eLearning Design

© 2004 Deloitte Services LP. All rights reserved.

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Anatomy of an eLearning Project Session Handouts

Table of Contents
Table of Contents......................................................................................................................2
Characteristics of Quality e-Learning.......................................................................................3
Preparation Checklist for Course Conversions........................................................................4
Design Matrix............................................................................................................................5
Production Model......................................................................................................................6
eLearning Project Team Roles and Responsibilities................................................................7
Production Steps......................................................................................................................8
QC Review Sheet for Subject Matter Experts (SMEs)...........................................................11

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© 2004 Deloitte Development LLC. All rights reserved.
National Education & Development
Characteristics of Quality e-Learning
Traditional/Classroom-Based
Learning
Lectures drive the course.
Learning is typically passive.
The content is presented in
a linear sequence.
The content is broad-based
and based on the needs of a
large group. Content
selection is driven by a
subject matter expert and/or
by the facilitator.
The facilitator determines
the pace of the course.
The course is focused on
disseminating conceptual
information.
Facilitators provide limited
feedback to learners.
9678634.doc
Anatomy of an eLearning Project Session Handouts
Quality eLearning
Hands-on activities and
exercises drive the
application. Learning is
interactive.
Learners can select content
in non-linear order based on
what they needs to know.
Learners can select content
appropriate for their needs
and proficiency level.
Learners can determine the
pace of learning and can
jump ahead or go back to
review at their own
discretion.
The course is focused on
applying concepts and
practicing with real life
situations.
Learners receive feedback
on all interactive exercises,
exams and case studies.
Their performance is tracked
and measured.
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Anatomy of an eLearning Project Session Handouts

Preparation Checklist for Course Conversions

Before beginning a course conversion, you must:

• Have all of the existing course materials (e.g., Instructor’s Guide, Participant’s
Guide, slides, hand-outs, pre-work, tests and any other supporting
documentation).

• Know if the course materials and content are up-to-date or if they

will require revision.

• Know the target audience and what prerequisite skills, knowledge

and experiences they must have to successfully complete the
course.

• Be able to discuss what the course is about including the course

objectives, agenda, and list of topics or description.

• Know the performance objectives for the course: what learners

will know and be able to do as a result of completing this course.

• Know the duration of the course when it is delivered in the

classroom.

• Have a subject matter expert who is committed and available to

help review and revise content, provide examples and develop
exam questions.

• Identify all stakeholders who must approve and review the

converted course as it is being developed.

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© 2004 Deloitte Development LLC. All rights reserved.
National Education & Development Anatomy of an eLearning Project Session Handouts

Design Matrix
Directions: Complete one row of this table for each section of the course. Provide specific details for the following items:

Objectives: Describe what learners should know or be able to do as a result of completing each section of the course. The objectives
within each section should support the overall objectives for the course.

Content/Topics: List the content or topics that will be covered in the section.

Rank: Determine the importance of section-related topics to overall course. The most important or difficult topics should receive more
time in the course and a more in-depth exercise. This will help ensure that you are pacing your program appropriately.

Skills: Identify what learners should be able to do as a result of the completing the section, rather than what they should know.

Exercises: Specify the interactive exercises that will help the learners apply concepts learned.

Section Section Title Objectives Content/Topics Rank Skills Exercises

# 1-5
1.

2.

3.

4.

5.

6.

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Anatomy of an eLearning Project Session Handouts

Production Model
Several development models exist. D&T uses the following steps to develop an
e-learning program:

• Analyze – gathering information, validating audience needs, and

evaluating the condition of the existing course content.

• Design – scoping and planning the course and doing the actual
instructional development.

• Develop – transferring content and activities to an online format,

debugging the program, conducting a pilot test and producing the
final deliverable.

• Implement – rolling out your e-learning program, marketing it,

communicating about it and controlling change management
issues.

• Evaluate – measuring the usage and access, and the learning

effectiveness of the program. Then revising if necessary.

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National Education & Development Anatomy of an eLearning Project Session Handouts

eLearning Project Team Roles and Responsibilities

Project Manager – there are typically multiple project managers in the development of a
course. The client will have a project manager to coordinate activities, monitor budget and
contact appropriate resources as needed during the development of the program. D&T will
have a project manager to lead the D&T developmental team. If other outside vendors are
used, such as an outside software development house, they will also have a project
manager to coordinate the efforts of the programmers, graphic designers, animators and
media specialists. Effective project managers are integral to the success of a project. They
manage resources, budgets and streamline communications.

Subject Matter Expert (SME) – this person is the content expert and should function in a
hands-on capacity. He/she should create the course content for new courses or review the
course and develop content where it is missing for converted courses. He/she would also
create questions and answers for exams, collect forms or other resources used in the
course and supply “war stories” to make the course come alive.

Internal Reviewer/Stakeholder – depending on the organization, these people might

consist of leadership, training or content experts. A decision-maker from IT must be in this
group as well. This group will approve the course design and review the content, but not
develop it. They should be kept apprised of the development schedule and aware of the
milestone dates and turnaround times for their review of the program.

Instructional Designer (ID) – the ID is responsible for making sure the course
accomplishes its objectives, contains appropriate amounts of interactivity and opportunities
to measure the learner’s performance. This person is also responsible for the overall
instructional integrity of the program and should be someone with educational or
instructional design credentials. He/she will also be the primary liaison with the
Programmer/Developer in determining the look and feel of the program and in maintaining
general quality control standards of the final online program.

