The purpose of this modified Delphi research study was to investigate instructional designers' beliefs about the instructional strategies and activities to be included in a universal framework for designing quality, self-directed, multimedia, open educational resources (OERs). With the rapid growth of availability and use of OERs by a widely diverse audience, designers and users of these resources are expressing growing concern with trusting the instructional quality of the resources. At the present time, there is no universally accepted framework for producing quality self-directed, multimedia OERs. Without this framework, designing quality, self-directed, multimedia OERs for highly heterogeneous and generally unknown users is a challenge for instructional designers when instructional design theory prescribes that instructional quality is dependent on knowing learners and contexts. A three round Delphi study was conducted to investigate the beliefs of a panel of instructional designers who had varying levels of experience designing self-directed, multimedia educational resources. Participants were asked to accept, eliminate, modify or add to a list of instructional strategies and activities derived from instructional design literature. After integration of responses from the three rounds of iterations, 34 of the instructional strategies and activities received full or near full consensus. However, even though participants agreed on the individual strategies and activities, it must be noted that the panel was divided between two factions: Participants who selected the more absolute strategy recommendations (the strategies were interpreted as required strategies) and participants who selected those same strategies but with a variation of phrasing that implied greater flexibility, as when the phrase, "when appropriate" was added to the strategy description. This study provided a foundation toward developing a set of universally accepted quality instructional strategy and activity standards from a research-based instructional design vantage and the findings will begin to assist instructional designers as well as help to address concerns with the quality of OERs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]