After project kick-off and scheduling is complete, one of the first documents created and delivered to a client is often a course design document (CDD). This document can take many forms and can include different sections and content, but it serves as an agreement between the client and designers on how to proceed forward.
Our basic Victor 12 CDD is a Word document that outlines the
proposed design, content, and delivery methods to be used. The CDD is usually
created in concert with or directly before the first prototype. It is a “living
document” in that it may be updated as the project progresses to reflect
approved changes in the design strategy or technical specifications.
In this post, we’ll consider a few sections that we
typically include in a CDD template.
- Audience
This section outlines who needs
this course or training. What is their position? What roles do they play in the
organization? Where are they geographically located and are they in the same
time zone? Do they work the same shifts? And, often overlooked but very
important, what tools is your audience able to use? (Macs, PCs, laptops, cell
phones, shared computers, etc.)
Ideally, all of this information
would be provided prior to beginning course design, but including this section
helps to remind everyone of who will ultimately receive the training.
- Assumptions
In order to move forward with
course design and development, it is often necessary to make assumptions. These
assumptions help avoid project delays and, when documented in the CDD, can encourage
team members to obtain missing information. Some assumptions may include:
- Minimum technical specifications that a user’s computer will have
- User’s internet access and speed, as well as their browser configuration
- Ability for users to perform technical functions (such as dial into a private line while concurrently accessing internet on an individual computer)
- Estimated “seat time” for the course
- Section 508 compliance needs
- Any assumptions about content the client did not provide or clarify, such as acceptable references to use moving forward
- Objectives
Course objectives should be listed
very clearly. Depending upon client needs, you may want to include behavioral
indicators, terminal learning objectives, enabling learning objectives, and
cognitive levels for each objective. It may also be helpful to outline where
each objective is supported in the course.
- Delivery solution(s)
Include how the course or training
will be delivered. Are you using web-based training (WBT), virtual
instructor-led training (VILT), face-to-face, performance support, or other
solutions? Is your solution consistent throughout or will you blend the options
by module, lesson, or topic? It is also helpful to explain the appropriateness
of each solution and why it was selected.
- Learning activities
What learning activities and
strategies will occur during the course? There are several ways to organize
this section. We often find it helpful to create a table outlining the course
by module and/or lesson with columns for learning objectives and the supporting
learning activities and strategies.
- Content and references
What content information will
support each learning activity? What is the source for this information?
Include references and designated subject matter experts (SMEs) that can be
consulted during design and development.
The CDD is very customizable per client and project. Additional
sections, such as timing, instructional strategies, and evaluation strategies,
can be added to the document, as needed. When complete, the CDD provides a
framework for the course design and, upon acceptance by the client, allows full
design and development to commence.
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