Design & Development

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project’s goals. Specific means each element of the instructional design plan must be executed with attention to details. The design phase may involve creation of ‘design document/design proposal’ or ‘concept & structure note’ to aid in final development.


In the development phase, instructional designers and developers create and assemble content assets blueprinted in the design phase. If e-learning is involved, programmers develop or integrate technologies. Designers create storyboards. Testers debug materials and procedures. The project is reviewed and revised according to feedback.

Nom@d learning projects

Nom@d learning past projects include design and development of learning resources and materials to support face-to-face and online learning.

Department of Education and Training, Victoria


  • Course outlines and documentation to support training delivery at regional locations.
  • Quick reference guides to support Schools’ Release Atrium training sessions.
  • Essential Safety Measures and Routine Maintenance compliance manuals as resource materials for Atrium course delivery.

Department of Justice, Victoria – Technology Services


  • Online Learning Services Catalogue containing procedures for developing, categorising and publishing eLearning courses to the LMS to support the ongoing training and development needs of the judiciary and staff across the courts portfolio.
  • Online intranet content and promotional materials to support eLearning across the courts portfolio.
  • Microsoft Office 2013 and IBM Lotus Notes IT training manuals and quick reference guides to support the proposed schedule for the IT Standard Operating System Rollout Program.  The materials were used as part of the initial training, found to be very effective and easily accessible from the Courts and Tribunal intranet.

County Court of Victoria


  • County Court IT Basic Training units of competency aligned to the ICA05 – Information and Communications Technology Training Package. This was a substantial body of work that enabled County Court develop its staff’s IT competencies knowing that these aligned with current National competencies.
  • Reports to establish current skill levels and online survey tools to identify the training and development needs of the Judiciary and staff.
  • Assessment instruments to enable regular assessment of staff skills against required competencies.
  • Case & List Management System (CLMS) Orders Skills – Criminal Jurisdiction unit of competency, introduced for Associate training.
  • CLMS Orders Skills – Criminal Jurisdiction Training Program – which presented the methodology for planning and promoting the program for those who are employed as Associates in a judicial role at County Court.
  • Visual presentations and appropriate training resource material, manuals and other aids to support training delivered at County Court.
  • Ongoing ‘Train the Trainer’ support and materials for TLG Helpdesk and CLMS staff who deliver training at County Court.
  • A system for creating courses, setting up events, booking and sending confirmations to course participants.

 Department of Justice, Victoria


  • Improvements to existing paper-based training needs analysis (TNA) tools by recommending changes that matched tasks to competencies.
  • An online version of the TNA survey tool that captured the training needs of employees who wished to attend Microsoft Office training sessions.
  • Training materials including adult learning principles and ‘real-world’ practical examples and exercises that were immediately relevant to a wide variety of DoJ employees.

Professional Learning and Development Consultant Contracts


  • An editorial review and reports on 8 new and 20 revised Toolbox Teacher and Learner Guides and CD booklets according to the Australian Quality Framework’s (AQTF) Writing and Spelling Guidelines.
  • Method for diligently tracking all editorial review comments and followed through to project completion via email and phone with Toolbox project managers.
  • To ensure that future Teacher Guides contained consistent detail became responsible for designing a standard professional template that project teams could use. This template included examples and prompts for writers to remember to incorporate essential details regarding how to use a particular Toolbox.

The Le@rning Federation, Melbourne


  • Manuals, guidelines, online help, processes and procedures that met the company’s content procurement and technical management delivery plans.

Analysis > Design > Development > Implementation > Evaluation

Website Powered by

Up ↑

%d bloggers like this: