feedback	Adopting or setting educational design standards for the e-learning environment.	Analysis phase
	Analysis of the basic educational characteristics of the target learners, prior learning, and required learning:
	Analyzing the educational needs of the e-learning environment through standard needs, content analysis or needs assessment:
	Analyzing the available digital resources, the LMS, the LCMS, the available learning objects, the obstacles and constraints.
Revisions, modifications and standards	The program design phase started with the following steps:	Design phase
	Drafting of educational objectives according to the ABCD format, based on the needs and inputs and outputs analysis according to the hierarchy:
	Identifying the content elements of the educational objects and grouping them into lessons and units
Revisions, modifications and standards	Design of assessment and tests: Spoken tests, and unit pretests and posttests:	Design phase
	Designing Learning Experiences: Resources and activities, personal or group interaction of learners, opportunities for possible integration, web links, and the role of the teacher, for each objective:
	Final selection of alternative multimedia elements for learning experiences for resources and activities
	Design storyboards for the selected media and activities
	Designing the means of (navigation), learning controllers, and the learner interface
	Identification of synchronous and asynchronous communication tools inside and outside the environment
	Designing the method of registering learners, managing them, assembling them, and providing them with a support system.
	Designing Information, Components, and Forms for E-Learning Environments.
	It was divided into sub-stages as follows:	Production and construction phase
	Access to Media, Resources, Activities and Learning Objects.
	Modify output media, resources, activities, and other components.
	Converting media elements to digital form and storing them
	Producing the e-learning environment model
	Uploading or linking the components of the e-learning environment:
	The components of the e-learning environment have been linked in four phases.
	The educational program was evaluated in two phases:	Evaluation phase
	First stage: Initial assessment and evaluation
	The initial model of the video clips was presented to 11 students. The videos have been evaluated by four faculty members, two faculty members at King Abdulaziz University, from the Clothing Design and Production Section, and a member from Umm Al-Qura University, and a member of the Technical College for Girls in Jeddah.
	Some modifications were proposed, and modified accordingly, and the program final form was assessed and applied on the experimental sample.
	The second stage: Evaluating the proposed educational program in its final form
Revisions, modifications and standards	Evaluating the effectiveness of an educational program in teaching pattern-making of children’s clothing for the severely hearing-impaired students, using e-learning	Evaluation phase
	The educational program in its initial form was presented to a group of 10 experts specialized in the field of “fashion and textile”, to ensure the linguistic phrasing is sound, and to evaluate the extent to which the question is linked to the aspired goal, as well as to verify the compatibility of the objectives with the educational program, and to add any suggested phrases.	Evaluation phase
	Field use and full implementation of the e-learning environment Continuous monitoring, support and development of the e-learning environment	Use