Organisational aspect Actor Thematic elements
| Organisation | Before | During | After | |||
| Strategy & Policy | Defining the parameters of the project’s focus | Involving policymakers and managers, for example by giving presentations to policymakers | Collectively preparing a plan of action with a shared vision of OER | |||
| Aligning the project goals to actual needs | Creating support. Staff of the educational institute should be aware of and become involved in the project. They should be ambassadors of the vision of open sharing, and act accordingly | Open Science policy supplies plans of action for the faculty (including for OER) | ||||
| Making the link to Open Science | Defining advice for establishing timelines to cultivate maintenance of OER | Developing market research into use of OER to assess barriers and opportunities | ||||
| Making the link to strategic goals | Drawing up guidelines for sharing OER | |||||
| Culture & HR Development | Building on the culture of openness and sharing educational resources | Making arrangements about progress based on 2-year voluntary commitment | Formalising ownership, either with individuals or with partnerships | |||
| Experimenting with existing applications (e.g. VR) | Active exchanges of knowledge | Professional association helps to encourage sharing and updating the resources | ||||
| Improving the project’s visibility | Adoption. Prioritising platform adoption during a specific period | |||||
| Developing manuals and documentation for knowledge transfer | ||||||
| Onboarding new staff | ||||||
| Organising ‘Digital design’ training for teaching staff/relevant colleagues | ||||||
| Incorporating it into the University Teaching Qualification (BKO) programme | ||||||
| Organisation | Seeking out partnerships with stakeholders such as the library | Structurally involving users | Integrating sustainable development of OER (e.g. open textbooks) as a library service | |||
| Broad partnership with multiple research universities and/or universities of applied sciences in the Netherlands and abroad | Opening an experimentation lab for teaching staff and students | Embedding the available support in structural facilities (including information skills training, BKO/CPD) | ||||
| Proactively seeking out other research universities and universities of applied sciences | Developing a workflow for sharing educational resources | |||||
| Setting up a broad sounding-board group (including representatives of decision-makers) | Organising regular writing sessions | |||||
| Arranging meetings with study programme directors and deans | Involving a broad group of stakeholders | |||||
| Involving experts in technology and didactics | Working in small groups | |||||
| Setting up a multidisciplinary project team, including teaching staff | Investing in expertise | |||||
| Bringing in the library on as a project partner | Training teaching staff and support staff to use innovative technology | |||||
| Organising regular face-to-face sessions with the project group and the sounding-board group | ||||||
| Organising partnership through collective sessions | ||||||
| Making the work process a standard part of team meetings | ||||||
| Setting up a marketing taskforce | ||||||
| Setting up a legal entity (e.g. a foundation) to protect the resources. | ||||||
| Setting up an Academy advisory council | ||||||
| Reviewing and improving the process for educational resources from concept to publication, e.g. by compiling an overview of the various processes and presenting the ‘best’ process | ||||||
| Technology & Infrastructure | Using a standard author tool | Choosing open-source platform (Wikiwijs/Edusources) | Using Github for automatic updates to the OER, with a view to version management | |||
| Choosing a platform with a view to sustainability (e.g. available for >5 years) | Developing a new website | Making OER available via website and Github | ||||
| Factoring scalability and future developments in programming languages into the design | Considering hardware and software management | Integrating with other systems | ||||
| Preparing the platform for new functionalities | Setting up quality controls & version management | Sharing on open-source platform (Wikiwijs/Edusources) | ||||
| Researching what infrastructure is needed | Using a milestones dashboard to track the progress that each of the educational institutes is making with the project | Making arrangements with ICT department about management and maintenance | ||||
| Developing or acquiring a licence for an OER community platform | Setting up a repository for the entire institute | Version management. Keeping careful track of software changes, including documenting them | ||||
| Simplifying maintenance by using the same tools as other groups at the educational institute | ||||||
| Archiving, e.g. storing OER on SURFdrive | ||||||
| Economic & Financial | Sharing costs in a consortium | Finding sufficient funding (from internal and/or external sources) | Formalising sustainable funding for five years | |||
| Handling development in-house | Fundraising | |||||
| Sustainable use of resources | Arranging internal project funding for further development | |||||
| Arranging funding for further development by professional association | ||||||
| Earmarking budget for student assistants, e.g. to maintain platform across multiple years. | ||||||
| Cultivating open access through separate legal entity | ||||||
| Continuing existing external funding | ||||||
| Fundraising | ||||||
| Legal & Compliance | Choosing Creative Commons licences | Considering data management and privacy | ||||
| Primary Process (education) | Collecting relevant good practices | Preparing a technical and didactic lesson plan | Integrating the OER into the curriculum, either as a unit or in modular form | |||
| Embedding the open textbook into education at multiple research universities | ||||||
| Integrating OER into existing courses | ||||||