1. Deloitte Audit Learning
Indicates where customizations are needed
FYXX <Curriculum Name> Curriculum Development <Course Name>
Course Development Kickoff
Deloitte Audit Learning

2. Agenda x Development Team Flash Learning Overview Course Overview
Course Development Life Cycle and Timeline
Resources
Next Steps
Appendix

3. Development Team

4. Course Development Team
Update based on curriculum specifics
Course Development Team
As One Team, it is important we understand who we are working with and what is expected of us. Questions regarding your responsibilities should be addressed as early as possible with the PM.
ORR (if applicable) Name, Level
LCS
Name, Level
SMR
Name, Level
Support, review, and approve outline
Review and approve course at agreed-upon milestones
Set strategic direction for the course
Review and approve outline
Review and approve the course at each milestone (beta optional for Brainshark and Whiteboard)
May serve as on-camera talent (interview video) or voice talent (optional)
Encourage adoption in the business
Provide source content
Review learning objectives
Populate technical content outline
Supports the Learning MDP with content writing
Perform first review of course materials before LCS PM
Name, Level
Learning MDP
Name, Level ID
Name, Level
Gather source materials from SMR and share with ID
Create project plan
Schedule meetings
Arrange and facilitate stakeholder reviews
Coordinate with the deployment team, if needed
Draft and advise on learning objectives
Populate technical content outline
Lead content writing
Review and validate drafts provided by the instructional designers prior to SMR review (as applicable)
Create knowledge check questions
Complete Learning Content Index (LCI) Form
Review source materials
Advise on learning objectives, knowledge checks, CPE as applicable
Support the SMR in drafting content for the given type of Flash Learning (e.g., script, interview video questions, storyboards)
Design the overall learning concept (e.g., visuals, animations, interactions)
Implement changes throughout review cycle
Produce the finished product
Support PM with Project Closeout (e.g., Systems Testing, Catalogue Creation)
COURSE NAME HERE

5. Flash Learning Overview
Leverage this section as appropriate
Flash Learning Overview

6. Short Development Time
Flash Learning
Flash learning enables delivery of small chunks of learning content to the practice related to key issues (e.g., revenue recognition.)
Just-in-Time
Short Duration (10 minutes max)
Quick-Hit Learning
Targeted Learning
Customizable
Short Development Time
Convenient
Quick-Hit Learning can be even more effective if it provides links to more in-depth training modules, practice aids, other internal guidance.

7. Flash Learning Types and Examples
Video
Brainshark
Animated Whiteboard
Short interview with a focus on the interviewee (interviewer is off- camera, not seen or heard)
Informal and natural style, interviewee is prepared - though ‘unscripted’
Learners view video segments from a ‘menu’ of questions
Best used to tell a story, explain trends, or introduce concepts without the need for visuals or learner interactivity
Typically not eligible for CPE
Custom-built video that combines PPT with audio narration
May incorporate other media elements including: animations, video, music, hyperlinks
Slides are short and simple – phrases, bullets, and short narrations
Eligible for CPE
Animated video that explains complex topics in an engaging and relevant way
Each video is driven by narration accompanied by dynamic, synchronized drawings
Viewing the video is like watching a sketch artist rapidly capture the key points of a mini-lecture in cartoon-style illustrations
High-visibility and highly creative
Eligible for CPE
2015 Real Estate Industry Update
Public Sector Industry Compliance
Gift Cards & Coupons
Securities Inspection Tips
Level of Effort, Content Complexity, Time to Develop
Low
High

