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5R Open Course Design Framework, Fall 2015 version

A drastically simplified course design framework for use with faculty as they transition from using commercial textbooks in their courses to using open educational resources (OER).

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5R Open Course Design Framework, Fall 2015 version

  1. 1. 5R Open Course Design Framework David Wiley, PhD Chief Academic Officer
  2. 2. Unless otherwise noted this presentation is licensed CC BY 4.0
  3. 3. 5RO CDF Goals Provide guidance that can be successfully implemented by faculty and others who are not trained instructional designers
  4. 4. 5RO CDF Goals Accept that we’re (over) simplifying. Support moderate improvements in teaching and learning during the OER transition
  5. 5. 5RO CDF Goals Create opportunities for faculty to think about how their practice might change in the context of “open”
  6. 6. 0. Innocent Until Proven Guilty Established instructional design / learning principles and practices are assumed to apply – until we find that they don’t.
  7. 7. Hattie’s Visible Learning Grounding the 5RO CDF in effective instructional design principles
  8. 8. Scope of VL Over 800 meta-analyses Over 50,000 studies Over 80,000,000 learners
  9. 9. Effect Size Measure of magnitude of impact Independent of sample size Typical teacher effects 0.25 – 0.40
  10. 10. 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
  11. 11. 1. Why “5R Open”? Differentiate from underconceptualized ideas of “open”
  12. 12. • 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
  13. 13. retain is prerequisite to revise and remix
  14. 14. 2. Learning Objectives Or learning outcomes, or competencies, or… Teacher Clarity: 0.75; Goals: 0.56
  15. 15. “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.”
  16. 16. Invest in Your Objectives They provide the foundation for everything that comes later
  17. 17. A Simple Model: Mager’s ABCD • Audience – students • Behavior – what will they do? • Condition – under what conditions? • Degree – how well?
  18. 18. A Simple Model: Merrill / Clark’s Content 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
  19. 19. 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?
  20. 20. 3. Alignment Avoiding simple mistakes that might be easy to make with OER
  21. 21. Learning Objective Activities Activities Activities Activities Assessment Assessment Assessment Assessment
  22. 22. Learning Objective Activities Activities Activities Activities Assessment Assessment Assessment Assessment
  23. 23. 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?
  24. 24. 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?
  25. 25. 4. Activities The resources supporting the things we ask students to do – read, watch, listen, play, etc.
  26. 26. Selecting Resources For each learning objective, choose the resources you feel will best support student learning and achievement
  27. 27. Learning Objective Activities Activities Activities Activities Assessment Assessment Assessment Assessment
  28. 28. Double Check Objective Type Make sure the resources you select match the level of your outcome (remember vs apply) and not just the topic
  29. 29. 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)
  30. 30. 5. Assessments The line between activities and assessments may be blurrier that you think
  31. 31. No Stakes Low Stakes High Stakes Activities Supporting Learning Assessments Supporting Grading
  32. 32. 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
  33. 33. Minimize Time to Feedback Feedback is absolutely critical to support student learning Feedback: 0.73
  34. 34. Make Time for Relationships Teachers should get to know students and practice in listening, empathy, and caring Teacher-student relationship: 0.72
  35. 35. Template Assessments Create templates that support the quick and consistent creating or revising of assessments aligned with CPM
  36. 36. 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
  37. 37. 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
  38. 38. 5R Open Pedagogy Considerations
  39. 39. Disposable Assignments Students hate doing them You hate grading them Huge waste of time and energy
  40. 40. Renewable Assignments Students see value in doing them You see value in grading them The world is a better place at the end
  41. 41. a. OER as Worked Example Students critically review course materials and make plans to improve them Worked Examples: 0.57; Metacognitive Strategies: 0.69
  42. 42. b. Revise / Remix OER Students reorganize and transform course materials Organizing and Transforming: 0.85
  43. 43. c. Peer Teaching with New OER Students work in small groups to teach each other using their new resources Reciprocal Teaching: 0.74
  44. 44. d. Encourage Sharing Encourage students to openly license and share their work online
  45. 45. 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?
  46. 46. 6. Implementation How does this all get rolled out?
  47. 47. 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?
  48. 48. 7. Continuous Improvement What data should I gather and analyze to decide what’s working and what’s not? Formative evaluation: 0.90
  49. 49. Relationships and Patterns • Patterns of performance on assessments (gradebook exercise) • Patterns of OER usage • Relationships between usage of OER and performance on assessments
  50. 50. 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
  51. 51. Engage Next Term’s Students As you target areas for improvement, think about how you can involve students in the process
  52. 52. Optional: Collaborate with Lumen! Lumen has developed a range of tools, models, and processes for implementing the 5R Open Course Design Framework
  53. 53. 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.
  54. 54. Discussion! Thoughts? Arguments? Disagreements? david@lumenlearning.com

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