In Year 1, support for authors begins with the Textbook Accelerator. This is an 8-week intensive curriculum that prepares authors to develop equity-minded textbook chapters with an open license. After the Textbook Accelerator is complete, authors begin Textbook Development with a complete textbook outline. By the end of Year 1, authors have created and revised all initial chapter drafts and have a working manuscript for Pilot Instructors to use with students.

Textbook Accelerator (Year 1, Units 1-6)

During this phase, the Instructional Designer leads on relevant topics at weekly all-team meetings in support of textbook development tasks:

• Each meeting will have about 12-15 people total from the project support team and all author teams.
• The meeting goals are to build relationships, answer real time questions, and develop momentum on each project. See {Course #} Deliverables for Open Curriculum Development Project [Google Sheet] for details on the objectives and weekly deliverables associated with each meeting.
• If teams fall behind in meeting weekly goals, the Project Manager may ask the Instructional Designer to meet with authors individually in order to make progress towards deliverables.

In this part of the process, the Instructional Designer will provide feedback on the scope, structure, and alignment of the outline by author request. This ensures that the author’s strongest work is circulated for peer review. Comments can be provided asynchronously in the document or by talking together in 1:1 meetings.

Authors can opt to develop an open pedagogy assignment that generates student work for inclusion in their manuscript draft by the end of Year 1. If they choose to pursue this, the Instructional Designer will support this work with an emphasis on scope, feasibility, and respect for student choices.

Note: Teams are not required to submit their outline to the Instructional Designer for feedback. The Developmental Editor will provide their own feedback on the outline along with their synthesis of peer review comments.

Half Manuscript (Year 1, Units 7-8)

As the {Course #} About this Book document is circulated for peer review, teams begin to draft their first chapters. All-team meetings now take place once a month. The Instructional Designer continues to lead on relevant topics as introduced in Units 7-8.

During this phase, authors draft chapters that align with the project criteria for success. They will need your help to:

• Structure chapter subtopics in support of each main chapter topic.
• Incorporate figures into each chapter section with captions, alt text, and image descriptions.
• Use descriptive links.
• Develop meaningful open-ended reflection prompts at the end of each chapter.

To complete these tasks, the Instructional Designer may collaborate with the Developmental Editor, Research Consultant, and Equity Consultant. Schedule 1:1 time with each author at least once at this stage of the project to ensure that authors have access to direct design support. The Project Manager will also direct authors to you for design support as needed. Note that authors must also revise their outline during this phase of the project.

Full Manuscript (Year 1, Units 9-10)

This is a dynamic and challenging phase of the project. Authors must revise their half-manuscript chapters while they draft their remaining chapters for the full manuscript review. After review is complete, they incorporate revisions in time for the manuscript to be marked up for import into Pressbooks and shared with Pilot Instructors.

In this stage, the Instructional Designer will likely be in high contact with author teams that have not made progress on schedule. Urgent tasks may include:

• Co-working with authors to create figure captions, alt text, and long descriptions.
• Creating sample open-ended reflection prompts in multiple chapters for authors to review and approve.
• Drafting H5P in multiple chapters for authors to review and approve.
• Flagging inaccessible media and connecting authors with the Research Consultant and Equity Consultant for support in finding openly licensed alternatives.
• Revising drafted learning objectives to align with actual chapter content.

As this is the final phase before course design begins for pilots, the Instructional Designer provides direction on what tasks to prioritize for textbooks to be student-ready.

The Instructional Designer will also support the Project Manager in formatting finished Year 1 textbooks for import into Pressbooks, including inserting Chapter survey links and H5P, and doing final accessibility reviews prior to the start of pilots in the fall.

At the end of Year 1, authors can opt to teach with open pedagogy during Year 2, or they can identify content gaps that they hope Pilot Instructors will fill through open pedagogy during Year 2. If they choose to pursue this, the Instructional Designer will coordinate and support this work with an emphasis on scope, feasibility, and respect for student choices.

Licenses and Attributions for Instructional Design in Year 1: Open Textbook Drafting and Development

“Instructional Design in Year 1: Open Textbook Drafting and Development” by Open Oregon Educational Resources is licensed under CC BY 4.0.