A course or lesson design process usually begins with the evaluation of the results of some existing course or lesson; this is activity 1 in the cycle of activities (see figure 1 in paragraph 1.4).
It is followed by a ‘Go’ or ‘No Go’ decision. A ‘Go’ decision is made when it is clear that a problem exists which is a plan-structure-and-strategy-of instruction problem. A ‘No Go’ decision is made when the problem and its solution are of another character. Activity 2 in the cycle involves identification of the ‘instructional needs’. This is done with the help of talks with students, teachers, subject matter experts and, not least, by talking to yourself!
Once the needs have been identified, it is possible to specify them (activity 3) in terms of the course or lesson end goal, success criteria, content, method-and-media and constraints to be taken into account.
Activities 1, 2 and 3 bring the designer to the learning experience design step itself (activity 4). This activity has three sub-activities: thinking up a design (4.1), working out the thought-up design (4.2), and testing and revising (4.3) the worked-out, thought-up design. This design activity is followed by installation (activity 5). The cycle of activities is closed with an evaluation (a return to activity 1) of the thought-up-worked-out-tested-revised-and-installed design. The question is then asked, ‘Must further adjustments or revisions be made before the course or lesson is run a second time?’ A ‘Go’ or ‘No Go’ decision on this point is made. If the answer is ‘yes’, the ‘Go’ decision kicks off a new cycle of activities as changes and/or refinements are made. If the answer is ‘no’, the course or lesson gets its final stamp of approval. It begins its life in the curriculum as a standard, regularly offered course or lesson.