Thread:First Impressions (1)

>>The Copyright Paradox - (still uncomfortable with this concept)

I understand. I don't know that we can ever get this satisfactorily resolved, as its fitness for the Introduction largely reflects what we see OER doing and its role in education as a whole.

>>Models and approaches shorter name

Agreed. Made this change.

>>Cross-cutting concern (like licensing) - move into its own section/chapter outside of the process

As mentioned on other pages, I don't think we'll have time to reform every cross cutting concern. Some chapters, such as accessibility, would be easier to create. Perhaps you could suggest which cross-cutting sections you feel would be feasible before the 30th.

>>Build OER >>Modify OER

This would involve altering the OER lifecycle and means getting everybody (Wiley, Wayne, myself, etc.). Sunshine is also working on charts for each chapter using the lifecycle as presently constituted, meaning we would have incongruities if we changed it.

>>* Media editing:

It's not a big deal either way, but I think the distinction between tools is not as important to educators, which is why I "flattened" the Compose OER chapter.

>>Syndicate materials through RSS/Atom feeds Could this go under Find and/or Share? Or maybe into a Collaborate section?

The interesting part about this section is that it was created by an anonymous user. I think it might be more appropriate under Share.

>> Collaborate

I really like the idea of a collaborate/project management cross-cutting chapter. But again, with time, I don't think it is possible.

>>Should this be broader than "Licensing"? - i.e. "Legalities" and include ADA, Fair Use, ...? (just checking :-).

It's a good point. The purpose of the accessibility sections is to lead towards ADA compliance, though it would not be a guaranteed. I think more should be added on section 508 and ADA. Fair Use is dealt with somewhat in the introduction (though I recognize against your desires). I'm willing to move The Fair Use subsections from The Copyright Paradox to licensing, but the copyright as enabler/barrier would remain.

>>Remember to include a wide variety of ways of sharing (I have not checked yet): putting on a web site, a blog, wiki, cnx, etc. (refer to Learning Support Systems), social >>bookmarking, RSS, Atom and refer to other web 2.0 techniques

I agree, but we have to be careful about scope. The sharing chapter alone could be another handbook. I chose the self v. third-party because I think it has the most significant impact on educators. So I mention self and third-party options, but I do not go into an extensive compare and contrast.