Design, Development, Implementation and Evaluation plan

This template includes information and prompting questions to guide your plan for the design,
development, implementation and evaluation phases of educational design. More detailed
guidelines are provided on Wikieducator for planning blended or distance learning.
(http://ikieducator.org/!earning"and"Teaching"in"#ractice/$tudy%esk& .
Project Name: Think of a title.
1. Overview
$ummarise the planned approach including background about the course and/or programme.
2. Aim and Ojectives
The 'im is the overarching intention of the development and ho it ill be carried out.
(b)ectives are specific statements about hat you plan to do.
!. Outcomes"Deliverales
What you ill end up ith once the plan is launched. (*or e+ample, open online resources using
a variety of audio/visual media.&
#. $ta%e&olders and anal'sis o( learners
What are the diverse needs of the learners and the other stakeholders, (e.g., teachers,
managers, industry, professional body and the tertiary sector&.
The analysis you undertake of the target learners goes here.
). Design Overview
This is an e+planation of your fle+ible learning strategies, and ho you ill apply the
components of educational (instructional& design models and learning theory or theories.
).1 *earning $trategies:
a. Activities - .nder each learning outcome or element (unit standards&, decide on one main
overarching activity. *or e+ample, catching a baby (birth& , embedding literacy and numeracy,
creating a portfolio - add then add smaller activities under the main one.
What is the main activity,
What other activities can be added,
're the activities e+periential,
%o the activities encourage co-operative, reflective and inquiry learning,
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Bronwyn Hegarty 2014 Otago Polytechnic
. +ontent
What are the main source(s& of content,
/o ill they be developed, re-formatted for fle+ible learning, *or e+ample, te+tbook,
articles, lectures, presentations, video etc.
What formats and media ill be used, (ritten, audio, visual, video, etc.&
What technologies and platforms ill be used,
c. +ommunication"interaction
/o ill the learners interact ith each other, the content and ith the facilitator,
/o ill learning be facilitated, ($ynchronous or asynchronous, - self-directed or self-
paced, group, individual.&
o *or e+ample, synchronous (face-to-face, online - eb conference, shared
documents, telephone, video conference&, or
o synchronous (self-directed, activities, discussions, feedback, pro)ect-ork,
portfolio etc.&.
What technologies and pedagogies ill be used,
d. Assessment
/o ill the activities build and contribute to the assessment, (*ormative, summative,
informal and formal.&
/o ill feedback be given,
0heck that the content, activities, and interactions help learners to develop skills and
knoledge in preparation for the assessments.
o What else is needed to ensure these areas are aligned,
%o the assessments help students demonstrate that they meet the learning outcomes,
,. -ilestones and timeline (or Ojectives:
What are the milestones for each ob)ective,
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Bronwyn Hegarty 2014 Otago Polytechnic
When ill the milestones be achieved,
!ist the milestones and associated ob)ectives for each.
.. /esources
What resources ill you need 1 hen and hy, (This can include personnel, materials,
technologies etc.&
What funding do you need,
0. Evaluation:
Prepare a detailed plan for formative and summative phases of evaluating the effectiveness of
the learning design.
.se formative evaluation to get feedback on development and hen you launch
(implement& a pilot of the proposed learning design.
$ummative evaluation occurs at the end of the implementation.
%ecide on possible participants for the evaluations you plan to do - lecturers, e+perts,
students, colleagues etc.
What methods ill you use to gather data, (survey, focus groups, intervie etc..&

Bronwyn Hegarty 2014 Otago Polytechnic