Open Educational Practices/Instructional Design

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This lesson introduces basic instructional design concepts.

Objectives and Skills

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Objectives and skills for this lesson include:

  • Understand basic instructional design concepts
  • Plan student engagement and assessment


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  1. Wikipedia: Instructional design
  2. Wikipedia: POGIL
  3. "TAPAS bar" Curricular Examples
  4. Wikipedia: Community of inquiry
  5. OSCQR: The Open SUNY Course Quality Review


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  1. YouTube: ADDIE in a Nutshell
  2. YouTube: What is the ADDIE Model/Process
  3. YouTube: Seven Week Hybrid Absorb Do Connect
  4. YouTube: Process Oriented Guided Inquiry Learning (POGIL)
  5. YouTube: Summarizing the Community of Inquiry Model
  6. YouTube: Open SUNY - OSCQR Rubric, Process, and Dashboard


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  1. Understand basic instructional design concepts.
    • Review OSCQR: The Open SUNY Course Quality Review or a similar course quality rubric used by your institution.
    • Select a course you teach (or a process you oversee) that you would like to revise and improve. Apply the rubric and instructional design concepts from this lesson by reviewing the course objectives, course outcomes, lessons, and assessments. Prepare a summary of the proposed improvements you have identified.
  2. Seek feedback on open content.
    • Access the Piazza web service at Piazza: Open Educational Practices to join the course discussion forums and review existing posts.
    • Share your improvement summary with the designated audience and seek feedback on your efforts. This may be within your own institution or with others in your discipline discussion group. Create a new post or respond to existing posts to address one or more of the following questions:
      • What course or process did you review? What proposed improvements did you identify?
      • What is your timeline for implementing these improvements? What obstacles will you need to overcome?
      • What changes would you make to the rubric you used for it to be more effective and more useful in your learning environment(s)?
  3. Edit this page.
    • Review Wikiversity:Be bold. Wikis only work if people are bold.
    • Review your notes of new concepts or key terms from this lesson and compare them to the Lesson Summary and Key Terms listed below.
    • Be bold by improving this course wiki page using the Edit tab. For the Lesson Summary and Key Terms, include references for any content you add. If the Lesson Summary and Key Terms sections seem complete to you, review the Readings and Multimedia links for opportunities for improvement. But note, improving a wiki does not always mean adding to the wiki. Consider how much content you, yourself, are willing to view. Add, edit, update, delete, replace with links to better resources, etc. Your guide should always be to leave the wiki better than you found it.
  4. Reflect on open educational practices.
    • Reflect on what you learned in this introduction to instructional design. What surprised you? What have you learned so far that you can apply to your own learning environment(s)? Post your reflection in the Piazza discussion forum, sharing it with either the entire class or one or more of the available discussion groups.
    • Review other reflection posts and respond to at least two that interest you. Post any questions you have that you would like others to address.

Lesson Summary

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Additional items will be contributed by course participants

  • Process Oriented Guided Inquiry Learning (POGIL) is a student directed group learning strategy. [1] There are two components to its design. First, the instructor must outline the information for students to explore. Second, questions included in the lesson must be sequenced in a manner to help students build on prior knowledge, promote new recognition of relationships and patterns to lead to concept development, and help students apply concepts to new situations. When using this model, students work in groups of three or four and each is assigned a role. At the conclusion of group work sessions, students should have experienced a deeper understanding of the lesson through communication, teamwork, and critical thinking skills used.
  • Community of Inquiry (CoI) includes social presence, cognitive presence, and teaching presence in an online learning platform with each being essential to an educational transaction. [2]
  • Instructional Design vs. Instructional Technology: Design consumes itself with how the course is taught (pedagogy) and the Technology encompasses the tools used to teach (LMS, YouTube).
  • Contextual Teaching and Learning facilitates higher transfer of information and better use of information in the future. The overall goal is to scaffold the learning, moving the student from dependence to independence. [3]

Key Terms

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Additional items will be contributed by course participants

An instructional systems design (ISD) framework that many instructional designers and training developers use to develop courses. The name is an acronym for the five phases which defines training and performance support tools: Analysis, Design, Development, Implementation, Evaluation.[4]
Bloom's Taxonomy
A set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains.[5]
concept map
A graphical tool that instructional designers, engineers, technical writers, and others use to organize and structure knowledge.[6]
The theory and practice of education.[7]

See Also

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