Once a course or lesson has been tested and revised, it is ready for installation (activity 5, Fig. 1) in the system to which it belongs. This system could be a curriculum in a distance learning system such as in correspondence or radio or television network learning. It could be the programme of a kindergarten, a lower school or a high school. It could be a self-study modularized curriculum in vocational training. It could be a system of evening classes in butter making, knitting, nuclear physics, painting, first aid, car repair, or public speaking. As the designer or designer-teacher you have to make sure that the system into which your course or lesson is brought is going to help and not hinder the S-R events in which the learner (and teacher if there is going to be one) is going to be involved.
You will usually need to be an arranger, a go-between, a persuader and a constraints beater. You may also need to be a teacher-of-the-teacher, or a setter-up and trouble shooter of electronic hardware. Your task in installing the course or lesson is to ensure that there are no distractions in the system that will interfere with the working of your design.
A good installation will care for a kaleidoscope of things. These can include: good accommodation, carefully scheduled breaks, provision of reference materials for those who would like them, smooth running feedback systems, clear programmes, back-up equipment for use in the event that equipment on location breaks down, coloured chalk, coffee and tea, public transport timetables, places where students and teachers can wash themselves and hang up their coats, facilities for making a telephone call. Being a designer of a course or lesson also requires you to be a manager of the teaching-learning scene when the time comes to install what you have helped create.