Skip to end of metadata
Go to start of metadata

You are viewing an old version of this page. View the current version.

Compare with Current View Page History

« Previous Version 19 Next »

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

OrganizationProcesses associated with institutional planning and management
Teaching/Learning Processes that directly impact professional development
ResourcesProcesses surrounding the creation, delivery, use and maintenance of resources
SupportProcesses surrounding the oversight and management of community/institutional support
Evaluation

Processes surrounding the evaluation and quality control

Comment: I think the definition for Teaching/Learning might be too narrow. Might it include "personal" development as well?

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

CriteriaDefinitionMetrics
BusinessDay to day operations

Communication
Transparency
Self-organization
Collaboration
Evidence-based
Self-Direction

Governance  
Management  
Policy  
   

 

  • Curriculum (programmatic coherence)
  • Certification
  • Assessment

Teaching/Learning Processes

CriteriaDefinitionMetrics
   
   
   
  • 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

CriteriaDefinitionMetrics
   
   
   
  • 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 LearningProcesses that directly impact professional development
TL1. 
TL2. 
TL3. 
TL4. 
TL5. 
ResourcesProcesses surrounding the creation and maintenance of resources  
R1. 
R2. 
R3. 
R4. 
R5. 
SupportProcesses surrounding the oversight and management of community/institutional support
S1. 
S2. 
S3. 
S4. 
S5. 
EvaluationProcesses surrounding the evaluation and quality control
E1. 
E2. 
E3. 
E4. 
E5. 
OrganizationProcesses 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, Principlescourage, participation, honesty, maturity, humility, communication, transparency, self-organization, collaboration, evidence-based decision-making
Objectivessimplicity, emergence
Practicesincremental 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:

 DeliveryPlanningDefinitionManagementOptimization
 12345
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 hereand 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 hereand 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

 

  • No labels