[Oer-community] OER Mapping
José Vladimir Burgos Aguilar
vburgos at itesm.mx
Tue Nov 13 14:30:02 MST 2012
Dear all,
Why don't we all, producers/consumers of OER and those who own a repository
(institutional or thematic repository) consider the issue of
interoperability (metadata crosswalk) to ease the task of discoverability
(OER search engines). It will be great to foster ACCESS to digital objects
trough facets (metadata) by language, discipline (knowledge area) and other
descriptors to give context of use of the OER and potential transferability
for educational purposes.
Let's learn of the Open Access movement, excellent deal and effort they have
done with projects like DRIVER 2.0
(www.driver-support.eu/informationfor.html) -for example, about mapping the
OER we could think in a Global Directory of OER Repositories like OpenDOAR
(www.opendoar.org)
Please consider:
Haßler, Bjöern (2009). Access to Open Educational Resources: Report of a
UNESCO OER Community Discussion, UNESCO OER Community, 9-27 February, 2009:
http://bit.ly/PSr55c
In Mexico we are working hard in that topic of discoverability of OER
(visibility and dissemination): www.temoa.info
...also www.temoa.info/research and www.temoa.info/es/investigacion
All the best,
Vladimir Burgos
--------------------------------
J. Vladimir Burgos Aguilar, MTI, M.Sc
Open Content Coordinator (CKO)
Innov at TE Center – Center for Innovation in Technology and Education
Project manager of OCW Tecnológico de Monterrey: http://ocw.itesm.mx & temoa
(Knowledge Hub OER Index): www.temoa.info
TECVirtual University of the Tecnológico de Monterrey www.itesm.mx/innovate
Tel. +52 (81) 8358.2000, Ext 6776
Skype: vladimir.burgos
Join the community of temoa® and discover the most powerful tool to learn
better and in a different way. www.temoa.info
facebook
www.facebook.com/temoainfo
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-----Original Message-----
From: oer-community-bounces at athabascau.ca
[mailto:oer-community-bounces at athabascau.ca] On Behalf Of Richard Watson
Sent: martes, 13 de noviembre de 2012 02:28 p.m.
To: oer-community
Subject: Re: [Oer-community] Forwarded message on behalf of Kathy Nicholson
Hi
I like the idea of a curricular map and that could be included in the
database design, which could also include geocoding to locate the source of
a resource.
I teach database design, and I would be willing to help design the database.
Cheers
Rick
On Nov 13, 2012, at 3:05 PM, Fred M Beshears <fredbeshears at gmail.com> wrote:
> Saul,
>
> It sounds like you believe the OER community would be better off if it
> developed a "curricular map" of
>
> "curricular units *and their relations*, relative to curricular
pathways
> and trajectories to completion of courses, degrees, certificates,
> or other learning units."
>
> To me this also sounds more useful than an OER geographic mapping
initiative.
>
> Do you have a standard in mind for creating the curricular map you speak
of?
>
> I'm aware of various standards and specifications that might apply, such
as:
>
> - Topic Maps
> http://en.wikipedia.org/wiki/Topic_maps
>
> - RDF/OWL/SPARQL
> http://en.wikipedia.org/wiki/Resource_Description_Framework
> http://en.wikipedia.org/wiki/Web_Ontology_Language
> http://en.wikipedia.org/wiki/SPARQL
>
> - IEEE Learning Object Metadata
> http://en.wikipedia.org/wiki/Learning_object_metadata
>
> Fred
>
> On Tue, Nov 13, 2012 at 8:45 AM, Saul Fisher <saul.fisher at gmail.com>
wrote:
>> Friends,
>>
>> As baptizer of the term "Open Educational Resources" (at the UNESCO
>> meeting ten years ago that Susan notes), I am pleased beyond my
>> wildest hopes to see progress in this domain over the last decade.
