OER synthesis and evaluation
making sense from many voices
seeing the big picture
making links
seeing patterns
mechanisms
synthesis & evaluation framework
generic maps
project maps
individual support to projects
OER release processes
'decontextualising' content, whether technically (converting materials to non-proprietary and standards-based formats), educationally (removing much of the original course context to produce free standing resources) or organisationally (negotiating how resources are branded). Includes consideration of granularity, language, format, editability.
ensuring quality of content – over and above the local academic processes of quality assurance, and with a recognition that open content involves unique considerations of re-usability,  accessibility, and conformance to other web-based standards
ensuring legal status of content and achieving permission to share from original author and owner of license (if relevant)
making content available i.e. hosting solutions
making content known to relevant communities of practice and ideally providing information to support sharing and re-use

student created content
staff skills
issues
developing - managing
- sharing OERS
awareness raising
sustainability issues
different processes
different QA/QE processes
emerging community models
technology enhanced learning
support established curriculum processes
demonstrate benefits to learners
learners as producers of content
exploring mechanisms for sharing
using institutional reporitories
JorumOpen
issues to explore:
deposit & repurpose protocols
available local expertise
technical issues
lightweight metadata solutions
representations of original educational contexts and intentions

guidance and support mechanisms
•  Guidelines on disaggregating and repackaging 
    learning objects
•  Guidelines on how to develop re-usable materials 
    in Wimba and other open source applications
•   Guidelines for contributing to repositories such as 
    JORUMOpen and institutional/SC repositories
•  Guidance on open source release in general, including 
    marketing and assessing educational impact
•  Sample copyright documents, including transfer, 
   request letter, licenses
•  Guidelines on assessing and assuring quality of open 
    resources. Criteria on: accessibility, usability, fitness 
    for purpose, meeting external requirements e.g. JorumOpen
•   Guidelines on delivering courses to incorporate open content
•   Staff development materials on OER & IPR

business cases and benefits realisation
business case for OER may differ across strands

different stakeholders have a different balance of benefits
learners
OER originator
other staff
institutions
employers
benefits
cultural issues
ETHICS
ATTITUDES
SUBJECT DISCIPLINES
INSTITUTION WIDE
TECHNOLOGIES
MARKETISATION
WEB 2.0
OPEN LICENCING
drivers and barriers
LINKS TO RESEARCH
institutional issues
strategy - policy - practice
branding
reputation
linking to strategies
technical support
international partnerships
senior management buy-in
legal issues
variable IPR support
in institutions
ownership
dangers in raising
 IPR issues
model licences
cc licences
contributor contracts
clearing copyright
technical and hosting issues
variety of materials - wide range of standards
metadata - tension between rich tagging and lightweight solutions
who adds metadata?
repositories
updating
versioning
tracking
management
preservation
archiving
repositories
degrees of openess
JorumOpen
web 2.0 approaches
hybrid, interactive multimedia resources
quality issues
Peer review as part of a pilot 
(assessing quality, usability and re-usability)
how can this be sustained, encouraged and resources?

Student feedback (survey and questionnaire)

Expert/critical friend (quality assurance, procedural checks)

Community use, comments, ratings etc

educational quality
through existing 
academic processes
robust and sustainable
quality processes needed
pedagogy/end use issues
level of pedagogic or user-related information
included within packaging

granularity and value of parts

concerns of contributors about potential use

intentions of user as important

representing contexts of use

different pedagogic cultures may present different
approaches

sensitivity to different cultures of education required
Lou McGill, Helen Beetham,
Karen Smith, Allison Littlejohn
OER synthesis & evaluation team
http://www.caledonianacademy.net/spaces/oer/