Helping Clients Understand the Process

Clients often inquire regarding specific processes involved in our work. While specific instructional models, methodologies, and instruments can vary, the basics remain the same. Below are common steps found in most instructional and curricular design processes.

Examining Basic Design Principles:

Basic design processes will consider four primary areas: Audience, Content, Technology and Branding.

Audience.

• Understanding stakeholder needs and learner profiles. Factors such as, age, education, experience, personal and professional experiences, technical proficiencies.

Content.

• Understanding the fundamental message of trainings. Specific examples include, what scenario based content is appropriate and why. Are case studies available for similar groups?

Technology.

• Determining which LMS is appropriate and why? Do specific technical nuances exist that should be understood when determining process and scope?

Branding.

• Does the course have uniquely identifiable markers, that are contextually accurate and reflect stylistic preferences of the client?

Determining Learning Objectives:

• Determining specific and key learning objectives.
• Exactly what does the learner need to understand and why? Are all learning elements framed in ways that are contextually clear and relevant to the over-reaching intent of the training? Are all the determined outcomes painstakingly clear?

Development & Design.

• Design development is a unique process. Representing the organization of specific content into logical sequences used to determine best approaches for delivering course content. While many different varieties of this development process exist, each is used for specific purposes to accomplish a specific means. Examples include: interactive stories, games, reflection questions, animations or videos. Each represent specific genres which all have unique implementation needs. Design consistency is critical and must be considered for every aspect of trainings and modules.

Creation of Storyboards.

• Visual content boards used by Instructional/Curricular designers to plan and identify content needs for every piece of information. Also useful for organizing visual content while simultaneously making content flow more concise. Examples include: text, graphics, audio, video and design notes.

Prototype Development.

• Before development begins, a functional prototype is created. This can use a multitude of specific unique pages of different types. The prototype helps clients visualize how the storyboard will be used to create a functional educational module.

Develop Training.

• The actual training can be created in the LMS (Learning Management System) once storyboard and prototypes are complete, This includes attributes depending upon storyboard requirements Some examples include: graphics, voice-overs, etc.

Training Delivery.

• Compatibility with learning management systems are a significant part of the deliverability of course modules. Seek to determine if specific features are functioning correctly, developers will focus upon things like, tracking learners progress, assessment performance, generating course completion reports, etc.

Impact Evaluation.

• Multi-level evaluation processes are helpful when determining learning impact for student stakeholders. Seeking to determine training efficacy, usefulness and engagement levels.
• Impact evaluations are also completed at the organizational level. Seeking to understand the training programs overall impact on the business and within specific departments. More importantly, this step is completed to determine if the original goal of the training was successfully satisfied.

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