1. 5R Open Course Design
Framework
David Wiley, PhD
Chief Academic Officer

2. Unless otherwise noted
this presentation is licensed CC BY 4.0

3. 5RO CDF Goals
Provide guidance that can be successfully
implemented by faculty and others who
are not trained instructional designers

4. 5RO CDF Goals
Accept that we’re (over) simplifying. Support
moderate improvements in teaching and
learning during the OER transition

5. 5RO CDF Goals
Create opportunities for faculty to think about
how their practice might change in the context
of “open”

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. Hattie’s Visible Learning
Grounding the 5RO CDF in effective
instructional design principles

8. Scope of VL
Over 800 meta-analyses
Over 50,000 studies
Over 80,000,000 learners

9. Effect Size
Measure of magnitude of impact
Independent of sample size
Typical teacher effects 0.25 – 0.40

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. 1. Why “5R Open”?
Differentiate from
underconceptualized ideas of “open”

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

14. retain is prerequisite
to revise and remix

15. 2. Learning Objectives
Or learning outcomes, or competencies, or…
Teacher Clarity: 0.75; Goals: 0.56

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
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

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
to work?
• CC0 for learning objectives?

21. 3. Alignment
Avoiding simple mistakes that
might be easy to make with OER

22. Learning
Objective
Activities
Activities
Activities
Activities
Assessment
Assessment
Assessment
Assessment

23. Learning
Objective
Activities
Activities
Activities
Activities
Assessment
Assessment
Assessment
Assessment

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
can do?
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
were successful?

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

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

28. Learning
Objective
Activities
Activities
Activities
Activities
Assessment
Assessment
Assessment
Assessment

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)

31. 5. Assessments
The line between activities and assessments
may be blurrier that you think

32. No Stakes Low Stakes High Stakes
Activities
Supporting
Learning
Assessments
Supporting
Grading

33. 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

34. Minimize Time to Feedback
Feedback is absolutely critical to
support student learning
Feedback: 0.73

35. Make Time for Relationships
Teachers should get to know students and
practice in listening, empathy, and caring
Teacher-student relationship: 0.72

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

37. 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

38. 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

39. 5R Open Pedagogy Considerations

40. Disposable Assignments
Students hate doing them
You hate grading them
Huge waste of time and energy

41. Renewable Assignments
Students see value in doing them
You see value in grading them
The world is a better place at the end

42. a. OER as Worked Example
Students critically review course materials
and make plans to improve them
Worked Examples: 0.57; Metacognitive Strategies: 0.69

43. b. Revise / Remix OER
Students reorganize and transform
course materials
Organizing and Transforming: 0.85

44. c. Peer Teaching with New OER
Students work in small groups to teach each
other using their new resources
Reciprocal Teaching: 0.74

45. d. Encourage Sharing
Encourage students to openly license and
share their work online

46. 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?

47. 6. Implementation
How does this all get rolled out?

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
retain?

49. 7. Continuous Improvement
What data should I gather and analyze to
decide what’s working and what’s not?
Formative evaluation: 0.90

50. Relationships and Patterns
• Patterns of performance on assessments
(gradebook exercise)
• 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

54. 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.

55. Discussion!
Thoughts? Arguments? Disagreements?
david@lumenlearning.com