The Delft University of Technology wants their teachers to create and publish Open Educational Resources (OER). And even though they have an OER policy in place, creating and publishing OER is not yet a common practice. Therefore, this research aims to answer the question “How can a communication tool be used to help increase the creation and/or publishing of (little) OER at the Industrial Design Engineering faculty?”. It does so by taking a design-based approach and using the double diamond method. This thesis starts by using literature to create a combined framework which combined the reasoned action approach with the OER adoption pyramid. This combined framework showed multiple factors that are relevant in influencing the motivation of teachers to create or publish OER. These motivational factors were incorporated into the questions and topics that were discussed in the semi structured interviews. The outcome of the interviews was compiled into a causal loop diagram that showed how different factors influence the willingness of teachers to create or publish OER. The causal loop diagram also showed how some factors could be both a driver and barrier depending on the situation. Based on the interview results the critical nodes were identified in the causal loop diagram. The critical nodes being: available time, perceived institutional support, perceive time and effort it cost to publish OER, clarity in expectations of OER, social responsibility to create/publish OER, Sharing ER with colleagues. Using the critical nodes, a design goal was formulated. This design goal resulted in the design of a roadmap that laid out the phases in which the TU Delft can support IDE teachers in publishing their educational resources as open educational resources. The first phase addresses the creation of a designated support team and spreading awareness about OER. The second phase outlines that teachers first publish in a closed system, since sharing their material with colleagues is something teachers already do. During the second phase the educational material will also be improved via peer-to-peer feedback and the support team will ensure the quality. In the final phase the material will be published as open educational resource. In conclusion, using this roadmap should make it easier to increase the creation and publication of OER at the IDE faculty by lowering barriers for teachers and playing into teachers’ drivers. For further research, it is recommended to validate the design and look into possible differences between teachers for master and bachelor courses.

The Delft University of Technology wants their teachers to create and publish Open Educational Resources (OER). And even though they have an OER policy in place, creating and publishing OER is not yet a common practice. Therefore, this research aims to answer the question “How can a communication tool be used to help increase the creation and/or publishing of (little) OER at the Industrial Design Engineering faculty?”. It does so by taking a design-based approach and using the double diamond method. This thesis starts by using literature to create a combined framework which combined the reasoned action approach with the OER adoption pyramid. This combined framework showed multiple factors that are relevant in influencing the motivation of teachers to create or publish OER. These motivational factors were incorporated into the questions and topics that were discussed in the semi structured interviews. The outcome of the interviews was compiled into a causal loop diagram that showed how different factors influence the willingness of teachers to create or publish OER. The causal loop diagram also showed how some factors could be both a driver and barrier depending on the situation. Based on the interview results the critical nodes were identified in the causal loop diagram. The critical nodes being: available time, perceived institutional support, perceive time and effort it cost to publish OER, clarity in expectations of OER, social responsibility to create/publish OER, Sharing ER with colleagues. Using the critical nodes, a design goal was formulated. This design goal resulted in the design of a roadmap that laid out the phases in which the TU Delft can support IDE teachers in publishing their educational resources as open educational resources. The first phase addresses the creation of a designated support team and spreading awareness about OER. The second phase outlines that teachers first publish in a closed system, since sharing their material with colleagues is something teachers already do. During the second phase the educational material will also be improved via peer-to-peer feedback and the support team will ensure the quality. In the final phase the material will be published as open educational resource. In conclusion, using this roadmap should make it easier to increase the creation and publication of OER at the IDE faculty by lowering barriers for teachers and playing into teachers’ drivers. For further research, it is recommended to validate the design and look into possible differences between teachers for master and bachelor courses.

The role of educators nowadays has changed from that of sole providers of information to that of information managers. Their job requires them to sift through the vast amount of available educational material on the internet in order to find the ones that are of highest quality and are more useful for their purposes. In this thesis I propose a quality model capable of automatically assessing the quality of open educational resources and re-ordering the results of a search query based on these assessments. Specifically, in this thesis I offer my insights and findings from a literature review on the topic of quality of educational material, I present the design and implementation of the quality model I propose and show the promising findings of an initial evaluation of this model.

As a university committed to blended learning and open education, TU Delft encourages and supports staff and students to use, create and publish Open Educational Resources (OER) to enhance the quality of teachers’ and students’ experience, provided that resources used are fit-for-purpose and relevant. The use, creation and publication of Open Educational Resources (OER) are consistent with the university’s policies and values. This policy puts the TU Delft on a trajectory towards a teaching practice in which the use of Open Educational Resources is the norm, not the exception. We value when other institutes start using the resources developed by TU Delft staff. TU Delft will include the development of OER in its framework for rewarding and recognition. Staff and students are free to use Open Educational Resources (OER) to support teaching and learning, including text, images, audio or video resources, animations, data or software and other (digital) resources. Staff may also use a wide range of self-generated teaching materials to support high-quality teaching, including teaching notes, handouts, audio, images, animations, multimedia materials, data, software and others. @en