P2PU Community Call
28 February 2013
All Hands. We work, for an hour, together, on something. It might be tagging or de-spamming, writing static copy or doing course reviews. If you have something to suggest for one of these sessions, let us know.
GOOGLE HANGOUT: We're hanging out here: [https://plus.google.com/hangouts/_/03fdab2f8932e5536e15d19441930baa61052988?authuser=0&hl=en] Join us!
Attendees
- Bekka (will be late, may not make it)
- Vanessa
- Erika
- Philipp
- Jane
- Billy
- Dirk
- Jonas (got the time wrong)
add your name here
Agenda
4Ps and and I reportback from staff
- Progress (what we've been working on)
- Communication stats: Newsletter 18.9% read rate (and growing)
- Blog: Average reads per day for Feb: 520
- Onboarding for Erika
- Helping SOO prepare for launch - There's 5 simple things you can do listed there, in addition to preview of courses, listed at link below
- Badges with Dirk
- Project page
- Notifications
- Badge Application/Awarding
- Badges with Vanessa
- Start of implementation
- Badges can be created
- Working on OAuth support atm
- Performance Review Bekka (Dirk/Vanessa/Bekka - done)
- Talked with Google Research about G+ analytics, but no luck. Contacting other people at Google now.
- Learning Creative Learning course session 3 - Making & Constructivism - https://www.youtube.com/watch?v=S643UE21uXE
- Revised Shuttleworth proposal (done) - Had to cut out a few things to make it fit in the budget
- Priorities (focus next week)
- Taking another stab at the Berlin report
- Working on an article about running open orgs for Ethnography matters (http://ethnographymatters.net/)
- Gathering, filtering, repackaging MOOC stories (via Steve Carson)
- Performance review
- School of Data course and badges for DML
- Open Master's Lunch
- P is speaking at the Online Learning Summit - http://www.onlinelearningsummit.org/program.html
- Mainly senior executives from US universities. Goal is to present a different narrative from the MOOCs, and position P2PU/Media Lab as a partner for experimentation.
- Erika onboarding (Official start date is tomorrow - Hooray!)
- SOO courses finalization and publishing (launching following week)
- Working on badges
- Creation of projects
- Feedback on projects
- Problems (walls we ran into on the way)
- Process (org stuff)
- Blogs for the coming week (ideas & committments welcome!)
- Featured courses from SOO (Bekka)
- Voices from the MOOC - stories from participants
- Post about social interaction/dunamic between participants during sprint?
School of Open / UX questions
- Communication questions for courses -- several questions by course organizers, eg.
- are you able to tell us how large the works can be that students post to the discussion board? We’re trying to figure out whether the discussion board is where students can post answers to their assignments or if we’ll need to create a WP blog for this.+1
- answer: limitiations are up to what disqus limits you to.. not certain if you can embed stuff. don't recommend publishing too much to just a comment. should use primarily for discussion. think you can embed some media, eg. images
- add'l question: how much student work should we have living on p2pu?
- answer: mission of p2pu as a lab is to use as many other web resources as possible, and to enable our platform to allow and accommodate that. try to embed stuff as much as possible, but encourage people to experiment with dif tools
- ok re disqus -- is there an embed thing like that for disqus?
- Disqus allows including images, but not videos (and doesn't create nice previews)
- maybe should have community discussion around experience with disqus in the future (Vanessa) after dml badges thing
- Also I’ve noticed the ‘Discussion’ tab is separated into ‘Discussion’ and ‘Community’---is there a reason for this separation? (ie would one be better for posting answers and one better for discussing answers/leaving feedback?)
- answer: I think 'Discussion' is where actually comments course participants make will show up, and 'Community' is a stream of all discussion taking place on the site. Is that correct? YES (dirk)
- confusing where users are supposed to post
- Community page says "This page is for general discussion of the course. Feel free to post questions, comments, ideas."
- Each page has a discussion of that topic
- How we originally ran the course is that we divide the users into groups of 4 and they would provide a group answer to the assignments/case studies. Each group would also comment on the other group’s answers. I'm not sure the current platform has a way of easily splitting people up into groups. Is there a hack around this?
- Answer: Ask people to collaborate by email or in a space they like to use (skype, hangouts, google docs) and then one person can post the result. Do Social hacking versus tech hacking. Ask people whatever tool they are comfortable with.
