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ELEARNING ID LLC

COURSE
DESIGN
MADE
SIMPLE

WORKBOOK
AUTHOR: SABINA LOVE M.ED

1
ELEARNING ID LLC

COURSE DESIGN MADE SIMPLE

WORKBOOK
Introduction to course design ………………………………………………………………. 3

Audience assessment and personas ……………………………………………………… 11

Content planning and organization ……………………………………………………….. 21

Write objectives ……………………………………………………………………………… 34

Create a wireframe …………………………………………………………………………… 38

Content strategies and visuals ……………………………………………………………… 40

Put it all together …………………………………………………………………………….. 61

2
Step-by-step Workshop, Course
or Presentation Design
Perhaps you have been tasked with creating a course or presentation. No worries! This workbook contains the tools
and templates you’ll need to make a top notch knowledge product. In this step-by-step approach you will discover how
you can systematically assemble a course or presentation while you execute each step. You will spend time preparing,
and planning your materials, but as you are preparing and planning you are also putting together a final product.

Introduction 2. A course built in Powerpoint or Keynote that


you can also purpose for use on YouTube, or
Designing a training program, be it a seminar,
your Learning Management System (LMS).
online instruction, or instructor-led workshop
Note: If you are using another development
can be a rewarding experience if done
tool the process still applies.
systematically. Whether you are a seasoned
instructional designer who would like to add 3. A system to apply to the creation of other
tools to enhance your current system, or workshops, online courses, or presentations.
someone new to course design, it is extremely
important to be organized in the design and What You Will Need:
development of your program so the creation - A Powerpoint or Keynote template to
of content does not get out of control. Your populate as you complete each step.
ultimate goal should be to create a program
You can find templates within Powerpoint or
that supports the learning process. So many
Keynote, or purchase templates from a variety
times we create programs that actually do the
of stock presentation sellers.
opposite. Well thought out, organized
materials provide a scaffold for your audience
How to Use this Book
in their climb to higher order thinking where
This is a workbook, it isn’t exhaustive in all that
your audience moves from passive recipients,
could be taught on the topic, and it isn’t meant
or consumers of your content, to active
to be. It is meant to work as your guide
manipulators of the concepts you introduce
through a project you would like to complete.
thereby creatively applying what they learn.
If you need additional coaching or training in
What You Will Complete addition to this workbook visit https://
elearningid.com/collections/live-online-
By the end of this program you will create:
courses/products/course-design-made-simple-
1. A strategy for your workshop, online course, bootcamp-for-professionals to sign up for the
or presentation. course that goes with the workbook.
3
What You Will Learn craft, or a student putting together a class
project, the course design and development
By the end of the program you will be able to:
process is basically the same. This program is
1. Assess your audience and create personas an attempt to simplify the course design
that will allow you to keep your audience in process while still designing high quality
mind during the design and development learning materials.
process.
What is Instructional Design?
2. Identify strategies for meeting the needs of
Instructional design might be defined as a
your audience.
systematic way to create learning materials
3. Use brainstorming techniques to identify based on well-researched learning theories.
topic areas to cover in your program. While I will mention some of popular theories,
this program is not meant to replace a formal
4. Gather and organize content that you can
instructional design education. Rather, I know
leverage in the creation of your instructional
the reality is that many people don’t have the
program.
resources to hire a professional instructional

5. Use tools to layout the structure of your designer, and will put together a program the

program. best they can. I highly recommend you consult


an instructional designer, but if you don’t , the
6. Use a variety of design strategies and pages ahead will give you the tools you need
techniques to create effective content. to create a well-organized course that will
ideally enhance the learning ability of your
7. Employ an agile method for developing
audience.
your content.

You’ll walk away with the confidence to design


and develop a curriculum you can turn into a
knowledge product.

Who is This Program For?


Whether you are an executive writing a course
to better communication between your team
members, a system manager writing technical
software application training for end-users, a
professional athlete writing motivational
seminars, an artisan teaching others about your

4
Course Design Model.
There are a few well known models for course design. This system was created after working with a
number of clients who needed a product yesterday. While jumping straight to the solution seems
like a good idea when you have a deadline hanging over your head, not giving due diligence to the
preparation and creative design elements of the process will result in a product that simply doesn’t
meet the need. More than likely, you’ll end up right back at the beginning. Let’s do it better.

In some models you move to the next step when the previous step is complete. This might seem
logical, however you might find yourself getting stuck in analysis paralysis, and spend too much
time working on the “perfect” design. When you get caught in a phase, you’ll find you’re rushing
the development to get the product completed on time. In this model, you will be working on the
development concurrent to the preparation, planning, and design. The development is iterative, so
as you perfect the design your development takes shape as well.

eLearning ID Course Design System

5
Course Design Process. Agile.
Iterative. Rapid.
The course design process is not linear it is agile. Which means that as you are creating pieces of your course you are also
assembling it.

Before you begin, acquire a course template in the format you will be delivering your course. Most
people will begin with a Powerpoint slide deck and a word document. Make sure to have your branding
in place as well. That way you won’t get to the end of your project and have a mishmash of font styles,
sizes, and colors. You might also want to define your logo, highlighting colors, and graphic styles
(cartoon vs. realistic.) In the following pages you will find a useful planning guide meant to help you
keep the look and feel of your course consistent.

Use this checklist to monitor the progress of your course design project.

(1) Determine the training need. (8) Organize your topics.


- Organize your topics into a list of topics
(2) Create a branding or style guide. and sub-topics.
- Apply a sequencing and chunking strategy
(3) Analyze your audience to create your outline.

(9) Write course objectives.


- Write an audience description.

- Create audience personas. (10) Create a wireframe.

(4) Map out the program. (11) Apply content strategies.

(5) Create a title, and write the purpose of your course. (12) Complete the development of your course.

(6) Brainstorm a topic list. (13) Test and launch your course or workshop!

(7) Gather Content

- Leverage existing material.

- Perform a scribing session.

- Perform a brainstorming session and


determine gaps. 6
(1) What is the Training Need? Other
Interventions.
Often times training is sought after as a solution to a problem without careful consideration of the
problem. Training may or may not be the best solution. Only a thorough training needs analysis will
uncover the best interventions to pursue as a solution. What you usually end up with is training plus
something else. The ‘Interventions in Addition or Instead of Training’ graphic depicts several ways
to enhance your training with practical solutions that meet your learners at the intersection of the
problem you’re attempting to solve and the solution.

