OERu/OERu 15.10 Meeting/Group 1 executive decisions

Decision 1 - Expanding the OERu programme of study before completing minimum viable product

 * 1) Should the OERu add more programmes of study (qualifications) in addition to the Bachelor of General Studies?
 * 2) * Data: See Q6
 * 3) Should the OERu complete the development of all the courses for one credential before expanding the range of qualifications?
 * 4) * Data: See Q7

Decision recommendation
Prioritise completion of minimum viable product with the understanding that at the medium term the OERu will expand the number of full programmes

Decision 2 - Levels of study the OERu should promote

 * 1) Which of the following levels of study should the OERu prioritise: Undergraduate, postgraduate, pre-university, professional development / in-service training?
 * 2) * Data: Q8

Decision 3 - Agreed time frames for completing the 2-course contribution
Background: In the first 3 years: five partners have completed their first contribution. One partner has completed two courses. 50% of teaching partners have nominated their first course within two years of joining the network.


 * 1) How long should partners take to complete there first course contribution?
 * 2) * Data: Q18

Decision 4 - Determining subject nominations
Background: To date, the OERu has adopted a smorgasbord approach where partners have the freedom to nominate the courses of their choice. During the foundation years this approach takes longer to assemble courses for meaningful pathways and streams of study. To date, the OERu only has 9 course nominations (17%) at the first year level. 53% of the partners have indicated that they are planning to nominate more than the required two course nominations.


 * 1) Should the OERu introduce a model where one of the two course nominations should be selected from a list or category of courses to fill identified gaps in the OERu programme of study?
 * 2) * Q12

Decision 5 - Recognising alternate contributions to the network

 * 1) Should all partners be required to assemble 2 courses?
 * 2) * Data Q17
 * 3) Should the network recognise alternate contributions other than course nominations as part of the 0.2FTE? If so, what contributions could be recognised, for example:
 * 4) *Designing assessments for academic credit
 * 5) *financial contributions to commission / outsource the assembly of OER courses
 * 6) *Financial contributions to shared staff positions.

Decision 6 - Expanding capacity to support partner engagement and project management for product development
Background: The administrative demands for managing and coordinating successful completion of product for the OERu across 35+ institutions are exceeding the capacity of the OERu Foundation to coordinate these services effectively. (The OER Foundation only has 2 FTE staff plus contract services equating to 1 FTE for technology support. 1 FTE position is funded as a shared position with 5 partners contributing to the role.)

Two approaches have been suggested to expand core capacity:


 * 1) A rotating project office, where an OERu partner donates administrative services to assist with partner engagement and project management for a pre-determined time before handing over to the next partner organisation.
 * 2) Shared position model where partners contribute financial resources towards a shared position. (This approach has worked well for the shared open source technologist position where four institutions and the OER Foundation contribute an equal amount towards funding the position. This is being trialled for a two-year fixed term position. Partners who contribute in excess of $10,000 per annum are recognised as platinum-tier partners in the network.

Decision 7 - Pre-degree exit points and corresponding certifications

 * 1) Should the OERu support pre degree exit points where they can be accommodated within existing policies of the conferring instituion?
 * 2) * Data: Q13
 * 3) In addition to the formal academic credit awarded to learners in a degree pathway, what kinds of alternative certifications are OERu partners considering? (Open badges, micro-credentials, Certified RPL, Certification for participation etc.)
 * 4) * Data: Q21

Removing barriers to partner engagement

 * Data: Q25

The top three barriers to engagement identified by the Input evaluation survey in order of priority are:


 * 1) Competing demands on time and resources to maintain OERu project momentum.
 * 2) Lack of exemplars of OERu courses which demonstrate the end-to-end process from course nomination, through to design, delivery and awarding of credit.
 * 3) Varying levels of expertise and experience in OER, cooperative design models and designing materials for mobile devices.

The OERu has a number of professional development courses in OER, copyright and digital skills for collaborative OER development. Typically staff from OERu partners do not participate in these courses unless they are actively engaged in an OERu course development.