Open Education Practices – A framework and self-assessment tool for institutions

In a previous post, I wrote about how research on blended learning could provide some insights on open education initiatives. I pointed to an article by Lim and Wang (2016) who provide a useful framework and self-assessment tool for evaluating blended learning initiatives that I thought could be adapted to institutional open initiatives. The article is called A Framework and Self‐Assessment Tool for Building the Capacity of Higher Education Institutions for Blended Learning and it’s part of a volume of work published by UNESCO in 2017 called Blended learning for quality higher education: selected case studies on implementation from Asia-Pacific.

I took a stab at tweaking this framework and am sharing it here. As I go through the various dimensions, I’m thinking about how JIBC would map onto this framework.

Strategic dimension 1: vision and philosophy 

Vision

Under Consideration Emerging/ Applying Infusing Transforming 
Absence of institutional vision that considers OEP-rich environments. Institutional vision focuses ONLY on how OEP-rich environments support existing learning and teaching practices. Institutional vision focuses on the need
for changes in culture, policies and practices in OEP-rich environments. 
Institutional vision is being studied and emulated by other institutions. 

Underlying philosophy 

Under Consideration Emerging/ Applying Infusing Transforming 
Absence of underlying philosophy for a OEP approach towards learning and teaching. Underlying philosophy for OEP approach towards learning and teaching is mainly to involve technologies to enhance learning. Underlying philosophy for OEP approach towards learning and teaching is addressing the learning needs of students. Learning outcomes are what decide which, how and to what extent technology could be used. Underlying philosophy for OEP approach towards learning and teaching is mainly situated in encouraging meaningful learning experiences and offering students with a conducive environment allowing for reflection. 

Reconsidering the role of OEP in HE

Under Consideration Emerging/ Applying Infusing Transforming 
Absence of reconsideration of the role of OEP in the institution. The need for reconsideration of the role of OEP in the institution is acknowledged. The reconsideration of the role of OEP in the institution is reactive in essence. In other words, it reacts to changing needs of their students and the society. The reconsideration of the role of OEP in the institution is proactive
and visionary (anticipating/ pre-emptive) in essence. 

Strategic dimension 2: curriculum 

Curriculum

Under Consideration Emerging/ Applying Infusing Transforming 
The design and implementation of the curriculum does not change with the adoption of OEP.The design and implementation of curriculum changes in
some courses in a programme
to take up the affordances of OEP. 
The design and implementation of curriculum changes in some programmes and their associated courses to take up the affordances of OEP. The design and implementation of curriculum changes for all programmes in the HEI
to take up the affordances of OEP. 

Assessment

Note: This was a dimension that I’m not sure how to adapt – how important is assessment to OEP?

Under Consideration Emerging/ Applying Infusing Transforming 
No online learning technologies are used to engage students in the assessment tasks. Online learning technologies are used to engage students in the assessment tasks; however, there is a lack
of alignment between the learning and teaching activities and the assessment tasks. 
Online learning technologies are used to engage in the assessment tasks; and, there is an alignment between the learning and teaching activities and the assessment. Online learning technologies are used to engage in the assessment tasks; and, there is an alignment between the learning and teaching activities and the assessment. The assessment tasks are designed to take up the affordances of online learning technologies. 

Strategic dimension 3: professional development 

Conducive conditions for OEP professional development 

Under Consideration Emerging/ Applying Infusing Transforming 
Absence of conducive conditions for professional development on OEP. Some conducive conditions
for professional development on OEP exist but professional development programmes are mainly focus on technical competencies. 
Conducive conditions
for professional development on OEP exist and professional development programmes include both technical and pedagogical competencies. 
Conducive conditions
for professional development on OEP exist and professional development programmes not only include technical and pedagogical competencies but also establish a deeper understanding of the paradigmatic shift in the nature of learning and teaching created through the adoption of OEP. 

A Nurturing environment with mentoring and peer coaching 

Under Consideration Emerging/ Applying Infusing Transforming 
Absence of mentoring and peer coaching programmes for professional development on OEP. Some mentoring and peer coaching of OEP can be found. They are ad-hoc or unplanned. The HEI has mentoring and peer coaching programmes for professional development on OEP. The HEI has mentoring and peer coaching programmes for professional development on OEP. Teaching staff are also encouraged to be involved in Communities of Practice within the HEI and across HEIs. 

Professional development culture 

Under Consideration Emerging/ Applying Infusing Transforming 
Absence of a professional development culture. Professional development culture exists to some extent but not at all levels or HEI-wide; the need for professional learning is being enforced by the senior management of the HEI. Professional development culture permeates all levels within the HEI. Professional development culture permeates all levels within the HEI. Supportive policies and strategies are in place. Ample opportunities are provided for teaching staff to explore innovative practices. 

Strategic dimension 4: learning support 

Learning support

Note: This is another dimension that I didn’t adapt – there is not doubt a need for learning support but what is required (beyond technical) for OEP? I think this could be adapted to include the incredible role that librarians play in advancing OEP at HEI.

