International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 1, No. 1, April 2011 Abstract—This paper describes the approach and considerations taken into account while designing and developing online courses at the Canadian Foreign Service Institute at the Department of Foreign Affairs and International Trade Canada and how research is applied in achieving desired goals and work objectives. It details what is common to the design and development of online courses in the application of lessons from educational literature in a practical setting, in relating to concepts of eLearning and instructional design: doing a needs assessment; gathering content and working with SMEs; developing a Master Design Chart, detailed storyboard; designing activities and an overall interactive interface; and finally, conducting evaluations. The linkages between theory and practice include the applications of various theoretical propositions, such as Alessi & Trollip's eight steps to address computer-based instructional design; Gagne’s nine events of instruction; Mayer’s ten research-based principles of multimedia learning; Dick & Carey's six stages of formative evaluation; and Kirkpatrick four levels evaluation model. The paper proposes five stages of online course development employed at the Canadian Foreign Service Institute as a means of best practices for corporate training. Index Terms—Canada, education, eLearning, instructional design. I. INTRODUCTION The Canadian Foreign Service Institute (CFSI) provides internal learning opportunities at the Department of Foreign Affairs and International Trade Canada (DFAIT). As the centre of educational and training expertise, CFSI provides services for all staff at headquarters and at missions abroad, as well as for other government departments. Some of the services include professional development programs; management development programs; training on corporate systems; foreign language training; and intercultural effectiveness training. In line with learning trends and recognizing the importance of building a technologically literate workforce [1], CFSI has undertaken steps to increase time and cost efficiency, as well as to ameliorate post-training results. The traditional methodology of classroom based instruction conducted either at headquarters or at hub locations around the world was often both time-consuming as well as costly, and did not consistently bring about the desired learning outcomes. A systematic evaluation and review of learning strategies led to an institutional shift in functional philosophy to maximize training through developing effective online learning courses. CFSI has since evolved towards a blended learning approach, with an increasing focus on eLearning Manuscript received March 15, 2011. mechanisms. Not only are factors such as long term economic benefit and convenience still valid, but eLearning poses numerous benefits, including helping to streamline processes and training, thereby allowing for better measures of quality assurance in maintaining a standardized delivery for all users. The Centre for Learning Advisory Services, eLearning and Administration (CFSA) is an example of this learning evolution. As the name would suggest, an eLearning team was established to help guide new online courses using innovative approaches. The list of CFSA developed tools, solutions and online courses is extensive, but some notable ones launched in the past three years include Advocacy; Islam and Muslim Communities: Perspectives for Foreign Policy; New Way Forward; Orientation to Consular Services and Emergency Management; Orientation to the Trade Commissioner Service; and Sustainable Development. Online courses are managed by qualified Education Specialists, who play multiple roles as project managers, instructional designers and online learning advisors. II. FRAMEWORK OF COURSES PRODUCED The objective of developing online courses is to introduce learners to issues that they would encounter on the job and, as such, for improved work performance and achieving desired objectives. The online courses are offered to members of DFAIT Canada, including staff at postings around the world, as well as staff from other government departments. All tools and courses are developed in English and French, in accordance to the bilingual requirements of the federal government as per the Official Languages Act. The content, layout and interface vary for all of the different tools and online courses produced. Depending on the nature of the course, some solutions are with advanced programming tools and software, whereas others are with low-cost, self-authoring tools for rapid eLearning. As well, in terms of courses linked to the blended learning model, some online courses serve as stand alone whereas others fulfill a dual role in being stand alone but also pre-requisites for classroom courses. Nevertheless, there remains a level of consistency throughout and many commonalities in their respective design and development in adhering to specific learning standards and considerations. Government standards such as ‘Common Look and Feel’ are complied with; these include accessibility considerations and design specifications so as to ensure disabilities are not obstacles for learning opportunities. Tasks and responsibilities in the design and development lifecycle of the online courses can be divided into five Best Practices in Designing and Developing Online Courses at the Canadian Foreign Service Institute S. Wasty and D. Renié 64