Give learning a clear place to happen.

A course needs more than a folder of files. Define the learning goals, lesson sequence and information a participant needs to continue. Decide whether lessons are self-paced or scheduled, and which materials must be completed before later activities become available.

Enrolment, course access and account recovery should follow clear rules. The scope may differ for a college cohort, employee training or a paid course. Access periods, staff roles and responsibility for helping learners need to be documented before launch.

Lessons, reading material, assignments and feedback should match the instructor’s process. Video delivery and live sessions may depend on external platforms with separate accounts and costs. Identify those dependencies rather than assuming the LMS automatically supplies every form of teaching infrastructure.

A recorded page view is not proof that someone has learned a topic. Agree how progress, completion and assessment are defined. Reporting should help instructors identify participation gaps and follow up without overstating what the available interaction data can demonstrate.

Instructors need a maintainable way to update material and manage cohorts. Existing content should be reviewed for ownership, accessibility and suitability for the new structure. Backups, support, storage and any certificate workflow should be specified alongside the initial software scope.