Understands the stages of course development process: initiation, design, development, implementation, and evaluation

Summarises different types of knowledge elements that constitute the course content (facts, procedures, concepts, principles, etc.)

Comprehends functionality of assessment tools for creating both synchronous and asynchronous content

Recognises the importance and adequacy of visual elements in the content (media elements: text, graphics, animations, etc.)

Aware of the e-learning authoring tool market to assemble a range of diverse features, such as text, illustrations, animations, audio, video and interactivity, to create independent courseware (Adobe Captivate, iSpring Converter Pro, etc.)

Identifies the basic components of course creation (right subject matter, topic distribution, learning outcome for the course, subject expert approvals, etc.)

Classifies the appropriate sequence to explain the type of knowledge (deductive and inductive sequences)

Indicates alignment of assessment tools with learning objectives and learning activities, to assess the right level of expected performance and content

Develops scale of engagement for each media element added on the courses (readability, clarity, cognitive load, sustained attention, etc.)

Synthesises the features of the authoring tools (level of customization complexity, installation to powerful stand-alone packages, etc.)

Prepares storyboard that details the content and behaviour of each element for each screen of a given lesson using a variety of instructional design techniques (word processing programmes, PowerPoint and specific e-learning authoring tools)

Assembles different media to present the example for type of knowledge (e.g. a picture and text or audio narration)

Differentiates types of assessments (true/false, MCQs, multiple responses, matching, etc.) required for different types of content (memorization of facts, understanding of concepts and processes; and application of procedures and strategic principles)

Incorporates shortlisted visual elements in the content development process

Streamlines the course content with the technical and instructional standards of authoring tools (e.g. SCORM, etc.)

Reviews the storyboard with assistance of subject matter experts and other stakeholders, including representatives of the target audience when feasible

Assesses the evaluation survey conducted at the end of the course to improve content engagement

Employs new form of technologies and assessment process such as learning analytics, educational data mining

Administers feedback on learner’s engagement on the effectiveness of visual elements in the course content

Rationalises the factors used in the selection of appropriate authoring tools (team expertise, development costs, desired output, creative freedom, community or vendor support, etc.)