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1		-**Draft Agenda**
	1	+__**Participating**__
2	2
3		-__Core Topics:__
	3	+Joseph Potvin
	4	+Ken Udas
	5	+Wayne Mackintosh
4	4
5		-1. Target character and structure of the OSI-EDU-WG, 2 months from now?
6		-1. Best approach and timing for an "announcement" about OSI-EDU-WG and the FLOW Syllabus?
7		-1. Target nature and structure of the FLOW Syllabus, 2 months from now?
	7	+= Discussion Notes =
8	8
9		-__Detail Questions:__
	9	+== 1. Building the OSI-EDU-WG ==
10	10
11		-Any suggestions to improve this?
	11	+* General promotion message about OSI-EDU-WG and the FLOW Syllabus, with link to OSI announcement page
	12	+* The announcement should emphasize ways to participate, since this is intended as a peer-production living asset
	13	+* Joseph will craft a 1st draft text for the OSI announcement & call for participation, plus a short outreach message
	14	+** This week, in time for review ahead of 25 Feb WG teleconf
	15	+* The WG participants also identify & contact specific scholars/educations in various fields to seek participation
	16	+** Particular academic champions in the network
	17	+** Build theme-based communities of practice
	18	+– learning specialists
	19	+– lawyers, law educators, law academics
	20	+– project managers (in many fields that go with the FLOW model)
	21	+– project management educators, PM academics, PM standards & certification specialists
	22	+– self-learning developers/managers interested to collaborate
12	12
13		-//"In addition to setting up as a genuine peer production curated guide, the raison d'être of the FLOW Syllabus is to help interested educators in their efforts to [resolve the lack of / increase] understanding about various aspects of peer production."//
	24	+== 2. Target nature and structure of the FLOW Syllabus, 2 months from now? ==
	25	+
	26	+"Resource-based learning" and other guidance http://www.reusability.org/read/chapters/hannafin.doc
	27	+And some useful presentation layer ideas here: http://www.reusability.org/read/
	28	+
	29	+* structure the modules for use towards formal academic credit
	30	+* couple the syllabus modules with approval processes
	31	+* linking in with university structures/timing has some challenges
	32	+* the extent to which it is modular makes it easy to draw upon within already-accredited/certified courses to:
	33	+** fortify an existing course
	34	+** diversify an existing curriculum
	35	+** assist researchers in comparative analysis with other business models
	36	+* incremental design, dont solve it all in first run
	37	+** good that it's a flexible outline resource
	38	+** an actively peer-curated guide
	39	+** of course, there is risk of the syllabus becoming "just an index", path could become relatively staid, biased by "our mental scaffold"
	40	+** so we should establish working principles
	41	+** useful to articulate our working boundary between the syllabus, and our working assumptions about how diverse users will engage it "as input"
	42	+** encourage users to adapt and optimize the way it will be used
	43	+* all agreed that the syllabus refer only to open access sources, as a precondition
	44	+* provide links to relevant open access journals (and to what that means)
	45	+** Er,... Surely, add a section about Open Access Journals into the syllabus since this whole movement is directly relevant to the FLOW theme!
	46	+Open Access Business Models http://oad.simmons.edu/oadwiki/OA_journal_business_models
	47	+Open Access Directory http://oad.simmons.edu/oadwiki/Main_Page
	48	+Dispelling Myths about Open Access http://libraries.mit.edu/scholarly/mit-open-access/general-information-about-open-access/dispelling-myths-about-open-access/
	49	+* there's a large body of "shadow resources" / "grey literature" that's not yet very easy to discover
	50	+** USQ is working on an intexing project that might be of use, with large stores of open educational content (not yet available)
	51	+* to the extent which we're breaking ground with this, it's sure to be somewhat complex
	52	+* question about direct links to court cases vs interpretive 2ndary works
	53	+** there is value to both
	54	+** decision based on the clearest to-the-point explainations
	55	+** the art of interpreting case studies is challenging, but valuable when well facilitated (good that it includes guides to "the case method")