This master thesis is a design process which will lead to an e-learning product. The object of this product is to give unskilled workers in the woodworking industry knowledge of the computerized machines they operate in their line of work. Computerized machines have taken over an increasing part of the production which has resulted in an increased need for education. However, the woodworking industry has not been able to keep up with the need for education, and, consequently, a large part of the target group is without vocational training. Developing this e-learning product is meant to help cover this need for education. In the beginning of the process it is essential to ensure that the object and the contents meet the requirements of the woodworking industry. Hereafter an e-learning material which lives up to the needs, the purpose and the requirement specification is designed. This master thesis wishes to discuss how developing the e-learning product must take into consideration didactics and design as well as evaluation. Furthermore, it wishes to describe how to involve the users in the design process. In order to be able to control the design process a lifecycle model has been used as a means of planning. The thesis goes through the phases “identifying needs and establishing requirements”, “design”, “build an interactive model” and “evaluation”. Since developing design is an iterative process, there is movement between the different phases which do not necessarily take place in the order mentioned above. In the phase “identifying needs and establishing requirements” a verification of the object and an adjustment of the contents have been made through dialogue, primarily with teachers at vocational schools. Furthermore, a line is drawn back to an earlier report (Buchhave et al., 2007) from which the investigation of the target group and the requirement specification is taken. Through analysis of the working conditions of the target group the didactics of the e-learning material have been drawn up. Decisions about the design have been based on the requirement specification, the didactic model and various design principles. Technical conditions have been taken into consideration too. To be able to evaluate the interim product as regards both layout and didactics two test models have been made. One consists of mock-ups and the other is a high-fidelity prototype. In the evaluation phase a number of people have tested the e-learning product commenting on layout, aesthetics, navigation and interaction. Later these comments are to be implemented in the prototype. This e-learning material has been made as part of an education, which means that there has been no actual demand for this product. This may be one of the reasons why it has been difficult to find companies or schools willing to get involved in the product development or the evaluation. Equally, it can be difficult to find time for involving the users when the production period is very short. Didactic design of computer mediated teaching material is not a simple task. It takes time and demands thorough investigation of the target group in question. However, together with a didactic model for e-learning such an investigation will provide a solid foundation for developing e-learning products.