Kalz, M.

Schophuizen, Martine

- There is a need for more empirical studies on internal institutional implementation- and adoption- mechanisms of open online education (Schophuizen, Kreijns, Stoyanov &amp; Kalz, 2018). - There is no agreed upon approach that integrates the complex socio- technological interplay with the structuration of actors and the surrounding rules and resources in their multi-level environment. - The framework we propose fits better with attributes of OOE as a knowledge common by overcoming the dualism of individual vs. organization

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Key elements of the frameworkThe IAD framework specifies different elements of the system it aims toanalyse, and can be divided into three broad clusters of variables:Institutions of higher education defined:“the set of rules used by a group of individuals to organize repetitive activities that produce outcomes affecting those individuals and potentially others” (Ostrom, 2005)Central element of analysis: action situations• Defined as social spaces where individuals interact, exchange goodsand services, solve problems or work on a project.• Allows a researcher to isolate the structure affecting a process ofinterest with the purpose to explain regularities in human actions andresults, which can potentially reform those structures (Ostrom, 2005).• Action situations are influenced by attributes of the underlying factors:the physical world (e.g. technology), the attributes of the community inwhich actors/actions are embedded (e.g. norms and values), and theset of rules that the individuals use to govern their behavior.• Rules define action situations and produce regularized plans forindividuals to either comply, or develop strategies to change them.Towards empirical analysis of educational innovations in organizations: An actor centred model based on the IAD frameworkMartine Schophuizena and Marco KalzbThe Welten Institute, Open University of the Netherlands - www.sooner.nua Welten Institute, Open University of The Netherlands; b Faculty of Cultural Science and Humanities, Heidelberg University of EducationAimTo propose a framework as a common approach to guide empirical research on how open online education (OOE) embedding in higher education institutions (HEIs) occurs. Abstract• There is a need for more empirical studies on internal institutionalimplementation- and adoption- mechanisms of open online education(Schophuizen, Kreijns, Stoyanov & Kalz, 2018).• There is no agreed upon approach that integrates the complex socio-technological interplay with the structuration of actors and the surroundingrules and resources in their multi-level environment.• The framework we propose fits better with attributes of OOE as a knowledgecommon by overcoming the dualism of individual vs. organization.UNDERLYING FACTORSACTION SITUATIONRESULTING FACTORSA multilevel framework: operational, collective choice and constitutional choice Conclusion• The IAD framework is a common approachto empirically guide how OOE embeddingoccurs.• When more empirical data will begathered through this framework, we willbe able to better understand what makesvarious forms of OOE work, in whatcircumstances and for whom.• The empirical results of studies using thisframework will reveal in more detail howwe can better work towards a sustainablefuture of OOE.AcknowledgementsThis work is financed via a grant by the Dutch National Initiative for Education Research (NRO)/The Netherlands Organization for Scientific Research (NWO) and the Dutch Ministry of Education, Culture and Science under the grant nr. 405-15-705.ContactCorresponding author: Martine SchophuizenE-mail: msh@ou.nlReferences• Ostrom, E. (2005). Understanding institutional diversity. Princeton, NJ: Princeton University Press.• Schophuizen, M., Kreijns, K., Stoyanov, S., & Kalz, M. (2018). Eliciting the challenges and opportunitiesorganizations face when delivering open online education: a group-concept mapping study. The Internetand Higher Education. 36, 1–12. doi:10.1016/j.iheduc.2017.08.002CONSTITUTIONAL-CHOICE LEVELDutch GovernmentCOLLECTIVE-CHOICE LEVELHigher education institutionsOPERATIONAL LEVELOOE initiativeACTION SITUATION• Stimulate OOE innovation in Dutch HEIsCONSTITUTIONS• Funding opportunities• Communicate national ambitionsOUTCOMEPOLICIES• Strategy, mission, vision• Curriculum• Accreditation• Hiring practicesRULES-IN-USE• Regulatory environment• Funding• MonitoringPHYSICAL• Brick and mortar universityCOMMUNITY• Policy makers• Boards/managementACTION SITUATION(Requires policy decision)MONITORING & ENFORCEMENTACTION SITUATION• MOOC initiative implemen-tationPHYSICAL• Facilities• Artefacts• PedagogiesCOMMUNITYRULES-IN-USEMONITORING & ENFORCEMENTPhysicalconditionsAttributes of communityRules-in-useACTION SITUATIONS InteractionsOutcomesEvaluative criteriaRule: Influences: Example OOE initiative:Boundary rule Role Is the project acquired with involvement of the dean? Position rule Position Can the project influence ICT-services in institutions? Choice rule Actions Is there an external need for the project? Aggregation rule Control Are multiple interactions needed to get to an outcome?Information rule Information Does a lecturer know of all new possibilities of OOE?Payoff rule Cost/benefits Are results low investment, high outcomes or vice versa? Scope rule Outcomes Does the OOE project increase accessibility?

Towards empirical analysis of educational innovations in organizations: An actor centred model based on the IAD framework

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Towards empirical analysis of educational innovations in organizations: An actor centred model based on the IAD framework

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