Organisational aspect Actor Thematic elements
| Actors | Before | During | After | |||
| Support | Making clear arrangements with support services | Offering technical support | Making arrangements with ICT department about management and maintenance | |||
| Organising assistance with building a website | Organising support from the library | Providing advice from the library about adopting OER | ||||
| Working together with the library to write the application | Considering hardware and software management | |||||
| Drawing up documents, training courses and manuals | ||||||
| Working together with the library to set up a repository for the entire institute | ||||||
| Working together with the library to cultivate adoption of future content | ||||||
| Teaching staff | Establishing the apparent need for an up-to-date and accessible textbook | Regularly taking part in writing sessions | Reviewing experiences with teaching staff | |||
| Engaging teaching staff and informing them on LinkedIn and newsletters (internal and external) | Bringing in teaching staff and other staff as developers | |||||
| Involving research group for evaluation | ||||||
| Creating awareness and involving teaching staff | ||||||
| Management | Involving management | Scheduling a meeting with key stakeholders to discuss strategies to reduce the barriers to adoption | ||||
| Scheduling quarterly meetings between the project leader and the steering committee | ||||||
| Students | Running a small-scale pilot to improve student involvement | Involving students in testing and reviewing the modules | Reviewing experiences with students | |||
| Asking students for feedback on the user-friendliness and impact of the learning experience, e.g. the VR environment | ||||||
| Using students as developers | ||||||
| Actively involving students as project team members | ||||||
|
Community/ community of practice |
Setting up a partnership with multiple educational institutes | Giving presentations at annual conferences | Maintaining or growing the community of practice (in the Netherlands and abroad) | |||
| Seeking to improve interactions with national partnership group | Creating a community, consortium and/or professional association, or else or seeking to join an existing one | Forming a community and expanding abroad | ||||
| Managing expectations, e.g. by organising workshops with the community to explicitly define what is expected and required of the OER repository | Setting up a network for mutual cooperation | Bringing in the community of practice as a partner for sharing the open text book (in the Netherlands and abroad) | ||||
| Involving stakeholders, e.g. by reaching out to a professional association | Actually working together with the national partnership group | Organising a community of practice for a specific study programme | ||||
| Encouraging reuse | Setting up a community of practice and cultivating its adoption among the professional association, e.g. including community education in community research in the same area. | |||||
| Adding the project application to the agendas of relevant communities to generate awareness | Working together to develop a quality mark | |||||