Establishing the assessment criteria and methods by which students will
demonstrate skills, attributes, and understanding (at stages within the
learning as well as at the conclusion). Online offers many more options
than a lot of people think. Time spent exploring options here can open
up many more ideas for presenting content, and is more likely to
produce meaningful and integrated assessment embedded within
learning activities.
Mapping and then sequencing the key elements of the content.
Applying instructional design effective for online (choosing appropriate
teaching strategies; presentation considerations; and building in
scaffolding that will support the learners move to independent thinking
as they become more familiar with the topic and the medium which is
very important to do when learners are not in a face-to-face situation).
Technical or multi-media decisions (specific technical treatments, next
step beyond the broad-brush considerations in the planning phase).
Deciding what should be presented on screen and what should be
downloadable/printable.
Deciding which is key content, and needs reinforcement, what material
can become secondary links, and which comes under the heading of
supplementary or additional learning resources.
Doing a walk-through to confirm time allocations for each learning
activity (including reading); congruence between assessment and
learning objectives and learning content and learning tasks; clarity; and
completeness.
Defining and providing for (either in the content itself or in
documentation) the learning support needs of the students, and also for
teachers if the material is to be used by others.
Materials development
This phase takes the material produced in the writing and planning phases and
turns it into product. It can either be done during or immediately after the content