5R Open Course Design Framework

David Wiley, PhDChief Academic Officer

Unless otherwise notedthis presentation is licensed CC BY 4.0

5RO CDF Goals

Provide guidance that can be successfully implemented by faculty and others who are not trained instructional designers

5RO CDF Goals

Accept that we’re (over) simplifying. Support moderate improvements in teaching and

learning during the OER transition

5RO CDF Goals

Create opportunities for faculty to think about how their practice might change in the context

of “open”

0. Innocent Until Proven Guilty

Established instructional design / learning principles and practices are assumed to apply

– until we find that they don’t.

Hattie’s Visible Learning

Grounding the 5RO CDF in effective instructional design principles

Scope of VL

Over 800 meta-analysesOver 50,000 studies

Over 80,000,000 learners

Effect Size

Measure of magnitude of impactIndependent of sample size

Typical teacher effects 0.25 – 0.40

VL in the 5RO CDF

When applicable, components of the 5RO CDF include effect size notes in the form Label: Size

in the bottom right corner of slides

1. Why “5R Open”?

Differentiate from underconceptualized ideas of “open”

• Make and own a copyRetain• Use in a wide range of waysReuse• Adapt, modify, and improveRevise• Combine two or moreRemix• Share with othersRedistribute

The 5Rs

retain is prerequisite

to revise and remix

2. Learning Objectives

Or learning outcomes, or competencies, or…

Teacher Clarity: 0.75; Goals: 0.56

“Would you tell me, please, which way I ought to go from here?”“That depends a good deal on where you want to get to,” said the Cat.“I don't much care where –” said Alice.“Then it doesn't matter which way you go,” said the Cat.“- so long as I get SOMEWHERE,” Alice added as an explanation.“Oh, you're sure to do that,” said the Cat, “if you only walk long enough.”

Invest in Your Objectives

They provide the foundation for everything that comes later

A Simple Model: Mager’s ABCD

• Audience – students• Behavior – what will they do? • Condition – under what conditions? • Degree – how well?

A Simple Model: Merrill / Clark’sContent Performance Matrix

Apply N/A Classify new example

Perform the procedure

Solve the problem

Solve the problem

Remember Remember the definition

Remember the attributes

Remember the steps

Remember the steps

Remember the guidelines

Fact Concept Process Procedure Principle

5R Open Considerations• Are you exposing / sharing your learning

objectives in OER you create?• Do you look for learning objectives in the

OER you consider for adoption?• If someone reused your objectives in their

syllabus, how would you want attribution to work?

• CC0 for learning objectives?

3. Alignment

Avoiding simple mistakes that might be easy to make with OER

Learning Objective

Activities

Activities

Activities

Activities

Assessment

Assessment

Assessment

Assessment

Learning Objective

Activities

Activities

Activities

Activities

Assessment

Assessment

Assessment

Assessment

A Simple Model: Backward Design

1. Objectives – what should students know or be able to do?

2. Assessment – how will you know if they know or can do?

3. Activities – what can students do to go from not knowing or being able to knowing or being able?

5R Open Aligned Design

1. Objectives – what should students know or be able to do?

2. Activities – what can students do to go from not knowing or being able to knowing or being able?

3. Assessment – how will you know if they were successful?

4. Activities

The resources supporting the things we ask students to do – read, watch, listen, play, etc.

Selecting Resources

For each learning objective, choose the resources you feel will best support student learning and achievement

Learning Objective

Activities

Activities

Activities

Activities

Assessment

Assessment

Assessment

Assessment

Double Check Objective Type

Make sure the resources you select match the level of your outcome (remember vs apply)

and not just the topic

5R Open Considerations• Consistency of resources from different

sources (e.g., vocabulary) (revise)• Opportunities to make resources speak

more directly to your students (revise)• License compatibility issues• Managing attributions (default footer

attribution probably doesn’t cut it)

5. Assessments

The line between activities and assessments may be blurrier that you think

No Stakes Low Stakes High Stakes

ActivitiesSupportingLearning

Assessments Supporting

Grading

Machine-Graded Student-Graded Instructor-Graded

High Stakes Final Quiz Attempt Peer Reviews Performance Assessment

Low Stakes First Quiz Attempts

Student-moderated discussions

N/A

No Stakes Self Checks - multiple choice

Self Checks - open-ended and self-graded

Questions asked during class

Office hours visit

Simple Assessment Matrix

Minimize Time to Feedback

Feedback is absolutely critical to support student learning

Feedback: 0.73

Make Time for Relationships

Teachers should get to know students and practice in listening, empathy, and caring

Teacher-student relationship: 0.72

Template Assessments

Create templates that support the quick and consistent creating or revising of assessments aligned with CPM

Student-Created Assessments

Students use assessment templates as note-taking and summary scaffolds. Invite students

to openly license and share their work

Study Skills: 0.59

Spacing Practice

Regularly include items from earlier in the course in later assessments to encourage

regular review of course material

Spaced vs Massed Practice: 0.71

5R Open Pedagogy Considerations

Disposable Assignments

Students hate doing themYou hate grading themHuge waste of time and energy

Renewable Assignments

Students see value in doing themYou see value in grading themThe world is a better place at the end

a. OER as Worked Example

Students critically review course materials and make plans to improve them

Worked Examples: 0.57; Metacognitive Strategies: 0.69

b. Revise / Remix OER

Students reorganize and transformcourse materials

Organizing and Transforming: 0.85

c. Peer Teaching with New OER

Students work in small groups to teach each other using their new resources

Reciprocal Teaching: 0.74

d. Encourage Sharing

Encourage students to openly license and share their work online

5R Open Considerations• When should you openly license and share

your assessments?• How should you share your assessments?• How should assessments be attributed?• CC0 for assessments?

6. Implementation

How does this all get rolled out?

5R Open Considerations• How will students find / interact with my

activities and assessments?• Don’t build inside your LMS! Use an

inside/outside strategy like Thin CC + LTI and your LMS.

• How to facilitate offline access / enable retain?

7. Continuous Improvement

What data should I gather and analyze to decide what’s working and what’s not?

Formative evaluation: 0.90

Relationships and Patterns• Patterns of performance on assessments

(gradebook exercise)

• Patterns of OER usage• Relationships between usage of OER and

performance on assessments

IRB Considerations• Research you conduct purely for purposes

of improving your course – which will not be shared publicly – does not require IRB

• If you want to publish what you find in your continuous improvement research, go through the IRB process

Engage Next Term’s Students

As you target areas for improvement, think about how you can

involve students in the process

Optional: Collaborate with Lumen!

Lumen has developed a range of tools, models, and processes for implementing the 5R Open Course Design Framework

Summary• There are a range of very simple things

that every faculty member can do with support that can drastically improve teaching and learning in their courses.

• Many of these are uniquely enabled by adopting OER.

• Lumen’s tools and support can help you use OER more effectively.

Discussion!

Thoughts? Arguments? Disagreements?

david@lumenlearning.com