1. Process Categories
added based directly on eMM. Need to revisit and decide if these categories are on point or not.
Process Category | Brief Description |
|---|---|
| Organization | Processes associated with institutional planning and management |
| Teaching/Learning | Processes that directly impact teaching and learning |
| Resources | Processes surrounding the creation, delivery, use and maintenance of resources |
| Support | Processes surrounding the oversight and management of community/institutional support |
| Evaluation | Processes surrounding the evaluation and quality control |
2. Processes
attempt below at drilling down on the process categories above based on discussions from the Educause Openness CG. There may be redundancies or items that apply to multiple categories. Ideas are bulleted to be later added to the table.
Organization Processes
| Criteria | Definition | Metrics |
|---|---|---|
| Business | Day to day operations | Communication |
| Governance | ||
| Management | ||
| Policy | ||
- Curriculum (programmatic coherence)
- Certification
- Assessment
Teaching/Learning Processes
| Criteria | Definition | Metrics |
|---|---|---|
- The Artifacts Created During Participation in an Open Course
- Pedagogical Intent
- Learning Activities
- Assessments
- Assessment
- Externally Used Resources
- Credentialing (course and program level)
- Course Content
- Access Dimensions: non-discriminatory: open to everyone–non restrictive.
- Licensing Dimensions:
- Use
- Reuse
- Derivative Works
- Economic Access (open to everybody irrespective of their financial means)
- Learning Design
- Instruction and Support
- Delivery Technology
Resources Processes
| Criteria | Definition | Metrics |
|---|---|---|
- Open Access - publishing of research data
- Externally Used Resources
- Licensing Dimensions:
- Use
- Reuse
- Derivative Works
- Economic Access (open to everybody irrespective of their financial means)
- Software used
- Public Contribution
- Public comment
- Interoperability - resources are distributed with cross-platform interoperability in mind (for example RTF vs. PDF)
Processes
Once categories are established, and processes defined, we can begin to build out the openness dimension table. (The Processes section below should not be filled in until the categories and processes are defined above.
| Teaching and Learning | Processes that directly impact professional development |
|---|---|
| TL1. | |
| TL2. | |
| TL3. | |
| TL4. | |
| TL5. |
| Resources | Processes surrounding the creation and maintenance of resources |
|---|---|
| R1. | |
| R2. | |
| R3. | |
| R4. | |
| R5. |
| Support | Processes surrounding the oversight and management of community/institutional support |
|---|---|
| S1. | |
| S2. | |
| S3. | |
| S4. | |
| S5. |
| Evaluation | Processes surrounding the evaluation and quality control |
|---|---|
| E1. | |
| E2. | |
| E3. | |
| E4. | |
| E5. |
| Organization | Processes associated with institutional planning and management |
|---|---|
| O1. | |
| O2. | |
| O3. | |
| O4. | |
| O5. |
(perhaps the indicators below would be represented by individual items under each process category?)
Key Indicators | Brief Description |
|---|---|
| Values, Principles | courage, participation, honesty, maturity, humility, communication, transparency, self-organization, collaboration, evidence-based decision-making |
| Objectives | simplicity, emergence |
| Practices | incremental development, rapid feedback, continuous feedback |
Assessment Table
The "assessment table" becomes a matrix with each category of behavior assessed on a dimension:
- Delivery
- Planning
- Definition
- Management
- Optimization
So an evaluator/participant seeks evidence that the maturity element is being delivered, the evaluator seeks evidence of a planning process, evidence that the organization defines the element, manages it (including measurement), and has a process in which the element is assessed against standards and improved (reflective practice).
Each of these dimensions are then assessed in terms of openness. The dimensions and openness rating taken together forms a matrix. In the eMM model, adequacy is represented by color, making it pretty easy to identify in which areas on which dimensions the organizations exhibits various levels of maturity.
Process Dimensions
each process is examined based on dimensions of the process capability:
| Delivery | Planning | Definition | Management | Optimization | |
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| Process |
|
|
|
|
|
Openness Key:
| Fully Open |
| Largely Open |
| Partially Open |
| Not Open |
| Not assessed |
Practices
(This section would go in depth into each process and define the practices for each dimension of the Assessment Table. Further, this section would define the adequacy level for each practice.)
L1 Practices
| Delivery |
|
|---|---|
| Practice #1 is defined here. | |
| Fully Open - (definition of fully Open practice goes here) |
| Largely Open - (definition of largely Open practice goes here) |
| Partially Open - (definition of partially Open practice goes here) |
| Not Open - (definition of inOpen practice goes here) |
| Not assessed |
| Practice 2 is defined here | |
| Fully Open - (definition of fully Open practice goes here) |
| Largely Open - (definition of largely Open practice goes here) |
| Partially Open - (definition of partially Open practice goes here) |
| Not Open - (definition of inOpen practice goes here) |
| Not assessed |
| Practice 3 is defined here | and so on. |
| Planning |
|
|---|---|
| Practice #1 is defined here. | |
| Fully Open - (definition of fully Open practice goes here) |
| Largely Open - (definition of largely Open practice goes here) |
| Partially Open - (definition of partially Open practice goes here) |
| Not Open - (definition of inOpen practice goes here) |
| Not assessed |
| Practice 2 is defined here | |
| Fully Open - (definition of fully Open practice goes here) |
| Largely Open - (definition of largely Open practice goes here) |
| Partially Open - (definition of partially Open practice goes here) |
| Not Open - (definition of inOpen practice goes here) |
| Not assessed |
| Practice 3 is defined here | and so on. |
References:
Masson, P. (2011) Open Governance in Higher Education: Extending the Past to the Future. Educause Review. Available from http://net.educause.edu/ir/library/pdf/ERM1112.pdf.
Marshall, S. (2007) eMM Version 2.3 Process Descriptions. Victoria University of Wellington, New Zealand. Available from http://www.utdc.vuw.ac.nz/research/emm/Publications.shtml
Waugh P. & R. Metcalfe (2007) The Foundations of Openness. What are we doing today, brain? Available from http://pipka.org/blog/2008/07/23/the-foundations-of-openness/