8. Course Overview

9. Course Overview Update based on project intake method Course Name
Business Rationale
Modality
Audience
Source Content

10. Course Development Life Cycle and Timeline

11. Course Development Life Cycle and Key Activities
Update based on curriculum and modality specifics
Course Development Life Cycle and Key Activities
Design
Development
Production
Project Close-out
Overriding Reviewer (ORR)
Review and approve outline
Review and approve clean copy of detailed design document
Review and approve course at agreed-upon milestones
Lead Course Sponsor (LCS)
Set strategic direction for course
Attend initial design meeting
Review and approve content outline
Review detailed design
Attend deliverable review meetings as scheduled
Serve as on-camera talent (video) or voice talent (optional)
Subject Matter Resource (SMR)
Provide source content
Review learning objectives
Populate technical content outline
Support Learning MDP with content writing (as applicable)
Perform first review of course materials before LCS
Attend status and deliverable review meetings as scheduled
Serve as technical resource
Perform initial review of Alpha, Beta, and final course
Instructional Designer
(ID)
Review source materials
Advise on learning objectives, knowledge checks, CPE as applicable
Recommend learning and visual design treatments
Host initial design meeting
Support the Learning MDP & SMR in drafting content
Build detailed design
Lead deliverable review meetings as needed
Implement changes throughout review cycle
Produce the finished product
Facilitate CPE process (as applicable)
Setup and shoot video (interview video only/vendor)
Support PM with Project Closeout (e.g., Systems Testing, Catalogue Creation, Archiving)
Learning Management Development Program (MDP)
Advise on learning objectives
Review and validate drafts provided by the instructional designers prior to SMR review (as applicable)
Create KC questions
Review and validate drafts from ID prior to SMR review (as applicable)
Address and clear comments at each stage of course build (as applicable)
Complete Learning Content Index (LCI) Form PM
Manage and proactively communicate project timelines, report to leadership on status, and mitigate issues. Plan launch activities.
VIDEO ONLY: Manage Interview Video shoot arrangements including scheduling space (as applicable.)
Oversee launch activities, including communications

12. Course Development Timeline
Update w/other roles based on curriculum
Access project plans and estimated hours by role in the Flash Learning Toolkit
Adjust timing based on your project specifics
Course Development Timeline
Key dates and effort required by role have been estimated for initial planning purposes. Once agreed to by the team, dates, in particular, will be tracked by the PM and monitored by Learning leadership to ensure the course is delivered on time.
Dates to be updated based on PTO and client commitments. Final milestone dates will be communicated during 2nd status meeting to ensure all members are aware and committed to the schedule.
Development Phase
Target Date
ORR Hours
LCS Hours
Learning MDP Hours
SMR Hours
Design
Development
Production
Project Close-out
Delays to milestone dates are reported on a weekly basis to leadership.
Potential slippages should be raised immediately to the Project Manager, as any slippage impacting milestone dates by three days or more are to be reported as a high alert to leadership.

13. Resources

14. Audit Flash Learning Toolkit
The Flash Learning Toolkit is an Interactive step-by-step guide on how to create Flash Learning and includes:
Overview of flash-learning
Detailed development process steps, activities, and roles
Development templates
Flash-learning examples
Best practices
Visit the Flash Learning Toolkit to learn more!

15. Next Steps

16. For this particular course, please charge your time to:
Immediate Next Steps
A number of key items have already been prioritized for action. In particular, these next steps will help us finalize our project milestones and establish an effective working cadence as a team.
Ref #
Action items
Responsibility
Due Date 1
Send PM any PTO or client commitments if you have not already
To accurately report and plan course milestones to leadership, it is imperative the PM is aware of all planned PTO and client commitments.
Any delays in status are reported weekly to Russell Bates and Eric Dingler.
ALL
<Insert Due Date> 2
Draft Learning Objectives, complete Content Outline, gather existing source technical content
SMR/LCS 3
Schedule initial design meeting PM 4
Schedule recurring status calls and other deliverable review meetings
For this particular course, please charge your time to:
FPX#####

17. Appendix

18. Flash Learning Solution Selection
Feature
Fact
Procedure
Process
Concept
Definition
A fact is “a unique, specific, one-of-a-kind object, event, or symbol.” For example, “this is the login screen” and “this is the power button” are both facts.
A series of clearly defined steps that result in achievement of a routine job task. Examples can include logging onto a computer, doing routine preventative maintenance on a pump, and taking an order from a customer.
A process, according to Clark, is “descriptive” and explains “how something works.” Clark goes on to explain that there are three types of processes:
Business system processes, which explain organization work flows
Technical system processes, which explain the stages in a mechanical system
Scientific system processes, which explain how natural phenomena occur
Concept is a mental representation or prototype of objects or ideas that include multiple specific examples. Many of the things that we commonly call “nouns” are examples of concepts: chair, dog, house, man, woman, machine, computer, etc.
Bloom’s Level
Facts are things that must be held in memory on an individual basis. It’s possible to teach facts at the remember level. However, your goal is help your employees perform their job tasks. when possible, try to create ways to give your employees access to factual data that they can refer to while on the job instead of drilling them endlessly to make them memorize a long list of facts.
Since your goal is to have the learner be able to perform the procedure, avoid writing a learning objective that’s about knowing or memorizing the procedure. When you train workers to perform procedure, you should include:
A clear statement of the steps in the procedure
A demonstration of the procedure
Hands-on practice of the procedure with feedback
Present information at the “remember” level in a clear, straight-forward manner. After training, the learner should be able to recall the information in an untransformed state. Write learning objectives that focus on how the learner will apply this information during their job–instead of simply having them recite the process. Then, provide the information to the learner in a clear manner using words and diagrams, give practice with feedback, and test for understanding.
At this level, the learner would have to be able to recall the major critical features of the concept. However, apply that learning by being able to identify concepts on the job is a more critical skill. Write your concept objective(s) at the application level by using an action verb that involves a classification activity
Suitability for Flash Learning
Yes No
Type of Flash Learning
Brainshark
Animated Whiteboard
N/A
Whiteboard Animation
Video