Programmer/Developer – this is the person who takes your printed course information and
activity descriptions and puts them into an online program. He/she needs to be in
communication with the organization’s technical support and must follow the technical
specifications outlined in the contract. Most Programmers work with Graphic Designers who
create the screen design and graphics for the program.

Other Roles – depending on the nature of the program, other roles on a project could
include Graphic Designers who create the screen design and graphics; Animators who
create graphics that move; Media Specialists who record, edit and digitize audio or video;
proofreaders and testers who provide quality control.

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Anatomy of an eLearning Project Session Handouts

Production Steps
I. Analyze
For a new program, learner needs must be identified through a needs analysis or
assessment. For revisions or conversions of classroom courses to eLearning, the Subject
Matter Expert (SME) reviews course content and determines what is needed to make the
content accurate and complete. The Instructional Designer (ID) reviews course materials to
identify what forms, documents, online links or reading materials are needed during the
course.

II. Design
A Course Outline or Matrix is created which contains the course objectives, topics and
subtopics, and explains the major exercises. The audience and prerequisite skills should
also be included.

Stakeholder Review of Content Outline

Learning and IT stakeholders review and sign off on the Course Outline. A copy of
the content outline will also be sent to the programmer/developer.

The Content Outline is expanded into a Design Document, which includes detailed
information on course content and activities. This document provides more concise
description of the interactive elements, activities and tests. It details all links and
downloadable documents. A full description of video, audio and animated elements will be
included as well as any score tracking or record-keeping functions or links to existing
management systems. Also all graphic elements including the user interface will be
described in full.

Stakeholder Review of Design Document

Learning and IT stakeholders review and sign off on the Design Document. A copy of
the document will also be sent to the programmer/developer.

III. Develop
ID completes first draft of course script containing all text, activities, exams, exercises and
case studies. Complete directions are written for interactive elements and links. Script and
directions are written for all multimedia elements. Directions are also provided for graphics
and animation.

Stakeholder Review of First Draft

Learning and IT stakeholders review and sign off on the First Draft. A copy of the
document will also be sent to the programmer/developer.

ID reviews feedback from Stakeholder Review and revises document into Final Script.

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National Education & Development Anatomy of an eLearning Project Session Handouts

Stakeholder Review of Final Draft

Learning and IT stakeholders review and sign off on the Final Draft. A copy of the
document will also be sent to the programmer/developer.

Based on information in the Design Document and Final Script, the developer creates a
Prototype. This Prototype provides the look and feel of one module or representative parts
of one module. It includes enough graphics, text and interactive elements to provide a
general idea of how the program will look and function when it is complete. (*Note – to
speed development, the Prototype can be created after the First Draft is approved.)

Stakeholder Review of Prototype

Learning, IT and Management stakeholders review and sign off on the Prototype.
Feedback is also solicited from a small sample of the potential user group. Based on
the feedback from these groups on functionality, graphical look and navigation, the ID
and developer modify the program.

Programmers use feedback from Prototype to complete development of the program into a
Beta Version, which includes interactive exercises, exams and case studies. The ID, SME
and IT experts review the program to debug it and compile Fix Lists.

Stakeholder Review of Beta Test

Learning, IT and Management stakeholders review and sign off on the Beta version.
Feedback is also solicited from a small sample of the potential user group.

Based on the feedback from these groups on content, navigation and ease of use the
developer modifies the program. The ID reviews the revised program and the Project
Manager recruits the learners needed to conduct the Pilot Test.

The Pilot Test is like a dress rehearsal for the program. Everything should be just about
perfect. The purpose of the Pilot Test is to obtain feedback from actual users in a realistic
learning setting. This is when timing to complete the program is checked and all final bugs
are identified.

Stakeholder Review of Pilot Test

Stakeholders should review the program before or at the same time as the Pilot Test.
A final Fix List will be prepared and sent to the developer to implement.

A final review by the ID and Project Managers is completed before the program is rolled out
to ensure that all fixes have been made. Stakeholders may want a final review before the
course is rolled out to learners.

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Anatomy of an eLearning Project Session Handouts

IV. Implement
The developer and IT experts work to make the program accessible to learners. User
names and passwords are established and communications are sent out to announce the
new course.

V. Evaluation
Monitor learner use and collect evaluations on the program for future revisions of the
program.

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© 2004 Deloitte Development LLC. All rights reserved.
National Education & Development Anatomy of an eLearning Project Session Handouts

QC Review Sheet for Subject Matter Experts (SMEs)

As you read through the course materials, please list the modules or page numbers where
the following criteria ARE NOT met. Because of your expertise in the subject matter, we’d
like you to focus on the course content in the narrative passages, exercises and tests.
Other people involved in our Quality Control process will identify and fix typos and grammar
errors. We appreciate your assistance and expertise in helping us ensure that the content
in this program is accurate and complete.

Criteria Module # Page # Comments/Suggestions

Content is accurate and
complete.
Content is up-to-date.
Topics are in the proper
sequence.
Content is presented at
the appropriate difficulty
level.
Content is relevant to
the needs of this
audience.
Course meets all stated
objectives.
Timing of course is
appropriate (the most
difficult or important
topics take up the most
time).
All major concepts are
illustrated with real life
applications or
examples.
Each module contains
interactive exercises or
hands-on activities.
Course includes
relevant examples,
forms, documents,
samples to help tie into
real life situations.

Other recommendations:

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