|
 |
| DEVELOPMENT PROCESS |
 |
|
| |
The ADDIE (Analysis, Design, Development, Implementation and Evaluation) process is largely followed by C2 for course development. However, this process has been slightly refined and improvised based on our experience. The following sequence of activities is followed to develop an e-learning course. |
|
|
| |
Step 1: Course Inputs
Step 2: Analysis and Design
Step 3: Design Document Approval
Step 4: Interface Design
Step 5: Interface Design Approval
Step 6: Working Prototype Development
Step 7: Storyboard Development
Step 8: Storyboard Review and Approval
Step 9: Multimedia Development
Step 10: Course Deployment (Alpha Version)
Step 11: Course Review and Feedback
Step 12: Course Deployment (Beta Version)
Step 13: User Acceptance Test
Step 14: Final Course Delivery |
|
| |
|
|
|
Step 1 |
Course Inputs |
|
|
The Subject Matter Expert (SME) and/or an expert team will provide the inputs required for creating the course. A team of Instructional Designers (IDs) will interact closely to obtain the inputs and grasp the concepts. |
|
|
|
At this stage, an inception report will be prepared that covers the detailed methodology, project plan, timeline, milestones and communication plan for the project. |
|
|
|
| |
Step 2 |
Analysis and Design |
|
| |
| In this step, the ID team will study the inputs provided in detail, to arrive at the following: |
| - the overall goal/objective for the program |
| - the learning outcomes for each course |
| - the structure and sequence of the content |
|
|
| A design document will be produced at this stage, which will detail the finer details of the analysis, and its outcome. It will consist of: |
| - learning objectives |
| - detailed course outline |
| - instructional treatment of each topic |
| - visual approach |
| - duration (amount of minutes of learning) of each topic |
|
| This document will be presented to the client for review and approval. |
|
|
|
|
| |
Step 3 |
Design Document Approval |
|
| |
The client will review the design document and provide suggestions/modifications if any. |
|
|
|
|
Step 4 |
Interface Design |
|
|
Based on the initial interactions with the client, two distinctly different User Interface (UI) designs will be presented. These will be created taking into account the content and the level of the learners. |
|
| Each of these interfaces will be developed based on a central theme - the color schemes and styles and placement of the navigational and other elements will be based on this central theme. The interfaces will also be in line with the client’s branding, and will take into account: |
|
|
| - the structure and flow of the content |
|
| - principles of UI design |
| - compatibility with the Learning Management System (LMS) |
|
|
|
| |
|
Step 5 |
Interface Design Approval |
|
|
The client reviews the developed user interface, and reverts with comments or suggestions, if any. The course is developed based on the approved design. |
|
|
|
|
Step 6 |
Working Prototype Development |
|
|
A “mini” course will be developed with no content and no “look and feel”, to test integration with LMS. This course will have all the functional elements of the final course, and will be tested on the LMS. The development and testing of this working prototype will commence even before storyboarding starts, and can be carried forward well into the storyboarding phase. The idea is that by the time the storyboards are approved by the client, a framework, or “engine” for the course will be ready based on which the final course can be developed. |
|
|
| |
|
Step 7 |
Storyboard Development |
|
|
A team of IDs prepares the content for the course. This team interacts closely with the SMEs, to obtain the inputs, grasp the concepts and reproduce them as content appropriate for the defined target audience, and finally gets it reviewed by the SME. |
|
|
|
The storyboard is checked for technical, typographical and grammatical errors. Checks are also done to ensure that the content matches the requirements specified by the client. The final corrected content is sent to the client for approval and sign off. |
|
|
|
|
Step 8 |
Storyboard Review and Approval |
|
|
The client reviews the storyboard, and passes back the reviewed document with comments, suggestions, etc. to C2 for corrections, if any. |
|
|
|
|
Step 9 |
Multimedia Development |
|
|
After the necessary Corrective Actions are implemented, the multimedia team puts together the approved interface and the contents to create the complete version of the courseware. Voice over is recorded as necessary, and the required graphics and animations are created and synchronized with the text. |
|
|
|
This developed version passes through a series of stringent quality checks before being handed over to the client for review and approval. |
|
|
|
|
Step 10 |
Course Deployment (Alpha Version) |
|
|
The developed course will be deployed on the LMS. This version will be offered to the client for review and feedback. |
|
|
| |
|
Step 11 |
Course Review and Feedback |
|
|
Client reviews the course and provides objective feedback. |
|
|
|
|
Step 12 |
Course Deployment (Beta Version) |
|
|
The feedback provided by client is incorporated. The course once again goes through the internal QC processes before being given to client for User Acceptance Test (UAT). |
|
|
| |
|
Step 13 |
User Acceptance Test |
|
|
Client appoints a set of “users” to conduct a UAT on the course deployed on the identified platform (LMS or other server). These users go through the course thoroughly and provide objective feedback. |
|
|
|
|
Step 14 |
Final Course Delivery |
|
|
The feedback provided by client is incorporated. After another round of stringent quality checks, the final course is deployed. |
|
|
 |
|
|
|
|