19. Content Gathering & Writing Tips
When gathering content focus on quality instead of quantity, provided vetted material that is recent, on point, and on topic – this will reduce further follow-on questions
Content Writing
Communications 101 reminder: Tell the audience what you’re going to say, tell them (message), and tell them what you told them (summary)
Use the 4 Cs: clear, concise, consistent, and compelling
Include a ‘call to action’ – how learners are expected to apply the learning, what they need to do differently. Mention it early and remind at the close.
Include examples to help bring content to life, illustrate key learning points, and to elaborate on more difficult content
Note additional resources where available - where to go for more information (websites, additional training and support, etc.)
Be selective with content – only include items that directly relate to the learning objectives

20. Learning Objectives
ID/Learning MDP works with SMR/LCS to create NASBA-compliant learning objectives for the course.
Refer to the Learning Objective Quick Reference Guide for step by step guidance in creating learning objectives.
Populate the Learning Objective Content Mapping template to drive the process for mapping core content to learning objectives.

21. Technical Content Outline
Word template used to capture the intended architecture of the course. Once complete, the ID will use this to create the Storyboard Content Document.
Completed design phase template includes the following:
Course Overview information
Topic
Learning Objective(s)
Core Technical Content Summarized
Initial recommendations for Learning & Visual Elements (owned by ID)
Key Messages
Estimated Timing per topic

22. Interview Guide (Video)
Word document used to outline the questions and responses to include in the interview video. The on-camera interviewee uses this to prepare for the video shoot, keeping in mind that the responses are meant to be natural and conversational, not rehearsed or recited.
Screenshot Placeholder

23. Storyboard Content Document
Word document used to demonstrate the visual flow of the course incorporating technical content, learning and visual treatments, the narration script, and timing.
Example w/animation

24. Beta Review Sheet
Excel file used to provide ‘fatal flaw’ feedback on the Beta deliverable. K
Please note any changes at Beta should be limited to fatal flaws to avoid budget and timeline impacts.

25. Learning Content Index (LCI)
The Learning Content Index is an inventory of the technical references within a single course. The completed LCI forms will be a searchable catalog of all of the technical content covered in our courses and is an efficient way to help determine which courses need to be updated when guidance and standards change.
Action Required by MDP
Existing courses
Open course, read through the materials for explicit and implicit technical references, and document the first instance of the reference
New courses or courses being updated
Complete the LCI form as materials are being developed
Open course, read through the materials for explicit and implicit technical references and document all instances of the reference
All AAM, Professional Excellence, Professional Skepticism, Professional Judgment, and Project Management must be documented in the LCI form
Save the completed LCI form to the folder where final course materials are archived within two weeks of course completion and note the link to the LCI location on the project closeout form
The Strategy & Operations team will verify that the LCI form is on file when the course is noted as complete.
The LCS will be responsible for signing off on the LCI once the course is reviewed and documented at the end of course development.

26. Remove Dashboard if not applicable
Status Reporting
A weekly dashboard summarizing course status is reported weekly.
Dashboard
Reported weekly to Russell Bates to monitor and track progress as well as document issues and/or risks that may arise across all Accounting, IFRS, U.S. Standards, and Industry courses.
Move to App

27. Keys to Success
Identify any other stakeholders who need to be involved in approvals immediately
Alert PM with any scheduling changes or delays so plans can be adjusted as needed
Active participation in working sessions
Adhering to the 10-minute maximum course length – to maximize learner engagement and to honor our plans and budgets
Completing timely and thorough reviews – critical throughout, in particular at the detailed design/storyboard and alpha phase
Recognizing that updates and edits are more difficult, time-consuming and costly to implement once in beta (after audio is recorded, video is shot)
When serving as voice-over or on-camera talent, leverage tips and tricks for the best audio recording and best video shoot
Receptivity to a more creative, informal product than traditional classroom or eLearning programs