Part 1 recap

In Part 1, you designed training for your learners:

• Mapped the system your training lives in
• Built a theory of change
• Defined your learners and their constraints
• Wrote outcomes and started designing activities

Questions? Anything that came up since last time?

The shift

Part 1 was about designing training for your learners.

Part 2 is about making those materials work for people who were not in the room when you designed them.

Today's arc

1. Audit — what do your materials assume?
2. Evaluate — what exists, and does it fit?
3. Adapt — how do you make it work in your context?
4. Test — can someone else actually use your materials?

Can your materials stand on their own?

Think about the materials you designed in Part 1.

Could a colleague pick them up and run the session without you?

Could you return in six months and remember why you sequenced things the way you did?

Every resource carries assumptions

Remember the story about teaching women to make websites?

The instructions said "open a text editor" — and many participants didn't know what that meant.

The assumption was invisible to the people who wrote the materials.

Assumptions aren't problems. Invisible assumptions are.

Exercise 1: Hidden Assumptions Audit

25 min · Whole group

One team shares a piece of their training materials on screen. Everyone examines it together through three questions:

1. What does the reader need to already know?
2. What does the reader need to have? (tools, software, connectivity)
3. What context is baked in? (examples, cultural references, institutional assumptions)

Exercise 1: Narrowing down

From all the assumptions we found:

• Which 2–3 would cause the most confusion if someone missed them?
• Which can be solved with better materials?
• How can identifying these up front make your content more reusable?

Exercise 1: Debrief

What types of assumptions came up most?

• Tool or software assumptions?
• Language or background knowledge?
• Institutional or cultural context?

Making assumptions visible is one of the simplest things you can do to support openness.

Open licenses: the basics

A resource being freely available online does not mean you can modify or redistribute it.

By default, copyright reserves all rights to the creator.

Open licenses change that default — they say, in advance, "here is what you're allowed to do."

Creative Commons: four building blocks

• BY (Attribution) — credit the creator
• SA (ShareAlike) — adaptations must use the same license
• NC (NonCommercial) — no commercial use
• ND (NoDerivatives) — no modifications allowed

The CC license spectrum

Practical rules of thumb

• No license = no permission. Treat it as fully copyrighted
• ND blocks adaptation. You can share it as-is, but you can't modify it
• SA sets the license for your output. Your combined work must use the same license
• "Free to use" is not a license. Look for a specific CC license

Writing correct attribution

Four elements:

1. Creator — who made the original
2. Title — the name of the work
3. Source — where it can be found
4. License — what license applies

Three ways to build training materials

Six lenses for evaluation

1. Alignment — does it match your outcomes?
2. Clarity — could your learners follow it without heavy explanation?
3. Context fit — do the examples work for your learners?
4. Adaptability — can you actually edit and modify it?
5. Accessibility — can your learners access it? (devices, bandwidth, language)
6. Licensing — are you allowed to adapt and share it?

Exercise 2: Evaluate, Then Decide

Phase 1 — Six-lens evaluation

15 min · Own-team breakout

Pick one resource you brought from the pre-work (Step 5). Evaluate it using the six lenses:

1. Alignment
2. Clarity
3. Context fit
4. Adaptability
5. Accessibility
6. Licensing

For each lens, rate: green (works), amber (needs work), red (deal-breaker)

Exercise 2: Evaluate, Then Decide

Phase 2 — Reuse, adapt, or create?

8 min · Own-team breakout (continue from Phase 1)

Based on your evaluation, make a decision:

• What did you decide? (reuse / adapt / create)
• Why? What drove the decision?
• If adapting: What level? Surface, structural, or contextual?
• If creating: Why wasn't adaptation enough?

Capture your decision alongside the evaluation.

Exercise 2: Debrief

What was the lens that surprised you most?

The one where you expected green but got amber or red?

Quick poll

How many teams chose…

• Reuse as-is?
• Adapt?
• Create from scratch?

Adaptation is the most common answer — and that's normal.

Three levels of adaptation

• Surface — terminology, tone, formatting, images
• Structural — reordering, splitting, changing activity format
• Contextual — replacing examples, substituting tools, rethinking prerequisites

Most adaptations involve all three.

Adaptation is targeted, not total

You don't need to change everything.

For each mismatch, decide:

• Keep — it works, or the gap is minor
• Modify — specific changes, core structure stays
• Remove — it doesn't serve your outcomes
• Replace — the purpose is right but the content needs to be different

Exercise 3: Adaptation Deep Dive

35 min · Own-team breakout

Take the resource you decided to adapt in Exercise 2. Work through it section by section and identify:

• Surface changes — terminology, tone, formatting
• Structural changes — reordering, splitting, removing sections
• Contextual changes — replacing examples, substituting tools, adjusting prerequisites

Exercise 3: Adaptation note

For your most significant change, draft a brief note:

• What you changed
• Why you changed it
• What remains context-specific

Exercise 3: Debrief

What was your team's most significant adaptation decision?

• Was it surface, structural, or contextual?
• What drove the decision?

Exercise 4: Stranger Test Swap

Setup

Each team selects one piece of their training materials — ideally the one you audited in Exercise 1.

Share it with a different team via screen-share or file share.

Exercise 4a: Review

10 min · Cross-team breakout

Read through the other team's materials and try to answer:

1. What is this material for? What are learners supposed to learn or do?
2. Could you run this activity with your own learners? What would you need to change?
3. Where did you get stuck or confused? What was missing?

Exercise 4b: Paired feedback

10 min · Cross-team breakout

The reviewing team talks to the team that created the materials:

• Share your answers to the three questions
• Creating team: listen and note the gaps

This is not a critique — it's a gift. You're hearing exactly what a stranger experiences.

Exercise 4c: Harvest

5 min · Whole group

What was the most common gap — what did reviewers need that wasn't in the materials?

Closing: One thing I'll change

3 min · Individual reflection

Write down one specific thing you will change about your training materials based on today.

Not a vague intention — a concrete action.

Share within teams

5 min · Own-team breakout

Each person shares their "one thing."

Are there common themes across the team?

Harvest

Who wants to share their "one thing"?

The OER lifecycle

What you've described is the beginning of this cycle — not a one-time fix.

What will you do after your next delivery?

Collect feedback. Notice what you had to explain. Update what confused people.

Your materials enter a cycle of use, feedback, and improvement.

That's what makes them open — not a license, but a practice.