The production process should follow the completion of content development. It will take more time than you expect. Depending on the complexity of the learning materials required, it could take from 3 to 10 times the time taken for the preceding content design/development stage. Allow for this in your project timeline. Before proceeding with production, review your content design - remenber that unexpected additions to content can not always simply be 'added' during production; the changes will impact on the content's architecture and navigation so they will have to be changed as well.   A learning technologist usually takes responsibility for the production stage. This person's role is to work with the Subject Matter Experts (SMEs), other staff involved in the design process, plus any reference group which has been set up to oversee the 'big picture' of the unit's creation.

Here is the process again, with the content production phase emphasised

Diagram adapted from Struthers, J., Working Models for Designing Online Courses and Materials,
University of Abertay, Dundee. Source: The Higher Education Academy, Resources Database

In the real world, the instructional designer may be the learning technologist as well. In such cases, it is even more important for that person to maintain a broad perspective by liaising with content development staff and engaging in a peer review process. This can help to increase the degree of student engagement, improve the unit's effectiveness and ensure that it is technically robust.

What does the the learning technologist do?

Click on image

Production tasks undertaken may include: Producing online learning materials from content supplied Preparing assessment and assignment content for online delivery Preparing online evaluation materials to enable student feedback Writing appropriate HTML, DHTML , XML and Javascript, plus any specialised coding required Converting Word documents to clean HTML by removing unnecessary Word-generated code Developing and embedding Flash materials if required Creating and/or editing graphic images, animations, video and audio files and integrating these with learning materials Setting up & uploading appropriate XML files to enable podcasting if required Producing supplementary resources which support learning materials Setting up & checking links to resources on external sites Creating and maintaining logically consistent file paths on both the production server and local machines Implementing a user-friendly navigational system Integrating Web 2.0 elements with the learning materials

Specialised software

Many of the tasks listed above require applications that may not form part of the standard VU operating suite. The useful software section (graphical link above, or see the left menu Resources link) provides an overview of applications that can greatly simplify the unit production process.

Dreamweaver
To prepare Web-ready materials for online deployment, you will need at least a nodding acquaintance with HyperText Markup Language (HTML) - or at least a good authoring/editing environment that produces HTML for you, such as Dreamweaver CS. Some staff still use Front Page, but this produces such truly awful, non-standard HTML code that its continued use can not be recommended.

Graphic Image Creation & Editing
Images are often used for our branded banners and headings. The icons used in WebCT/BB are images - often custom-made to suit the content of a particular unit. Images also add a visual dimension to your unit's content in a way that mere words can't - graphs, charts, photographs enrich the learning experience and assist in the process of engaging the learner.

Some familiarity with graphic editing software such as Photoshop or Fireworks could therefore be useful.

Audio Recording & Editing

For those involved in podcasting (or just making material available for listening), software to record, edit and convert file types is essential. Even a free program such as Audacity is excellent for this task.

What is your intended delivery platform?

Before commencing production, be clear as to how the final product will be deployed. Will you be delivering your eLearning materials through WebCT/Blackboard? On a website? Via CD-ROM or DVD? Using a Learning Content Management System such as Equella (The Learning Edge)?   Each of these platforms will have strengths and limitations which should be taken into account when producing your materials.

Putting it all together

Individual production elements need to be welded into a seamless, integrated shell in which learners feel comfortable and can navigate intuitively. Whether you produce for the web, for WebCT/Blackboard or for stand-alone media, useability should be the guiding principle that informs your efforts.

Steve Krug, of Advanced Common Sense, is the author of 'Don't Make Me Think' - A common sense approach to web useability. It is an easy read and it may save you hours of rebuilding online units or web pages if you are exposed to it early enough in the design process.