{"id":3636,"date":"2016-03-26T05:12:19","date_gmt":"2016-03-26T05:12:19","guid":{"rendered":"http:\/\/course.oeru.org\/ds4oer\/?page_id=3636"},"modified":"2016-03-26T05:12:19","modified_gmt":"2016-03-26T05:12:19","slug":"open-design-and-development","status":"publish","type":"page","link":"https:\/\/course.oeru.org\/ds4oer\/learning-pathways\/designing-a-blueprint\/open-design-and-development\/","title":{"rendered":"Open design and development"},"content":{"rendered":"
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\"\"<\/a> <\/p>\n
The randomness of intelligent design<\/div>\n<\/div>\n<\/div>\n\n\n\n\n
\u201c\n<\/td>\n Design is not just what it looks like and feels like. Design is how it works.<\/i>\n<\/td>\n \u201d\n<\/td>\n<\/tr>\n
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\u2014Steve Jobs[1]<\/a><\/sup><\/cite><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\nOpen design refers to the creation and development of potentially meaningful learning experiences through open and transparent collaboration among course developers and peers using open educational resources, open educational practices and open technologies.\n<\/p>\n

OER design and development begins with a simple premise that it is more productive and sustainable to reuse and remix existing resources than to create new ones from scratch. It requires an agile disposition to assemble learning pathways which utilise existing OER and open access resources to support the learner’s journey in attaining the learning outcomes. The OER design process is highly iterative. Unlike production-line models found at many open distance learning institutions which develop a “master design plan” which provides detailed direction of the development, the OER design process accepts that we are more open to iterative change as the development process progresses. It draws on the experiences of open source software development.\n<\/p>\n

Eric Raymond compared the differences between open and closed models of software development in his seminal text, The Cathedral and the Bazaar<\/i><\/a> (1999). The cathedral<\/i> represents the detailed planning and closed development of proprietary software, where users only get to see the functionality and features between major releases and the code developed between releases is restricted to an exclusive group of developers. The bazaar<\/i> references an approach where all code is developed on the Internet in view of the public. Raymond proposed that “given enough eyeballs, all bugs are shallow” which he terms Linus’s Law<\/a> named in honor of Linus Torvalds who led the development of the kernel of the GNU\/Linux open source operating system.[2]<\/a><\/sup>\n<\/p>\n

The OERu provides an example of a design and development model which is distinctively open. The entire process from initial course nominations, to preparing design blueprints and developing the course resources is conducted openly on the Internet for all to see and participate in. This open approach facilitates more iterative design and development because the design documentation becomes a living document and the open education community can assist with peer review and refinements.\n<\/p>\n

Comparison of open design and development and traditional instructional design<\/span><\/h2>\n

In the formal education sector, the concept of open design and development<\/i> as well as the OERu project have few comparable
\nprecedents. DeVries (2013) provides a conceptualisation of these concepts in comparison with traditional instructional
\ndesign in the table below.\n<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Aspect\n<\/th>\nOpen design and development\n<\/th>\nTraditional instructional design\n<\/th>\n<\/tr>\n
Participants\n<\/td>\nVolunteer – either individual or institutional through contributions in kind\n<\/td>\nNormally paid, institutionally based\n<\/td>\n<\/tr>\n
Makeup of design team\n<\/td>\nVolunteers from global open education community – individuals or institutional\n<\/td>\nUsually from within one organisation\n<\/td>\n<\/tr>\n
Roles of the design team members\n<\/td>\nVaried, overlapping\n<\/td>\nMore clearly circumscribed\n<\/td>\n<\/tr>\n
Content copyright\n<\/td>\nOpen licensing for course materials but may link to open access materials with some rights reserved\n<\/td>\nMostly rights reserved\n<\/td>\n<\/tr>\n
Content versions\n<\/td>\nMultiple simultaneous\n<\/td>\nSingle official version\n<\/td>\n<\/tr>\n
Intended learners\n<\/td>\nMultiple constituencies, many unknown in advance\n<\/td>\nPredefined\n<\/td>\n<\/tr>\n
Design processes\n<\/td>\nIterative and recursive involving volunteer contributions\n<\/td>\nFormal design processes\n<\/td>\n<\/tr>\n
Authoring environment\n<\/td>\nGenerally open source software with detailed version control for open collaboration\n<\/td>\nGenerally proprietary or closed environments\n<\/td>\n<\/tr>\n
Delivery environment\n<\/td>\nMultiple options incorporating Personal Learning Environments and based on those used by member institutions, e.g. blogs, wikis, learning management systems, static websites and social media platforms\n<\/td>\nUsually a single dedicated enterprise platform, e.g. BlackBoard, Moodle\n<\/td>\n<\/tr>\n
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Note: Adapted from DeVries (2013)[3]<\/a><\/sup><\/small>\n<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Reflection on the comparison of open design with traditional models<\/b>\n<\/p>\n

What do you consider to be the strengths and weaknesses of the open design model? If you have experience in either traditional or open developments, you could focus in a little on those roles and experiencse.\n<\/p>\n

Share you thoughts on this question on WEnotes below, OERu forums<\/a> or Twitter<\/a>. For example:\n<\/p>\n