7
(1) Other Interventions (Tool)
Training Instead of or Plus:
Expert Database Create a database of expert answers.

Work Evaluation Verify the job description and skills match the work tasks.

Central Resources Store resources where everyone can access them easily.

Job Aid Print or create marketing materials with key processes.

Electronic Job Aid Create electronic versions of common processes.

Collaboration Schedule regular times to work together through tough tasks.

Just-in-Time Training Make training available near the time it is needed.

Coaching Provide senior or experienced people to create strategies for those who are on-boarding.

In-person classroom training Sometimes you can’t beat the in-person classroom to build camaraderie or to teach a
difficult concept.

Team Building Activities Build in tasks that encourage people to work together as a team.

Common Communication System Verify everyone is using the same method of communication and determine best
practices.

Conflict Resolution Hire a third-party to assess conflict and create a strategy to resolve conflict.

Mobile Apps Develop or implement useful tools for mobile devices.

Role Play Include authentic role plays for a problem you need to solve.

Work Area Evaluation Evaluate the workspace and technology. Are the computers able to handle the work
tasks? Is there a glare from the new windows that is making work more difficult?

Motivation/Encouragement Depending on personality, encouragement and motivation might be what someone needs
to give it their all.

incentives Different incentives are effective for different people - money, position, gifts, impact are
examples of incentives.

email 1:1 emails or emails with encouraging words might help change perspective.

plaques Reminders posted in a workspace can help keep perspective.

Games Games provide a relaxed environment where learning can occur more readily.

Organization Networking Work celebrations, coffee times with management, and learning lunches provide a place
Opportunities for lines of communication to be nurtured and grow.

Suggestion System An anonymous way to provide suggestions might help you see the problem from a
different perspective.

Competency Testing Testing skills will help identify gaps so you can develop the best intervention.

Electronic Performance Support Use artificial intelligence, or help systems to guide people through a task.
System (EPSS)

Simulation Simulations provide a risk-free way to navigate a problem with authenticity, but without
consequence.
8
(2) Branding Guidelines/Templates

All too often people will dive into creating Powerpoints or online courses without first defining a
style guide. As the project matures, what can happen is you have a jumbled assortment of colors,
fonts, and graphics. You’ll see colors used in different sections to mean different things. You’ll see
clip art combined with photos with many different looks and styles, and fonts of different sizes and
style. The lack of consistency can be distracting to your audience because much of the time they
are asking – why the change in font or size? Does it mean something? Should I be grasping
something of importance? Your course or presentation also lacks the professionalism you are
probably going for.

The necessity for a branding guide in marketing has become essential and is considered a best
practice. Any company, organization, school, etc that has a well established brand will have a
branding guide. I’ve worked with a number of companies that have a branding guide for their sales
and marketing materials, but they don’t have a guide for their eLearning courses. Sometimes they
will try to leverage the guides from the marketing department, but the mistake here is that colors,
fonts, and other visual assets can be great visual cues for learning. Where marketing is trying to
keep things very consistent telling the same story, in learning the base should be consistent, but
colors, fonts, and other visual assets can be used to enhance the learning by providing cues, and
drawing the learner’s attention to the topic being taught. Some may utilize the sales and marketing
powerpoint templates, but guess what? The learning modules end up looking like a sales and
marketing pitch. Don’t throw that marketing guide out just yet – like I said, it’s a great base. What
you need to be thinking about is how to add to it.

9
(2) Branding Guidelines/Templates Tool
Colors
Choose 4-5 five colors you will use throughout your presentation, workbook, and other marketing
collateral. Make one of the colors your accent color.

COLOR # COLOR # COLOR # COLOR # COLOR #

Fonts
List of font styles and sizes:

Header 1:

Font Size:

Font Type:

Font Color:

Notes:

Header 2:

Header 3: DEVELOPMENT NOTE

Graphics Now that you have a


working style guide, go
Explain what type of graphics and media are consistent with your
brand:
to your Powerpoint and
make adjustments to
the slide master.

10
(3) Audience Assessment and Personas

Lesson Objectives: Let’s take a moment to better understand why


it’s important that you know your audience.  If
By the end of this section you will be able to:
you create materials that are too technical, or
- Explain why it is important to identify your target overly simplified you might lose your
audience before creating content.
audience’s attention.  Maybe your audience
- Perform an audience analysis, and identify your target doesn’t have access to the technology they
audience. need to view your materials, or all of your live
- Describe the purpose of personas, and create personas sessions are in the middle of the night because
for your project. they are in a different time-zone.  Maybe your
audience is of a different culture.  Your
Audience Assessment audience might have very specific goals they
One of the first things you’ll want to do before want to accomplish – how can you be sure to
you begin putting together your online course, meet those goals? The list goes on.   
presentation, or workshop is discover your
audience.  Okay – I know you think you know The answers to these questions will help you to

who they are, but stick with me on this one.  determine the best delivery methods for your

Nothing is more important than designing intervention, how to appeal to the

materials that meet the need of your audience.  demographics your audience represents, and it

So you need to discover both who they are, will help you to adjust content for the culture

and what they need.  Don’t worry, I have a you are teaching to. 

couple of tools that will help you navigate this The types of questions you will need to answer
task. As you go through the process of about your audience are first and foremost:
designing materials you need to stay focused
- Who is the target audience?
on who they are.  I will be introducing you to
the concept of personas – something used in - What do they already know?
marketing that we will re-purpose for our task
- What do they need to know?
of keeping our audience in our mind’s eye
while creating materials. - How can you engage or appeal to your audience?

11
(3) Audience Assessment and Personas

Sample Questions: Experience


- What job experience do they have?

WHO - How many years of job experience does your


audience have? New Hires? 2-5 years? 6-10
Demographics
years? 10+ years?
- Where is the audience located?
- What experience do they have with the topic
- What timezone are they in?
you are creating content for?
- Are they working virtually with others or face
- What technology are they most comfortable
to face?
using?
- What is the age range of your audience?
- What hardware/software do they have?
- What is the age of the majority of your
- Are the learners generally motivated to learn?
audience?
- What medium will you use to communicate
- What generation do the learners fall into?
with your audience? Are they comfortable
Traditionals? GenX? GenY? Etc.
with this method of communication?
- What gender is most of your audience?
- Is your audience from a similar trade or same
- What is the highest level of education organization?
attained by the learners?
WHAT
- What is their cultural background?
Expectations
- What languages do your audience speak? - Why might they be interested in reading your
content?
- Are there any euphemisms or metaphors
your audience might not understand? - What do they gain by learning more about
this topic?
- Are there traditions or examples you can use
from the audiences’ background? - What aspects of the content you are creating
will your audience be most interested in?
- Do the audience members know each other?
Least interested in? 12
(3) Audience Assessment and Personas

What Attitude
Expectations (cont.) - What is your audience’s attitude toward the
content?
- What type of learners is your audience mostly
- Will the audience be naturally interested in
made of? Audio? Visual? Kinesthetic?
your content?
- How are they used to learning new things?
- What is the reputation or credibility of the
- Does it make sense to customize your moderator or content creator?
content for different audiences?
- How can you decrease the resistance and
- How participatory is your audience? increase the receptivity of your audience to
your content?
- Is your content voluntary or required?

