Stakeholders

AT - academic team - Impact on academic practice

ST - support teams

RS - registered students - impact on learning, employability, professional networking

OS - open students

OP - open professionals

IM - institutional senior managers (dept/faculty level, strategic level, operational level)

WC - wider HE community (UK and global) Jisc, other HEIs - dissemination

Methods

OP - online polls - possibly poll questions throughout the year at regular intervals to all people involved with the course (open poll)

OS - online surveys (aimed at specific groups AT, ST, RS, OS, OP, RS &OS, OS & OP, AT & ST)

IN - interviews with selected individuals

FG - online focus groups with students

ED - existing documentation

CA - observation of course activities - live meetings, written contributions, tweets

Focus

Evaluation Questions

Identifying

Stakeholders to ask

Method

Existing data?

Measure of success

(evidence of)

Roles and skills

How do roles of academic and support staff change?

perceptions, practice change, cultural change, new skills, expectations

AT, ST

OS, IN, ED, CA

COMC reports

practice change,

Increased confidence, new skills

What factors enable staff to change roles?

support needs, senior management support

AT, ST, IM

OS, IN, ED

COMC reports

effective support mechanisms

What are the barriers to this approach?

perceptions, fears, barriers

AT, ST

OS, IN, FG, ED, CA

COMC reports

change in perceptions,

lessening of fears,

practice change

How does the student role change?

perceptions, practice change, new skills, expectations

RS, OS, AT

OP, OS, IN, FG, ED, CA

COMC reports

validation documents

student feedback records

student blogs

increased input to course

design,

creation of course content,

improved retention,

improved progression,

new professional skills and networks,

peer support and feedback

What new roles in learning and teaching emerge for open professionals

new skills, expectations, perceptions, stakeholder engagement

OP, AT

OP, OS, IN, ED, CA

input to course

design,

creation of course content,

interaction with students,

provide student feedback

What kind of support structures are needed for staff, registered and open students, open professionals?

stakeholder engagement, support needs

AT, ST, RS, OS, OP, IM

OS, IN, FG, ED, CA

COMC reports

effective support mechanisms,

digital literacy support

Institutional context (Conventions, guidelines and rules regulating activities in the system)

What are the resource implications?

costs, staffing, time allocation, operational issues, technologies

AT, IM, ST

ED, IN

COMC reports

Balance of costs and benefits,

increased enrolments of paid students,

input from open students and professionals (eg peer review)

How does this model relate to existing institutional strategies and policies? Are adaptations required or new ones needed?

strategy and policy

AT, ST, IM

IN, ED

adaptations to strategies/policies,

new strategies/policies

institution-wide commitment

What are the issues around ownership?

legal issues, ownership and control, Copyright issues, licencing approaches

AT, ST, RS, OS, OP, IM

OP, OS, IN, FG, ED, CA

COMC reports

increased understanding of legal aspects,

effective institutional mechanisms,

clear guidelines,

changes to policy

Do existing course validation and quality mechanisms need to be changed?

quality issues, assessment needs, curriculum design issues

AT, IM

IN, ED

course validation documents

integration into existing mechanisms,

institutional buy-in

How do we brand and market the course?

branding issues, marketing methods, institutional reputation

AT, IM, RS, OS, OP

OP, OS, FG, IN, ED, CA

enhanced institutional reputation,

enhanced individual academic reputation,

increased enrolments of paying students,

increased involvement of open students and open professionals,

enhanced student employability,

improved alumni relationships

Are new operational or organisational structures needed to support this model

operational issues, open student issues

AT, ST, IM

IN, ED, CA

COMC reports

wider institutional mechanisms support this approach,

open content is effectively managed in both short and longer term, networks are sustained and maintained

Tools: the artifacts (or concepts) used by actors in the system

(model/approach)

Which technologies are most appropriate for this approach?

institutional technologies, social networking technologies, accessibility, discoverability, archiving and management

AT, ST, RS, OS, OP

OP, OS, FG, IN, ED, CA

COMC reports

effective technologies highlighted,

understanding of appropriate technologies for different functions/activities, effective integration of institutional and open technologies

Is the model sustainable?

sustainability, support needs, operational issues, content management, community support needs

IM, AT, ST, OP

IN, ED, OP, OS

COMC reports

integration of approach into mainstream practice,

changes to strategy/policy/operational mechanisms,

strategic manager buy-in,

implementation with other subject disciplines

Is the model transferable?

subject discipline aspects, institutional technologies, social networking technologies, operational issues

AT, ST, IM

IN, ED

COMC reports

adoption of model or approach by other institutions or departments,

additional/new  partners

How are the outputs managed/maintained?

content management, community support needs, technologies, operational issues, ownership and control, accessibility, discoverability, archiving and management

AT, ST, IM, OS, RS, OP

OP, OS, FG, IN, ED, CA

online tracking data/analytics

effective archiving, access and use within and outside the institution

Community: social context; all actors involved in the activity system

How do we engage stakeholders in this open approach?

motivations, benefits, barriers, support needs

AT, IM, RS, OS, OP, OO

OP, OS, FG, IN, ED, CA

COMC reports

increased participation, enquiries from inside and outside the institution,

more OPs and OSs,

increased enrolment

What is the impact on different stakeholders?

student experience, student retention, student enrollment, student progression, student attainment, open student experience, open professionals experience, staff experience, benefits, course registrations, digital literacies, professional visibility, online identities. digital storytelling, professional networking opportunities, professional development, curriculum design issues, independent learning, online learning communities

AT, IM, RS, OS, OP, OO

OP, OS, FG, IN, ED, CA

COMC reports

increased skills,

increased awareness,

changed perceptions,

changed practice,

enhanced academic and institutional reputation,

press and publicity,

increased professional networking,

professional opportunities for students,

job offers for staff students,

What new relationships have emerged? How have existing relationships changed?

relationships between stakeholders  (institution - staff, institution - students, institution - open professionals, institution - open students, institution - other organisations, staff - students, staff - open professionals, academic staff - support staff, etc, etc,), professional networking opportunities

AT, IM, RS, OS, OP, OO

OP, OS, FG, IN, ED, CA

COMC reports

new relationships,

changed relationships,

increased professional networks,

new partnerships,