DesigningforanOpenAudience

We are planning on conducting research from books and journals. We are also hoping to conduct interviews to include current data as possible to include about designing for an open audience. We have one scheduled interview with Dr. Gabrielle Gabrielli next Tuesday, we have this list of prepared questions:
 * How have you designed for an open audience?
 * What is your definition of an open audience?
 * What are obstacles for designing for an open audience? And how one might overcome obstacles?
 * What tools would you recommend for designing for an open audience?
 * How does designing for an open audience differ from designing for a closed audience?

Introduction
 * Purpose of this chapter:
 * "Kansa and Ashley (2005), for example, point to statistics showing that only 27% of research papers are published, and only 5% of research shared. The value of research data, they argue, increases ten times on openness." (Downes, 2007)
 * Define open audience:
 * “For authors, open publication grants enable access to the widest possible audience” (Downes, 2007).
 * “Walker (2005) defines ‘open’ as convenient, effective, affordable, and sustainable and available to every learner and teacher worldwide” (Downes, 2007).
 * Our definition of what open audience means: (to be determined with more research and interviews)
 * Discuss the design process for designing for an open audience:
 * What to expect as a designer

Background Information
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Brief history of open education and how it has lead to designing for an open audience
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Foote (2005) defines “Four Freedoms:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: square; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Freedom to Copy
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: square; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Freedom to modify
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: square; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Freedom to redistribute
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: square; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Freedom to redistribute modified versions.” (Downes, 2007)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Examples of open education project/where you can learn more:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Famous open education projects
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How they were designed for an open audience/Challenges
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Links to learn more about them

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Key Issues
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Funding your project
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“It is commonly pointed out that even though a resource may be free for the consumer, it does not follow that the resource is free in the sense that it nonetheless costs something in funding or services to create and distribute a resource” (Downes, 2007).
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What are the costs for providing for an open audience?
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: square; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(See “ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//Funding Models// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">” in Downes, 2007)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Donations
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: square; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(See “ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//Donations Model// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">” in Downes, 2007)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ads
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Grants
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Differences between designing for an open audience vs. a target one
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Scope of audience
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Access
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Copyright Issues
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Concerning Reusability
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ownership
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Concerning Reusability
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Licensing
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: square; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“It is worth nothing that one of the major expenses faces in MIT’s OpenCourseWare project was clearing of licenses for all materials used, even though they did not pay royalties or use commercial content for any of it (Downes, 2002). Numerous licensing schemes exist, including Creative Commons and the Gnu Public License” (Downes, 2007).
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: square; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Creative Commons

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Solutions
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Assumptions
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What you can assume
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What you cannot assume
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Planning/Choosing a design model
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Motivations/ARCS (see Dick, Carey, and Carey pages 93-94, 172-174, 332)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Principles of design for an open audience
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: square; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Each principle will have its own heading (more research is needed)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Advanced - Using a design model
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Example of models (Rothwell and Kazanas)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Following the process
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: square; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Detail about common model steps (such as ADDIE model) (Rothwell and Kazanas 59-60)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Making changes/putting it all together
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Testing
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Lessons learned
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sustainability
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Keeping your design “Open”

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Summary
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Provide summary of points discussed

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">References
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Foote, T. (2005) Wikipedia. Utah: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//Open Education Conference.//

<span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">[|__http://cosl.usu.edu/media/presentations/opened2005/OpenEd2005-Foote.ppt__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Downes, S. (2007) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//Models for Sustainable Open Education Resources//
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Downes, S. (2002). Massachusetts institute of Technology. 2002. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//The Technology Source,// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> November/December 2002 online November 1, 2002. <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">[|__http://technologysource.org/article/massachusetts_institute_of_technology/__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Dick, Carey, and Carey (2009) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//The Systematic Design of Instruction//
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Rothwell and Kazanas (2008) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//Mastering the Instructional Design Process: A Systematic Approach//