Knowledge
Environment - What is the purpose of your content?
- Are there any distractions in their
- How familiar is your audience with the
environment?
content?
- How much time does your audience have to
- What prerequisite knowledge will your
interact with your content? Snipets? Chunks?
audience need to fully understand your
- Describe your audience’s work environment. content?

- Does your audience have any accessibility - How will you ensure your audience gets
considerations? prerequisite knowledge?

- Does the audience prefer a more formal or


informal approach?

- Does the audience have prior knowledge of


your topic?

13
(3) Audience Description Tool

Use the following questions as a guide for writing your Audience Summary:

1. Based on your analysis: Who is your target audience?

2. Describe the audience in detail. (Who/ What/ Experience/Attitude/ Knowledge)

3. What do you already have in place that will meet the needs of your target audience? (Strengths)

4. What gaps did you identify in appealing to this audience? (Weaknesses)

5. Did you discover any new ways to appeal to the target audience that you had not thought of
before? (Opportunities)

6. What challenges might you need to overcome to appeal to this audience? (Threats)

Project Name:

Project Description:

Audience Summary:

DEVELOPMENT NOTE

Create a slide
welcoming your
audience. Tell them
who you are, and who
the class is for.

14
(3) Audience Assessment and Personas

Personas intervention. Some of you might be SMEs or


Subject Matter Experts. So keeping a persona
After you finish the audience assessment and
in mind will keep you from falling into the trap
you have written the description of your
of skipping over content that is familiar to you,
audience, and you know what performance
but not your audience.
intervention you will design for your audience,
it is imperative that you keep your audience in
Determine Personas for Your Course
mind. As you dive into the details of the
Now that you know who your audience is, how
project you might find yourself forgetting who
can you keep them in your mind’s eye whilst
you are designing the intervention for.
you are designing and developing materials? 
One of my favorite ways to keep my audience Don’t skip this step.  In all my years of
in mind is by using something I borrowed from developing courses I can tell you that as the
the world of marketing. I create a variety of materials become more complex, and you’re
personas to remember as I am creating the trying to figure out how to explain a topic, this
design. Personas are the characteristics or could be by far one of the most useful tactics
behaviors that give us an impression of who you’ll find in explaining your topic well, and in
someone is. Personas represent a major group creating just the right materials for your
that will use your content. We will use personas audience. 
to remind us who we are creating content for.
It's a way for you to keep the typical target
audience member in mind as you design your

15
(3) Create Personas Tool
Write a description of a typical audience member for your course or workshop. This can be a real or
fictitious person. What is important is to choose someone who will help you see your course design
through their perspective. Step into their shoes as you design and develop your course.

Persona #1

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________________________________________

Persona #2

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________________________________________

Persona #3

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________________________________________

16
(4) Program Map

Now that you have a grasp of what interventions you might use to solve the problem you identified,
it’s time to come up with an initial sketch of your program map. This sketch should be in “pencil.” In
other words, you are not committing to anything by writing it down, but it will serve as a
springboard for what you would like to ultimately create.

Draw a map:

START HERE
PROGRAM NAME:

17
(5) Purpose of the Course

Now that you know who your audience is it is time to nail down the purpose of your course. You’ve
defined the who, now think about the what, the how, and the why. In the space below answer briefly
what your course will be about. Then explain how you will teach it, and finally explain why it is
important. Compile your answers into a cohesive purpose statement.

What?

How?

Why?

Purpose Statement: DEVELOPMENT NOTE

Add a slide
outlining the
purpose of the
course.

18
(5) Create a Title
How you devise your title will be dependent on who your audience is. If this course is part of a
curriculum you’ll want to make sure that the title helps the user navigate a list of courses. If this title
is meant to draw an audience in, you might use language that appeals to a desire or provides a
solution to a problem the audience is having.

Ideas:

Title for your course:

DEVELOPMENT NOTE

Add a title slide.


Include a sub-title
with more detail.

19
(6) Topics Brainstorming Tool

Now that you have a good understanding of the purpose of your course take a few minutes and list
all of the topics you think you will cover in your course. We will refine this list later, but right now list
every topic that comes to mind.

Topic List:

20
(7) Content Planning

Content   Content is gathered, organized, and


developed to create everything from lesson
Whether you are trying to create a course,
p l a n s , m a r ke t i n g m a t e r i a l s , t e c h n i c a l
instructional book, or presentation, you need to
documents, company presentations, job aids,
design and develop rich content that is
websites, training courses, and many more. 
engaging to your audience.  I will guide you
The major difference from time past to now is
through the content creation process using a
the sheer amount of information we have to
variety of tools to gather, organize, design, and
draw from and organize.  The type of
develop content that will be effective. You
information has also changed.  We have video,
have compiled a good list of topics for your
audio, pamphlets, blogs, and the list goes on. 
course. Now let’s discover some of the content
It can be overwhelming, so the need to stay or
you can leverage to teach those topics.
get organized is all the more critical to your
Lesson Objectives success.  I will guide you through the process
of gathering, organizing, and designing
By the end of this section you will:
content with a set of tools I hope you will find
- Compile a list of content resources. helpful. 

- Devise a list of possible topics and subtopics.


Why does content matter? Why do you need to
- Employ brainstorming as a way to complete content understand who your audience is?
gathering and outlining tasks.
Have you ever seen a professional use a
- Write an initial outline for your course and course
powerpoint to reach an audience and miss the
modules.
mark? 

Have you seen an organization’s website that


Creating content has been an art form for a
didn’t speak to the typical visitors?
very long time.  In the days of the printing
press, reporters gathered content for Have you heard of a great web tool or app that
newspapers.  They conducted interviews, goes unused?
researched books, etc..
Have you heard of a great web tool or app that
goes unused?