- Also could create a different page for each group on P2PU platform = one hack. and have comments happen. If it's jointly editing a document, then use google docs or a pad.
- We'll look at this course and see...
- Re communication with students- we usually send an notification to all users as which group they are in and email notification to all user reminding them of due dates for each assignment.
- answer:
- Atm new courses doesn't support a course wide notification - possible hack: ask everyone to subscribe by email to the main notification: http://imgur.com/JKl13TZ
- They get all emails for that particular thread
- otherwise just use email -- ask people to send you their emails (this will be difficult technologically and due to privacy policy - so easier to just send a notification)
- also have to allow people to opt out of emails if we do allow for notifications
- maybe use google groups, other tools
Course Reviews for School Of Open
- School of Open is launching next month. They need people to review courses.
- SOO organizers are sending their course drafts to school-of-open@googlegroups.com this week -- and they would love your feedback!
- Pick at least one course to give feedback on in the next two weeks, that would be great (and give it openly on the list). Choose your domain of interest of course...
- Course review process: at least one P2PU member has to sign off on each course so that it can be featured as part of the School.
- New (unofficial) feature: Ability to list courses not hosted on lernanta
List of courses sent to list for review, asking for specific points of feedback for some
Facilitated courses
- Writing Wikipedia Articles: The Basics and Beyond http://wikieducator.org/Writing_Wikipedia_Articles (a shell of the p2pu-formatted version at https://p2pu.org/en/courses/49/writing-wikipedia-articles-the-basics-and-beyond/ ) JANE + (still needs a P2PU review)
- Red
- About page: CC BY-SA license needs to be linked! Also the site linked says "arr" are we sure it is BY-SA? maybe link to the page where it is BY-SA
- Should this page say something about the timeline of the course? facilitation/how it will be run? how much time it might take? etc.
- what is the policy around using the "W" puzzle piece for the course image? is it under an open reuse policy?
- Week 1: I would suggest having people express their interest of why they are here, and what subject matter interests them on Wikipedia. eg. they probably already have in mind an article they would like to improve!
- Week 2: This is where I would def introduce OER wikipedia articles... (if that's still your focus)
- Yellow
- About page: OER should be linked to Wikipedia article? :)
- Assignments: if we are listing out for people who want to go at their own pace, i wonder if worth adding a [link] after each to the relevant resource/page where they can complete it?
- Week 1: how long will the webinar be? should the suggested readings be read before the webinar? will it be recorded for those who miss it?
- Burba badge design -- did you connect with Vanessa re volunteer designer?
- Green
- love the list of target skills -- simple and attainable
- course desc is also great and digestible
- perhaps one thing that may be missing - why would someone want to take this course? why is contributing to wikipedia imp? maybe borrow some language from wiki fundraising campaings.. :)
- Copyright 4 Educators (AU): https://p2pu.org/en/courses/111/copyright-4-educators-aus/
- Philipp
- Green
- Overall content is super impressive!
- Seems really well facilitated, e.g. at the bottom of the week 2 page, this makes me feel welcome and well supported "If you have any questions, comments or concerns- just let us know! Leave a comment in the below comment box, and we'll get back to you ASAP."
- Love the "Tying it all together" idea.
- The concept of an introduction task/phase (but some comments about implementation in Yellow section below)
- Yellow
- Formatting on About page.
- "About" page doesn't *grab* me. Maybe start with a slightly more compelling intro. Something that gets Australian educators interested. (And remove the heading "Rationale for the course" which sounds very bureaucratic)
- Week 1 questionnaire is very long. Would try to cut out some questions (there will be an overload of information). And consider using a google form, which handles questionnaires more elegantly. Although it is nice to ask people to post in the discussion forum, because then everyone can see the other answers, and it helps with community building/ introductions. Maybe use one or two questions that way, and move the rest into a google form. I think keeping it like this will lead to problems.
- You could consider building in an opportunity for participants to create new cases. I think that's what Andrew did in his first version. It's a great way to demonstrate learning, but will also help you design the next round.
- Red
- No course image
- About page is overwhelming. Would try to shorten text, and move some of the info onto a content page. For example, there could be a page called "Logistics" or "Course communication" - and you can add a link to that page into the about page.
