In the final year of the project, the Instructional Designer has three main tasks:

• Support Early Adoption Instructors in designing courses with the Year 3 version of the textbook
• Support the Final Quality Review of Launch Pressbooks
• Align Year 2 course packs with Launch Pressbooks

Early Adoption Instructors receive up to 4 hours of design support in advance of their adoption term and 1-2 hours of revision support after the term ends. The required deliverable is to upload openly licensed course materials to the OER Commons Group associated with the launch version of the textbook.

The Instructional designer reviews the following for launch textbook quality:

• Chapter learning objectives for active verbs and clarity.
• Figure captions for learner focus and alignment.
• H5P is complete, equity-minded, and aligned with chapter learning outcomes.
• Textbook meets criteria for success for accessibility.

Finally, course packs require careful revision to remain relevant to the launch version of the textbook in Pressbooks. Revising for final alignment is the Instructional Designer’s responsibility, as Year 2 course pilot instructors have completed their contracts.

Early Adoption Instructor Support

Early Adoption Instructors receive 3-4 hours of pre-term design support and 1-2 hours post-term revision support. They are not required to review the Course Accelerator, complete a Course Map, or do an Equity-Minded Course Review. However, completing a Course Map and Equity-Minded Course Review can help the instructor to reflect on how all parts of the course work together. Often this is the first time an instructor engages with a course planning tool. Review these tools with the Early Adoption instructor and emphasize the learning benefits to their students.

Sometimes Early Adoption Instructors do not respond to Instructional Designer requests to meet in advance of the adoption term. In order to receive the $750 stipend, Early Adoption Instructors must submit an openly licensed course artifact that integrates with the textbook. Typically, instructors express reservations about sharing their course materials without more time for review and revision. This means that Early Adoption Instructors may request more instructional design support after the adoption term is over, even if they had minimal contact in advance. Work with the Early Adoption Instructors whenever they are able to receive instructional design support.

Be ready to point Early Adoption Instructors to specific examples in the Course Accelerator depending on their readiness to implement design recommendations. For example, early adoption instructors may be interested in implementing Transparency in Learning and Teaching or Universal Design for Learning in an assignment sequence, or they may be curious about Culturally Responsive Teaching in their overall approach (for example, how and when they center student expertise and lived experiences). Be ready to offer support at their pace, as Early Adoption Instructors don’t make the same contractual time commitment as Pilot Instructors. For example, they don’t provide feedback on chapter content or ask their students to do so, nor do they prepare all course materials to share as a course pack.

Final Quality Review of Launch Pressbooks

The leadership team works together to ensure final quality reviews of Launch Pressbooks. The Instructional Designer lends critical support in the following areas:

• Chapter learning objectives
  • Ensure that every chapter’s learning objectives include active learning verbs. Replace the following verbs with more active verbs, such as analyze, discuss, or explain, depending on the content of the chapter:
    • Understand
    • Learn
    • Know
    • Give
    • Provide
    • Receive.
• Figure captions
  • Figure captions should provoke critical thinking, often by including a direct question for students to consider. Users should be able to read a figure caption and understand the argument of the chapter section. Revise figure captions to clearly relate to the chapter’s argument and when possible, pose a critical thinking question.
• H5P is complete, equity-minded, and aligned with chapter learning outcomes
  • Ensure that H5P answer feedback is 255 characters or less.
  • Resolve outstanding copyedits that do not require subject matter expertise.
  • Rework H5P into multiple choice or true/false question types as needed (sometimes authors create H5P in non-accessible question types).
• Textbook meets criteria for success for accessibility
  • Support project leadership team in resolving outstanding accessibility issues with alt text, long descriptions, descriptive link text, use of color in graphics, and accurate media captions. Each project will have different needs based on the preparation of the revising author.

Process for Aligning Course Pack Materials with the Revised Textbook

After Course Pack Materials are ready for upload, the Project Manager adds links to the documents on the course pack site. The Project Manager will notify the Instructional Designer when materials are posted and ready to align with the revised textbook.

As textbooks have been revised with student feedback, instructor feedback, advisory board feedback, and peer reviewer feedback, content has understandably changed and shifted! Learning objectives may be new, examples may have been swapped out, and chapter numbers, titles, and topics may be different.

The goal for the alignment process is to reduce student confusion and increase reusability for future instructors. This is not the time to revamp the entire course, add a bunch more interactives, or come up with perfect wording. This is the time to ensure that the course and the revised book serve the same purpose.

To complete an Alignment Review, complete the Aligning Course Pack Materials with the Revised Textbook [Google Docs] template. It will help you to check for the following quality indicators:

• Book-level learning outcomes/objectives support course learning outcomes.
• Chapter-level learning objectives support course unit-level learning objectives.
• All references to chapter content in unit course materials (overview, course materials, assignment prompts) are valid.
• Assignment documents (discussion posts, prompts, activities) accurately measure course learning outcomes.

The upload and alignment processes for course packs are outlined in the “Course Pack To-Dos” tab of the of {Course #} Pilot Deliverables for Open Curriculum Development Project [Google Sheet]. Set deadlines for each review process to allow sufficient time for completion.

Final Review of Course Pack Materials

As all courses at institutions of public higher education are required to meet WCAG 2.1 standards, there are few issues at this stage, as the course materials have already been designed, piloted, revised, and aligned. This means that all media should have accurate captions, all tables should organize informative content rather than simply format page layout, and all images should have alt text and long descriptions. Confirm that all Google Docs use appropriate heading structures and list features. See Template: Accessibility Compliance Report for Course Packs [Google Docs] for guidance on noting outstanding accessibility issues that you are unable to resolve.

Confirm that all course materials carry the Pilot Instructor’s open license statement.

The final quality review process for course packs is outlined in the “Course Pack To-Dos” tab of the of {Course #} Pilot Deliverables for Open Curriculum Development Project [Google Sheet]. Set deadlines to allow sufficient time for completion.

Licenses and Attributions for Instructional Design in Year 3: Revising, Production, and Marketing

“Instructional Design in Year 3: Revising, Production, and Marketing” by Open Oregon Educational Resources is licensed under CC BY 4.0.