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Download this PDF to access the video series. Designed for stakeholders and subject matter experts without a learning background and critical to developing in-house learning solutions for their organizations. This self-paced series prepares them to give creative input and actionable feedback by providing just enough about adult learning and the process for designing it.

Use this modality-agnostic template to write a design document for any course or learning event. It includes a variety of examples of how to complete it for the three major modalities: instructor-led training, virtual instructor-led training, and eLearning.

Want to up your needs-analysis game and conduct it thoroughly and consistently every time? This modality-agnostic questionnaire covers everything you might ever need to ask about instructional, visual, and technology design; project management; and client management. Note it is to be customized for every project.

It is often important to provide documentation to project stakeholders and sponsors so they can validate your understanding of the requirements. However, the information you enter in the Project Initiation Questionnaire is typically more detailed than this audience needs. The Requirements Document template helps you calibrate it appropriately.

Do you create adult learning programs or support people who do but don’t have an instructional design background? If so, this "crash course" is for you. Learn how to think like an instructional designer without being one.

These one-page visuals provide a snapshot of the learning-program development process. Two are included – one for live learning events (whether in a classroom or virtual) and the other for an eLearning course. They are great for setting expectations with team members and/or stakeholders and keeping everyone oriented to what is done and what is left to do.

This structure for authoring VILT Facilitator/Producer Guides is intuitive to the author and reviewers. It contains examples of how to script common elements of VILTs, such as chats, poll questions, whiteboard and screen-annotation activities, and breakout exercises, among others. It also provides templates for standard “front matter”: the objectives and agenda, the recommended class size, a session materials list, checklists for the Facilitator and Producer, and presession activities.

This structure for writing eLearning courses is intuitive to the author, development team and reviewers. It contains examples of how to script common elements of eLearning courses, such as screens with narration and motion graphics, "click to reveal" screens, drag-and-drop activities, and multiple-choice quizzes. It also provides sample instructions for the development team and a one-page diagram for reviewers that explains how to review a storyboard.