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 professional development
Resources	Processes surrounding the creation, delivery 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 Transparency Self-organization Collaboration Evidence-based Self-Direction
Governance
Management
Policy

Curriculum (programmatic coherence)
Certification

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
- 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

Openness Maturity Model