Design Approach
We follow well-defined process-based workflows to develop value-added yet cost-effective courses that fulfill your learning objectives. Our development process is based on the ADDIE model, a five-step process that provides a framework for planning, creating, and evaluating courseware. We have elaborated our process below.
– Analysis
We understand your requirements, study your content, and propose a solution that fits your learning objectives. This could range from simple posters promoting workplace safety to complex business simulations. We define the program goals, outline the instructional approach, and establish the program flow and structure. This phase includes content study, requirements analysis, and project planning.
– Design
Once the scope and approach are mutually agreed upon, we begin with the instructional and visual design for the prototype. We deliver the prototype and encourage you to have it reviewed by as many stakeholders as possible. When the prototype is finalized, we revise the language and design specifications. The design phase includes content analysis, storyboarding, graphics development, integration, quality assurance, third-party review, modifications, and sign-off.
– Development
We then develop the entire course/module/system based on the agreed prototype and pass it through rigorous quality assurance processes at pre-defined stages. Every delivery from Star IT Euro Learning undergoes an independent third-party review. Development steps are executed for all units and include content analysis, storyboarding, graphics development, integration, quality assurance, and third-party review.
– Implementation
We deliver the developed course/module/system in a pre-agreed number of versions. We help you implement them and integrate them into your existing systems. Implementation generally involves three steps, although this can vary from project to project:
– Ensuring courses are developed based on the instructional and visual design approach that best suits the target learners and learning objectives.
– Beginning instructional design with a learner and task analysis to identify learning objectives. Instructional materials and activities are then systematically designed and developed to fulfill these objectives, using instructional design theories and models as frameworks.
– Analyzing source content with respect to learning objectives at different levels, deciding on an assessment approach that effectively tests these objectives, structuring the content into an effective instructional flow, categorizing content chunks, and determining the best presentation methods for the learner.