21
(7) Content Planning

A powerpoint, website, or app is only as good A good step to gathering content from a SME
as the content it contains. The content is only is to interview them, or to ask them for
effective if it is written for the target audience. resources they have that will be useful in course
design.
Subject Matter Experts - SMEs
A subject matter expert or SME is a domain Gathering Current Content
expert, specifically in the course or topic you Part of executing a good design process is
are teaching on. You might be the SME for taking an inventory of your content that is
your course which is convenient on one hand, already in existence. Some of the content or
but can be troublesome on the other. pieces of content can be re-purposed. When
Convenient because you are capable of writing we take a look at current content it also helps
all of the content for the course on your own, us to determine training needs, and uncover
you don’t need to rely on someone else’s any gaps.
knowledge or schedule to complete your
There is no reason to re-invent the wheel. As
project. Inconvenient because of something we
much as you can leverage or re-purpose the
term unconscious competence. That’s a big
content you have already created. You will
term for a somewhat simple phenomenon - you
likely have gaps to fill, but gathering the
don’t realize what you know. You have so much
resources you already have is a great start to
experience in a skill you can complete a task
organizing a content strategy. Use this tool to
easily without thinking about it - unconsciously.
record all of the resources you can think of. We
Or you know what you know, and you might
will organize the content in another tool (The
forget that those you are teaching don’t know
Wireframe Tool.)
those things. This can lead to a great deal of
confusion on behalf of your audience since you  Ways to Generate or Gather Content
might be teaching a topic and they don’t have
the foundational elements to build from. It is - Re-purpose

useful to have a person typical of your target - Scribe


helping you build your course, so they can
bring up questions on topics they don’t - Brainstorm New Content
understand thereby uncovering unconscious
competence the SME is unaware of.
22
(7) Content Gathering Tool.
About Content Collection
Part of executing a good design process is taking an inventory of content that is already in existence.
Some of the content or pieces of content can be re-purposed. When we take a look at current content it
also helps us to determine training needs, and uncover any gaps.

Topic Name:

Subject Matter Expert (SME):

SME Contact Info: SME Role:

Call to mind the topic we are developing training for. Which of the current resource materials currently
exist on this topic?

Video Manual Job Aid

Online Course Document Flyer/Pamphlet

Infographic Visuals Audio Clips

Animation Game Podcast

Workbook Tool

Other___________________

List the Resources

Now list as many of the resource materials as possible, give a detailed description of each including how
the materials were used, and the objectives they covered.

23
(7) Scribing Tool

What is Scribing?
Have you ever noticed that when you talk to someone, teach in front of a class, or do a podcast you
have no problem coming up with hours of content, but when you sit down to write something the
words don’t flow as quickly?

We’re all different, some of us find it easier to talk, and some find it easier to write. Writing and
speaking come from two different parts of your brain. If you’re writing, and you find yourself stuck,
give speaking a try, and consider scribing as a method for gathering content.

Scribing allows you to talk through your material, then come back and transcribe it. Sure you will
need to do some revision, but you will be amazed at how much material you will have to edit.

Transcription
You can manually transcribe the audio you capture during your mock teaching session, or use a tool
like VoiceBase where a machine will transcribe the audio for you. https://app.voicebase.com/login

24
(7) Scribing Tool
Use this tool to outline and bullet details.

- Best - Teach or present online or to a class and record.

- Next Best - Pretend you are teaching or presenting - record.

Topic/Sub-topic:

SCRIBE TEXT: NOTES:

25
(7) Brainstorming Session Tool

Now that you have determined what content you have available, you have probably also identified
some of the gaps. Take time to list the areas where your content is weak. As you go along, pencil in
ideas on how you might fill those gaps.

Topic List:

26
(8) Topics/Sub-topics

Now it’s time to revisit the list of topics you came up with earlier. Add topics you might have missed,
delete or scratch out topics that are unnecessary, and put topics and sub-topics together in
categories. Next we’ll see how to organize those categories.

Sub-topic

Sub-topic

Topic Sub-topic

27
(8) Topics/Sub-topics

DEVELOPMENT NOTE

Add slides with your


major topics.

28
(8) Exercise: Chunking Content
Why does it matter how you organize your content? That may seem obvious, but let’s do a little
exercise to hit it home.

In the following demonstration, look at the list of words below for 10 seconds. Memorize as many
words as you can in this amount of time.

On a separate piece of paper, and without looking, write down as many words you can remember.

Enter the number here _______

Nine Lamp Apple Fire

Worm Clock Baby Desk

Bird Rock Phone Ball

Book Tree Tweet Meal

29
(8) Exercise: Chunking Content Again.

Let’s do it again. Only this time I’ll chunk the words into categories across the rows by animals,
colors, fruit, and furniture.

Horse Dog Cat Fish

Yellow Blue Green Black

Apple Banana Grape Mango

Table Chair Desk Bed

On a separate piece of paper, without looking, write down as many words you can remember.

Enter the number here _______

How did you do? You should have remembered more on the second list, and your recall should
have felt more organized.

30
(8) Sequencing Strategy

Ways to sequence your workshop, course, or presentation:

By topic When material can be taught in any order consider presenting by topic.

According to a process When material follows a structure, or order consider sequencing by


process.

Chronologically When material follows a timeline consider sequencing chronologically.

By cause and effect When one topic effects another topic consider cause and effect.

Simple to complex When a topic builds consider going from simple to complex.

With a problem at the center When a topic has something to solve put the problem in the center and
build a scaffold around it.

Ideas:

31
(8) Outline
The best way to get organized is to create an outline. An outline will help you to to see some order
to your content and see topics that might not necessarily fit into a structure and you can decide
where to place them. The outline will serve as a springboard for your course design and
development. It’s also a great communication tool if you’re working with a team. It’s a low risk, non-
resource intensive way to make sure you’re all on the same page. After you complete your outline
populate your Powerpoint template with headers.

Course Name:
Module:

SEQUENCE # TOPIC / SUB-TOPIC NOTES

DEVELOPMENT NOTE

Organize your slides


into a sequence. Add
any sub-topic slides.

32
Unconscious Competence Check
Ten Questions
As you are going through this process ask yourself these ten questions of your major topics. In doing so
you might uncover areas of unconscious competence. I’m talking about those areas you know so well,
you don’t realize it was something your audience might need to delve into a little deeper, or in a different
way.