- Jane
- About
- confidentially ---> i think you mean "confidently"
- would change "We’ll also introduce open education resources and teach you how to find and adapt free, useful resources for their classes." to "open educational resources (OER)" and "for [your] classes"
- additional minor grammar edits needed throughout -- but i'll let you guys do that
- re "You will retain copyright to your answers and can re-use them how you want." -- shouldn't we add, but anything posted on the p2pu site will be available to share under CC BY-SA? later there is a sentence around requesting, but should note that this is default policy of the community
- facilitators
- otherwise - wow, looks excellent. a great overview of the course - makes me want to take it!
- Week 1
- It's a long list of questions, and it seems like a survey more beneficial for facilitators. I might suggest making this into a Google survey and sharing the answers publicly (you can set the spreadsheet to public)
- Week 2
- I imagine you'll do groups via email
- Week 1 & 2 recommended readings - if an educator were pressed for time, what would you suggest they absolutely read?
- Week 3
- Might include some instruction on how to post to discussion, eg. "preface your post with GROUP RED title"
- would link "this week's readings" to the actual page with readings, eg. https://p2pu.org/en/courses/111/content/216/
- Week 3 readings
- holy cow that's a lot of reading! are they expected to do all of that?
- Week 4
- again would link to page with readings... same for the rest of the weeks
- Week 6 readings
- "300 million Creative Commons materials" -- more currently i would say the number is at 400million to half a billion works
- I would change this sentence (There are more than 300 million Creative Commons materials available on the internet, all of which can be legally reuse as long as the particular licence the author has chosen is obeyed. Creative Commons replaces the 'all rights reserved' system of default copyright law with a voluntary 'some rights reserved' system.) to "There are more than 400 million Creative Commons licensed works available on the internet, all of which can be legally reused as long as the particular licence the author has chosen is followed. Creative Commons builds on the 'all rights reserved' system of default copyright law to allow for a voluntary 'some rights reserved' system." (changes in bold)
- re referencing ccLearn documents -- i would replace the following links
- with any of the following links:
- after Week 7
- I would include one last page concluding the course, saying some inspiring last words and how to follow-up ... eg. point to other SOO challenges!
- CC for K-12 educators JONAS: https://p2pu.org/en/courses/9/creative-commons-for-k-12-educators/
- feedback on the logistics of facilitating that course
- is there a better way to have an aggregate view of everyone's longer reflections for the week, that don't sit on the disqus forum? Anyone know of lightweight blog aggregator tools where we can all just visit the same link?
- Red
- Yellow
- Green
Stand-alone courses, eg. challenges
- Peer-produced Open Educational Resources VANESSA: https://p2pu.org/en/groups/dscribe-peer-produced-open-educational-resources/
- Red
- Marketing message / interest: I would build a bit of mystery and interest in describing what "dscribe" is. Why would I be interested in participating? What is special about dscribe? What's an example of dscribe that is compelling that I might recognize that is interesting to me?
- Recommend that folks identify at the start what kind of collaborative project they want to work on--and then cycle through that project at each phase of the course. This way they can also help each other.
- What will I be able to do at the end of the course? What is my goal? To participate & collaborate with others in the course, or to facilitate my own dscribe community?
- Task 1: Voice and tone--might want to be more learner-centered. Ask a question of the learner--"Why does OER matter to you? Maybe check out why OER matters to others?"
- Task 4: Will folks understand what "license your resources" means? Maybe the call to action should be "Decide how others can use your stuff" or "Free your content" or something like that.
- Yellow
- I like the "Create a Challenge" buttons *quite a bit*--I don't really understand why they are at the points they are at, though.
- Also like the format of "Primer, Activity, Deep Dive"--but might want to fiddle with the spacing to make clear that these are separate phases of each task
- There's some confusion about overlap between the purpose of the 1st versus the 2nd tasks.
- In task two, I might use a case study example about how folks have collaborated. OR I would ask learners to go out into the world and locate a collaboratively-built project and analyze why they think it's well done / what the drawbacks are.
- Task 3: I might introduce the concept of "curation" and how to be a good content steward.
- Some of the tasks are uneven in time / effort spent. And that's totally ok, but I'd recommend a small discrete project for each task, so the learner knows what to expect / course has a pedagogical rhythm.
- Green
- Audience: I clearly understand who the course is for/who'd be interested in it.
