Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.

1. Design Options for Open
Learning with Formal
Credentialing
Professor Mike Keppell
Pro Vice-Chancellor, Learning Transformations
Dr Xiang Ren, Australian Digital Futures Institute
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
CRICOS Provider: 00111D | TOID: 3059

2. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 2
Dr Xiang Ren

3. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 3
Dr Wayne Mackintosh
Director OER
Foundation
UNESCO/COL/
ICDE Chair in
OER

4. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 4

5. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 5

6. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 6
Overview
Introductions and
background (10 mins)
Models and practice of
OERu (10 mins)
Input evaluation (5-10
mins)
Group activities (20
mins)
Wrap-up (5-10 mins)

7. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 7
Introductions
Introduce yourself:
First name
Organisation
Previous experience in designing open
courses with formal credentialing.

8. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 8
Models and Practice of OERu
Brief overview of the models
and practices of OERu
Input evaluation - CIPP model

9. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 9
Academic Credit
Recognised universities, polytechnics and
community colleges
Designed for formal academic credit
Receive credential from the OERu partner you
choose for your studies
Bachelor of General Studies
Transfer credit for individual courses
Diploma in Tertiary Education (Otago
Polytechnic)

10. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 10

11. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 11

12. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 12
Full Course

13. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 13
Micro-course
Sub-component of full course
Learning flexibility around personal
commitments
Recognised prior learning system

14. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 14
Partners, Sponsors, Donors

15. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 15
Oceania Partners

16. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 16
Input Evaluation of OERu
The evaluation aims to:
assess different design
options
identify major challenges in
online curriculum
developments
challenges in designing and
nominating open courses by
participating institutions
open business models
open governance

17. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 17
CIPP Evaluation Model
Stufflebeam (2003)
“Systematic collection of
information about the
activities, characteristics,
and outcomes of programs
to make judgments about
the program, improve
program effectiveness,
and/or inform decisions
about future programming.”
(Patton, 1997, p. 23).
https://ambermazur.wordpress.com/2013/06/10/the-cipp-evaluation-model-a-summary/

18. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 18
CIPP Evaluation Model
Stufflebeam (2003) CIPP Evaluation Model

19. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 19
CIPP Evaluation Model
Intention is to improve
the program
Context: big picture
Input: mission, goals, plan
of program
Processes: Quality
Product: Outcomes

20. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 20
Design Options for Assessment and
Credentialing of Online Learning
“One of the cornerstones of the OERu philosophy is that the
components of higher education that are traditionally
packaged together in a single institution can be
disaggregated and provided by different
institutions” (McGreal, Conrad, Murphy, Witthaus, &
Mackintosh 2014, p.127).
Assess and comment on the possible:
design options and challenges for curriculum design
alternatives and challenges for course development
options and challenges for assessment of open learning.

21. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 21
Design Options for Assessment and
Credentialing of Online Learning
“The study also suggested that the notion of
disaggregating traditional university services, while
providing a useful conceptual framework for
considering assessment and credentialing
alternatives in open learning environments, has yet
to be fully understood by the wider higher
education community and has yet to be
operationalised in practice at anything approaching
a meaningful scale.” (McGreal, Conrad, Murphy,
Witthaus, & Mackintosh 2014, p.127).

22. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 22
Business Models for Open
Education
Are open business models sustainable?
Determine what aspects are sustainable?
What are the key challenges for sustainability?
Discuss in relation to your own experiences and
challenges of open education.

23. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 23

24. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 24
Open Education and Institutional
Ecosystems
Discuss the integration of open courses into the
traditional learning and teaching curriculum within
Institutions
What are the benefits?
What are the challenges?
Is credentialing the answer?
What is the future?

25. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 25
Wrap-up
Insights, comments and questions

26. Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 26
McGreal, R., Conrad, D., Murphy, A., Witthaus, G., & Mackintosh,
W. (2014). Formalising informal learning: Assessment and
accreditation challenges within disaggregated systems. Open
Praxis, 6(2), 125-133.https://oerknowledgecloud.org/sites/
oerknowledgecloud.org/files/114-540-2-PB.pdf
Patton, Q. M. (1997). Utilization focused evaluation: The new
century text (3rd Ed.), London: Sage Publications.
Stufflebeam, D. (2003). The CIPP Model for evaluation. Paper
presented at the 2003 Annual Conference of the Oregon
Program Evaluators Network (OPEN). 10 March 2003. Retrieve
from: http://goeroendeso.files.wordpress.com/2009/01/cipp-
modeloregon10-031.pdf
.