Question Notes
1 What are some of the areas that cause the most confusion?
2 What are some of the most common questions you will get about this
topic?
3 What are the common mistakes people make in this area?
4 What is the impact of making mistakes in this area?
5 What are the biggest gaps between what people should be doing and
what they are actually doing?
6 Do you have any stories, info-graphics, or examples that help
illustrate key points?
7 What content points might cause resistance or pushback?
8 Is there anything that might be considered new or revolutionary over
what they previously did or thought?
9 Are there any points they should have memorized after the seminar?
How can you emphasize these points?
10 Are there any points they should have reference to for later retrieval?
Do you know of any, or can you create a checklist, to-do list, tool, or
other job-aid?

33
(9) Objectives
Learning Objectives
In this phase of our project we will identify specific performance criteria that can be measured both
during and after the course. The Learning Objectives will provide us with a base on which to develop the
course and assessment questions.

Purpose of Learning Objectives:


• Give the attendees a clear understanding of what will be covered in the course and in each lesson.

• Give the attendees a full understanding of what they will be expected to know or do when the course is
complete.

• Help the instructional designer make sure all of the content has been included in the course.

• Help the instructional designer determine which components of the content are necessary and which
are not, then begin organizing and chunking the lessons.

• Provide a starting point for determining assessment of skills.

Objectives were devised with regard to Bloom’s taxonomy:


Bloom’s Taxonomy is a way to classify learning objectives. There are six levels.

(L1) – Knowledge: Recall facts and basic concepts.

(L2) – Comprehension: Explain ideas or concepts.

(L3) – Application: Use information in new situations.

(L4) – Analysis: Draw connections between ideas or concepts.

(L5) – Synthesis: Justify a stand using concepts.

(L6) - Evaluation: Produce a new work using concepts.

34
(9) Objectives Verb List Per Level
KNOWLEDGE (L1) COMPREHENSION (L2) APPLICATION (L3)

Cite Arrange Adapt

Choose Associate Apply

Define Clarify Chart

Label Classify Demonstrate

List Convert Develop

Locate Describe Employ

Match Diagram Extend

Name Draw Extrapolate

Recall Discuss Illustrate

Recognize Estimate Infer

Record Explain Interpolate

Repeat Express Interpret

Select Identify Manipulate

State Outline Modify

Write Paraphrase Order

Restate Predict

Sort Prepare

Summarize Produce

Translate Relate

Transcribe

Use

35
(9) Objectives Verb List Per Level (continued)
ANALYSIS (L4) SYNTHESIS (L5) EVALUATION (L6)

Analyze Assemble Approve

Appraise Build Assess

Audit Combine Choose

Breakdown Compile Conclude

Calculate Compose Confirm

Categorize Construct Criticize

Certify Create Critique

compare Design Diagnose

Contrast Devise Evaluate

Correlate Discover Justify

Criticize Formulate Prioritize

Deduce Generate Prove

Defend Integrate Rank

Detect Make Rate

Discriminate Organize Recommend

Examine Plan Research

Inspect Predict Resolve

Investigate Prepare Revise

Question Propose Select

Solve Reorganize Support

Survey Set up Validate

36
(9) Objectives
Use this tool to identify the objectives for each lesson or module you will be teaching. These
objectives will be general, and will give the learner a list of what to expect during the course. Assign
each objective a level according to the key. Pick out the general objectives for each section of your
course and populate your Powerpoint. Then create objectives for each topic/sub-topic you
identified. You won’t present these objectives, but rather they will help you organize your course
and help you to determine which strategy to use to cover each topic. After you complete your
objectives explain how you will assess that the objective was completed successfully. Assessment
might come in the form of activities, exercises, or tests.

Here is a basic formula for objectives: A (Audience), B (Behavior), C (Condition), D (Degree)

This is a formula a good recipe to follow, but you will know what objectives will best suit your
audience.

Lesson/Module:

By the end of this lesson/module you will be able to:

Objective __.__

(L#___)

Assessment method:

Topic/Sub-topic:

By the end of this lesson/module you will be able to:

Objective __.__

(L#___)

Assessment method:

DEVELOPMENT NOTE

Add an objectives slide


to the beginning of the
course, and to sections. 37
(10) Wireframe
What is a Wireframe?
Now that you have a working outline, it’s time to get organized. This is the heavy hitting part of the
design. Some Instructional Designers will create a design document to communicate the design to
the person developing the course. Design documents come in different forms. Sometimes it looks
like a Word document table, a concept map, a script, or even a Powerpoint. Many software
developers begin their design process with a wireframe. A wireframe is basically an image or set of
images which displays the functional elements of a website or page, typically used for planning a
site's structure and functionality. Creating a visual structure of your course is a great way to see gaps
in your design. It’s also a rapid way to visualize the course before you get too far down the road in
development, losing precious time and money. How you organize is up to you. I have provided a
couple of my favorite methods in this lesson, but the important part is to stay organized.

Lesson Objectives
By the end of this section you will:

· Employ effective training strategies to your course.

· Settle on a sequencing strategy.

· Create a Course Wireframe.

· Visualize course and gaps.

Wireframing is a technique commonly used in the design and development of software apps and
websites. eLearning courses are as complex in many cases, so I would like to introduce the concept
to you where the purpose is to visualize and communicate the design and hierarchy of the course
content giving you a rapid way to plan the way you would like your audience to consume the
content. Use this tool to:

- provide a visual overview of the potential design

- work as a communication and collaboration tool

- serve as a springboard to design

- create an agile, easy way to make big changes before spending a lot of time and money on
development.
38
(10) Wireframe
Begin with your topic/subtopics then decide which design elements to include per topic, and
identify and denote any gaps.

TOPIC/SUB-TOPICS TOPIC/SUB-TOPICS TOPIC/SUB-TOPICS TOPIC/SUB-TOPICS

Objective # Objective # Objective # Objective #

Resource #s Resource #s Resource #s Resource #s

Screen Text Screen Text Screen Text Screen Text

Screen Media Screen Media Screen Media Screen Media

Screen Graphics Screen Graphics Screen Graphics Screen Graphics

Script Script Script Script

Activity/ Assessment Activity/ Assessment Activity/ Assessment Activity/ Assessment

SME Questions SME Questions SME Questions SME Questions

DEVELOPMENT NOTE

For every topic/subtopic begin


building a visual of what to include on
each slide using the wireframe.
Populate your deck as you go along.
39
(11) Content Strategies
All to often we encounter online courses that are bulleted lists of text highlights coupled with stock
graphics. The only engagement the learners experience is click...click.. clicking to the next page.
Or we force our learners to sit through instructor-led courses that leave their brains largely
unstimulated. A stimulated brain is actively working on organizing and storing what is coming its
way - your content! It’s time to get creative and apply content strategies that will transform your
content into an engaging learning experience.