- Character: " When it comes to educational resources, that little obstacle typically looks like this: ©" Like it!
- Diversity of media--I think this course tries to appeal to a variety of learners.
- Open habits with the DS 106 Daily Create (Dirk): https://p2pu.org/en/groups/make-something-with-the-daily-create/
- Red
- Yellow
- Maybe link out to CC or some of the CC courses when talking about the CC licences
- Maybe point to a next course in the last task?
- Maybe feature something interesting & visual for daily create that is openly licenced as part of task 1 - pictures are always good
- Green
- Short and sweet
- Clear what to do
- Contributing to Wikimedia Commons: https://p2pu.org/en/groups/contributing-to-wikimedia-commons/ JANE + (still needs a P2PU review)
- Red
- CC BY-SA license for image not linked!
- CC BY-SA license for Wikimedia Commons quote not linked!
- Task 1
- question - should provide links to more info so they can find it
- Task 2
- image is small, formatting on page? image should be linked
- discuss question should go one further.. eg. What issues did you come across uploading someone else's work, etc.
- also question jumps the gun to task 3 already?
- Task 3
- What if they are uploading someone else's work? shouldn't there be tips on finding and inputting correct attribution info?
- we need an image on this page
- Yellow
- Task 2
- maybe link to appropriate section of Get CC Savvy or Teach someone something that points people to finding open resources?
- Formatting of all tasks could be made cleaner/prettier with headings :)
- In general, I think this challenge could use some more fleshing out, with more tips, even summarizing some things that are mentioned at WC, but at least highlighting the important bits and linking to more info
- Green
- love the concept for this challenge -- simple and easy, donate a work to the commons!
- gives me the idea of maybe focusing this challenge on original works only. that way they can really have fun with it. they can upload an image of their pet, etc. and you can keep the challenge really focused on that and they can share it in the comments, etc.
- Open Detective JANE http://beta.p2pu.org/en/courses/8/open-detective/
- DU: This course is still on beta.p2pu.org!! - it is! how can we move it? i'll let victoria know to reach out to you to either do it manually or automatically, dunno how that will work at this point (victoria please ping the p2pu-community list or dirk@p2pu directly)
- How engaging are the challenges? once you get through the resource list/reading, they are good challenges
- Does the course reach beyond the discussion forums enough to support experiential learning? yes -- but could be incorporated more, see notes below
- Does it support a variety of skill levels to ensure that anyone can participate? yes
- Are the challenges thoughtful? yes!
- Is the spectrum of resources enough? Too much? a bit too much... needs a clearer way to prioritize
- Is there anything else you would like to see in this course? links to or incorporates existing SOO challenges
- Red
- Task 1
- From the first task, there is a lot of jargon thrown out that not everyone may understand: "If you imagine content as a spectrum, you would have copyright without any licensing on one end and open attribution Creative Commons licensed work on the other."
- Are these two statements following each other referring to the same video? "To get a better sense of what the spectrum of open versus non-open content on the web may include, watch the video and explore the links below.
- Watch this video to get a sense of what roles Copyright and Creative Commons play in defining open vs. non open web content."
- Should embed any videos -- you can do that through "embed" button in the editor
- Should change language from "students" to "peers" on about page. also what age group are we targeting? from resources linked, looks like we want the adult... university level
- I think way too much info overload with links to copyright, pd, etc. Not everyone will read all that. Is there another challenge we can point people to instead? and/or put those as additional resources? we might want to summarize key points/info needed to complete the challenge at hand, even if you haven't read that stuff
- Task 2
- In task 2, I was thrown off by the wording of 'source' and thought you meant something different from the resource, like determine whether the org producing the resource is open: "Determine whether the source is open" is that what you meant? if not, might be worth changing
- Task 3
- Yellow
- Task 1
- Could use a visual of the spectrum mentioned (CC is working on one I'll check, but is there one that already exists that other people have created?)
- Can we paste in spectrum of rights comic since it's only four panels? I think we can reuse it b/c it's openly licensed, as long as attributed, right? or at least feature one panel to pique interest
- I feel like we point to too many videos -- without explaining exactly what each one will teach us that will be relevant to task at hand
- In general I think the actual understanding between what is open and what is not needs to point to one to three comprehensive resources
- Task 2
- Might need some additional tips here - like look for TOU. It is usually linked at the bottom in the footer, etc. press ctrl f to search for terms like "creative commons" or "open" or "copyright" etc.
