16. “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.”
17. Invest in Your Objectives
They provide the foundation for
everything that comes later
18. A Simple Model: Mager’s ABCD
• Audience – students
• Behavior – what will they do?
• Condition – under what conditions?
• Degree – how well?
19. A Simple Model: Merrill / Clark’s
Content Performance Matrix
Apply N/A Classify new
Fact Concept Process Procedure Principle
20. 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
• CC0 for learning objectives?
24. 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
3. Activities – what can students do to go from not
knowing or being able to knowing or being able?
25. 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
29. Double Check Objective Type
Make sure the resources you select match the
level of your outcome (remember vs apply)
and not just the topic
30. 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)
48. 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
50. Relationships and Patterns
• Patterns of performance on assessments
• Patterns of OER usage
• Relationships between usage of OER and
performance on assessments
51. 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
52. Engage Next Term’s Students
As you target areas for improvement,
think about how you can
involve students in the process
53. Optional: Collaborate with Lumen!
Lumen has developed a range of tools, models,
and processes for implementing the
5R Open Course Design Framework
• 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
• Lumen’s tools and support can help you
use OER more effectively.