1 Design

Frameworks

The Open Education Development Series (OEDS) was intentionally and strategically designed to support faculty at varying levels of experience with and knowledge of OER. We wanted a comprehensive, purposeful approach to engage and support faculty in their understanding, use, and creation of OER. We envisioned something flexible so as to accommodate faculty needs while simultaneously being responsive to faculty readiness. Most importantly, we sought to design a vehicle that could promote deep faculty transformation and adoption of open education practices and OER.

The OEDS reflects a progression of cognitive rigor aligned with varying levels of readiness through the use of two key frameworks, identified here and explored in the following chapters:

  • Matrix of Cognitive Rigor: A conceptual framework based on the work of Karin Hess (2013)
  • Continuum of Self-Reflection: A readiness model based on the work of Pete Hall and Alisa Simeral (2008)

References

Hall, P., & Simeral, A. (2008). Building Teachers’ Capacity for Success. ASCD.

Hess, K. (2013). Cognitive rigor in today’s classrooms. Measured Progress. https://www.asdn.org/wp-content/uploads/CCAP3010_Cognitive_Rigor_in_Todays_Classroom.pdf

 

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Open Education Development Series Companion Guide Copyright © by amyvecchione and sarahsaia is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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