ELEMENTS OF INSTRUCTIONAL DESIGN IN E-LEARNING

Shahida Tanveer

INSTRUCTIONAL DESIGN

It is a systematic process that is employed to develop education and training programs in a consistent and reliable fashion”

(Reiser & Dempsey,

2007)

INSTRUCTIONAL DESIGN

Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning.

WHAT IS INSTRUCTIONAL DESIGN

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).

INSTRUCTIONAL DESIGN

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

E-LEARNING

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.

E-LEARNING

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)

ELEMENTS OF INSTRUCTIONAL DESIGN IN E-LEARNING

Set Goals Standards & Benchmarks Define Learners Create Learner Outcomes Develop Instructional Strategies Gather or Develop Instructional

Materials Implement Instruction Assess Learner Performance Reflective Practice

SET GOALS

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.

STANDARDS & BENCHMARKS

Align with state and district standards and benchmarks of e-learning.

Bring the standards and benchmarks alive for learners.

DEFINE LEARNERS

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.

CREATE LEARNER OUTCOMES

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.

GATHER OR DEVELOP INSTRUCTIONAL MATERIALS

e-Instructional materialFour most important principles(1) Delivery Mechanism

SynchronousAsynchronous

(2) Presentationtextgraphicsaudiovideo or combination of these

GATHER OR DEVELOP E-INSTRUCTIONAL MATERIALS

(3) Interactionsupport active learning (learning by doing)stimulate learners increase learners retention provide opportunity of drill and practice

(4) Design sequence or events of instructionprovide which event is performed first, next,

or in parallelexample 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

ASSESS LEARNER PERFORMANCE

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.

REFLECTIVE PRACTICE 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.

CONCLUSION

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.