Developers Resource Center

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Here you can find the resources you will need to help you to develop education for the ASFMRA. If you have any questions please contact Mya Sadler at 303-692-1224 or

About the Development Process

Below is a chart that show the development process. ASFMRA must approve a course/seminar for development prior to the commencement of work by the developer. Ideas for classes may be submitted to Mya Sadler, Director of Education at 303-692-1224 or

developer chart

 Resources for Developers


Course Materials Templates and Guidelines

Please use these templates when developing education. This way our education has a consistent, polished look.
  • Table of contents and Acknowledgements page
  • Contents
  • Bibliography
  • PowerPoint Template — The ASFMRA PowerPoint Template — please use this template when developing Power Point presentations. We prefer you use the existing layouts which have been properly formatted rather than opening your own text boxes. If you are not familiar with Power Point, please contact Mark or Debe for instructions.
  • FL Exam InformationIf you are writing a course that will require an exam it is best to consult this document. We are required by the state of Florida to follow these guidelines when writing an exam. We use this format for all our exams.
  • 2008 Course Matrix — If you are writing a Qualifying Education course, you will need to fill this out. This allows us to show how our course fits in to the required curriculum. This is required by all states and the AQB when submitting for approval of a Qualifying Education course.
  • Notes on Graphics and Pictures — it is critical to have high quality graphics and pictures. Pictures and graphics should be 300 Dots Per Inch (DPI). Please do not use old pictures or low resolution pictures because they tend to become very grainy when printed.
  • Copyrighted Material. Any material from an outside source is copyrighted and we must acquire written permission from the copyright holder to use it in our materials. It is the responsibility of the developer to acquire this permission.  Please create your own tables, graphs, charts, images, text or other materials if you are unable to get written permission for the owner to use them in our class materials. Please submit the written permission with the materials when you submit them to ASFMRA.

Materials Required to Submit the Class for Appraisal or Real Estate Credit

  • Timed Outline and Learning Objectives— This document is a breakdown of the course in 15 / 30 minute increments with learning objectives, teaching methods, and references to the material.
  • Course Description — Describe in a paragraph or two what the course covers. We will use this description on our website and to promote the new education offering. It should include the following elements:
    • Description of the topics covered in the class
    • The level of the material (introductory, intermediate, advance)
    • The target audiences (e.g., appraisers (specialty areas), reviewers, tax lawyers, investors, lenders, etc.. please list all that you can think of.

The Course/Seminar Review Process

The Review ProcessOnce you have developed a course/seminar it will need to go though a peer review process. The material will be reviewed by qualified individuals selected by the appropriate committee and comments sent back to you. Once you have made it though the review process the next step is state approval.

The State Approval Process

This is where we send the education to the states for approval. This can takes between 3 and 7 months depending on the type of class and the states we submit to.  At this point, Deanna Ilk, who coordinates this process may contact you for additional information.


Approval Length Graphic


State Approval process graphic

Instructional Design

Instructional design refers to an intentional and systematic process of applying design considerations to the process of developing a program of instruction (course) to transfer information, skills or methodologies to a learner.  Theories on how people learn are numerous and, in some design contexts, a deep grounding in design principles is essential to developing an effective course.  However, we have all been exposed to lot of instructional design, good and bad, through our own experiences as learners and teachers.  We do not expect our developers to become experts in the theory of instructional design or even in the design process as practitioners.  However, we think there are some key elements in the design of sound courses that all our developers should apply.  They are:

Element 1 – Learning Objectives

Start your course development by identifying, in a good deal of detail, what the specific things are that you want the learner to know or be able to do after taking the course.  These are your learning objectives.  The more specific you get the better.  For example, if we were building a course on how to jump start a car we might have learning objectives that look something like this:

  • The learner will be able to recognize a probable battery/charging system failure
    • The Learner will be able to
      • Recognize that the car is not turning over when the ignition is turned to “start”
      • Check lights and other accessories to see if the system is getting any power
  • The learner will be able to identify the critical elements of the car used in the jumping process
    • The learner will be able to:
      • Identify the location of the battery
      • Recognize the positive and negative poles on the battery
      • Locate a good and safe location the engine block to use as a ground
  • The learner will be able to list all major safety concerns related to jumping a car
    • The learner will:
      •  Understand that there is a fire/explosive danger concerning sparks near the battery
      • Be able to locate the fan and other moving parts in the engine compartment that might cause injury

Element 2 – Present Theory, then Apply

Teach theory and then have student apply theory.  This application can be done using drill problems, group exercises, group discussion, or case studies; whatever is appropriate to the type of information you are trying to reinforce.

Element 3 –Build from Simple to Complex

Structure the course to build from simple to more complex and reinforce previous lessons along the way.  Bring the student along in a methodical, organized way and have them use previous techniques, processes, etc. as they learn the new, more sophisticated, complicated or advanced process or information.  By applying previous lessons as you teach new one, you reinforce them again.

Element 4 – Vary Learning Activities

Vary activities to keep the learner engaged.  For example, too much lecture will cause many people to lose attention.  Break lecture or any other activity up with other kinds of learning activities, even simple discussion.  Consider the needs of various types of learners.  Some need to be active or need to discuss material to work through it in their own minds.  Others may need to see it or feel it or do it.  Use video, graphs, small groups, worksheets etc. to present information in more than one way to give people with different learning styles alternate ways to learn the lesson you are designing to teach. 

Element 5 – Engage Students

Engage the students in the learning and teaching process.  They are adult learners who have a lot to contribute.  Design the course to lead them to a conclusion and find ways to support them in teaching themselves and others in the class.  The more they have to work for knowledge and the more they are engaged in the process, the more firmly rooted the lessons will be.

Element 6 –Test the Learning Objectives

Build your test (if you have one) on the learning objectives.  At the onset of the design process, learning objectives were the things you determined were critical that the student know or be able to do. So at the end of the courses, they are the things you should be testing too. 

These are the most basic instructional design considerations ASFMRA has identified and wants our developers to take in to account when developing courses or seminars for ASFMRA.  There is a lot more you could learn about design if you are interested.  Below are a couple of links that will help get you started on that learning process. 

Instructional Design Links

Quick Links

Sign up for ASFMRA Emails

You can always know what is going on when you sign up for the ASFMRA Emails. From what education courses/seminars are going to be happening to special opportunities going on.

Click here to sign up

Ideas for new education? Provide us with your ideas for new classes.

ASFMRA develops its courses and seminars based on the needs of our members so we are always looking for input from our members on what those needs are. If you have an idea for a class or input on our education offerings of another kind, please send your ideas to: