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 | ||||||