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The evaluation framework is a strategic plan that describes the approach to guide the data generation, analysis and interpretation of a research project. It replies key questions to support evaluators to carry out the evaluation (McDonald et al., 2001): Why the evaluation is being conducted? What will be done? Who will do it? When will it be done? How evaluation findings will likely be used? The evaluation framework should include a concise description of: the program objectives and its goals resources and scope of the evaluation evaluation objectives and questions outputs, outcomes, and measures data sources and data collection methods ethical considerations data analysis strategy timelines and anticipated reporting dates roles and responsibilities strategy for disseminating results and developing recommendations The evaluation framework is designed to help evaluators to operationalize the research questions in the context of the project and how these questions will be measured. Key outputs and outcomes must be identified for each question and measures (indicators) for each output and outcome. As stated by Green and South (2006), “Having good, clear objectives in place will make the job of selecting indicators much easier”(p. 69). T he expected outcomes of a project need to be identified to guide the selection of the indicators of its success. To provide useful information(Patton, 1997), indicators for evaluation supported by ethical standards must be: relevant, valid, reliable, realistic and measurable. T he most relevant and practical indicators should be used. In case of research indicators that only measure something indirectly then the limitations must be acknowledged. Examples of measures of RRI project activities: The project's capacity to meet stakeholders' needs The participation rate Levels of stakeholders' satisfaction The efficiency of resource used The efficiency of intervention (e.g. training) Examples of measures of RRI project effects: Changes in stakeholders' behavior Changes in community norms, policies, and practices Changes in social innovation (e.g. quality of life, ..) Changes in settings or environment around the project What are the key components to describe how evaluation data will be generated ? A description of any participants Sampling techniques Participant recruitment strategy Consent processes and how ethical concerns such as confidentiality are addressed Data collection methods (e.g., interviews, focus groups, surveys) Whether collected data will be qualitative, quantitative, or both If data is extracted from an existing database, a description of the original database is to be provided If document reviews are used, an overview of how this is done and the nature of the documents being reviewed A description of any available baseline measures, if applicable Whether a literature review will be carried out, and if so, a description of the focus of the review and search strategy A description of how access to third party data will be negotiated, if the evaluation will involve a third party; as well as, description of any information-sharing agreements, if applicable What are some potential sources of data? Stakeholders - beneficiaries (e.g., project participants' access; community-members' feedback; artifacts produced by program participants or community members) Project providers (e.g., associates, collaborators and organisations supporting the project) Observers or people who are not part of the project (e.g., public in general, external communities) What are some of the methods for gathering evaluation data? (Posavac and Carey, 1997) Written surveys Interviews Checklists Tests Summaries of records/documents Focus groups Extractions from administrative datasets What are the suggestions to describe who will do what (team), when (time line) and how (procedures)? Roles (Who/What): Communicate the evaluation plan Carry out literature reviews/collect background information Develop tools, instruments, and consent procedures Collect, enter and analyze data Write-up and disseminate results Schedule (When/How) When the evaluation needs to begin Overview of tasks that need to be completed i How to obtain the information needed for the evaluation Due dates for feedback and reports When the evaluation needs to end References Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, Social Sciences and Humanities Research Council of Canada, Tri-Council Policy Statement: EthicalConduct for Research Involving Humans. (2010). Retrieved from http://www.pre.ethics.gc.ca/pdf/eng/tcps2/TCPS_2_FINAL_Web.pdf Centers for Disease Control and Prevention[CDC].(1999). Framework for Program Evaluation in Public Health. Retrieved fromhttp://www.cdc.gov/mmwr/preview/mmwrhtml/rr4811a1.htm Green, J. & South, J. (2006). Evaluation: Key Concepts for Public Health Practice(1stedition). Berkshire, England: Open University Press Health Communication Unit (2007). Evaluating Health Promotion Programs Version 3.4. Health Communication Unit, Centre for Health Promotion, University of Toronto. Retrieved from http://www.thcu.ca/infoandresources/publications/EVALMaster.Workbook.v3.6.08.15.07.pdf KU Work Group for Community Health and Development. (2011). Chapter 36, Section 5:Developing an Evaluation Plan. Hampton, C: University of Kansas. Retrieved from the Community Tool Box: http://ctb.ku.edu/en/tablecontents/sub_section_main_1352.aspx Patton, M.Q. (1997). Utilization-Focused Evaluation (3rdEdition). Thousand Oaks, CA: Sage Publications Posavac, E.J. & Carey, R.G. (1997).Program Evaluation: Methods and Case Studies (5th Edition).Boston: Prentice Hall. W.K. Kellogg Foundation. (2004). Logic Model Development Guide. Retrieved from http://www.wkkf.org/~/media/20B6036478FA46C580577970AFC3600C.ashx Alberta Health Services (2016). Evaluation Plan and Evaluation Framework. Retrieved from https://www.albertahealthservices.ca/assets/info/res/mhr/if-res-mhr-eval-resources-plan-framework.pdf

OE Global 2020 Conference will take place virtually through a combination of synchronous and asynchronous activities. The 2020 conference theme, Connecting the Global Open Education Community , signifies even more to our community during this unprecedented time. Social connection avenues will be a strategic part of the conference to provide additional opportunities for participants to engage about the content of presentations and in networking/collaboration opportunities.   The theme is not only relevant because of the recently adopted UNESCO Recommendation on Open Educational Resources (OER), an important step for mainstreaming of Open Education. The theme is also timely given the recent pandemic. Now is an important time to come together to strengthen the connection of our open education community. Submissions under review: Okada (2020) The value of fun in online learning: a mixed method study during COVID-19 Okada (2020) Participatory Research Agenda for Open Education post-pandemic