Organisational aspect Actor Thematic elements
Thematic aspects of OER | Before | During | After | |||
Awareness | Improving awareness about OER and mutual cooperation between departments | Creating and/or scaling up awareness | ||||
Creating more awareness and involving teaching staff | Improving awareness though an active launch, e.g. livestreaming the launch of the open course | |||||
Creating greater awareness about royalty-free images | ||||||
Improving engagement. Generating enthusiasm among teaching staff, introducing as many people as possible to the project | ||||||
Conducting an OER awareness campaign | ||||||
Searching OER | Listing sites with images that are uncopyrighted or licensed under CC | Sharing a link to the website and Github on an open-source platform (Wikiwijs/Edusources) | ||||
Designing workflows for assistance with searching for existing OER for specific courses | ||||||
Substantive access to OER | Developing a taxonomy | |||||
Developing a knowledge graph | ||||||
Adopting OER as the default format for educational resources. Officially including all interactive open textbooks that are published as set reading in course syllabuses. | ||||||
Sustainably organising close alignment between the resources that are developed/curated and the open textbook | ||||||
Having domain specialists and library committees select OER for education | ||||||
Reusing OER | Starting from pre-existing resources | Instructing developers tasked with updating the curriculum to investigate what resources that are suitable for reuse are available on the open-source platform (Wikiwijs/Edusources) | ||||
Understanding the pros and cons of specific choices and the parameters for cultivating adoption and the broad use of OER | ||||||
Creating OER | Having internal and external reviewers monitor the quality of the subject matter | Giving the book a modular structure, divided into separate modules to make it more flexible and adaptable | ||||
Emphasising the development of concrete educational resources | Establishing standards for uniform formats | |||||
Developing a quality model | ||||||
Developing innovative approaches to content production | ||||||
Producing publication documents: workflow, quality standards for OER publications (not including quality checks of the content), metadata master form, publication progress form | ||||||
Sharing OER | Ensuring that all teaching staff are familiar with and aware of the rules for sharing their educational resources (in terms of copyright/crediting sources) |