Many tertiary institutions in Australia provide support to develop online teaching and learning resources, an environment characterized by demands from students for quality face-to-face and distance education, staff concern over workloads, institutional budgeting constraints and an imperative to use management systems. There also remains a legitimate focus on using online learning to facilitate new learning strategies within a complex social setting. This paper presents an extended instructional design model in which the development cycle for online teaching and learning materials uses a scaffolding strategy in order to cater for learner-centered activities and to maximize scarce developer and academic resources. The model also integrates accepted phases of the instructional development process to provide guidelines for the disposition of staff and to more accurately reflect the creation of resources as learning design rather than instructional design. (Author)