Example: Content Authoring Workflow

Free High School Science Texts: Content Authoring Workflow

OER projects that involve collaborative peer production of content vary in the way they organize their content authoring workflow. Below is a description of how the OER project FHSST organizes its content authoring process.

In order to submit content to FHSST, volunteers who have signed up to the FHSST website log on and choose from a list of assignments based upon their expertise and interests. The sign-up and log-on processes do not require a screening for credentials.

To facilitate faster completion of portions of content, FHSST divides volunteer assignments into small chunks, including portions of chapters, as well as drawings, illustrations, activities, and examples to enrich the chapters.

FHSST content development and editing occurs in three rounds.

Stage 1: Involves soliciting as much raw content as possible from volunteer authors.

Stage 2: Involves an initial round of editing by a few selected editors, to check carefully for quality of materials, alignment with standards, omissions, ease of use, and other criteria. During this stage, unfinished sections can be submitted back into the pool for author volunteers to make new contributions.

Stage 3: Involves a final round of editing prior to completion by identified editors to ensure consistency in style, layout, and quality. All explanatory sections also became worked on only by the editors.

Pointers

• For many OER projects, the online content authoring process is often facilitated through a division of work structure, wherein author peers are assigned roles such as content writers, editors and coordinators.

• In this way, group members working on OER content can divide the work, and there is a structure that ensures that pieces of the work are completed in a timely manner and are of high quality.

• Flexibility can also potentially be built into the peer production process, so that group members are inspired to cross boundaries and take on new roles.