- share your thoughts with others in a blog post or in social media. --- how would they share with anyone in the course though? maybe prompt to link to blog post in the comments. also maybe some tips on who to start convo with?
- re case studies -- why those particular ones? and what is the purpose of having people read case studies? maybe explain when assigning task. also might suggest pointing people to case studies within http://thepowerofopen.org/ instead -- as that explains the impact of "open" specifically. then can prompt to discuss what they think impact of open is, why it is good or bad or important, etc.
- Task 3
- Green
- I really like that things are simplifed into three steps or tasks. This makes it less daunting for people to join!
- I love the animation.. I wonder if we can incorporate him more somehow throughout?
- IN general, I think you've got a lot of great resources here, and all the basic content is here, just needs to be streamlined for someone who is looking for a quick and easy challenge
- Open Data for GLAMs BILLY: https://p2pu.org/en/groups/open-glam/
- In 2012 Creative Commons Netherlands co-organised a masterclass for opening up data from GLAMs (Galleries, Libraries, Archives and Museum) and successfully helped opening up millions of cultural object under open licensing / PD marking. We've used the structure of that masterclass to create this course.
- Paste in feedback here: https://docs.google.com/document/d/1gQ1hgfXP2bfLUkQIDOVQL28q7eZAIdUpnCu_pMTmKD0/edit
- Feedback has been posted in there as comments, but will summarize below
- course looks good, has an even format and flow across the task sections
- It does get kind of "listy" meaning that there aren't subheadings or sections, seems like a very long (scroll for a while!) description list, may be intimidating for learners
- the tasks could benefit from explicit descrptions of what the learners are being asked of
- Modeling of responses and links to examples for each task that require learners to create something would be useful, leave less room for confusion about what they're supposed to do
- A Look at Open Video: https://p2pu.org/en/groups/a-look-at-open-video/ JANE + (still needs a p2pu review)
- Red
- it occurs to me that we don't really talk about why open video over other types of video video makers already make/use is important. should that be part of an intro? it's like we're assuming whoever lands on this course will be interested in using all these open tools, but why would they be, if they already have access to stuff that is working for them just fine? here i would ask the classic SOO guidelines question, "How can open content, tools, or processes help people do what they do better?"
- i would start with getting people to respond to why they are interested in open video, what project they are building, and how they can integrate certain of the courses' components and tools into their project they are already working on. and then easy ways to navigate to the section that interests them. as it stands, the course is very daunting for a newcomer!
- Yellow
- About
- description blurb to left says: "who want to take their knowledge further." - what about people who have no idea what open video is, how would they know how they are taking their knowledge further? maybe a short sentence about what you mean by open video
- I would bring the Working definition of Open video up to the top
- though the background of the course is very interesting, I feel like it should be at the bottom for those who are interested in further background. this way the course will be friendlier to the new to open video person who lands on this
- content overview -- can we split this into two bulleted sections for part 1 and part 2?
- in general, the about page reads like its targeted to people who are already well versed in video making. was that your intent?
- 2. Understanding video files
- these programs that you suggest people download -- does it matter what kinds of computers people have? eg. will some of these programs only run in linux or windows? what about a mac?
- are there ways to use default programs that exist on peoples computers (eg. mac) to get the same info? b/c not everyone will download new programs
- it occurs to me that there is a lot of video 'jargon' -- perhaps there should be another page with a glossary of terms?
- 4. Taking video to the web
- Generally - this course is a LOT of text. is there a way to illustrate some points via webcasts, videos, or visuals, activities, tools?
- perhaps some of the text can be linked to from the p2pu course, but the course itself features activities to learn what's in the text. and a follow-up quiz -- test you rknowledge of codecs! etc.
- because there is so much text for each task, i suggest bringing the activity up to the fore, at the top of the task. is there a way to design an activity for each that has someone diving in and learning the content as they go along?
- The names of the tasks should be changed from the subject matter to an action, eg. "Create an HTML page using the HTML5 video tag" - that way, people can skip to the skill they want to learn
- Green
- so much great information here -- fully realizing how much expertise are at your OVF events
- how can we distill this expertise and info into short, digestible chunks, given our attn- deficit internet audience? i think bringing tasks, activities, questions to the forefront will help