1. E LEMENTS OF I NSTRUCTIONAL DESIGN IN E - LEARNING Shahida Tanveer

2. I NSTRUCTIONAL D ESIGN It is a systematic process that is employed to develop education and training programs in a consistent and reliable fashion” (Reiser & Dempsey, 2007)

3. I NSTRUCTIONAL D ESIGN Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning.

4. W HAT I S I NSTRUCTIONAL D ESIGN Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and evaluation of all instruction and learner activities. (Training and Instructional Design, Applied Research Laboratory, Penn State University).

5. I NSTRUCTIONAL D ESIGN Instructional design ("ID", also known as instructional systems design or "ISD") is a tested and proven methodology for developing instruction. It first gained popularity in World War II, where the Instructional design approach fared so well that it was quickly co-opted into corporate training. In the fifty years that followed, ID has become the standard for producing excellent training in both the military and corporate realms, as well as textbook authoring and development of computer-based learning material

6. E-L EARNING e-Learning is the use of technology to enable people to learn anytime and anywhere. e- Learning can include training, the delivery of just-in-time information and guidance from experts.

7. E-L EARNING The delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device (e.g. a mobile phone) in some way to provide training, educational or learning material. (Derek Stockley 2003)

8. E LEMENTS OF I NSTRUCTIONAL D ESIGN IN E -L EARNING Set Goals Standards & Benchmarks Define Learners Create Learner Outcomes Develop Instructional Strategies Gather or Develop Instructional Materials Implement Instruction Assess Learner Performance Reflective Practice

9. S ET G OALS Clearly stated. Appropriate for the intended learners. Related to the needs of all learners. Stated in terms of student learning in the environment of e-learning. Carefully consider the amount of discipline- specific and task-specific knowledge and skills. Set affective goals.

10. S TANDARDS & B ENCHMARKS Align with state and district standards and benchmarks of e-learning. Bring the standards and benchmarks alive for learners.

11. D EFINE L EARNERS Work to meet the needs of ALL learners. Knowing students' levels of sophistication. Consider how to differentiate the learning to best meet the varied needs and interests of all learners. Assess prerequisite skills and knowledge in communication. Consider both age and individual developmental appropriateness. Take into account community expectations and sensitivity to controversial issues. Reach all learners.

12. C REATE L EARNER O UTCOMES Based on the goals, standards, and needs of the e-learners. Measures of learning. Identify what is to be assessed. Sample evidence. Select and target worthy outcomes for student learning. Should be consistently and clearly communicated in terms that are understood by e-learners.

13. G ATHER OR D EVELOP I NSTRUCTIONAL M ATERIALS e-Instructional material Four most important principles (1) Delivery Mechanism Synchronous Asynchronous (2) Presentation text graphics audio video or combination of these

14. G ATHER OR D EVELOP E -I NSTRUCTIONAL M ATERIALS (3) Interaction support active learning (learning by doing) stimulate learners increase learners retention provide opportunity of drill and practice (4) Design sequence or events of instruction provide which event is performed first, next, or in parallel example is caption appears on the screen along-with elaborated audio and may be supported by a table, or figure, or an image, or a map, or an animation

15. A SSESS L EARNER P ERFORMANCE Assessment of student performance is balanced between teacher-generated assessments, standardized measures, and learner-developed artifacts. Each instructional goal is assessed in some way. It aligns with the learner performance outcomes. It reflects authentic, real-world applications of knowledge and understanding. Feedback of assessment results, to learners, is clear, appropriate, and extends student learning. Use assessment data to modify and revise teaching strategies and learning activities to meet the needs of the students. Employ both formative and summative evaluation practices using formal and informal methods. Evaluate students' learning based on both growth and achievement.

16. R EFLECTIVE P RACTICE Throughout the entire design and implementation process, professional reflective practice needs to be a goal. Use assessment and anecdotal information to revise instruction, materials, and strategies to better help learners meet their goals. Use formative assessment data to guide adjustment of the content, process, pace, and/or learning environment to help all learners be as successful as possible. Unit designs form only the plans for instruction. Revise them as needed to ensure maximum success in learning. Record the changes and brief rationales as a guide to further self-reflection and professional insight. Be metacognative. Think about teaching and reflect on student learning throughout the entire instructional process.

17. C ONCLUSION Keeping in mind the “Elements of Instructional Design in e-learning” and using it as a guide will help create instructionally rich courses and training material.