Previous Development Process
OER Production Framework
The following OER production framework, based on an instructional design framework, depicts the major steps that OER adoptions typically go through:
You can see the full Project Production Workflow on Google Drawings.
Incubator Phase
This step (described previously) is a quick readiness check to gauge a SME’s knowledge and previous experience with OER. They are encouraged to take the OER Prep course to help them learn about OER, open licenses and where to find OER.
CC BY 4.0. International license.
| STEP 1 | To begin the process at Fanshawe, faculty reach out to the Studio either by completing the request form, or by emailing oer@fanshawec.ca. |
| STEP 2 | The project manager will meet with the faculty member to outline the process and obtain more information about the project. Sometimes at this stage, brainstorming of new ideas may take place. Faculty are encouraged to take the OER Prep Course to learn more about OER and open licensing, as well as how to find open resources. The project manager reaches out to other colleges to see if faculty there are using OER for similar subjects. |
| STEP 3 | The faculty member is encouraged to either share their course outlines with their course level learning outcomes, or they are asked to fill out the course map template which acts as the repository for the open resources environmental scan. They are partnered with a librarian or library staff member who can assist them in their environmental scan. New environmental scan requests are shared with the library through Microsoft Teams, and staff and librarians "sign-up" for projects that they are interested in. They work with the faculty to complete the research. Faculty can access the course map document at any time and add in comments, or gaps they may have. |
| STEP 4 | After the completion of the environmental scan, faculty can decide to adopt an existing OER or work with the Studio to create something new. If faculty are adopting - they will follow the Adoption Guide, so that the Studio can track their adoption, and savings to students. |
Pre-production phase
This phase is an extension of the incubator phase, where the SME, along with their library partner, are working to complete the OER course map. This process entails performing an environmental scan for existing resources. If the SME locates a resource that meets the majority of their needs they are encouraged to adopt the resource as a pilot for at least one semester so that they can detail the gaps and changes they would make to any future adaptation of the resource. In many instances, ready-made OERs are not available for SMEs to adopt, and then they proceed with creating a project development plan for a new resource.
Planning is a vital part of creating a successful OER. Making a general timeline and design for the workflow of the project is important to ensure that you stay on track and have a realistic idea of how long OER creation and adoption may take. At this phase, ensure that you are simply planning. No new content should be created.
SME's are encouraged to attend training on copyright and accessibility at this phase. Also, they are introduced to the Studio team and information is provided about the types of support offered.
Design phase
This step follows very closely after the pre-production phase. It focuses on adapting existing OER and highlighting the gaps where content is needed. SME's will outline their overall project needs for ancillary resources, visuals and graphics. Also, an overall style guide will be developed to guide the overall design of the resource.
Development phase
This phase will likely be the most time-intensive, as the new resource is being developed. In the Studio, we take an agile development approach where the content is being produced in its final form in increments as the SME finishes their drafts, usually weekly. SME's creating textbooks are given options on where they build their content. If they feel comfortable, they can jump right into Pressbooks, or they can write the content in Google Docs or Word, which is then uploaded or copied into Pressbooks. This phase also involves the editing and revision of resources. Quality assurance reviews are also done to make sure the resource meets accessibility and copyright requirements.
After the content is ready to go, reviewers are sought to provide feedback on the resource. Please see the reviewer guides in the resource section below.
Lastly, the author (SME) will request approval from their manager on behalf of Fanshawe College to openly license their creation. See the forms and guides in the resource section below.
Resources
Publishing phase
The final phase involves publishing and sharing the content that has been created. This includes creating exported versions, archiving editable files for those who might wish to edit your work (.doc, .xml, etc), and making any ancillary materials such as syllabi or lesson plans available. The new adapted or original OER content is then disseminated and shared with the open community.
BCcampus Open Education Adaptation Guide by BCcampus is used under a CC BY 4.0 International license.
University of Alberta OER Starter Kit by Jemma Forgie is licensed under a Creative Commons Attribution 4.0 International License,
