## Actor

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 |  |