## Thematic elements

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) |  |