>>
>> The idea of mapping OER is a great one, just in case it will
>> facilitate growth in competent and effective use of OER; that in turn
>> entails promotion of sharing, reuse, adaptation, localization, and
translation of OER assets.
>>
>> As some others have suggested, though, *geographic* mapping (i.e.,
>> representation in map/mash-up format) might not capture the most
>> important aggregation, representation, or search aid.
>>
>> So what kind of mapping would be more important towards facilitating
>> growth in competent and effective use? Some on this list have
>> proposed various kinds of meta-data to collect (especially important,
>> for any international efforts, as regards geographic and linguistic
>> identity), and they are surely correct to do so. Towards that end,
>> the best self-standing OER projects already build meta-data into their
architecture, some extensively so.
>>
>> But let's look at this from a user's perspective. If you are
>> involved in instruction or academic administration, you want to know
>> *what* assets there are (perhaps discoverable through currently
>> available search tools),
>> *where* the assets are (again, currently available search tools might
>> suffice), and *how* they might fit into your curricular framework.
>> This last piece is a great challenge, if only because everyone's
>> curricular framework differs from the next one, whether because of
>> national, institutional, disciplinary, or personal differences. But
>> as that is the most difficult problem to tackle on a systematic basis
>> (because it's strongly dynamic and highly context sensitive), so too
>> it must be the problem (of these three) that is most valuable to
>> solve. And it is, after all, a mapping problem--namely, a curricular
mapping problem.
>>
>> Many in this community are likely familiar with curricular mapping.
>> So, briefly (or as a reminder), curricular mapping is a
>> representation—often visual—of curricular units *and their
>> relations*, relative to curricular pathways and trajectories to
>> completion of courses, degrees, certificates, or other learning
>> units. While such maps are often built to represent actual pathways,
>> they are also used to plan new ones or adjust old ones. I doubt we
>> could expect to create such a map that shows how extant OER meet all
>> curricular needs; instead, we might hope to show what OER fit where
>> for a wide variety of curricular pathway-relative needs. That, in
>> turn, would help identify where pressing gaps are, whether relative
>> to general curricular demands, or specific needs as indexed to local
educational parameters, linguistic gaps, and the like.
>>
>> Curricular mapping in the OER space has been explored in a number of
>> OER projects, and hopefully our community can draw on those
>> experiences and knowledge, as well as the longer tradition of
>> curricular mapping in the academy.
>>
>> All best wishes,
>>
>> Saul Fisher
>>
>> ---
>> Saul Fisher
>> Executive Director for Grants and Academic Initiatives Visiting
>> Associate Professor of Philosophy Mercy College
>> 555 Broadway
>> Dobbs Ferry, NY 10522 USA
>> sfisher at mercy.edu
>>
>>
>>
>>
>> On Tue, Nov 13, 2012 at 4:25 AM, Zaid Alsagoff
>> <zaid.alsagoff at gmail.com>
>> wrote:
>>>
>>> Dear Susan and Everyone,
>>>
>>> Searchable/Indexable/Visuable OER maps of repositories, courses,
>>> initiatives, objects are useful. However, I would love to have a
>>> Global map of OER experts (or educators that conduct workshops, give
>>> talks and facilitate OER in all forms.)
>>>
>>> Over the last year I have conducted several OER workshops and given
>>> OER talks in Universities in Malaysia to create awareness and
>>> encourage more
>>> participation: http://www.slideshare.net/zaid (slides to all of them).
>>>
>>> Blog: http://zaidlearn.blogspot.com/
>>>
>>> Next, year I will also be conducting OER workshops probably in
>>> several other countries, starting with Saudi Arabia in February (ELI13
conference).
>>>
>>> However, how many of you know that? Exactly :)
>>>
>>> Wouldn't it be cool if we had news updates on what all of us are
>>> doing regarding OER...Maybe just a Twitter hashtag where all of us
>>> share our ongoing activities as we go along. Even a simple Facebook
>>> Page could do, too
>>> :)
>>>
>>> Better yet a Global map of all OER trainers or experts, which we can
>>> find, contact and invite to various countries when needed.
