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://wikieducator.org/Learning_and_Teaching_in_Practice/StudyDesk) .

Project Name: Think of a title.

1. Overview

Summarise the planned approach including background about the course and/or programme.

2. Aim and Objectives

The Aim is the overarching intention of the development and how it will be carried out.

Objectives are specific statements about what you plan to do.

3. Outcomes/Deliverables

What you will end up with once the plan is launched. (For example, open online resources using a variety of audio/visual media.)

4. Stakeholders and analysis of 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.

5. Design Overview

This is an explanation of your flexible learning strategies, and how you will apply the components of educational (instructional) design models and learning theory or theories.

5.1 Learning Strategies:

a. Activities - Under each learning outcome or element (unit standards), decide on one main overarching activity. For example, 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?

Are the activities experiential?

Do the activities encourage co-operative, reflective and inquiry learning?

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Bronwyn Hegarty 2014 Otago Polytechnic

b. Content

What are the main source(s) of content?

How will they be developed, re-formatted for flexible learning? For example, textbook, articles, lectures, presentations, video etc.

What formats and media will be used? (written, audio, visual, video, etc.)

What technologies and platforms will be used?

c. Communication/interaction

How will the learners interact with each other, the content and with the facilitator?

How will learning be facilitated? (Synchronous or asynchronous, - self-directed or self-paced, group, individual.)

o For example, synchronous (face-to-face, online - web conference, shared documents, telephone, video conference), or

o synchronous (self-directed, activities, discussions, feedback, project-work, portfolio etc.).

What technologies and pedagogies will be used?

d. Assessment

How will the activities build and contribute to the assessment? (Formative, summative, informal and formal.)

How will feedback be given?

Check that the content, activities, and interactions help learners to develop skills and knowledge in preparation for the assessments.

o What else is needed to ensure these areas are aligned?

Do the assessments help students demonstrate that they meet the learning outcomes?

6. Milestones and timeline for Objectives:

What are the milestones for each objective?

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Bronwyn Hegarty 2014 Otago Polytechnic

When will the milestones be achieved?

List the milestones and associated objectives for each.

7. Resources

What resources will you need – when and why? (This can include personnel, materials, technologies etc.)

What funding do you need?

8. Evaluation:

Prepare a detailed plan for formative and summative phases of evaluating the effectiveness of the learning design.

Use formative evaluation to get feedback on development and when you launch (implement) a pilot of the proposed learning design.

Summative evaluation occurs at the end of the implementation.

Decide on possible participants for the evaluations you plan to do - lecturers, experts, students, colleagues etc.

What methods will you use to gather data? (survey, focus groups, interview etc..)

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Bronwyn Hegarty 2014 Otago Polytechnic