Identify the learning gap and assess how to close it by pursuing more information on: 

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Learning goals

desired outcome, competencies required; goals must be described in detail and measurable
 

Target audience

knowledge gap, skills, experience, demographics
 

Learning environment 

organizational limitations, length of course, setting (onsite or online), physical requirements, impact
 

Resources needed 

technical requirements (bandwidth, software, hardware, plugins, etc), delivery methods
 

Structure of course

module size and numbers, key points for knowledge assessment, grade weight per test, future use
 

Accessibility of knowledge sources

information source availability
 

Assessment criteria

grading method, means of measuring desired skill/knowledge acquisition.

Present deliverables to participants through

Instructor training

Instructor competency expectations: knowledge of course goals, activities, media content, tests​

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Learner preparations

Knowledge of tools, course goals and schedule, LMS orientation, learner application proficiency. Prerequisites and met.​

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Environment preparations

Tech and organizational requirements met, setting up equipment, computers meet required specs, software and plugins, classroom supplies (if in person)

Build the framework and information flow for content and resources by determining:

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Course format

frontal teaching, manual, electronic course, or blended learning, chosen according to analysis
 

Education strategy

has four goals:

1. Preliminary activity (inform learners of topic to motivate by presenting learning advantages)

2. Course presentation (concise content plus examples for better comprehension)

3. Practice (opportunities to practice = faster retention with timely feedback)

4. Post-activity (summarize and review goals and compare with results, field questions)
 

Results evaluation

methods to determine goals have been met, rating standards (determined by target audience) to gauge level of effectiveness

Assess effectiveness of course by receiving user feedback via:

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Formative evaluation

conducted during learning process​

1. One-on-one: gauge effectiveness of learning material considering target audience for:

clarity – learner comprehension

impact – goal achievement

feasibility – effective in placement in curriculum

2. Small group: determine how effective in different sub groups

3. Field trial: realtime rehearsal

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Summative evaluation

proves worth of instruction

(Kirkpatrick training evaluation model)

1. Reaction: student questionnaire, 1-5 rating agree or disagree, "smile sheets"

2. Learning: knowledge and skills acquisition evaluation, done right after or  after time has passed. Assign measurable value to results. Have the trained do the training.

3. Behavior: changes in behavior and acquired knowledge and skills employed; evaluation via observed behavior and focus groups

4. Results: financial results – results reflect goals set, performance improvement as result of training: productivity, quality, sales volume, employee retention, etc

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For accurate results, variables to add are, use of a control group (non-participants for comparison), increase passage of time to see retension, evaluation before and after training

Create preliminary model for stakeholder approval then create content

Prototype

concept sample for client and management approval, sampling of different page structures, brief course summary, (include education strategy doc from design stage)

Course materials (once approved)

diversified media for engagement (illustrations, videos, graphs, info graphics, tables, interactive tasks), logically sequenced content, learning goals in view, quality assurance (in tandem with other tasks) with fresh eyes from learner's perspective

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Each step can be happening simultaneously, module by module.

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Test run

Learners test and provide feedback; edited content retested, iterations cycled, course duration recorded; management and client feedback