The document proposes a framework for understanding and evaluating the impact of open educational resources (OER) based on the Zachman Framework. It defines OER and provides examples of OER programs. It then adapts the Zachman Framework's six perspectives to the context of OER, covering motivation, content, processes, locations, people, and time. This adapted framework can be used to assess OER programs and impact by considering the perspectives of planners, owners, designers, and users.

1. Developing a Framework for Understanding and Evaluating the Impact of Open Educational Resources Li Yuan JISC CETIS, Institute Educational Cybernetics, University of Bolton

2. A Definition of OER “ digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research” (OECD, 2007) Content Tools Implementation Development & Delivery Searching & Organising Sharing & Collaborating IPR & Copyright Co-produce or Producer- Consumer Institution & Community & individual Full courses & modules Collections & Journals Textbooks & course materials

3. MIT OpenCourseWare

4. Rice University’s Connexions

5. OpenLearn

6. National OER Programmes ParisTech Open Course Ware Japan OpenCourseWare Consortium (JOCW) China Open Resources for Education (CORE) Irish Open UKOER – (JorumOpen)

7. The complexity of OER … it “hides a wealth of complexity and has profound implications for the way we conceive and practice higher education” (Weller, 2007) OER Legal & Technical issues Services & Business models Pedagogical practice Organisation and culture change

8. Conceptual the Zachman Framework Planner’s view Owner’s view Designer’s view Builder’s view Integrator’s view User’s view Contextual Conceptual Logical Physical As Built Functioning Why Who When Where What How

9. Deriving an analytical framework for OER – a Zachman approach Why Motivation What content How Process Where Location Who People When Time Contextual (Planner) Vision, mission, drivers Learning resources Funding mechanism Places for creating and using content Education stockholders Events, funding programme Conception (Owner) Goals, objectives Subjects, media types and content formats Policies, business plans Department, subject groups Decision makers Lifecycle of producing and releasing resources Technology model (Designer ) System function and capacities Platforms and tools Work flow Online social networks and communities managers and technician Set up and run/training Functioning (User) Needs and interests Teaching and learning material Open sharing Formal and informal learning Educators and learners Creating, using, modifying and reusing

10. Bridging the gap of perspectives Bridging the perspectives is the key to transformation Why Motivation What content How Process Where Location Who People When Time Contextual (Planner) Vision, mission, drivers Learning resources Funding machnism Places for creating and using content Education stockholders Events, funding programmer Conception (Owner) Goals, objective Subjects, media types and content formats Policies, business plans Department, subject groups Decision makers Lifecycle of producing and releasing resources Technology model (Designer ) System function and capacities Platforms and tools Work flow Online social networks and communities managers and technician Set up and run/training Functioning (User) Needs and interests Teaching and learning material Open sharing Formal and informal learning Educators and learners Creating, using, modifying and reusing

11. Managing the process Integrating the basic elements in the process Why Motivation What content How Process Where Location Who People When Time Contextual (Sponsor) Vision, mission, drivers Learning resources Funding machnism Places for creating and using content Education stockholders Events, funding programmer Conception (Owner) Goals, strategies Subjects, media types and content formats Policies, business plans Department, subject groups Decision makers Lifecycle of producing and releasing resources Technology model (Designer ) System function and capacities Platforms and tools Work flow Online social networks and communities managers and technician Set up and run/training Functioning (User) Needs and interests Teaching and learning material Open sharing Formal and informal learning Educators and learners Creating, using, modifying and reusing

12. Assessing the impact Context Mechanism Outcome Why Motivation What content How Process Where Location Who People When Time Contextual (Sponsor) Vision, mission, drivers Learning resources Funding mechanism Places for creating and using content Education stockholders Events, funding programmer Conception (Owner) Goals, strategies Subjects, media types and content formats Policies, business plans Department, subject groups Decision makers Lifecycle of producing and releasing resources Technology model (Designer ) System function and capacities Platforms and tools Work flow Online social networks and communities managers and technician Set up and run/training Functioning (User) Needs and interests Teaching and learning material Open sharing Formal and informal learning Educators and learners Creating, using, modifying and reusing

13. MIT OpenLearn Connexions … Current practice Future practice OERs Technology IPR &Copyright Pedagogy Culture Organisation Business models Technology IPR &Copyright Pedagogy Culture Organisation Business models “ Thinking through” an OER programme – case studies Why Motivation What content How Mechanism Contextual (Sponsor) Conception (Owner) Technology model (Designer ) Functioning (User)

14. References: CETIS Briefing Paper (2008), Open Educational Resources – Opportunities and Challenges for Higher Education , http://wiki.cetis.ac.uk/images/0/0b/OER_Briefing_Paper.pdf OECD (2007), Giving Knowledge for Free: the Emergence of Open Educational Resources, http://tinyurl.com/62hjx6 Pawson, Ray and Tilley, N (1997), Realistic evaluation Zachman, J. A. (1987), A Framework for Information Systems Architecture. IBM Systems Journal 26,(3).

15. Thanks for your attention!!! For more information about OER working group and future events at CETIS, please visit Cetis website at http://jisc.cetis.ac.uk/ or email Li Yuan at l.yuan@bolton.ac.uk