Lesson Objectives
By the end of this section you will:

· Apply content methods to your course.

· Add more content to your wireframe.

· Populate your course templates.

Think of the best and worst course you’ve ever completed. What did you like or dislike
about the course?

40
(11) Content Strategy: Case Study
What is a Case Study?
In a case study you are taking a particular instance and analyzing it to illustrate a principle. You are
giving the learner the opportunity to solve a problem, or to see how a problem was solved. They
need to use what they learned and apply it in order to understand or solve the case. Application of a
principle helps the learner to recall and use the principle later and under different circumstances.

What makes a good case study?

Your case study should include someone your audience can relate to. It should include real data.
Typically, you set up the case from beginning to end, and give the audience the opportunity to
weigh in on the strategy for solving the case before the solution is revealed.

Now it’s your turn.


Go through your presentation, course, or your wireframe plan for the course. Are there
opportunities to include a case study?

Ideas:

DEVELOPMENT NOTE

Go back to your wireframe and


identify topics that are good
candidates for a case study. If
you’re ready , begin building
them in your Powerpoint.
41
(11) Content Strategy: Stories

Stories
I love using stories when I design courses. Sometimes the stories are real, and sometimes they are
made up in order to make a point. I like to carry the story through the length of the course. In one
instance, I designed a course on Identity Theft. I invented a character named Bob, and we followed
him through the process of having his identity stolen. By the end of the course we saw him resolve
most of the issues, but along the way we watched what he had to go through to remedy the
problem.

Stories provide the learner an easy way to remember how a character used the learning principles in
a practical way. How do you write an educational story? You should begin by explaining a little
about the character and his/her circumstances. The character will encounter an obstacle, this is the
pivotal moment of the story where your audience will begin wondering what is next, and how the
story will resolve. Next your story will explain the ways in which the obstacle was overcome, and
finally the story will resolve with the lesson that was learned. This is just one way to approach
storytelling for instructional purposes.

Now it’s your turn.


Go through your presentation, course, or your wireframe plan for the course. Are there
opportunities to include a story?

Ideas:

42
(11) Content Strategy: Stories (continued)

Can you come up with an engaging story that will support the point you are trying

to teach?

What are the circumstances?

What is the obstacle and pivotal moment?

How does the story resolve?

43
(11) Content Strategy: Stories (continued)

Topic or Objective:

Write the story:

DEVELOPMENT NOTE

Go back to your wireframe


and identify topics that are
good candidates for
including a story. Add
stories to your Powerpoint
when you are ready.

44
(11) Content Strategy: Scenarios
What is a Scenario?
Scenarios are situations where you allow your audience to postulate on the possible outcomes
based on the decisions the characters make. For one client I used scenarios to help managers
understand what workplace harassment is and what it is not. I set up the scenarios, and asked the
managers to determine what would happen based on the different decisions each of the characters
made. Based on their response, I provided the appropriate feedback.

Now it’s your turn.


Go through your presentation, course, or your wireframe plan for the course. Are there
opportunities to include scenarios?

Topic or Objective:

Possible Scenario:

DEVELOPMENT NOTE

Go back to your wireframe


and identify topics that are
good candidates for
including scenarios. Add
scenarios to your
Powerpoint when you are
ready.

45
(11) Content Strategy: Experiments

Give Them Something to Do


Experiments are procedures executed to make a discovery and to test a hypothesis. Experiments
put the learning in the learner’s court. Experiments will appeal to your hands-on learners, a group
that is largely ignored in online education. When you are creating online materials you are not
limited to only creating experiences online. What I mean is that you can create applications that will
simulate real life for use online, but you can also blend the learning by using tangible items in the
learner’s environment. Experiments can be used in both technical or soft skill courses. In a class on
setting up printers, you might have the learner experiment with different settings or setups. In a
communication class, you might ask the learner to experiment with saying things a different way. In a
social media course, the learner might experiment with posting to different platforms.

Now it’s your turn.


Go through your presentation, course, or your wireframe plan for the course. Are there
opportunities to include an experiment?

Ideas:

DEVELOPMENT NOTE

Go back to your wireframe


and identify topics that are
good candidates for
including an experiment.
Add experiments to your
Powerpoint when you are
ready.

46
(11) Content Strategy: Eavesdrop
Eavesdropping
I think there must be something in human nature that makes us want to listen in on the conversation
next door, but we know we shouldn’t. In this activity we give the learner permission to eavesdrop.
Here is a secret, (don’t say anything) we are motivating them to listen. This approach is particularly
useful in soft skill training. For example, ask the learner to click on or roll over a button to listen in on
a manager as he gives his first performance review. This is also a good method for customer service,
and technical support training.

Now it’s your turn.


Go through your presentation, course, or your wireframe plan for the course. Are there
opportunities to include eavesdropping?

Ideas:

DEVELOPMENT NOTE

Go back to your wireframe and identify


topics that are good candidates for
eavesdropping. Add slides to your
Powerpoint when you are ready.

Note: This activity might require a higher


level of tech savvy. Add audio to each
visual for people to listen in on.

47
(11) Content Strategy: Cartooning
Include Humor
They say laughter is the best medicine. But did you know that laughter also helps your audience to
relax so they can learn? You don’t have to be a comedian. You want to be sure the humor is
appropriate and relevant to what you are teaching. Include a joke here and there to break the
content up into digestible pieces. The element of humor might be what you need to engage or re-
engage your audience. Before you begin creating your cartoon, try reading a funny blog, or
watching a humorous show. See if that helps you get the creative juices flowing.

Make a cartoon. If this isn’t your talent, draw it out and ask a graphic designer to complete it.

DEVELOPMENT NOTE

Go back to your wireframe


and identify topics that
would lend themselves
well to a piece of humor.
Add to your slide deck.

48
(11) Content Strategy: Social Media

Be Social.
Social media has given us another tool to use for educational or informational purposes.
Collaborative learning is nothing new, but how we use social media to encourage participants to
interact with each other is a more recent development. If you are teaching a course where there is a
final product, have the participants share a picture of the final product on one of the social media
platforms of your choice. Many people are already on Facebook and Twitter.

