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Informal or formal working groups
There will be different working-group models for different institutions. When deciding what would work best for your institutional context, you may want to consider the following things:
- Should this be a grassroots movement?
- Will this be top-down supported?
- Is open a strategically recognized path at your institution?
- Are there already people working on open education initiatives or with open practices who would be logical parts of an informal working group?
- Are there administrative requirements or rules that you will have to comply with in formulating your working group?
As open working groups emerge in various institutional contexts, questions about their structure and formality invariably arise. Should the group have a formal structure? Should the group function in an ad-hoc manner, similar to a community of practice (CoP)? Obviously, one model does not fit all institutions. Let’s explore both models.
Informal working groups
Informal groups tend to grow organically through grassroots movements based on shared beliefs and practices. These types of groups tend to continuously evolve and show high levels of dynamism and are responsive to the needs of the group. Similar to the evolution of CoPs, these types of groups tend to easily build trust among their membership. Group leadership emerges through the work of the group and may not necessarily be identified with a core group of representatives. The membership works collaboratively and cooperatively on tasks to further the interests of the group. Typically, high levels of motivation are the norm in these types of groups.
Due to the informality of the group, there are some disadvantages. A grassroots movement requires dedicated individuals to ensure the work of the group succeeds. It requires the commitment of individuals to set up meetings and events.
Formal working groups
Formal working groups tend to self organise around a clear structure and well-defined goals. For example, at the British Columbia Institute of Technology (BCIT), the Library and the Learning and Teaching Centre established the need for an open working group as the institution began to explore the use of open educational resources (OER) and open educational practices (OEP). Following a brief assessment of who was engaged in open practices at BCIT, a formal working group was created. Group membership included anyone who was interested and involved in varying levels of open education, which meant the group was fairly large at approximately twenty members. Due to the size and composition of the group, it was decided that the group should have a formal structure to ensure regular meetings and a clear definition of purpose. Based on this example, a formal open working group may include the following elements:
- A chair who calls the meetings and sets the meeting agenda. The role of the chair is mostly to work with the group to set direction and work with the leadership team at the instituti