Track Session Type

Creation: OER Creation & Management, Copyright, Licensing, and CC101, Instructional Design and Ed Tech for OER, Open Pedagogy

Presentation Type

Workshop

OER Level of Expertise

Intermediate, Advanced

Audience

Faculty, Librarian, instructional designer, Administrator

Session Abstract

This session aims to bring light to the role an instructional designer can play in working with OERs. Many times, project teams include faculty (oftentimes working in silos) and support from library staff members. Working with an instructional designer can benefit the team in ensuring any content that is adopted, curated, or created is intentionally aligned with the course learning outcomes. Mapping learning outcomes to OER using a course competency matrix allows instructors to view under the hood: Is there enough content to prepare students for formative or summative assessments? Where are the gaps? Do any outcomes need to be redesigned? How does the design of your content impact the design of your course? Are there opportunities for Universal Design for Learning (UDL) and/or Culturally Responsive Pedagogy (CRP)? This interactive workshop will provide all participants an opportunity to work within a course competency matrix to experiment with the alignment of OERs to critical course components.

Objectives of the Session

Following this workshop, participants will be able to:

  • Define the role of an instructional designer in the context of Open Educational Resources

  • Align OERs to learning outcomes

Full Description of the Session

The goal for this session is to have participants walk away with an understanding of instructional design (ID) within the OER world. This includes, but is not limited to: considering assessment at the forefront of an OER implementation, reviewing OERs for accessibility, assisting in generating metadata and alternative text for accessibility, evaluating the efficacy of the OER adoption, and using meaningful data-driven approaches for redesign.

Attendees will participate in polls and will also be asked to post comments in the chat about their experiences working with or without an ID. This method will be used throughout the workshop; many connections to learning science and design will provoke comments to share experiences and/or gaps in knowledge.

Within small groups, participants will work through a course competency matrix with sample learning outcomes and open content. Instructional designers will lead discussion groups to explore the possibilities for alignment of OERs to learning outcomes. This will provide participants with a prototype to bring back to their institution to individualize and model for future OER projects.

The last chunk of the workshop will contain a sharing of design work completed within small groups and demonstrations of the development of the course competency matrices. All sample materials created in small groups will be compiled and shared with the full group of attendees. The workshop will wrap up with time for questions and information sharing.

Presenter Bios

Jess has been working in teaching and learning capacities for over a decade and enjoys working collaboratively to bring design visions to life. She is deeply invested in creating culturally relevant learning experiences and providing high quality materials at low cost. Jess currently serves as a Senior Learning Experience Designer with Western Governors University. Jess is a first-gen graduate and strongly believes in equity-driven curriculum design and culturally relevant pedagogy.

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Publishing Permission

1

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Start Date

5-4-2023 11:00 AM

End Date

5-4-2023 1:00 PM

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Apr 5th, 11:00 AM Apr 5th, 1:00 PM

Workshop: Adjusting the tires: Intentional instructional design alignment for OER

The goal for this session is to have participants walk away with an understanding of instructional design (ID) within the OER world. This includes, but is not limited to: considering assessment at the forefront of an OER implementation, reviewing OERs for accessibility, assisting in generating metadata and alternative text for accessibility, evaluating the efficacy of the OER adoption, and using meaningful data-driven approaches for redesign.

Attendees will participate in polls and will also be asked to post comments in the chat about their experiences working with or without an ID. This method will be used throughout the workshop; many connections to learning science and design will provoke comments to share experiences and/or gaps in knowledge.

Within small groups, participants will work through a course competency matrix with sample learning outcomes and open content. Instructional designers will lead discussion groups to explore the possibilities for alignment of OERs to learning outcomes. This will provide participants with a prototype to bring back to their institution to individualize and model for future OER projects.

The last chunk of the workshop will contain a sharing of design work completed within small groups and demonstrations of the development of the course competency matrices. All sample materials created in small groups will be compiled and shared with the full group of attendees. The workshop will wrap up with time for questions and information sharing.