Facebook

You might have the participants go to your Facebook page or group an post screenshots of the
product they created. For instance as a result of going through this workbook, you might post
screenshots or photos of the courses you came up with.

Twitter

You could also moderate a chat on Twitter. Choose a hashtag for everyone to use at a given time.
For instance you might tell your audience to meet on Twitter every Thursday at 5pm PDT and use a
particular hashtag.

Now it’s your turn.


Go through your presentation, course, or your wireframe plan for the course. Are there
opportunities to include social media activities?

DEVELOPMENT NOTE

Go back to your wireframe


and identify topics that are
good candidates for
including social media.
Add slides to your
Powerpoint when you are
ready.

49
(11) Content Strategy: Quotes

Good quotes can be inspirational and pack a lot of wisdom in a small space. Use quotes throughout
your presentation or course, but don’t overdo it. Less is more in this case. Give your audience a
quote they can hold on to throughout your presentation to keep them focused and motivated to
listen and learn.

Now it’s your turn.


Go through your presentation, course, or your wireframe plan for the course. Are there
opportunities to include the wisdom of a quote?

Topic:

Quote Idea:

Topic:

Quote Idea:

Topic:

Quote Idea:

DEVELOPMENT NOTE

Go back to your wireframe


and identify places where a
quote would have an
impact. Add quotes to
your Powerpoint when you
are ready.

50
(11) Content Strategy: Choose an Adventure

Let them Choose an Adventure


When I was little I used to love reading Choose-Your-Own-Adventure books. After I completed one
adventure, I would go back and see where a different choice would have taken me. I was curious to
see what the consequences were of the decisions I made. Use natural curiosity to engage your
audience. I used this element in a course I designed on financial literacy. We gave college students
the opportunity to choose if they wanted to go on Spring Break or stay home and pick-up a side job.
There were many decisions they made along the way that led to different paths. They were able to
see what the advantages and disadvantages were of the choices they made.

Now it’s your turn.


Go through your presentation, course, or your wireframe plan for the course. Are there
opportunities to include choose your own adventure?

Final Outcomes/Destinations

Decisions to get there

DEVELOPMENT NOTE

Where you might


include a choose-your-
own-adventure?
Note: This activity
might require a higher
level of tech savvy. Add
branching to your slides. 51
(11) Content Strategy: Interview

Act Like a Broadcaster


One skill broadcasters must have is the ability to ask good questions while they are performing
interviews. Interview-style broadcasting is a good way to engage your audience because they can
see the conversation unfold. In many cases, you might have a subject matter expert (SME) who is
nervous about talking in front of a camera or in front of a group - your audience. Try interviewing
your subject instead. This takes a lot of pressure off your SME and the content flows.

Now it’s your turn.


Go through your course or presentation. Is there an opportunity to interview a Subject

Matter Expert (SME) on one of the topics? Write down possible interview questions and a rundown.

Interview Questions: DEVELOPMENT NOTE

Go back to your
wireframe and identify
places where you might
include an interview.
Add to your Powerpoint.

Rundown:

Interview Rundown for <TOPIC>

00:00 - 00:00 (Time) Question or what you want to cover:

52
(11) Content Strategy: Brainstorming
Create a Storm in Your Brain
Brainstorming can be used to aid you in the creative process when you are devising activities, but it
can also be used as an activity for your audience in creating knowledge at a higher level of
competency. You are giving them the opportunity to move from comprehension to synthesis and
application. There are a number of ways to approach brainstorming, but like creativity you need to
give yourself and your audience the chance to let judgement go. So, anything goes in
brainstorming. Sometimes individual brainstorming is more effective than group brainstorming
because in a group not everyone is playing by the no judgement rules. However, when you get a
few people together to brainstorm, you can overcome some of the hurdles you encounter because
another person’s perspective spurs you to think differently, or entertain ideas you might not have
thought of. My suggestion? Do both and when you pull together the group, try to choose people
who are on board. Set expectations up front that this is a safe place to be creative.

Ways to Brainstorm
1. Group Brainstorming: Leverage the ingenuity of several people. Create a risk-free environment
where individuals can feel it’s safe to share their ideas.

2. Individual Brainstorming: Brainstorming on your own can be very effective because you don’t
have to worry about what others think.

3. Reverse Brainstorming: This one can puzzle the brain as you are trying to do the opposite of
your goal. If you want to solve a problem, try figuring out ways to create the problem.

4. Rolestorming: Pretend to be someone else while you brainstorm to remove the obstacle of
fearing what others think.

5. Brainwriting: Have individuals write their ideas and avoid having anyone dominate the
conversation.

DEVELOPMENT NOTE

Go back to your
wireframe and identify
places where you might
include a brainstorming
session. Add to your
Powerpoint. 53
(11) Content Strategy: Checklists

Check it Off
Adult learners are task driven, so checklists are not only a great way to give your audience an
overview of what will be covered in your class, but also give them the satisfaction of completing
something and seeing progress which may keep them motivated. The flip side of that is if you
overwhelm them with tasks, they may quit altogether because they aren’t able to complete all of the
tasks. So be reasonable when deciding what to include on your checklist.

Now it’s your turn.


Go through your presentation, course, or your wireframe plan for the course. Are there
opportunities to include checklists?

DEVELOPMENT NOTE

Go back to your
wireframe and identify
places where you can
compile a list of action
items. Add to your
Powerpoint.

54
(11) Content Strategy: Tips

Tips
Sometimes we need to use long passages of text to convey the information we need our audience
to learn. In many cases, this can cause overload and brain fatigue to the point that your audience
isn’t paying attention to what they are reading. You can insert tip notes and icons as a way for your
readers to take a short brain break. Tips and icons break up the text in your course or presentation
so that your audience does not experience brain fatigue.

Tip: Tip: Tip:

Now it’s your turn.


Go through your presentation, course, or your wireframe plan for the course. Are there
opportunities to include tips?

DEVELOPMENT NOTE

Go back to your
wireframe and identify
places where you want to
highlight a specific piece
of knowledge. Add tip
notes to your
powerpoint. 55
(11) Content Strategy: Ask the Expert

Ask the Expert


Mentoring is an effective way to learn a job or task quickly. Mentors go beyond the theoretical to the
practical. When learners see how an expert approaches a problem, they are given new tools to use
in solving problems of their own, but in an expert way. A mentor is not always available or
affordable, so allowing learners to compare their response to an expert response can be a good
approach, and the next best thing. For example, a group of managers needed to know when to
escalate issues brought to them by their subordinates, the expert answers were the ideal responses
for each situation. This activity helped new managers avoid making costly mistakes because they
knew how an experienced manager would handle it.

