[Oer-community] OER Mapping

Fred M Beshears fredbeshears at gmail.com
Wed Nov 14 21:07:04 MST 2012 

Hi Greg,

I was watching the video with Michael Jay describing LRMI
(http://www.lrmi.net), which is posted on the home page for the
initiatve.

 (BTW: I know Michael from my days at Berkeley's Instructional
Technology Program.)

During the Q&A he was asked if LRMI was for higher education and he
said: "no, that they've looked at higher ed and there's a different
set of search use cases in high ed." or words to that effect.

So, is LRMI just targeted at K-12 or is it intended for higher ed as well?

Best,
Fred M Beshears

On Wed, Nov 14, 2012 at 6:20 PM, Greg Grossmeier <greg at grossmeier.net> wrote:
> And, if you or anyone have any questions about LRMI, please don't
> hesitate to email me; I'm the lead for LRMI (I work for Creative Commons
> on education and technology issues in general).
>
> Best,
>
> Greg
>
> <quote name="Seth Woodworth" date="2012-11-14" time="13:05:58 -0500">
>> I'm fairly happy with the Learning Resource Metadata Initiative
>> http://creativecommons.org/tag/learning-resource-metadata-initiative. It's
>> a new standard, so I am unsure of how well it is tested in the field.
>>
>> --Seth Woodworth
>>
>>
>> On Tue, Nov 13, 2012 at 4:30 PM, José Vladimir Burgos Aguilar <
>> vburgos at itesm.mx> wrote:
>>
>> > 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
>> > --------------
>> > The content of this data transmission is not considered as an offer,
>> > proposal, understanding, or agreement unless it is confirmed in a document
>> > signed by a legal representative of ITESM. The content of this data
>> > transmission is confidential and it is intended to be delivered only to the
>> > addresses, therefore, it shall not be distributed and/or disclosed through
>> > any mean without the original sender's previous authorization. If you are
>> > not the addressee you are forbidden to use it, either totally or partially,
>> > for any purpose.
>> >
>> > ----------------------------------------------------------------------------
>> > ------------
>> >
>> >
>> >
>> >
>> > -----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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>> > >>
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>> >
>> >
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>
> --
> | Greg Grossmeier            GPG: B2FA 27B1 F7EB D327 6B8E |
> | http://grossmeier.net           A18D 1138 8E47 FAC8 1C7D |
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