Here we should include a definition from the original hewlett proposal. I cannot find it right now, but hope to find it tomorrow.
First of all, the OER World Map is a set of data. Therefore it could be named OER data hub, but we decided to keep the name „OER World Map“.
At this stage of the project we could say pretty well, what the project should provide, but not yet, what the OER World Map actually is.
Focus on Business information component Referring to „Cybersyn project“ from Stafford Beer in Chile The everyone should be able to enter the operations room, find the data he/she needs for getting active in the field of OER.
Project Cybersyn 1971-1973
Distributed “decision support system” for Chilean national economy
Four modules: Economic simulator Monitoring software Operations room National network of Telex machines
Gestalt design principle for informatics
The ‘Operations Room’ focused on the information management aspect, but not the community & collaboration aspects
Educational Management Information Systems (EMIS) are used to gather information on the educational development, e.g. for monitoring UNESCO millennium goals. We see many similarities, since the World Map aims at collecting educational information. Nevertheless the term does not reflect the nature of the woerldmap as a social network pretty well. We therefore invented the term Semis – as you can see with a capital S in order to stress the importance of the social networking functionality.
Conclusions: Whatever you call it. The OER World Map includes three basic ingredients Social Network / Cooperation platform for community of practise Statistical aggregation Visualisation As you can see from the last slides, it is also a learning experience, and the success of the project will depend on making it a collective learning approach, which includes significant parts of the OER community
Core group: 3000 Actors Ask audience, if they think this is a good number Targeted directly by the website policy makers Hard to estimate a number Will be addressed indirectly, e.g. by reports like the OER Atlas >1.000.000 Teachers & Learners Will be addressed indirectly, e.g. by including OER World Map data into local websites (example OER infosite)
Bottom up and top down: it will be open for the community, but also for governments, editing will be done by volunteers as well as by paid editors Openness by default: Open Sources Software, (Linked) Open Data, Open Educational Resources, Open Government / whenever we do something (e.g. definition of editing process) we look for the most open solution first and look for corrections only if necessary Value of expert curation A joined up and consistent approach Collective learning
Those who are paid to collect - members of data editing boards like the German OERinfo page Those who have a personal advantage to add their data - team members of OER projects - because they want to be found - because they are asked to add their data by their funder - OER consortia Those who have fun editing - volunteers
At the moment editing is done manually. - we imported some data automatic, but many available data collections turn out to be not sustainable (poerup) - automatic importas might become important in the future - during phase IV we will work on adding a ressource manually and completing details (number of resources, topics, license) automatically via API
What kind of data is included? Give a short explanation what services are Point out that the map includes stories as well and that it is a special aspect of the world map architecture that it combines narrative information with data Announce that we are working on the second level right now, e.g. for stories: Country Reports Personal Stories Policies Case Studies / Good Practice Project Reports Law Cases Event Documentation
How to search for data?
Input templates Conclusion of section C: OER world map has become adolescent It is pretty easy to see, it which direction things are going and what potential the platform will have But there is still a lot to do
In early 2016 we provided a printed report called the "OER Atlas" for the German OERde Festival, which includes an estimated 80 percent of OER activities in Austria, Germany and Switzerland. By doing so, we provided a proof of concept, that it is possible to collect all OER related data for a complete country with reasonable effort.
Currently there is a major initiative founded by the Federal Ministery of Education and Research (BMBF) which aims at Installing a permanent OER information site, which bundles knowledge about OER for existing and new stakeholders Developing OER training for multiplicators
The information site will be developed by the German Institute for International Educational Research in cooperation with the Transferstelle for OER (see screenshot) and the OER World Map.
The project is mentioned here, because it is a first example of a government paying editors to collect data for the OER World Map. We hope many more will follow!
You all know this guy – Michelangelos David If David stands for the OER community – the OER World Map could be the slingshot in his hand It is up to the OER community now to learn how to use its slingshot If we as a community learn to do so, we will defeat Goliath. I leave it up to you who or what Goliath is in this picture. I leave you with this question, thanks very much for your attention!
Building an Open Operations Room for the OER Community #opened16
OER World Map
Building an Open Operations Room for the OER Community
Dr. Rob Farrow & Jan Neumann
13th Annual Open Education Conference
A. What is the OER World Map?
B. Project Key Points
C. Live Demonstration
D. The German OER Information Site
E. What to do next?
A. Defining the OER World Map
Learning to understand ourselves
2014: The OER World Map
as a basic dataset
Three Main Use Cases (‘Epics’)
1. As an OER actor I would like to find other OER actors and connect
with them, so that I can cooperate, coordinate and share resources
2. As a teacher or learner I would like to access qualified, complete and
current lists of existing OER offerings, so that I can easily find
context-appropriate open resources
3. As an OER policy maker I would like to get meaningful statistics and
overviews on the status of the OER movement in order to take and
defend decisions about OER
2016: The OER World Map as a Semis
The OER World Map is a Social Education Management
Information System (Semis) which includes elements of:
• A social networking platform
• A business information system
• A geoinformation system
• An OER library catalogue
“Fisher iris versicolor sepalwidth” by
Qwfp, CC BY-SA 3.0
Social Red, by Daniel Tenerif, CC
B. Project key points
goals, stakeholder, approach, data collection
Goals I: Big Lyric
“The OER World Map aims at accelerating the
development of the global OER movement by
strengthening the ability of the OER community
to organize itself.”
Goals II: Practical Benefits
• The development of OER search engines is prepared by providing
qualified lists of OER sources (e.g. repositories)
• OER projects working on similar goals are connected, so that they can
share their expertise and resources
• OER experts can be found easily within the database
• Provision of a calendar of all OER related events
• By the provision of reliable statistics policy makers are supported in
enacting policies in favour of OER
• Reliable data is enriched by narrative knowledge and visualizations
D. The German OER Info-Site
Sustainable models for OER World Map editing
E. What to do next?
How to particpate in the OER World Map!
What can you do?
• Register on the map (just click Login)
• Join the learning process
• Spread the word!
• Become an editor & add data
• Become an country champion
• Establish a strategic partnership
“The OER World Map Project –
Building an Open Operations Room for the OER Community”
by Jan Neumann & Rob Farrow is licensed under a
Creative Commons Attribution 4.0 International Licence