>>>
>>> If this has already been suggested...Amen to that :)
>>>
>>> No doubt the best OER are the experts themselves, and they are often
>>> much more inspiring than the content :)
>>>
>>> Have a great weekend!
>>>
>>> Warm regards,
>>>
>>> Zaid or ZaidLearn :)
>>>
>>> Sent from my iPhone
>>>
>>> On 12 Nov, 2012, at 23:40, Susan D'Antoni <susandantoni at gmail.com>
wrote:
>>>
>>>
>>> ----
>>>
>>> Dear OER Colleagues,
>>>
>>>
>>> In October of 2005 I spent some time volunteering in
>>> tsunami-stricken Sri Lanka. It was a life-changing experience. In
>>> the mornings we helped with home reconstruction, beachfront
>>> preservation efforts, or assisting with the turtle hatcheries that
>>> had been wiped out by the tsunami. In the afternoons, we taught
>>> English and math at the tsunami camp in Kosgoda. Of course, we
>>> weren’t trained teachers, and had very few resources. At that time,
>>> I wished for an online resource that I could use to help teach our
>>> thatched hut classroom of 30 kids, ranging in ages from 6 to 19.
>>> Shouldn’t it be possible, I thought, to find resources that could be
>>> translated into Sinhalese (the local language)? How could I find a
>>> range of resources appropriate for the children who were just learning
English, and for the one young math whiz who was fascinated with
simultaneous equations?
>>>
>>>
>>> Back then, I didn’t know about OER. But I intuitively knew that
>>> something like OER could be transformative in so many places around
>>> the world in need of high quality, customizable, educational resources.
>>>
>>> As I’ve had the opportunity to participate in the OER movement over
>>> the past 4.5 years, I’ve been tremendously impressed by how many
>>> resources actually are available. So many people -teachers,
>>> professors, students, educators, volunteers, and lifelong learners-
>>> have spent time, energy, and their own resources to contribute to
>>> the educational commons, to share resources freely and openly. We
>>> have seen how OER has become a global movement and become part of
>>> policy conversations and classroom activities alike. As these
>>> projects have proliferated, so too has the need to see what
>>> activities are going on in various places and in different languages,
and to see how these contributions are interconnected.
>>>
>>>
>>> Our conversation this week will explore the idea of a global OER map
>>> as a possible answer to these needs. Could such a map help
>>> determine which OER resources are available in Arabic or Kiswahili?
>>> Could one look up the pipeline of OER activities – from the
>>> classroom implementation to the national policy level – that are
>>> taking place in a particular country? And how do we make such a
>>> resource easy to find and use not just for our own OER community, but
for anyone interested in OER?
>>>
>>>
>>> I’m going back to Sri Lanka next month for a short vacation. In the
>>> planning process, I can’t help but think about that classroom, and
>>> how helpful those resources would have been. That particular
>>> classroom isn’t there anymore, but we all know of a classroom
>>> somewhere where OER could be helpful.
>>>
>>> I look forward to our conversation and sincerely hope that many will
>>> participate. Many thanks to Susan D’Antoni for leading this effort
>>> – this will be an exciting and engaging three weeks!
>>>
>>>
>>> All the best,
>>>
>>> Kathy
>>>
>>>
>>> Kathy A. Nicholson
>>>
>>> Associate Program Officer, Education
>>>
>>> The William and Flora Hewlett Foundation
>>>
>>> _______________________________________________
>>> Oer-community mailing list
>>> Oer-community at athabascau.ca
>>> https://deimos.cs.athabascau.ca/mailman/listinfo/oer-community
>>>
>>>
>>> _______________________________________________
>>> Oer-community mailing list
>>> Oer-community at athabascau.ca
>>> https://deimos.cs.athabascau.ca/mailman/listinfo/oer-community
>>>
>>
>>
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