OER Cycle
I think there is merit to the new diagram. However, I think for educators (or learners) just beginning to compose OER, a more linear model is best. There is also the time issue, and I get the sense that most who are participating on this project want the lifecycle locked down at this point.
>>In short, I think the Compose chapter could be more about the tools (they are mostly common to both) while the Adapt section could be more about the >>reasons for adapting (most notably localisation).
Given that, should "Mobile Access" be moved from Compose to Adapt? Also, would that mean "Composing Learning Resources from Multiple Sources" should stay where it is?
The printed book will be linear with the option to skip to required sections. The online version has the navigation templates. It might be useful to have a navigation template with links to relevant sections in the separate cross-cutting chapters) - perhaps a table at the foot of the page with relevant section links and comments.
Mobile Access is a cross-cutting concern. Move it into its own section/chapter.
"Composing Learning Resources from Multiple Sources" should go directly under "Compose" which could have sub-sections - see thoughts on structure.
>>The printed book will be linear with the option to skip to required sections.
It's not just a matter of subject material being presented in a linear fashion, but conceptually linear. In the introduction we do say that readers can jump to any point. However, to accommodate educators or learners who don't have much experience in learning object creation, I think the OER lifecycle needs to be fairly simple (but as you say, only simple enough) for them to understand.
I have also posted more on "thoughts on structure" Talk page.