= = = = =**//__<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">CHAPTER DRAFT ONE __//**= = =  **__<span style="font-family: 'Times New Roman','serif'; font-size: 21px; line-height: 200%;">Introduction __** = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">PURPOSE OF THIS CHAPTER ** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">The purpose of this chapter is to teach instructional designers how to design a module for an open audience. By the end of this chapter you will know what an open audience is, a brief history on the background of open education, how to fund your project, the differences between an open audience/targeted audience, steps to designing for an open audience, and finally how to sustain your project. This chapter is written under the assumption that the readers will have some knowledge of instructional design. = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">DEFINING OPEN AUDIENCE ** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">There are many definitions available for an open audience. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Walker (2005), for example, defines ‘open’ as convenient, effective, affordable, and sustainable and available to every learner and teacher worldwide” (Downes, 2007). The definition I would like to provide is a simple one: an open audience is an audience consisting of a varying amount of unknown diverse groups of learners. = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">WHAT TO EXPECT ** = = <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> When designing for an open audience you must realize that your module could be seen by <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">any range of different ages, races, ethnicities, religions, education levels, and income levels. This process will be longer then designing for a targeted group. Your module will need to go through extra levels of analysis and evaluation to ensure not only that your module is not only successful but successful for any and every learner. You must also be prepared to think about the same process from many different perspectives. Finally you must be able to take many different kinds of thinking and combine this into something any learner can understand. = =  **__<span style="font-family: 'Times New Roman','serif'; font-size: 21px; line-height: 200%;">Background Information __** = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">OPEN EDUCATION PROJECTS ** = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">OPEN EDUCATION -> OPEN AUDIENCE ** = =  **__<span style="font-family: 'Times New Roman','serif'; font-size: 21px; line-height: 200%;">Key Issues __** = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">FUNDING YOUR PROJECT ** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> While designing for an open audience, a designer could come across the dilemma of funding. It is not uncommon for open education materials to bear minimal to no cost to the user, but of course the project does have a cost to be made, sustained, and distributed. There are a variety of ways that projects designed for an open audience have originated ranging from individuals to groups to corporations, and they all share the common thread of the need to be supported by some financial mean. What is interesting about funding is that there are various ways to come up with the money. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> On a basic model, donations could be received in order to support the project. The funds raised are likely then to be managed by a foundation. In this way, the broader community supports the project, which could equate to the diversity that the open audience model allows. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> If the model designed for an open audience were to be distributed through the internet, ads on the web page could help alleviate the cost of funding the project. Because the project would be designed for an open audience, companies could see the great appeal of advertising on that page, for it would be able to reach a diverse range of peoples to advertise their product to. Also, those companies advertising on the page could have some type of investment in order to support the funding of the project. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> It could be possible that the designer is designing a project that could be supported through the funding means of grants/scholarships. Extensive research may have to be conducted before beginning the project if grants are available. Government grants are probably the best bet for a designer to look into first, but there may be external companies wishing to fund projects for educational means and may be of support in providing grant money. = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">SUSTAINABILITY ** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Often times you’ll find yourself in an environment that your training is constantly changing. For example, in a technical world, Microsoft has gone through many versions over the years (example: 97, 2000, 2007); for this reason it is important to create your work so that it can be changed in the future in order to stay current with the technological trends and be sustainable. A few things, though, should be kept in mind as you create your training for the future to increase the sustainability levels of your work: = = = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">REUSABILITY ** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Imagine your design reaching the masses. Imagine your design is so admired that high end professionals want to use your work for their learners. If reusability is an idea for your work, there are ways to design your module in such a way for alterations to reach an even broader audience. Benefits of reusability to your work could include gaining notoriety, compensation may be included, your prestige as a professional could rise, and your business could see a peak in clients. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> A technique that could be used from designing with sustainability kept in mind includes the concept of designing separate student and teacher modules. In this way, the teacher is able to reuse the same material over and over again. Furthermore, it is important for the designer to be as a generic as possible in the examples used in the module. This allows for the design to be as relatable as possible to the audience and the module to be reused in a variety of settings. Also, it may be imperative to keep in mind to reduce the use of copyrighted items. This concept will reduce the cost of the module, and will increase the amount of time the module could be reused because it would not be targeted to a specific genre or generation of peoples. Lastly, it would be of great importance to create a module in a common format that is inexpensive and available to a broad range of people. For example, if one were to create a training module in Adobe Captivate, this software would be available to many instructional design professionals, but in this way it is limited to the reusability by other instructional designers or those familiar with the software. = =  **__<span style="font-family: 'Times New Roman','serif'; font-size: 21px; line-height: 200%;">Solutions __** = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">ASSUMPTIONS ** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">When preparing to design for an open audience it’s important to know what one can and cannot assume. To begin you can assume that your audience has a //basic// ability in reading, writing, and math (unless otherwise noted in the project). These are skills that if your audience was missing it would be nearly impossible to design for. It is important to realize that a basic understanding in this case would be a high school equivalent level. It is also fair to assume that your audience will be either interested in the topic or forced to complete the training by an outside source such as school, a job, or judicial requirement. By narrowing down the reason learners will participate in the class the designer will have a better idea of the format and style of voice to utilize. