A few issues - break up into separate threads as needed

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>>(The Diagram)

I think the diagram works with a few tweaks. Wayne's breakdown of places to "Find," should be included, unless you have any objections. Secondly, I think license should be included in parentheses, like the sub-parts of Adapt.

>>Doing the Right Thing (collaborate and share)

This may be a matter of fundamental difference in perspective, but I want to be careful about presenting OER in moral terms. Based on the last few edits, we've been trying to point out how OER can help them, rather than what they should do. I do like the symmetry of the two sub-section headings.

>>Share: Finally, the resource is ready for sharing with learners and/or educators.

I still have misgivings about combining licensing and sharing. I absolutely see your point that the two are tied together. However, I am concerned about overwhelming the user, because I think licensing alone may intimidate some users.

>>Use: Ultimately, the resource is available for use by learners and/or educators

I'm not sure about pulling out Use OER from the lifecycle. I think that using the OER is integral part of its "life," as its use may color how the OER is published, as well as how other OER are published.

We offer a few illustrative usage scenarios in this handbook.

>>We offer a few illustrative usage scenarios in this handbook.

This is something we will have to talk about.

>>Doing it Right...

Whether we keep this section or not depends on whether the copyright section is kept in Why OER?

Sgurell (talk)19:54, 10 June 2008

I have updated the diagram, but did not add "Licensing" in parentheses within Share - I see licensing as a necessary evil rather than an integral part of learning design, and, although "Share" is the logical place for it, the licensing section will be cross-referenced frequently (easier to find if not embedded anywhere). So, I think we agree :-). Aim: a tidy separation of concerns - the challenge will be to structure that section well (it might be well structured already ... I am getting there ...).

I removed the "doing the right things" and "doing them right" sub-headings - not sure if what I have replaced them with is ideal though.

"Use/Learn with" is back in the list - the intention was not to remove "Use OER" from the cycle but to highlight the very point you are making - it does not exactly fit at any one point (an OER is in use in all of the learn/adapt/share stages).

>>We offer a few illustrative usage scenarios in this handbook.

> This is something we will have to talk about.

In my mind was an insert with each chapter. Perhaps instead of inserts we could have "Exercises"/ "Hands-on" inserts/ or even a separate workbook) which in effect take the serious readers through the steps of building their own first OER (and deploy it on one of three sites - WikiEducator, Connexions and ...).

e.g. in chapter one: "Think about an OER you intend to build ..." ... "Write down the learning objectives ..." and "the types of resources you might need" .... Learning4content probably has a good foundation for this tutorial approach.

>>Doing it Right...

> Whether we keep this section or not depends on whether the copyright section is kept in Why OER?

We will need to optimise and consolidate all the references to copyright (already in ToDo).

Thanks for all your responses and efficient changes, etc.

Ktucker (talk)21:29, 10 June 2008

Hi Kim and Seth

mmm -- not sure whether we will be able to get all the important issues sorted before our deadline.

The licensing issue is a tough one in terms of sequencing --

If I'm developing a resource myself from scratch -- I need to know about licensing before I "share" my resource. Share of course is a loaded concept because some licenses would not be deemed as sharing by others. Similarly if I start developing OER by aggregating a bunch of stuff found through searching - the reality is that the educator is pretty much restricted by the existing licenses enforced by the original creator -- unless this can be negotiated with the license holder.

I think that the best way to tack this challenge is to use a flow chart or decision table. We could have a green line showing the decision path of Educator that support the free cutural works definition and a blue line for those who don't -- respecting freedom of choice.

As RMS said -- when faced with the ethical challenge of breaking copyright contravention by unauthorized copying of non-free software versus helping a friend -- RMS's advise was to accept the lessor of two evils and to make an authorized copy. Similarly -- I think that we need to accept the lessor of two evils here -- not all educators will understand the essential freedoms or necessarily agree with them. I have endless challenges with this in WE -- for example including NC images from flickr. In most cases its ignorance of licensing -- educators want to do the right thing. So I typically send a discrete email and spend time talking with the individuals.

At the same time I know that many folk don't share my views on the essential freedoms. And thats fine by me. The important thing is to present accurate information. Sadly all OERs may be accessible but they are definitely not all free <smile>


Kim -- I think we should think about developing additional modules or sections to supplement the existing handbook --- going into greater detail on the freedoms we subscribe to. We've come a long way ... 12 months ago I couldn't image a collaborative development of an OER Handbook for K12 +6 being developed across 3 regions of the world!

Mackiwg (talk)05:45, 11 June 2008

>>Thanks for all your responses and efficient changes, etc.

Your welcome Kim. As Wayne said, you've tackled this project with remarkable depth and passion.

>>I think that the best way to tack this challenge is to use a flow chart or decision table. We could have a green line showing the decision path of >>Educator that support the free cutural works definition and a blue line for those who don't -- respecting freedom of choice.

I fully support the idea of a chart or decision table for those who want to adhere to a free cultural works definition, provided that it is introduced in the licensing (or relevant section) as one of a few different paths. By all means, incorporate links to RMS or freedefined.org or anyone else you might deem appropriate.

Also, Kim, I think if you want to add something in the handbook about the ambiguity in use of the word "free." Additionally, I wouldn't object to a mention of "Libre," provided it is understood that the handbook will be using its current terminology.

>>In my mind was an insert with each chapter. Perhaps instead of inserts we could have "Exercises"/ "Hands-on" inserts/ or even a separate workbook) >>which in effect take the serious readers through the steps of building their own first OER (and deploy it on one of three sites - WikiEducator, >>Connexions and ...).

I don't object inserts within each chapter, provided we can have them complete before the 30th. My concern with adjustments that approach that size is we will have a half-baked solution (because of time, not skill) and be forced to run with it.

Sgurell (talk)19:54, 11 June 2008