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E-learning Content Development Process at CMC
CET uses ADDIE (Analyze, Design, Develop, Implement and Evaluate) instructional design model to help our clients analyze their training needs, design and develop training materials, implement training, and evaluate its effectiveness.

Sometimes, CET works directly with a client's training specialists, who have studied the ADDIE model. However, directors and executives who know their company has a training need, but they don't know much about the instructional design process often contact us.

CET's set of project templates are based on these five phases. Each phase is characterized by a set of activities and a project output in the form of a tangible deliverable. The deliverable for one phase is the input for the next. Each phase also culminates in a review, which forms a go/no-go point for deciding whether to proceed to the next phase or not.

Analysis | Design | Development | Implementation | Evaluation

Analysis Phase

In the Analysis Phase, the instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner's existing knowledge and skills are identified. What follows are some of the questions that are addressed during the analysis phase:

	Who are the audience and what are their characteristics?
	What do they need to learn?
	What types of learning constraints exist?
	What are the delivery options?
	What are the online pedagogical considerations?
	What is the timeline for project completion?

Design Phase

The Design Phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. 'Systematic' implies a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted at attaining the project's goals. 'Specific' means each element of the instructional design plan needs to be executed with attention to details.

These are the steps used for the design phase:

	Documentation of the project's instructional, visual and technical design strategy
	Apply instructional strategies according to the content type
	Create storyboards
	Design the user interface and user experience
	Prototype creation
	Apply visual design (graphic design)

Development Phase

The Development Phase is where the developers create and assemble the content assets that were planned and designed in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.

Development Phase also includes internal quality checking by testing undertaken by the QA team.

Implementation Phase

During the Implementation Phase, a procedure is developed for training the facilitators and the learner. The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student registration.

This is also the phase where the project manager ensures that the books, CD-ROMs and software are in place, and that the learning application or Web site is functional.

Evaluation Phase

This phase measures the effectiveness and efficiency of the instruction. Evaluation should actually occur throughout the entire instructional design process - within phases, between phases, and after implementation. Evaluation may be Formative or Summative.

Formative Evaluation is ongoing during and between phases. The purpose of this type of evaluation is to improve the instruction before the final version is implemented.

Summative Evaluation usually occurs after the final version of instruction is implemented. This type of evaluation assesses the overall effectiveness of the instruction.