Conestoga’s OER Project Workflow
Learning Objectives
By the end of this chapter, you will be able to:
- Identify the main phases of the OER creation process that we use here at Conestoga.
OER Production Workflow
The following OER production framework, based on an instructional design framework, depicts the major steps that OER projects (major adaptations and creations) typically go through:
Consultation
In the consultation stage, project participants request an OER search and complete a review of the resources compiled. Once it is confirmed that there is a knowledge gap, a member of the Open Learning (OL) team consults with project participants to determine project related issues including type of project, project timeline, and desired deliverable.
Planning
In the planning phase, an instructional designer (ID) is assigned to a project and works with the project participants to fully develop the concept of the project, establish detailed timelines and provide regular feedback throughout the project lifecycle.
Development
In the development stage, project participants begin to write most of the content, receive ongoing feedback from ID, determine and create assessments, determine the necessity of a peer review process, and execute peer review in collaboration with OL team.
Production
In the production stage, content will be built in Pressbooks and project participants can review and revise to ensure that the content is presented as agreed upon. Thorough checks are conducted to produce high-quality content that adhere to AODA and WCAG standards and are accessible to screen readers and other text-to-speech software.
Publishing
In the publishing stage, the project will be submitted to the eCampus Ontario Open Library Portal, presented to various open collections and repositories for dissemination, and indexed in the library catalogue and institutional repository. It is time to integrate your project into the course outline and eConestoga course shell. It is important to conduct a review of the product for sustainability purposes. Project participants can gather usable feedback from students, peers, and other users of your product; make changes based on that feedback to keep your project current and credible.
Chapter Summary
