| Coping codes | ||
---|---|---|---|
C10 Primary appraisal | C11 Secondary appraisal | C12 Coping efforts | |
Thematic Codes (online teaching) | |||
C1 Skills gap for developing OOE | Form and status of materials regarded differently: - Knowledge about possibilities and appropriate forms missing - Development of materials seems more definitive and less easy to adjust - Use and reuse of materials ambiguous and complex Teacher practices more distributed: - Involvement of external and multiple stakeholders - Communication with all stakeholders | Consideration of form, media and learning objectives - Consider use and reuse possibilities - Adjust the form of the materials specifically to learning objectives and requirements Involvement of more stakeholders in the development process: - Incoporate teachers and their preferences - Make use of expertise of external bureaus and media parties - Involvement of library in data management Sharing of knowledge: - Platform/central portal or meeting opportunities to gain ideas and knowledge | Planning - Consider major time investment beforehand - Consider multiple stakeholders - Don’t underestimate coordination of tasks and responsibilities Seeking support: - Coaching by external expertise - Supporting tools (e.g. autocue) - Make use of informal networks to find expertise Create possibilities to experiment: - Make use of local/bottum up resources (e.g. budget form local bodies for for example equipment) - Set up local workshops |
C2 Skills gap for teaching in OOE | n/a | n/a | n/a |
C3 Lack of awareness of goal and merits of OOE | The commons idea behind OOE is missing: - Individualistic attitude - Forced extrinsic motivation âž” no intrinsic value creation âž” ambiguous knowledge of OOE Not being able to see multiple applications of OOE materials Management does not pick up on bottom up initiatives | Sharing of knowledge: - Platform/central portal with a collection of ideas and good practices to get inspired Incentivise OOE development and teaching innovations Adapted and personalised training possibilities | Sharing knowledge: - Share examples with direct colleagues - Emphazise the gains for others in their contexts - Project as organizational signal |
C4 Reluctance to use/participate in OOE | n/a | n/a | n/a |
C5 Time constraints of teachers | n/a | n/a | n/a |
C6 Changing role of the teacher | Ownership: - Of educational material distributed - Process of producing material distributed - New requirements for teaching - Reluctance of teachers accepting a tasks/roles - Control over choices in the design process distributed Emphasis on educational design over teaching | Role distribution: - Make it a collective effort - Find fitting roles - Make solid agreements on roles and responsibilities - Invest time and effort in continuously checking role distribution and expectations - Involve stakeholders internally to fulfill new roles (e.g. library) | n/a |
Thematic Codes (support mechanisms) | |||
C7 Lack of operational support | Basic technical support: - Decisions on IT on higher level sometimes hinder OOE design - Not sufficiently adjusted to requirements for OOE (i.e. is one size fits all) - Hard to find the appropriate support | Central advisory body: - Strategic choice of institution - Centrally located - Adjusted and personal advice Roles: - Content and format experts equally important - Clear distribution of tasks and responsibilities Professionalization on OOE skills: - Formal requirement (e.g. part of incentive structure) - Training (e.g. as part of a BKO) | Involve decision makers: - Involve decsion makers from higher levels early on - Find where crucial decisions are being taken The power of bottom up: - Find capacity in own circle of influence - Access to resources at local budgets - Creation of awareness |
C8 Lack of strategic support | Involvement management - Long term choices taken at higher levels (e.g. infrastructure) âž” hard to influence - Management not involved throughout the whole process - Funding during project period, ends after | Role models: - Chairs in Open Education (professorships) - Put good work and examples in the spotlight (e.g. rewards) Incentive structures: - Rewarding more than just teaching and research Structural funding: - Included in institutional budgets of HEIs for experimentation OOE for non-formal educational purposes to build capacity: - Pre-master - Pre-university - Extra curricular - Additional materials (complementary to existing curricula) | Informal information sharing - Source of information for colleagues - Source of inspiration for colleagues - Sharing project outcomes |
C9 Lack of policy in the organization | Top-down facilitation: - Overarching commons vision needs overarching stimulation Strategic choices not fitting operational needs: - IT choices | Connecting levels within HEI: - Bottom up enthusiasm goes hand in hand with top-down facilitation (e.g. time given, resources available, experimentation room) | Bottom-up persistence: - Arrange equipment, studio and funding locally - Better uptake throughout the organization Appealing to external professional communities: - Funding - Long term sustainability - Broad uptake outside HEI (legitimization) |