|Work in progress, expect frequent changes. Help and feedback is welcome. See discussion page.|
- Analyze - analyze learner characteristics, task to be learned, etc.
- Design - develop learning objectives, choose an instructional approach
- Develop - create instructional or training materials
- Implement - deliver or distribute the instructional materials
- Evaluate - make sure the materials achieved the desired goals
Analysis and Design Phase
Background and rationale:
Costs and efficiencies - where can costs be reduced? Including: teaching time, classroom use, development costs, equipment, technology and software costs.
Aim and Objectives:
What is going to be changed?
Describe the intention and objectives for doing this.
Supporting expert learners - how will you engage them, encourage self-direction?
How will you get students work ready?
What can be done to get students to engage? For example: experiential learning activities, learning which has personal relevance - related to their interests and learning preferences.
What needs to be done to meet the organisational strategies?
Organisational strategies -
experiential, mastery, constructivist, problem-based, case-based (real) scenario-based (simulated), social learning, self-paced, reflective, project-base.
Proportion - online, f2f, lectures, tutorials, experiential, information delivery, critical thinking, distance, on-campus, synchronous, asynchronous, video conferencing, mobile learning etc.
Actions for each objective:
Use the four categories: Content, Activities, Communication/Interaction and Assessment.
| Personnel: The people involved in the actioning the objectives.|
| Resourcing: Time, training, research|
Operational strategies which are cost-effective, e.g., reduce travel, use synchronous onlie tools, workloads, working as teams, collaboration, energy and environment, discipline specific strategies.
In the analysis phase - processes such as Review are used. In the Design phase - get feedback on proposed activities, resources, etc from staff and students outside the project.
Development and Implementation plan
This table includes information and prompting questions to guide the development and implementation phases
of learning design. Initial information about evaluation is included. More detailed guidelines will be provided for
planning the evaluation phase.
| Project Name
Think of a title.
Summarise the planned approach including background about the course and/or programme.
| Aim and Objectives
The overarching intention of the development and how it will be carried out.
Objectives are specific statements about what you plan to do.
What you will end up with once the plan is launched. (For example, open online resources using a variety of audio/visual media.)
What are the diverse needs of the learners and the other stakeholders? (e.g., teachers, managers, industry, professional body and the tertiary sector).
|Learning Strategies: |
Activities - Under each learning outcome, decide on one main overarching activity - e.g., catching a baby (birth) , create a portfolio - add smaller activities under the main one.
Milestones and timeline for Objectives:
What are the milestones for each objective?
When will the milestones be achieved?
List the milestones and associated objectives for each.
What resources will you need – when and why? (This can include personnel, materials, technologies etc..)
More information about designing eLearning.