Strategy
Privacy and Ethics Reference Framework for education data
Education data offers increasing opportunities to make higher education better, more effective and more efficient. In order to benefit, students
11 May 2022
Working with Open Educational Resources has more impact on an institution than just on lecturers and the educational process. Does your institution already have a vision for working with OERs? Do you discuss it in staff evaluation interviews? To determine how far adoption of OERs has already progressed and what follow-up steps your institution can best take, the Towards digital (open) educational resources zone has developed a quickscan.
Use this quickscan to find out where your organisation stands regarding the use of Open Educational Resources.
Welcome to the quick scan for determining the maturity of Open Educational Practices (OEP) within your higher education institution. This quick scan was developed by the zone Towards digital (open) educational resources of the Acceleration plan, to provide generalised advice to institutions on how to adopt open education within their organisation.
Open Educational Practices are defined as practices that support the production, use and reuse of high quality open educational resources (OER) that facilitate innovative teaching & learning activities. The quick scan helps you to determine to what extent OEP is already part of the education in your organisation.
The quick scan involves answering 20 multiple-choice questions on five organisational aspects, that are found on the right hand side of this page. The answers you provide are used by the quick scan to indicate the current degree of maturity in the adoption of OEP for each of these five aspects within your organisation. The quick scan also gives suggestions for activities that your organisation could do to increase the maturity of OEP.
You could also fill in the quick scan with different organisational settings in mind, e.g. institutional, faculties, departments, or academies.
To what extent does the institutional vision on education consider Open Educational Practices?
To what extent is your institution considering the role of Open Educational Practices in the institution?
To what extent are there policies to support Open Educational Practices in your institution?
To what extent is your institution or community engaging in external partnerships to support Open Educational Practices?
Does your organisation recognise and reward people who successfully engage in Open Educational Practices?
To what extent are Open Educational Practices part of the curriculum/courses/programmes?
To what extent are employees supported in their professional development regarding Open Educational Practices?
To what extent is your institution or community engaging in student partnerships to support Open Educational Practices?
What communication channels are being created or used to promote Open Educational Practices at the institution?
To what extent is there an institutional structure to support Open Educational Practices?
To what extent are there any internal partnerships at your institution? For example, between teachers and students or between teachers and the community for learning & innovation.
To what extent is there innovation support for Open Educational Practices?
Is there a specific action plan for implementing Open Educational Practices?
To what extent is the evaluation of Open Educational Practices initiatives and their impact being carried out?
What other evidence or indicators of impact do you have that suggests a shift in culture or practice is happening?
To what extent is the individual employee recognised and rewarded for their development regarding their Open Educational Practices mindset, skillset, and resources?
Information Technology describes the ICT infrastructure and resources that are required to effectively implement Open Educational Practices.
To what extent does your institution have the infrastructure and resources to support Open Educational Practices?
To what extent is the impact of Open Educational Practices regularly evaluated and does this evaluation lead to adaptations in the infrastructure and resources that support Open Educational Practices?
To what extent is there any technical and service support for Open Educational Practices?
To what extent does a technical implementation team encourage employees to switch to Open Educational Practices as an alternative to their current teaching methods?
These tools and documents could help to level up your Open Educational Practices regarding Strategy and Policy:
These tools and documents could help to level up your Open Educational Practices regarding People and Culture:
This tool could help to level up your Open Educational Practices regarding Organisation:
This document could help to level up your Open Educational Practices regarding Governance and Management:
These tools and documents could help to level up your Open Educational Practices regarding Information Technology:
The tool is a work in progress and your input is more than welcome! If you have a suggestion or see tools/documents that really should be included, please send an e-mail to leermaterialen@versnellingsplan.nl. We will then take it into account for the update!
This quick scan was developed based on British Columbia Campus’ (BCcampus) Institutional Self-Assessment Tool for OEP Initiatives . The rationale for that tool is described in:Â
Morgan, T., Childs, E., Hendricks, C., Harrison, M., DeVries, I., & Jhangiani, R. (2021). How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions. The International Review of Research in Open and Distributed Learning, 22(4), 125-140. https://doi.org/10.19173/irrodl.v22i4.5745Â
This quick scan was produced with the cooperation of the following people:Â
This tool is published under a Creative Commons Attribution 4.0 International licence. Parts of this tool may be reproduced, providing the source is stated in the form:Ask yourself these questions to support the transition to the next level in the maturity model.
The tool is a work in progress and your input is more than welcome! If you have a suggestion or see tools/documents that really should be included, please send an e-mail to leermaterialen@versnellingsplan.nl. We will then take it into account for the update!
This quick scan was developed based on British Columbia Campus’ (BCcampus) Institutional Self-Assessment Tool for OEP Initiatives . The rationale for that tool is described in:Â
Morgan, T., Childs, E., Hendricks, C., Harrison, M., DeVries, I., & Jhangiani, R. (2021). How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions. The International Review of Research in Open and Distributed Learning, 22(4), 125-140. https://doi.org/10.19173/irrodl.v22i4.5745Â
This quick scan was produced with the cooperation of the following people:Â
Kevin Ackermans, Open UniversiteitÂ
Michiel de Jong, TU DelftÂ
Wouter Kleijheeg, Erasmus University RotterdamÂ
Simone Kortekaas, Wageningen University & ResearchÂ
Leontien van Rossum, Fontys HogeschoolÂ
Robert Schuwer, Fontys HogeschoolÂ
Nicole Will, TU DelftÂ
This tool is published under a Creative Commons Attribution 4.0 International licence. Parts of this tool may be reproduced, providing the source is stated in the form:
Complete the quickscan, which takes about 10-15 minutes. By answering 20 multiple-choice questions, you will get a picture of the current level of maturity in adoption of working with OER on five organisational aspects and also suggestions for follow-up activities.
Using the results, you will then engage in a dialogue with your colleagues.
The quick scan provides insight into the level of adoption of working with OERs. Working with OERs is referred to as Open Educational Practices (OEP for short):
OEPs are defined as practices that support the production, use and reuse of high-quality OERs to promote innovative pedagogical and didactic models.
Based on integration into strategy, governance and policy, available organisational and technical support, and fostering innovation and professional development, the maturity of OER practices is determined. The quick scan can be completed at an institutional level but can also be used from the perspective of faculties, departments or academies, for example.
This quick scan was developed from an existing tool: the Institutional Self-Assessment Tool (ISAT) of the British Columbia Campus. To this, we added questions to make the tool suitable for the Dutch context and add more focus on Information Technology and recognising and valuing staff development.
The organisational aspects and associated themes addressed in the scan are as follows:
Vision development, Vision implementation, Policy, External collaborations
Incentives, Curriculum/subject/training development, Professional development Open Educational Practices (BKO), Collaboration with students
Communication, Organisational structure, Internal collaborations, Innovation support
Institutional vision, Evaluation, Change management, Staff evaluation
Infrastructure and resources, Fine-tuning, Technical and service support, Implementation teams
Once completed, you can view the results and then complete the optional questions for more inspiration. Don’t forget to download the report in between or at the end!
Reference: Institutional Self-Assessment Tool (ISAT) van British Colombia Campus: Morgan, T., Childs, E., Hendricks, C., Harrison, M., DeVries, I., & Jhangiani, R. (2021). How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions. The International Review of Research in Open and Distributed Learning, 22(4), 125-140.
The quickscan continues to evolve. Should you find tools or documents that should not be missing, please send them to leermaterialen@versnellingsplan.nl. You can also ask questions here.
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