This approach is effective in technical training as well. A learner would simply compare answers to
an expert answer. It is also a good way to gauge if learning is occurring. When these exercises are
used throughout your course you should see the learner making progress in his approach to new
problems. You could keep it as simple as revealing the answer on a click in Powerpoint. But better
yet, capture the answer from the expert on video. Video adds an additional level of engagement on
the part of the learner.

I used this method to relay wisdom to the learner with videos strategically placed throughout the
learning experience. As the learner was grappling with the decision of how to handle a problem, a
video of a coach would display with timely wisdom on the topic, specifically how he would handle
the scenario.

Now it’s your turn.


Go through your course or presentation. Look through your topics. List
experts on each of the topics. Can you contact any of them to provide DEVELOPMENT NOTE
wisdom for use in your course or presentation?

Go back to your
wireframe and identify
places where you can
infuse wisdom from an
expert. Add expert
advice to your
Powerpoint.

56
(11) Content Strategy: Additional Resources

Additional Resources
Once upon a time we called the act of visiting different websites a “webquest.” It might be time for a
new name, but the activity is still valid. Allowing your audience to visit applicable websites, videos,
apps, etc. gives them the freedom to discover more about your topic out on the world wide web. A
good practice is to provide them with initial resources or links, then let them explore.

List a few of the resources your audience might find valuable:

Now it’s your turn.


Go through your presentation, course, or your wireframe plan for the course. Are there any other
opportunities to include additional resources for your audience to explore?

DEVELOPMENT NOTE

Go back to your
wireframe and identify
places where you want to
provide additional
resources. Add links to
your Powerpoint.

57
(11) Content Strategy: Visual Enhancements
Visual enhancements give your course that added flair. They break up the content so that your
audience doesn’t experience text fatigue. Visuals also serve to cue your audience in to important
things to remember, action items, and much more. Be careful not to use visuals just to fill a space,
or to create eye candy. Visuals should serve a purpose, and should enhance the learning
experience.

EXAMPLE OF VISUALS DESCRIPTION

Provide visuals throughout your course to give


your audience an indication of what to expect.
Visual Cues
For instance, add a tab to show you’re moving
to a new section.

Use a visual as a springboard for a concept, and


refer to it throughout your course. Graphic
Graphic Organizers
organizers help some learners to store a
concept in their memory.

Use color not only for flare, but to bring


meaning to your content. For instance when
Colors
they see yellow they will know it’s a concept
they should write down.

Include numbers for your sections, chapters, or


Numbers titles. It will help the learner monitor progress
and expectations.

58
EXAMPLE OF VISUALS DESCRIPTION

Include a bio page with your information and


background. It helps you establish yourself as
Lower Thirds
an expert on the topic, include a graphic with
your name, title, and vision for the course.

Provide cues to your learners that something is


important and might be worth noting. This can
Notes
be as simple as an offset plaque with the
summary of the important note.

Icons are a great way to give your learners a


cue. A pencil might mean that there is an
Icons
activity coming up, or a book might mean they
need to read something, etc.

When you are looking for images to include in


your course look not only for consistency, but
Images
for educational value. Images can be a great
way to get a point across.

Background images are often overlooked, but


Backgrounds can be a subconscious way to cue your
audience or relay a point subtly.

59
EXAMPLE OF VISUALS DESCRIPTION

Add arrows throughout your course where you


Arrows
want to point the learner’s attention .

Add conversation bubbles in places where you


Conversation bubbles
want to say something without actually saying it.

People connect or engage with a course where


a person is visible, it’s one reason why video is
much more effective than static slides. If you
Characters
aren't connecting personally, try adding a
character - real or animated to your course to
provide that point of connection.

DEVELOPMENT NOTE

Go back to your
wireframe and/or
Powerpoint and identify
and add visual
components or
placeholders.

60
(12 & 13) Complete, Test, and Launch
You might go through two or three rounds of rough drafts before you complete and launch your
course. The first draft is what you’ve been putting together up to this point. You should have what is
close to complete. As you continue to add pieces, present it to your team or to potential audience
members. This is so you don't get far down the road only to find out you completely missed the
mark. The process is iterative. Present the close to completed version to a mock audience, make
final changes, then launch your course.

Lesson Objectives:
By the end of this section you will:

· Revise your draft course to completion.

· Test your course for usability.

· Compile your course.

· Launch your course.

· Set up an evaluation plan.

Congratulations!

You are almost finished! But don’t stop here. It’s important to end
well and be sure that the materials you created resonate with your
audience.

61
(12 &13) Complete, Test, and Launch

RECORD AUDIO/
FINAL DRAFT COMPILE
VIDEO

Compile your course so


Go through your course If you are putting your course
that everyone will be able to
and tie up loose ends, and online you will use a tool like
watch it. Those fonts might
add final pieces. This is also a Camtasia to record your slideshow
not show up the same on
good time to get another pair with audio and video. In some
someone else's computer.
of eyes on your course or ask cases you can record and compile
Consider exporting to a PDF
and editor to verify your work. within Powerpoint or Keynote.
or .MP4

MONITOR LAUNCH! USABILITY TEST

Create a strategy for Get your marketing Ask a sample audience to


monitoring your course, look initiatives in order for the go through your course or to
at assessment activities to see big launch. Build some watch you present the course.
if your course is effective, and excitement. You did it! Make careful note of
survey results for general Great Job! stumbling blocks.
reaction to your course.

Since this process is iterative, you are never really done, but the changes you make as a result of
going through the process should be minimal. What’s best is now that you understand the process
you can apply it to your next project with ease.

Great job completing your first course!


62
Workbook Author

SABINA LOVE M.ED

Sabina Love is the owner of eLearning ID LLC., a company specializing in Learning


Management System (LMS) implementation, instructional design, and development
of online and instructor-led courseware specifically for corporations, non-profits,
and small business.

Sabina Love is an expert in instructional design and technology. She has been
instrumental in helping various teams develop significant online programs that
allow her clients to compete in the marketplace. Her programs are educationally
sound and engaging. Her 15+ years of experience in information system
implementation, training delivery, eLearning design and development make her a
well-rounded education specialist skilled in the application of eLearning
technologies to a variety of industries including healthcare, IT, banking, business,
broadcast journalism, and education.

63

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