Under Consideration Emerging/ Applying Infusing Transforming 
Learning support for students is absent. Learning support is provided for students mainly in the form of an ICT Helpdesk that deals only with technical issues. Learning support is provided
for students beyond an ICT Helpdesk; online and on-site support are provided so that students are able to learn in a OEP environment. 
Holistic learning support by not only providing technical and learning skills to learn in a OEP environment but also supporting students to become active, independent and self-regulated learners. 

Strategic dimension 5: infrastructure, facilities, resources and support

Infrastructure, facilities and resources 

Under Consideration Emerging/ Applying Infusing Transforming 
The access to infrastructure, facilities and resources is not sufficient to support OEP. Infrastructure and facilities are adequate for OEP learning and teaching activities, and resources are available and accessible to teaching staff and students. Infrastructure and facilities are adequate for OEP learning and teaching activities, and resources are available and accessible to teaching staff and students. Infrastructure and facilities are adequate for OEP learning and teaching activities, and resources are available and accessible to teaching staff and students. Teaching staff develop and share their  resources for OEP.

Technical and service support 

Under Consideration Emerging/ Applying Infusing Transforming 
Technical and service support for teaching staff is absent. Technical and service support are provided for teaching staff mainly in the form of an ICT Helpdesk that deals only with technical issues. Technical and service support are provided
for teaching
staff beyond an ICT Helpdesk; instructional designers and multimedia developers are available centrally to support teaching staff in their OEP. 
Technical and
service support
are provided for teaching staff beyond an ICT Helpdesk; instructional designers and multimedia developers are available centrally and within each faculty to support teaching staff in their OEP. 

Strategic dimension 6: policy and institutional structure 

Policy

Under Consideration Emerging/ Applying Infusing Transforming 
Absence of policies that support OEP in the HEI. Some policies that support OEP in the HEI are implemented. Policies that support OEP are developed and implemented at all levels in the HEI. There is an alignment of OEP master plan, corresponding policies, specific guidelines and mechanisms
that encourage teaching staff to engage in OEP. 

Institutional structure 

Under Consideration Emerging/ Applying Infusing Transforming 
Absence of institutional structure
that leads
and supports OEP in the HEI. 
A specialised centre that leads and supports OEP in the HEI is established. A senior leader in the HEI structure leads the OEP initiative with the support of the specialised centre in the HEI. A strong leadership team
or task force is
in place at the HEI level to push and oversee OEP implementation with the support of the specialised centre in the HEI. 

Strategic dimension 7: partnerships 

Internal partnerships 

Under Consideration Emerging/ Applying Infusing Transforming 
Absence
of internal partnership
on OEP. OEP in each department are developed in isolation. 
Internal partnerships on OEP are encouraged by the HEI
but there is a lack of formal support structure to develop and sustain these partnerships. 
Internal partnerships on OEP are encouraged by the HEI and there is a formal support structure and resources (financial, and human) allocated to develop and sustain these partnerships. Besides encouragement and support by the institution for internal partnerships
on OEP, faculty, department and unit leaders and teacher staff are pro-active in identifying and building internal partnerships. 

External partnerships 

Under Consideration Emerging/ Applying Infusing Transforming 
Absence
of external partnership for OEP. 
Partnerships with other organisations on OEP are often limited to one-off projects such as co-organising professional development workshops, collaborating on a research and development project, or co-financing the development of new OEP. Most of the partnerships with other organisations on OEP are sustainable where there is a long term commitment from both
the HEI and organisations towards supporting OEP. 
Besides long term commitments
to external partnerships to support OEP, the external partnerships involve shaping the direction of OEP. 

Strategic dimension 8: research and evaluation 

Research

Under Consideration Emerging/ Applying Infusing Transforming 
Absence of research and development support. There is limited support for research and development of OEP where most of the support is administrative
in nature such as identification of available research funds, submission of research proposals, and preparation of research agreement or contracts. 
Besides administrative support for research and development
of OEP, there is support for the preparation of research proposals that includes working out a budget, undertaking literature review, consulting \ research designs and methods and providing feedback. 
Support for research and development of OEP
is provided by the HEI at all stages of the research project; that is, from the identification of sources of funding and preparation of research proposal to the project implementation and submission of final research report. 

Evaluation 

Under Consideration Emerging/ Applying Infusing Transforming 
Absence of evaluation of existing OEP and OEP-related policies. The evaluation of existing OEP and OEP-related policies is carried out either on an ad-hoc basis or by a top-down approach that involves only a small group of staff in the HEI. The evaluation of OEP and OEP-related policies involves all stakeholders of the HEI to identify the gaps in practices and policies; however, there is no follow-up activity to address the gaps. The evaluation of existing OEP and OEP-related policies involves all stakeholders of the HEI to identify the gaps in practices and policies;
and there are follow-up activities to address the gaps. 

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