Design blueprint

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OER Foundation logo-small.pngOERu-Logo-small.pngOERu 2012 / 2013 Prototype Design and Development Project
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Key points
  • The wiki design and development model does not require a detailed and lengthy design blueprint because the process is iterative and the design becomes transparent as the development progresses.
  • The purpose of the design blueprint is to provide a high level overview for potential collaborators, the detail emerges in the relevant subpages of the project plan and draft materials.

Metadata summary

  • Level: 3rd year Bachelor Degree level (Level 7 NZQA)
  • Discipline: Openness in education and learning design
  • Notional learning hours: 150 hours
  • Credits 15 Credits (Equivalent to one course/unit) towards 120 credit credential
  • Local credential at your institution: Elective course credit for Diploma in Tertiary Education at Otago Polytechnic
  • Coursecode: OERuOEP

Intended target audience

This course is designed for existing or future educational practitioners. No prior knowledge of open educational resources or open education practice is required. The intended target audience for this course includes:

  • Teachers working in the school sector,
  • Lecturers working in community colleges, polytechnics and universities,
  • Trainers working in the vocational education and corporate training sectors,
  • Pre-service teachers, lecturers and trainers.

Learning outcomes


  • To examine, describe and define openness in the context of education including the concepts and practices associated with open philanthropy, open learning, open distance learning, open educational resources, open education practices, open access, open content, open courseware, open source, open policy, open business models, and open licensing.
  • To examine and compare the range of relevant intellectual property and copyright arrangements relevant to teaching and learning in a digital age operating within an international context including Copyright, Creative Commons and other licensing frameworks, the Berne Convention and technology related challenges associated with free cultural works approved licenses.
  • To develop 5 notional hours of learning materials based solely on OER demonstrating the digital literacy, collaboration and social media skills necessary for open education design and development.


At the successful completion of this course, students will be able to:

  1. Define openness in an educational context with reference to the history, current practice and instantiation forms of open education practice.     
  2. Examine relevant forms of intellectual property and copyright licensing of open educational resources and to apply correct licenses when enable reusing, revising, remixing or redistributing open content.
  3. Analyse and compare production models (e.g. peer collaboration versus traditional production models, remix versus create anew) using the criteria of cost (time), quality and access and to recommend appropriate strategies for different contexts
  4. Search, adapt, remix and share openly licensed images
  5. Search, adapt, remix and share rich media objects (for example audio and video)
  6. Develop and review a design blueprint for a self-contained open educational resource
  7. Develop 5 notional learning hours of OER course materials designed for summative assessment components.
  8. Develop and apply relevant digital literacy and social media skills necessary for the open and collaborative design and development of open educational resources including, for example, maintaining a blog, microblogging, collaborative wiki authoring, digital content interoperability.

Overview of the delivery model

The Open Educational Practice course will be based on self-paced online learning materials designed for independent study. Students will be required to participate in a number of international online workshops with educators from around the world hosted by the OER Foundation. These workshops will include:

A key feature of this course is for learners to gain hands on experience in designing and developing OER teaching materials using an open peer-collaboration model within an authentic international open education context. As a work-based learning course, learners will develop 5 notional learning hours of OER course materials and be required to obtain the necessary permissions to release their course materials for the learning project under an open content license in situations where the copyright of creative works produced in the course of employment belong to the employer.

Integrated activities for peer-learning interaction (microblogs, blog posts and discussion forum posts) are embedded in the course design. Where appropriate, interactive case studies will be used to facilitate learner-content interactions and simulated dialogue with course developers.

The course will also incorporate the ‘pedagogy of discovery’ (including self-discovery) to engender a free-range learning pedagogy for significant components of the course. This pedagogy fosters self-directed content gathering and analysis rather than content that is pre-selected by the examiner, thus enabling learners to seek out information and areas of study of personal and direct interest or relevance to their own interests or career paths.

Students are required to have access to a personal computer, e-mail and Internet access. The course presumes basic computer literacy and web-navigation. Digital and social media literacy skills relevant to finding and remixing OERs and peer-sharing of the learning journey through collaborative design will be embedded in the course with corresponding support resources to support capability development in these areas.

Assessment model

Students will be required to submit three assessment items for the course:

  1. Theory and practice of openness in education weighted 30%
  2. Practical skills demonstrating the ability to revise, remix and redistribute digital OERs weighted 20%
  3. Collaborative design and open development of 5 notional learning hours of OER teaching materials weighted 50%.

Learners will be required to post a personal learning reflection each week comprising a short blog post. Each assignment will include two learner selected posts from their personal learning journal.

To successfully complete an individual assessment item, a student must achieve at least 50% of the marks. To be assured of receiving a passing grade, a student must achieve at least 50% of the total weighted marks available for the course.

Interaction strategies

Provide a brief summary describing:

Student-content interactions

  • A series of short video signposts will be used to provide students with an orientation to each of the major topics
  • Students will work through a series of online tutorials designed for independent study.
  • Students will use e-Learning activities to locate, read and analyse OER relevant to the learning objectives for particular units.
  • These e-Learning activities will provide a substantive component of course content for the open education practice course.
  • Authentic development of OER learning materials.

Student-student interactions

  • Students will be able to interact via a number of MOOC-like technologies which will be harvested using an aggregated timeline for the interactions:
    • Microblog activities and posts.
    • Discussion forum posts
    • Personal blog posts and comments
    • Ask OERu, a community-based question and answer forum.

Student-support interactions

  • Students will be encouraged to use a the peer-support question and answer forum for addressing support questions.
  • Academic volunteers will be able to add support to learners and we hope to build a community of support volunteers from alumni of the course.