| All tasks |
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 | Identify the project director and outline responsibilities. See tip 2. |
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| Form an interdepartmental advisory team and define the roles of team members. See tip 2. |
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| Identify agency resources that will be used in the learning unit. See tip 1. |
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| Determine optimum factors that must exist within the agency to develop and sustain the project. See tip 1. |
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| Investigate the agency's technology issues. See tip 1. |
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| Investigate agency's previous contacts with teachers. See tip 3. |
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| Determine the audience for your learning unit, i.e. high school, middle school etc. See tip 3. |
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| Outline the process that will be used to choose teachers and create a teacher application. See tip 3. |
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 | Invite teachers to apply to work on the project. Give them 3-4 weeks to reply. See tip 3. |
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| Develop statements of work and contracts for active and alternate teacher members. See tip 4. |
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| Evaluate all teacher applications using a rubric. Choose equal numbers of active and alternate teacher members. See tip 3. |
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| Begin to enlist collaborations from outside organizations and agencies. See tip 5. |
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| Set date for first face-to-face meeting with teachers. Notify active teacher applicants. Ask them to read and sign contracts and plan on attending first meeting. See tip 7. |
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| Notify alternates and ask them to read and sign contracts. Notify all other applicants of their status. |
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| Plan the first meeting, including agenda, travel, and housing logistics. See tips 7 and 8. |
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 | Communicate with teachers regularly and frequently about their progress. See tip 7. |
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| Develop and implement a marketing plan for the learning unit. See tip 10. |
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| Provide professional development experiences as necessary. See tips 6 and 8. |
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 | Hold face-to-face orientation meeting with teachers. See tip 7. |
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| Present teachers with content information and access to experts. See tip 6. |
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| Give the team the academic standards to be used in developing units. See tip 8. |
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| Brainstorm possible pedagogical methods for project. Choose appropriate method for audience and agency needs. See tip 6. |
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| Assess teacher members' access to and comfort with various uses of technology. See tip 7. |
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| Offer teachers (or develop jointly with them) a template and model of the lessons you expect them to produce. See tip 6. |
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| Agree upon a reasonable timeline with dates that deliverables are due from teachers. See tip 9. |
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| Review and edit the lessons as they are submitted. See tip 9. |
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| Seek feedback on the content of the units from experts and selected members of your intended audience. See tip 9. |
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| Give feedback to teachers about content and the required revisions necessary. See tip 9. |
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| Collect other content for the learning units as necessary. |
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| Plan the design and navigation of the web site. |
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| Seek feedback on the design and navigation from people most like your intended audience and revise it as necessary. See tip 9. |
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| Code the site and continually seek feedback on its content and functionality. |
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| Issue press releases about the learning unit. See tip 10. |
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| Develop a plan to evaluate the use and effectiveness of the learning unit. |
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| Launch the site and celebrate. |
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| Implement the evaluation plans, review and revise as necessary. |
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