Summary

• Page properties (1 modified, 0 added, 0 removed)

Details

Page properties

Content

...	...	@@ -1,4 +1,4 @@
1		-OSI-EDU-WG-notes-4mar2014
	1	+OSI-EDU-WG Meeting Notes from 4 March 2014
2	2
3	3	__**Participating**__
4	4
...	...	@@ -15,15 +15,14 @@
15	15	** Massachusetts government employees, project managers
16	16	** OSI was invited to put together a presentation
17	17
18		-
19	19	== 2. Participation in OSI-EDU-WG ==
20	20
21	21	* We'll be preparing a general invite soon, but if you have colleague who may like to participate in the OSI-EDU-WG, feel free to bring them along to the teleconf
22	22	* New content on project management in the Syllabus needs feedback, eg the "learning outcomes". Good responses so far
23	23
24		-== 3. FLOW Syllabus Scope & Usability
	23	+== 3. FLOW Syllabus Usability ==
25	25
26		-* It's a bit overwhelming and unwieldy
	25	+* It's a bit overwhelming
27	27	* Being able to tag the modules/items would be helpful
28	28	* Tag at what level of granularity?...hard to say, but that will be an emergent process
29	29	* Joseph will communicate with someone involved with Protege Ontology Manager at Stanford for some ideas ...if you haven't seen http://protege.stanford.edu/ take a look. Very cool for the relatively sophisticated folk who organize information. It's been around a long time (it has a quarter million users today, and had 50,000 users back in 2006). There might be an existing ontology that the FLOW Syllabus ought to conform to (or at least map to)
...	...	@@ -31,8 +31,24 @@
31	31	** "What my students would learn"
32	32	** "Outcomes"
33	33	** "Learning activities"
	33	+* It may be useful to write short "use case" scenarios for using the Syllabus
	34	+** Each use case will have implications
	35	+** This will help the WG to understand the audiences
	36	+** And will help a course designed understand what
	37	+parts/emements of their course would likely be essential/useful to each audience type
	38	+* Basically, we now need to provide "tour guides" through the syllabus... By analogy, "Going to Venice":
	39	+** ...for architects
	40	+** ...for culinary arts
	41	+** ...for business
	42	+** ...for etc.
	43	+* These can supply some audience-tailored guidance
	44	+** granular (bullet point level)
	45	+** tags would enable the separate views
34	34
35		-Question: Should "activities" be in or outside the syllabus?
	47	+== 4. FLOW Syllabus Scope ==
	48	+
	49	+**Question:** Should "activities" be in or outside the syllabus?
	50	+
36	36	* This would help to outline the topics and sources
37	37	* Courses include activities
38	38	* Educators/community can create courses and share those
...	...	@@ -50,18 +50,11 @@
50	50	* OSI-EDU-WG would structure the syllabus
51	51	* Independent educators (including folks on the working group) can contribute supplemental content and learning activites
52	52	* One can't quite take the syllabus on its own and say "This is my 7-day course"
53		-* One can take a section and add it to something
54		-else, or take specific items
55		-* It may be useful to write short "use case" scenarios for using the Syllabus
56		-** Each use case will have implications
57		-** This will help the WG to understand the audiences
58		-** And will help a course designed understand what
59		-parts/emements of their course would likely be essential/useful to each audience type
60		-* Basically, we now need to provide "tour guides" through the syllabus... By analogy, "Going to Venice":
61		-** ...for architects
62		-** ...for culinary arts
63		-** ...for business
64		-** ...for etc.
65		-* These can supply some audience-tailored guidance
66		-** granular (bullet point level)
67		-** tags would enable the separate views
	68	+* One can take a section and add it to something else, or take specific items
	69	+
	70	+== Notes prepared by: ==
	71	+
	72	+Joseph Potvin
	73	+ **Chair, OSI Working Group on Management Education About Free/Libre/Open Methods, Processes and Governance**
	74	+ [[[email protected]>>path:mailto:[email protected]]]
	75	+ Mobile: [[819-593-5983>>path:tel:819-593-5983]]