning in Medical Education (See especially "Tutorial learning", pages 153-154) http://fhs.mcmaster.ca/mdprog/pbl_whatis.html
	44	+* The target users of this resource are university/college and professionals, and educators working with them who would use this syllabus as intermediate material for creating their own on-site seminars and workshops, or online services.
	45	+* Whether this material is used to support onsite or online learning, it is assumed that each participant has access to an Internet-enabled device, since the syllabus materials are entirely online. We attempt to ensure that offline use of the materials is also practical.
58	58
59		-=== Scope
60		-[[image:factorsofproduction_small.png||style="float: left;" width="20%"]] ===
	47	+== Methodologies That Inspire FLOW Syllabus Development ==
61	61
	49	+**Andragogy**
	50	+
	51	+The discussion-oriented approach employed here generally applies the principles expressed in the so-called __andragogy approach to adult learning__ https://digital.library.txstate.edu/bitstream/handle/10877/3580/fulltext.pdf?sequence=1 originally introduced to adult learning in Germany in the early 1800s and __elsewhere since then.__ http://www.ncolr.org/jiol/issues/pdf/6.2.3.pdf The present course design adapts elements of the case-method (originating in the late 1800s at Harvard Law School) and the problem-method (originating in the 1940s at McMaster Medical School) of learning. Therefore we assume that anyone designing and delivering a course based on this syllabus will be serving as a short-term __coach__ who is accountable to design a program for the particular needs and learning styles of the client team. This coaching role differs from __instructors/lecturers__ teaching __students/attendees__. A coach must design and deliver conditions for self-motivated learning to occur in alignment with the team's priorities, preferences, time and budget. Ahead of tailoring the course, a learning coach might consider conducting a quick online survey with the planned participants to help gauge their particular needs and preferences, both as a team, and as individual professionals.
	52	+
	53	+**The Case Method**
	54	+
	55	+* Why Use the Case Method?
	56	+** http://www.intelcasestudies.com/cases/why_the_case_method.html
	57	+** http://www.intelcasestudies.com/cases/benefits.html
	58	+** http://www.intelcasestudies.com/cases/case_discussion.html
	59	+* Case Method in Practice http://www.hbs.edu/teaching/case-method-in-practice/
	60	+* The Case Method http://www.fao.org/docrep/W7500E/w7500e0b.htm
	61	+
	62	+**The Problem Method**
	63	+
	64	+* Beyond the Case Method: It's Time to Teach with Problems (See especially pages 264-265) http://digitalcommons.law.ggu.edu/cgi/viewcontent.cgi?article=1028&context=pubs
	65	+* The Use of Problem-Based Learning in Medical Education (See especially "Tutorial learning", pages 153-154) http://fhs.mcmaster.ca/mdprog/pbl_whatis.html
	66	+
	67	+**Mnemonic Devices**
	68	+
	69	+* [[3D Mnemonic Device>>url:http://osi.xwiki.com/bin/download/Projects/draft%2Dflow%2Dsyllabus/tetrahedron%2Dfactorsofproduction_MNEMONIC%2DDEVICE_7june2013JPG.jpg||rel="__blank" title="3D Mnemonic Device"]] — Factors of Production (Pronounced "naimonik"; the first "m" is silent.)
	70	+* An academic overview of mnemonic devices: http://www.jstor.org/discover/10.2307/1170198?uid=2129&uid=2&uid=70&uid=4&sid=21102380592657
	71	+* A commercial use of mnemonic devices: http://www.mindtools.com/pages/article/newTIM_00.htm
	72	+
	73	+**Creative Audacity + Performance Rigor**
	74	+
	75	+The overall concept for this syllabus is inspired by the attitudes of:
	76	+
	77	+* __The Agile Manifesto,__ [[http:~~/~~/agilemanifesto.org/>>url:http://agilemanifesto.org/]]
	78	+* __How Jazz Musicians Improvise,__ [[http:~~/~~/psych.princeton.edu/psychology/research/johnson_laird/pdfs/2002HowJazzmusicians.pdf>>url:http://psych.princeton.edu/psychology/research/johnson_laird/pdfs/2002HowJazzmusicians.pdf]]
	79	+* __The design the Mars Curiosity Rover landing sequence.__ [[https:~~/~~/www.youtube.com/watch?v=h2I8AoB1xgU>>url:https://www.youtube.com/watch?v=h2I8AoB1xgU]]
	80	+
	81	+(% style="color:green" %)
	82	+= Introduction =
	83	+
	84	+== Scope ==
	85	+
	86	+[[image:factorsofproduction_small.png||style="float: left;" width="20%"]]
	87	+
62	62	* A Visual Guide to Intellectual Capital Management http://www.projectmanagementhotel.com/attachments/5986/IntellectualCapitalManagement_VisualGuide_25may2013PDF.pdf
63	63	** [[Poster: Factors of Production>>attach:factorsofproduction_posterJPG.jpg||rel="__blank" title="Poster: Factors of Production"]]
64	64	** [[Definitions — Factors of Productions]]
...	...	@@ -147,12 +147,25 @@
147	147	— MPEG-21 Rights Expression Language http://mpeg.chiariglione.org/standards/mpeg-21/rights-expression-language
148	148	— MPEG-21 Rights Data Dictionary http://mpeg.chiariglione.org/standards/mpeg-21/rights-data-dictionary
149	149
150		-== Intellectual Capital Restrictions Other Than Copyright and Patent Law ==
	176	+----
151	151
152		-Several intellectual capital restrictions other than copyright and patent law exist that, in some cases may have both FLOW enabling and FLOW obstructing roles, but in other cases, may only obstruct FLOW. (Consider the [[Venturi Effect>>url:https://en.wikipedia.org/wiki/Venturi_effect||title="Venturi Effect"]] as the literal case of a restriction that often serves as a convenient method of enabling flow, which usefully extends our FLOW metaphor.)
	178	+(% style="color:green" %)
	179	+= Session: A Panoply of Intellectual Capital Restrictions =
153	153
	181	+Many kinds of intellectual capital restrictions exist that, depending on the context and circumstances, may have FLOW enabling and FLOW obstructing roles. (Consider the [[Venturi Effect>>url:https://en.wikipedia.org/wiki/Venturi_effect||title="Venturi Effect"]] as the literal case of a restriction that often serves as a convenient method of enabling flow, which usefully extends our FLOW metaphor.) Some restrictions only obstruct, of course.
	182	+
154	154	//**Note:** The sections below remain to be grouped into those which have both FLOW enabling and FLOW obstructing roles (with examples of each), and those which only obstruct FLOW.//
155	155
	185	+=== Copyright ===
	186	+
	187	+Summary to be added.
	188	+[[Copyright Session>>url:http://osi.xwiki.com/bin/Projects/draft%2Dflow%2Dsyllabus#HSession:FLOWBusinessRisk26ValueManagement-Copyright2FDroitd27auteur||title="Copyright Session"]]
	189	+
	190	+=== Artificial Monopolies ===
	191	+
	192	+Summary to be added.
	193	+[[Artificial Monopoly Session>>url:http://osi.xwiki.com/bin/Projects/draft%2Dflow%2Dsyllabus#HSession:FLOWBusinessRisk26ValueManagement-ArtificialMonopoliesonComputationalIdeas2822SoftwarePatents2229||title="Artificial Monopoly Session"]]
	194	+
156	156	=== Trademarks ===
157	157
158	158	— Model Trademark Guidelines (written by and for free and open source software communities) http://modeltrademarkguidelines.org/index.php?title=Home:_Model_Trademark_Guidelines