Implementation (Delivery)

Courseware is typically deployed and delivered in the classroom, onsite, and or through computer and Web-based media during Implementation. Goals during this phase should include maximizing usability, satisfaction, transfer, behavior-change, and impact and should be therefore measured. Implementation requirements are identified during analysis based on learner profiles and are designed and developed based on technical and media specifications. Requirements for delivery through an instructor, content server, or Learning Management System (LMS) should be identified in advance during analysis so that content is designed and developed in alignment with delivery requirements, standards, and goals.

Typical delivery media include:

• Instructor-Led Training (ILT) > in a classroom, lab, or onsite
  
• Virtual Classroom > synchronous eLearning delivered via live Web connection, Web instructor-led learning
• Virtual Lab > live and synchronous virtual machine or a self-paced sandbox
• Self-Paced Training > asynchronous eLearning delivered as hosted or through CD or file on the local machine)
• Mobile Learning > mLearning for MP3/MP4 player, PPA, and smartphones
• On-the-Job Training (OJT)
• Job Aides > cards, posters, ePaper
• Collaborative and Social Learning > includes collaboration suites, coaching, mentoring discussion threads, learning Wikis, expert-produced blogs, and relevant RSS feeds
• Learning Management System (LMS) and supports
• Evaluation Systems > reaction/satisfaction, knowledge/skill transfer, application on the job, on the job performance improvement, return on the training investments, and predictability of future success
• Blended media delivery combining any or all of the above as indicated by the learner and media specifications analyses and design documents
  

Risks if not conducted properly:

• Extended deployment resulting in missed delivery dates and costs
• Project failure at final implementation resulting in lost and dissatisfied stakeholders and learners
  

ISD and the ADDIE Model

I have done a lot of talking about learning technologies, but I think now is a really good time to get down to basics, specifically, how any learning solution should be built, as in "instructional design." ADDIE is useful model of Instructional Systems Design (ISD) and is based on a 5-phased approach to courseware development... ADDIE is an acronym that stands for:

A - Analysis
D - Design
D - Development
I - Implementation
E - Evaluation

Execution of each phase is dependent on how a development team and stakeholders agree on the project's approach typically specified within a statement of work or project charter. As a system of checks and balances, each phase and milestone requires stakeholder approval to assure that what is delivered at project completion is what the stakeholder has approved from the beginning.

When no or little preexisting courseware exists, the most critical phase of a project is Analysis. Each phase follows sequentially with exception to Evaluation, which if conducted properly, occurs continuously throughout the process. Details regarding each phase will follow in subsequent blog entries. However, for a high level explanation of how this should work, see the graphic below.

It is fair to say that many in the business of course development skip phases within this model and some even ignore the model completely. This is a mistake, but please do not misinterpret that to mean that this process cannot be performed efficiently or within short time-frames. Those of us who work in internal training departments or on the customer business side need only to perform an analysis on a periodic basis for each department or customer-base we serve.

Also, variations in this model exist along with compressed methodologies and adaptations based on stakeholder needs. How this can be accomplished will be addressed in subsequent entries. Stay tuned for details on each phase of the ADDIE model.