Development Methodology

Kickoff – The kickoff marks the formal start of the project.

understand the key projectrequirements and evaluation parameters.
hand over reference material,
introducing teams
sharing project plan
management processes
Who is the SME
review turnaround times
communication protocol
status reports

Prototype –

Envisioning the learning solution
creating templates for production
programming the base engine

Learning/Instructional Design (ISD) & Storyboarding –

Conceptualizing the instructional strategy,
creatingtraining content outline based on the training objectives specified by the client,
creating training storyboards

Media Creation Phase–Visualizing and creating media such as

graphics
animations
simulations

Construction –

Integrating storyboard and media within the user interface,
programming of the pages,
creating of interactive elements

Internal Review – Reviewing the training program for quality assurance and mapping it to quality standards

QA Fixes – Fixing issues arising from internal review

Delivery - Delivering learning modules to the client for review

Deliverables

Kickoff –

Use the Client First Contact Sheet to help organize and conduct the Kickoff meeting(revise)
Create a high level project plan that includes
Dates
Resources
Tasks
People
Follow-up Meetings

Prototype –

High level designs that reflect the look of the template
Flow chart for course
How it will interact with Blackboard
Enrollment options
Assessment options
Reporting options

Instructional Design –

Instructional Strategy Document outlines the contents in a hierarchical manner, explicitly stating objectives, and the depth and breadth at which the subject will be covered.
Describe the overall learning approach
Identify instructional media choice
Cluster and sequence objectives
Describe course exercises, activities, and assessments
ISD is reviewed by the SME for technical accuracy
Storyboarding begins with the finalization of ISD. This includes the textual content of each frame and inputs for graphic/simulation visualization.
The script is reviewed SME for technical accuracy
Work on media creation (graphics, simulations etc.) starts with the finalization of storyboard.

Graphics –

Create the A/V resources required by the Storyboard
Develop the Captivate/Articulate/Camtasia files required by the Storyboard

Construction –

Merge the content elements into a single file
Upload the file into the TSS Content Collection
Create the course elements in the TSS
Establish the interaction within the TSS course

Internal Review –

Turn the course over to the designated Quality Assurance person on the TSS team to review for
accuracy
functionality
quality

Fixes –

Submit results of Internal Review to the project Lead Developer
Lead Developer fixes all issues
Internal Review is conducted to assure all fixes are applied and new breaks did not occur

Delivery –

Turn over the final product to the client for their User Acceptance Testing
Lead Developer addresses any issues that may arise from UAT
QA cycle begins again
Post UAT Acceptance Document is signed

ADDIE

Analyze – Design – Develop – Implement - Evaluate

Analyze

Questions that Drive the Analysis

When you start your project with a training needs analysis, you collect critical information about business needs, learners' capabilities, and course content. Here are some of the questions that a training specialist may ask during the ADDIE analysis phase:

What are the business needs driving this training project?
What are the goals and objectives for this training project?
How will you define success for both the learner and the project?
How will you measure that success?
Who is the intended training audience?
What do the members of the learning audience already know?
What do they need to learn?
What resources are already available?

A Sample Discovery Process

During the discovery process, training specialists might ask the client for the following resources:

Technical specifications and user guides for the product
The existing classroom training materials
Survey results and learner feedback from the instructor-led course
Memos and paperwork about the training project
Images (the client's corporate logo, photos of the product, etc.)
Brand manual and/or e-learning style guide
Technical specifications for the client's e-learning platform

Define the Process

Guide the discussion and encourage the participants to address the tough questions:

Is the proposed goal realistic?—neither too high nor too low
Will the project have enough time for development and implementation?
What internal elements will need to support the project?
Have those elements been committed to the project?

Create an Instructional Analysis

Cover all information and steps that learners will need to know
Exclude information that learners already know
Exclude information that learners don't need to know
Think like a user

Write a Learning Objective

An observable task that a learner will be able to perform at the end of the course
The conditions utilized to perform the task
The criteria that will be used to measure a learner's success

Design

Steps in the Instructional Design Phase

There are basically three steps in the instructional design phase:

Plan the instructional strategy
How will course material be grouped and sequenced?
Step-by-step
Part-to-whole
Whole-to-part
Known-to-unknown
General-to-specific
What instructional methods and tactics will be used to present material?
Group discussions
Modeling
Scenarios
Mnemonics
Drills
Applied practice
How will assessments measure a learner's success?
The course's assessments should measure a learner's progress towards each of the learning objectives.
The types of assessment must fit the learning objective.
Select the course format
Instructor-led courses
Paper-based self-study materials
Synchronous e-learning
Asynchronous e-learning
Job aids
Write the instructional design document
Describe the overall learning approach
Identify instructional media choices
Cluster and sequence objectives
Describe course exercises, activities, and assessments

Develop

Create a prototype

Course Format / A Possible Prototype
Classroom Training Led by an Instructor / Sample pages (templates) from the learner and instructor guides
E-learning (CBT and WBT) / Storyboards that show text, images, layout, animations, and voiceover instructions
Blended Learning / Samples pages and storyboards
Web-based classroom / Sample pages from the learner and instructor guides
Job Aids / Mockup that shows the design and layout

Develop the course materials
Does this material meet the learning objectives?
Will the material work in the classroom?
Conduct a tabletop review
Lead Developer and SME participate
Is the content accurate?
Is the content complete?
Run a pilot session
Measure the amount of time learners need for each module and activity
Check learners' engagement with the material
Detect points where material may be too easy/too difficult
Confirm that learners understand the instructions for activities and exercises
Evaluate the flow and balance of the course
Test how well learners achieve the course's stated learning objectives by the end of the course
Validate the course assessment tools
Collect feedback from learners about the course
Locate points where the course should be revised

Implement

Course Delivery Issues
Establish the timetable for the course rollout
Schedule the courses, enroll learners, and reserve classrooms
Notify learners and their supervisors about the course
Select trainers and prepare them with a custom train-the-trainer
Arrange for the printer to deliver course workbooks to the class site
Ensure all sites will have internet-ready computers and arrange for laptops to be shipped when necessary
Manage travel and expenses for the trainers and/or learners

Evaluate

Do learners like the course?
Do learners achieve the learning objectives at the end of the course?
Do the learners change their behaviors in the workplace?
Does the course help the company achieve its business goals?