The Philosophy of Openness is an innovative and disruptive belief system that, when implemented, augments systems and processes, encourages breaking down and crossing over borders, and enables the free creation, sharing, use, distribution, and modification of collaborative and open content, ideas, and properties.

Researching the Implementation phase of Open Designs in organizations regarding Performance Improvement

IMPLEMENTATION PHASE: In the ADDIE Process, the implementation phase is where “the rubber meets the road.”  In this phase, the instructional analyses, designs, and developments have been completed and the Beta Product is delivered for use in context.  This is a critical phase where decisions must be made based on formative evaluations, assessments, feedback, situational characteristics and limitations, resources, and other relevant information if the product or instructional design is to meet with success in the intended environment.

OPEN DESIGNS: Open Designs are either generated from scratch or modified for openness from existing designs, and they can involve any part of the object, process, model, theory, and innovation system designs found within organizations. When applied to educational settings they are called Open Educational Designs (OEDs). Examples of OEDs would be the utilization of open textbooks, open teaching methods, Open Educational Practices (OEPs), and Open Educational Resources (OERs). I primarily think of OEDs from an Instructional Design perspective (what are the best ways to make an instructional situation open and effective), and the traditional setting in my mind are
 higher education courses that are made open.

OPEN EDUCATIONAL DESIGNS (OED): OED is an overarching term for all types of open learning environments, and a taxonomy to distinguish between them. The focus is on the implementation and design elements for incorporating openness into educational organizations, especially in training or course environments. Open Education is a much broader concept than Open Educational Resources (OER), which are often the focus of popular research on Open Education.  While OER are a possible component that feed into Open Educational Designs (OEDs), they are not necessarily part of an OED. Openness is a philosophy, Open Education is an approach and a framework upon which to base efforts, and OEDs are the implementations of the Open Education framework into education. OERs are a component internal to OEDs, alongside Open Educational Practices and Open Pedagogical Practices.

ORGANIZATIONS: Any group of individuals, corporations, or companies working together under the umbrella of a unified mission. Organizations have many of the same needs and characteristics of regular individuals, however these needs are often of a larger scale, and may be more sensitive and pressing than the needs of individuals.

PERFORMANCE IMPROVEMENT: Performance Improvement is generally anything that is done in an organization with the intention or result of increasing the performance of employees, products, systems, or the organization as a whole.  Obviously, there are things that can be done to increase the probability of success in these endeavors.



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