Development Phase - WBT.doc - Development Phase WBT...

This preview shows 1 out of 4 pages.

Development Phase - WBT Overview Phase 3: Development is the phase where planning and design start to take the form of a course. Tasks The major tasks in the Development Web-Based Training (WBT) phase include: 1. Develop Prototype 2. Develop Draft Course
Image of page 1

Subscribe to view the full document.

Task 1: Develop Prototype Explanation The prototype is the first task in the Development phase. Submitting a fully functioning lesson as a prototype enables the National Training and Education Division (NTED) to ensure the course is being developed to the approved course design standards. The goal of a prototype is to demonstrate the following: A complete and functional interface Global instructional strategies such as themes, metaphors, or case studies Representative audio/visual strategies, including audio/visual materials Learner progression through a series of Shareable Content Objects (SCOs) (either sequentially or randomly) Assessment and remediation functionality Note : An SCO is a self-contained package of knowledge objects (i.e., graphics, text, etc.) that can be tracked electronically by a Learning Management System (LMS). The NTED Style Guide provides guidance on SCOs. For the WBT course prototype, one completed lesson of the course needs to be developed. It is recommended that the lesson chosen for the prototype be one that is most representative of the entire course (i.e., select the lesson containing different types of interactivity, incorporates discussion boards, online chat, other collaboration tools, or practice exercises). The prototype serves as a “proof of concept” or representative sample of the program that is delivered for review. Providing a fully functioning prototype for review enables stakeholders to determine early in the production process whether the proposed product meets their expectations. Developing a prototype is especially useful when a course is lengthy, only part of an existing course has been revised, or when a segment of the instruction is particularly risky and requires advance feedback. This reduces the risk of complete re-work by producing at least one representative module of instruction for review before the whole course or instruction is produced. Although building an early prototype will not eliminate all design flaws, it will help minimize risk. It is both easier and less costly to make design changes at this point than it will be once the entire course is developed. Process The WBT prototype step includes: 1. Validate Templates per the Course Design Document (CDD) The Instructional Development Team begins the prototype by validating the templates (i.e., the “header” and “footer” sections of the screen, the relevant template code, general structure, etc.) to the requirements and design standards established in the CDD as well as current storyboards. The Instructional Development Team may need to make some modifications to the templates in
Image of page 2
order to accommodate the course requirements and/or content in the storyboards.
Image of page 3

Subscribe to view the full document.

Image of page 4
You've reached the end of this preview.
  • Fall '13
  • Steele
  • E-learning, Section 508 Amendment to the Rehabilitation Act of 1973, Instructional Development Team

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern