Focus area
|
issues and questions
|
strand evidence
|
Practice Change
|
Motivations and barriers to release and use
|
What are the main motivations for, and barriers to release and use of OERs? |
Cross strand evidence
Strand evidence:
release | cascade | omac
|
What are the main motivations for, and barriers to creating static or dynamic collections of OERs? |
Strand evidence: collections
|
Practice and policy change |
How do we see practices and policies changing? |
Cross-strand evidence
Strand evidence: release | cascade
|
How has OER release affected academic practice of staff running HEA accredited courses or schemes of professional development that meet the UK Professional Standards Framework for Teaching and Supporting Learning in Higher education (UK PSF)? |
Strand evidence: omac
|
What policies enable contribution of OERs to cross-institutional collections? |
Strand evidence: collections
|
Expertise |
What kinds of expertise are most significant to changing practice? |
Strand evidence: cascade
|
How are different means of sharing expertise effective? |
Strand evidence: cascade
|
Engaging stakeholders |
How are different means of raising the profile of OERs within disciplines and engaging communities of users in adapting and repurposing resources effective? |
Strand evidence: collections |
How are different means of engaging stakeholders (eg professional bodies, learned societies) effective? |
Strand evidence: collections |
What mechanisms support effective stakeholder engagement for the subject discipline/theme? |
Cross strand evidence
Strand evidence:
release | omac
|
OER uptake |
What makes discipline-based collections usable across institutions? |
Strand evidence: collections |
Development and Release issues
|
OER development and release |
What technical issues emerged? |
Cross strand evidence
Strand evidence:
cascade | release | omac
|
What legal and IPR issues emerged? |
Cross strand evidence
Strand evidence:
cascade | release | omac
|
Are the OERs accessible to all intended groups? |
Cross strand evidence
Strand evidence:
omac | release
|
Are the OERs adaptable for re-use and re-purposing? |
Cross strand evidence
Strand evidence:
omac | release
|
Frameworks to support development and release |
Cross strand evidence
Strand evidence:
release | omac | cascade
|
OER collections |
How are different means of making OERs discoverable within disciplines effective? |
Strand evidence: collections |
What issues arise in collecting and making OERs available dynamically? |
Strand evidence: collections
|
How are different ways of organising, and guiding users to and through resources effective? |
Strand evidence: collections |
What selection and quality processes are appropriate for dynamic and dynamically collected OERs? |
Strand evidence: collections |
What issues arise in linking social technology-based marketing and community portals to resources from a number of institutions? |
Strand evidence: collections |
Aspects relating to subject discipline or theme |
How far does the subject discipline or theme impact on the release of existing resources compared with the release of new resources? |
Cross strand evidence
Strand evidence:
release | OMAC
|
What kind of OERs are appropriate for the subject discipline/theme? |
Cross strand evidence
Strand evidence:
release | OMAC | cascade
|
How easily can OERs be mapped to the HEA professional standards framework and what are the gaps? |
Strand evidence: omac |
Cultural considerations
|
How are existing cultures being challenged, strengthened, contested, changed through releasing and using OERs? |
Subject disciplinary cultures |
Cross strand evidence
Strand evidence release | cascade | omac | collections
|
Academic culture |
Cross strand evidence
Strand evidence:
release | cascade | omac | collections |
Institutional/Organisational Issues
|
Institutional/Organisational type |
How do different institutions manifest OER readiness? How does this change through engagement with a UKOER project? |
Cross strand evidence
Strand evidence:
cascade | release | omac
|
What issues arise for different types of institution in regard to OER release adoption and use? |
Cross strand evidence
Strand evidence:
release | cascade | omac
|
How do different types of institution ensure embedding and sustainability? |
Cross strand evidence
Strand evidence:
release | cascade | omac
|
What new policies or strategies are required to support sustained release and use? |
Cross strand evidence
Strand evidence:
release | omac
|
What issues arise in collecting together and sharing disciplinary collections of OERs across institutional boundaries? |
Strand evidence: collections |
What issues arise in curation of discipline collections? |
Strand evidence: collections |
Staff |
In what roles do we find OER advocates and how are they affecting change within institutions? |
Strand evidence: cascade |
What new capabilities and expertise do institutions require? |
Strand evidence: cascade |
How do institutions support staff to change practice/develop skills/knowledge? |
Cross strand evidence
Strand evidence:
release | omac
|
Impacts and Benefits
|
Impacts and Benefits
|
What kinds of OERs are being adopted and re-used and how? |
Cross strand evidence
Strand evidence:
release | cascade | omac
|
|
How can OERs be integrated sustainably into different curriculum processes of the various partner institutions? |
Cross strand evidence Strand evidence:
release | cascade | omac
|
|
What is the impact on the student experience? |
Cross strand evidence Strand evidence:
release | cascade | omac
|
|
What is the impact on staff of release and use? |
Cross strand evidence
Strand evidence:
release | cascade | omac
|
|
How do the OERs or OER release process benefit various stakeholders? |
Cross strand evidence
Strand evidence:
release | cascade | omac
|
|
Do the OERs support/enhance/promote the subject to staff and students? |
Cross strand evidence
Strand evidence:
release | omac
|
|
How are different means of ensuring sustainability of OER collections effective? |
Strand evidence: collections |