Designing for Open: Strategies and Processes

Open Education Conference • Nov.9-13, 2020 • Virtual

Presentation Description

In this session, participants will learn about the different roles that instructional designers, faculty course developers, and other education professionals can play in the advocacy and promotion of OER and open education practices. Example course development templates that utilize OER will be reviewed. This session will also provide a definition of open education practices, what the advantages of these practices might be, and review strategies for including open education processes into the curriculum. Resources and lesson plans that utilize OEP will be shared and discussed. There will be an opportunity for participants to share their own work and practice as well as time for questions. 


Participants in this session will be able to:

  • Identify the different roles that instructional designers and faculty course developers can play in the advocacy for OER and open practices,
  • Understand how to connect OER to the learning design process using course design templates,
  • Identify open strategies that can be applied to course development that promote student engagement and ownership of their learning.

Structure and Format

The presentation is in three parts:

  1. A discussion of the role that instructional design, course developers, and edu professionals such as librarians play in the promotion and advocacy of OER. 
  2. An exploration of practical applications of OER to the course design process. 
  3. A broader discussion of open education practices and how to create OEP assignments that leverage OER. 

Each section will include time for IDs and faculty to share their own practices. Each section will have links to relevant tools and resources. The session will end with Q&A.


This session goes beyond advocacy and how to find OER (both of which are important) and looks at how to apply OER and open education practices. We need to create a culture of open practices in education to foster student agency and engagement. This can only come from the education community – OEP asks us to let go of the old paradigm which sees education as a product and teaching and learning to be a transaction. 

Diversity Comments

Designing courses for OER and open education practices means that we are creating learning experiences where students are asked not to produce a product, but to engage in a collaborative process of knowledge creation. This vision of education relies on the diversity of voices and experiences that the students bring to the learning experience rather than expecting them to adapt to the traditional paradigm represented by traditional education. The instructional design process must rely on the affordances of OER and OEP to naturally include learning experiences that draw on diversity and inclusion in order to be successful. 


Collier, Amy. (2020) Inclusive Design and Design Justice: Strategies to Shape Our Classes and Communities. Retrieved from: 

DeRosa, Robin and Jhangiani, Rajiv. (n.d.) Open Pedagogy. Open Pedagogy Notebook. Retrieved from: 

DeRosa, Robin and Robinson, Scott. (2017) From OER to Open Pedagogy: Harnessing the Power of Open. Retrieved from:

Downes, Stephen (2007) “What Connectivism Is.” Retrieved from:

Evaluate and Align OER. (n.d.) Collection. OER Commons. Retrieved from: 

Gráinne, Conole. (2020) Learning Design and Open Education. International Journal of Open Educational Resources. Retrieved from: 

Hendricks, Christina, (2017) Open Pedagogy: Examples of class activities. Retrieved from: 

Jhangiani, Rajiv. (2019) 5Rs for Open Pedagogy. Retrieved from: 

Major, Aimelle. (2020) How to Develop Culturally Responsive Teaching for Distance Learning. KQED. Retrieved from: 

Morris, Sean. (2017) Subjectivity, Rubrics, and Critical Pedagogy. Middlebury Digital Learning. Last retrieved from: 

Paskevicius, Michael and Irvine, Valerie. (2019) Open Education and Learning Design: Open Pedagogy in Praxis. Retrieved from: 

Quality Standards for Open Educational Resources. (2020). Affordable Learning Georgia. Retrieved from: 

Siemens, George (2006) Knowing Knowledge. Retrieved from: 

Sinkinson, Caroline. (2018) The Values of Open Pedagogy. Retrieved from:

Zhadko, O. & Ko, S. (2019). Evaluation and Selection Criteria for OER. Retrieved from: 


Diversity, Equity, and Inclusion

Checklist for an Inclusive Classroom Community: 

Culturally Responsive Curriculum Scorecard 

Peralta Community College Equity Rubric 

Inclusion by Design: Survey Your Syllabus and Course Design – A Worksheet 

Course Design

WA State Board for Community & Technical College’s Course Design Checklist 

OER Adoption

Achieve Rubric for OER 

OER Starter Kit by Abbey Elder 


Concept Map of All Learning Theories 


Universal Design for Learning Guidelines 

There are more tools in readings in the References section above. 


Link to video of presentation.

These notes are also available as a Google Doc.

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