In the first step, you will define your idea for developing a new learning content in outline. This is necessary in order to invite other authors to participate. You do the capturing in the Assignment form. You can develop the project in different ways: alone (solo) or as a team.

The next action is to assemble a team with the following actions:

Inviting co-authors
After completing the Assignment form, you are going to start inviting co-authors/developers. You're going to establish your team. You do this in Settings team.

Based on the data that the platform users have recorded in their profile (language, interests, competencies), the system selects a list of potential participants (selectable members).

Responses to invitation
Through this list you can invite participants for your development project. The potential participants will then automatically receive an email. Some time may pass before the interested parties have responded, but you may also be able to get started very quickly. If there is sufficient response to your call, you can proceed.

If there is insufficient response, you may be able to invite others. It is also possible to invite non-participants to the platform. You have to do this manually. They will then have to log into the EKFI platform themselves in order to participate.

Access for co-developers via My Material
The participants who have indicated that they want to participate in the development project will receive, besides an email with information about the project proposal as you have defined it in the Assignment form, also access to the information on the platform. To do so, click on Material-My material. The overview will then show the name of the project.

Schedule online/offline meeting
Once the team is established, you can start scheduling an online/offline meeting.

Prior to that, it is wise to fill out Collaboration Instruction. In it, you record how you want to collaborate (that can always be changed later) and where you are going to capture documents.

Here, make an initial choice of an online tool for storing the information (e.g. Dropbox, Teams, One Drive, etc.). In it, create separate folders for:

• a. Content (learning material, teacher's material, tools/media);
• b. Organization (contact information, scheduling information, appointments, reports, action lists, etc.).
• c. Project progress

This step starts with a meeting that you will schedule. The following topics are on the agenda:

1. Discussing the content as shown in the Assignment stage.
2. Discuss whether the team composition is complete and does everyone have the right competencies? If competencies are missing, co-authors can easily create them in their profile. (To do so, go to username, click on profile, fill in the scan: 'Test my competences' and enter the score). In the meeting, the final team is put together.
3. Then additionally complete step 2: Analysis stage. This is mainly about setting and recording objectives and learning outcomes. It is important that everyone agrees.
4. At this stage, compile a list of names, email addresses and phone numbers.

Multiple meetings may be necessary.

In the design phase, 3 levels of design are established:

1. Design of content. For this, look on the platform at: Lessons specific.
2. Design of the form of the lesson material. Look at: Design Guidelines.
3. TDesign the process and collaboration in the development team.

Multiple meetings may be necessary.

Through pre-scheduled appointments online and/or offline, progress can be evaluated. Agreements made can be adjusted if necessary.

Topics for meetings
Topics for meetings, depending on the situation, include:

• content,
• the assignments for the students,
• the form of teaching materials,
• illustrations, diagrams
• the teacher's manual (with objectives, teaching chart, didactic methods, learning activities and media use). - the source citation,

Coordination
In the meetings, it is wise to also coordinate the distribution of content among the chapters to avoid duplication. Coordination between the developers is also necessary in terms of writing style (active-passive) and forms of address (you-you).

In this stage, the developers work independently or in (sub)groups to actually develop the teaching materials based on the preparation in the previous stages. This development does not take place on the platform, but in the tools chosen by the team.

The content of the educational tools is developed in the agreed form, following the planning. Through meetings, the development process is monitored.

During this phase it may be that at a more detailed level the components that have been established in the design are further elaborated. This can be discussed during the online and offline meetings. It is then advisable to update the adjusted information in the previous phases on the platform.

During the development process, continuous evaluation takes place. This is shared in the development process through meetings.

Critical counter-reader
What works well is to appoint a critical counter-reader for each chapter to review the developed material prior to a meeting. After the total learning material is developed, all team members can then review the material in detail.The developed material can be reviewed in various ways. See the EKFI platform for this purpose.

Practice test
It is useful to conduct a practical test in a real life class. The opinions about the material from teacher and students are always valuable to use.

You can also ask teachers who have NOT previously been involved to evaluate. This can be done during and after the development process.

Process evaluation
In addition to assessing content, the collaborative process can also be assessed. Perhaps based on the collaboration in the development process, competencies can also be adjusted (see profile).

When you have filled out the feedback and all prerequisites are met, you can start the publishing process.