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> Those are the only definitive assumptions that can be made when designing for an open audience. However there are items that can be assumed on a per project basis. For example if a designer was tasked with creating a module for the inmates of a prison, a designer could assume that the learners were all accused of a crime. Also depending on the prison the designer might also be able to assume a gender and age range for the learners. Even with these few variables narrowed down, much of the design will still need to be “Open” and assessable to all learning styles, races, education levels, etc. Unless there is 100% certainty a designer's best choice in the end is to not assume. If a designer decides to assume and they are wrong, it can lead to alienating individuals (and groups) which could lead to making their learning a failure. = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">PLANNINE/CHOOSING A DESIGN MODEL ** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">One item of interest that is prudent for any design is motivating your audience to complete the module. Without the proper motivation even interested parties could end up breezing their way through the course. A valuable resource in creating this motivation in your design is by using Keller’s ARCS model. There are four main principles to the ARCS model. They are attention, relevance, confidence, and satisfaction. These are the four points that must be hit in order to motivate your learners to successfully complete your module. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> Gaining the attention of an open audience can be achieved by asking questions throughout the module, and providing human-interest examples that the learner can relate to. Relevance is more difficult to obtain. If a learner is unsure of how they will ever use the information in the future in their life they probably will not learn it. This can be avoided by sticking to exactly what the learners will need to know to learn the topic. Any extra information that is added only risks making the topic irrelevant to some of the learners. Confidence is based on a balance. One must make sure their learners are confident enough to take on the instruction but not so overconfident that they already know the topic. If they are not confident enough they will not try, if they are overconfident they will not take the instructional at all. Goals should be set for the learners at the beginning of each section. They must be realistic, likewise testing (if possible) should be conducted throughout each section. It should be just hard enough to cover the previous material. The final component is satisfaction. This can be given through self or an external reward for completing the module. This must be decided on based on the available resources at the time, and purpose of project. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> Any instructional design model can be used when designing for an open audience. In fact a new one can be created for the project if time/budget permits. Existing models could be edited as well. Some existing models include the Dick and Carey model, and the ADDIE model. The most important thing to look for when choosing a model is adaptability. Other things to look for include level of analysis and evaluation. The adaptability is important because the project could will be changing a lot through each step of analysis and evaluation. The analysis is important because it will guide the entire project. This is the step that will help you pick the terminology your audience will understand, the examples used, and how to lay out your module. The evaluation will be used to measure how successful your analysis was. It will also be used to help you edit your module based on the feedback received from your test learners. Overall when you're picking a model to use to design your module these are the most important items to keep in mind. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> Once the assumptions have been made and the proper motivation is understood there are a few principles to open audience design that can help guide a project in the appropriate direction. These principles include defining sections, creating cross barrier examples, specificity, beta testing, and analysis. By keeping these principles in mind and working with a process model modules have a higher likely hood of being a success. = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">DEFINING SECTIONS ** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">In all design it is important to ensure that each topic presented to learners is a manageable amount of information. It is the best way to ensure that your audience is not overloaded with information. Since designing for an open audience entails various education levels and learning styles it is best to keep these sections in as small of chucks as possible. This helps to ensure each section will make sense to everyone. It also keeps the learners attention focused on the class rather than external factors. If a section needs to be longer than the same tactics used to break up sections from one another can be used to on individual sections. This includes examples, testing, exercises, discussion, and breaks (note: these methods will depend on the type of deliver used for the module). = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">CREATING CROSS BARRIERS EXAMPLES ** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">One of the best ways to help your audience understand a topic is to provide example and scenarios. They are at their most useful when they are able to connect with the audience by providing situations that the audience is familiar with. These kind of examples relate to their lives and help put the topic being learned into perspective. Examples for an open audience need to "cross barriers", in other words, they need to be general enough that anyone can connect with them. This can be difficult since the backgrounds and education levels can vary greatly for an open audience. It's important to stick to examples that everyone can relate to. For instance you would not want to use an example that involves grad school. That level of education is something most people do not work towards. A better example (if you wanted to use an educational setting) would be to speak of high school (or possibly lower). This would be a scenario that your audience would have a better chance of relating to. = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">SPECIFICITY ** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> It is possible when catering to an open audience to be too specific. Particularly, the type of language that is used when speaking to your audience. Jargon should be avoided when speaking to your audience. Often times jargon is too technical for the audience. They will understand the topic better when language is used that they understand. This is easily demonstrated with an instructional design example. If one were teaching an open audience how about a learners analysis you would want to avoid the words learners analysis. Instead you would explain to your audience that everyone learns in different ways and that it's important to cater to these needs. You could however round out the section by teaching your audience the correct terminology (in this case a learners analysis). = = **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">BETA TESTING ** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">It will be hard to judge the effectiveness of your work based on review. Although reviewing your work will be an important step (looking for typos, grammar mistakes, reading things to ensure they make sense) it will not be enough to prepare your work for public use. The best step taken to prepare a finished product will be though beta testing. Beta testing will be useful because it will allow the instructor to test their product on actual learners. This will tell them what works in their module, what doesn't work, and how to tweak the module to make other parts more effective. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> The beta test should be conducted in the same way the module it meant to be presented to the learners. One would not learn valuable information conducting the module over the internet if the real one will be presented live in a classroom. There are a few ways feedback can be conducted in order to successfully edit your module. The first would be by providing surveys at the end of the module for the learners to fill out. This is an inexpensive way to collect feedback. It also takes up the least amount of time to conduct. If this method is chosen one must be careful in wording the questions. It would be easy to both create bias or lead the learners in their answer. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> The second way to collect feedback would be to conduct a focus group with the learners. This is a good method to use because you can monitor learners mannerisms during the discussion which is often a great way to learn about how they feel. Likewise a discussion with many people will lead to many items coming up that were not originally part of your questions. This might lead to insights that could not have been obtained in any other way. When conducting a focus group it is important to ensure a leader (of the learners) does not emerge from the group. If one were to develop it is possible that this individual could guide or change people's answers. These kind of answers would not be beneficiary to editing your module. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> The final method of collecting feedback would be to conduct one on one interviews. These interviews would be similar to focus groups except only one other individual would be involved. A list of questions should be prepared ahead of time and then discussed individually with learners who have gone through your module. While again this can lead to great insight on how to change your module (for the better) one must understand that this method can be considered intimidating to some individuals. You must create an environment and have an attitude with the learner that makes them feel at home otherwise the answers you receive might not be genuine. = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> The previous items were examples of different types of feedback collection. However there are many more out there. When collecting feedback it is important to use a method that you are comfortable and fits the type of project you are working on. Likewise since we are talking about designing for an open audience there are a few points that need to be hit during the data collection process to ensure the collected feedback is useful. Your sample learners need to be diverse just like your audience. This means many sample groups should be used from varies ages, races, ethnicities, religions, education levels, and income levels. The feedback collections should focus on their understanding of the module (as a whole), their understanding of the examples used, their confidence in the information they learned, and any suggestions they have about the module itself. Ask for specific examples when possible to understand exactly what the learner means. The collected information will greatly aid the editing of your module. = =  **__<span style="font-family: 'Times New Roman','serif'; font-size: 21px; line-height: 200%;">Summary __** = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> In sum, there are a variety of aspects to keep in mind when designing for an open audience. There realm of the unknown that is associated with an open audience will never be filled, and the designer should try to think of every type of learner when designing for such. Whether it is choosing a model to reusability to assumptions, the designer should try to reach all learners in the design process while designing for an open audience. = = = = = = = = = = = = = = = = = = = =  <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">References = = = = = = = =
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Create two versions, a student and teacher’s versions; very similar to how textbooks are made. In this sense, the teacher that will be using the material could have notes, or more information, about how to use the material later on down the road.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Stay away from statistics that could easily be outdated. For example, fifteen years down the road, learners may not find what happened six years prior to be relevant. Furthermore, it is possible it may not even make sense based on what people use. An example in this way includes comparing gas prices that may soon be irrelevant. If you were to make a comparison about 2040, and hoping your course ware is stilling going to be used then, one could realistically think that society may not even be using gasoline as an energy source then, and therefore comparing the rise and fall of gas prices could seem quite outdated and irrelevant to the learner.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">The designer should try and gage how the audience will change in the future in order for the material to be relatable to the most current users. This should be done so the material could be used in a more open concept and further how reliability the material is to a larger scale of audience.