emphasize with instructors that OSM is a live database

[mikelmaron]

They need to monitor student work, and work to clean up if needed. Or use a "dev" api.

[geomantic]

Is this a coordination issue? Or, a basic education issue? Do we need some step-by-step, 'What-to-do-if-you-mess-up' material?

I'll label it coordination for now...

[emacsen]

The original ticket is pretty short, so let's outline some of the bad stuff that has happened when OSM is used in education. Remember, this isn't every class, or every situation, and it's not discussing the good stuff- this is just the specific problems we've seen or have been reported:

1. Kids "testing out" OSM, adding fake data to see how the editing process works.
2. Kids making edit wars using OSM - tagging each others houses, making fake roads, etc.
3. Undiscussed imports of old/bad quality data
4. Undiscussed imports of good data, but the import wasn't good (and didn't follow the import process)
5. Students, teachers going on IRC, etc. asking how to do imports and reporting that they feel the OSM community is negative, or doesn't like them

The solution to these problems is probably a combination of things, from coordination with educators, adding specific steps in the documentation that's being developed, maybe software solutions, maybe something else.

But if it's not addressed at all, it will not be good for anyone. The OSM community will come to dislike classes using OSM- I'm already seeing it starting, and students and educators will come out of the process not liking the OSM community. This is a problem which I think can be addressed, but it needs a concerted effort by those involved to make it happen.

[mikelmaron]

@geomantic I think it's both a coordination issue, and a content issue.

Let's see if we can pull something actionable out of the last comment.

• TeachOSM introductory documentation should make clear OSM is a live, active database. This is a plus from an education perspective, incorporating Action Learning. But it also involves greater responsibility for both students and teachers. Make this very clear up front, with a pull out or something.
• Make clear that instructors using TeachOSM materials should monitor their students work, and take effort to clean up any issues in OSM.
• Have a survey section on the various different elements on the OSM communities, with links to more info. Again, make clear this is a live and active project, which welcomes contributions, and has its own set of norms, of which to be aware.

On the coordination side

• Establish a liaison with the DWG. If data quality or other issues arise involving classroom use of OSM, then TeachOSM individuals will be better placed to communicate and resolve.
• Hold TeachOSM open hours on IRC or Google Hangout, so that more parts of the OSM communities can become familiar with TeachOSM, have opportunity to ask questions and contribution ideas.

[geomantic]

OBE because the 'sandbox' should make this a moot issue.