INSTRUCTIONAL DESIGN

Transcription

1 INSTRUCTIONAL DESIGN Rosseni Din, PhD Personalized Education Research Group Faculty of Education, UKM Research & Education Support, PTM Universiti Kebangsaan Malaysia

2 Table of Content ID Definition ID Model ID Theory ID Pedagogy ID Strategy I-Design & Development I-Evaluation & Modelling 2

3 Instructional Design Definition

4 Instructional Design The practice of creating instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing. Merrill, M. D.; Drake, L.; Lacy, M. J.; Pratt, J. (1996). "Reclaiming instructional design" (PDF). Educational Technology 36 (5):

5 Instructional Design Instructional Design is a way of planning instruction which considers the: 1. Learner 2. End Product 3. Assessments Many times, multimedia tools are used to improve instruction and increase student engagement (Culatta, 2011). 5

6 Instructional Design A systematic process of translating general principles of learning and instruction into plans for instructional materials and activities 6

7 Instructional Design Model

8 8 ECLECTIC LEARNIN G THEORY Behaviorisme Cognitivisme Construktivisme Humanisme Sosial Learning Minimalisme Adult Learning Connectivism CONTENT Video & Multimedia Graphic & Text Activity & Simulation Assessment & Reflection ID MODEL MEANINGFUL LEARNING STRATEGY Intentional Constructive Cooperative/Collaborative Active Authentic POPEYE PEDAGOGY Problem-oriented Project-based Hybrid E-Learning

9 Model ADDIE Model Hannafin & Peck (1988) Model Kejuruteraan Perisian (Bostock 1998) Model Reka Bentuk Pengajaran (Dick & Carey 1996) Model Kejuruteraan Perisian (Pressman 1997) Model Pembangunan Sistem P&P (Din 2001) Model RekaBentuk & Pembangunan Sistem P&P (Din 2010, 2014) 9

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15 CONTENT Video & Multimedia Graphic & Text Activity & Simulation Assessment & Reflection 15 ECLECTIC LEARNING THEORY Behaviorisme Cognitivisme Construktivisme Humanisme Sosial Learning Minimalisme Adult Learning Connectivism ID MODEL MEANINGFUL LEARNING STRATEGY Intentional Constructive Cooperative/Collaborative Active Rosseni Din. Kursus P&P di IPT. Kolej Keris Mas, Authentic UKM. POPEYE PEDAGOGY Problem-oriented Project-based Hybrid E-Learning

16 Instructional Design Theory Learning Theories

17 BEHAVIORIST LEARNING THEORY 17

18 COGNITIVE LEARNING THEORY 18

19 CONSTRUCTIVIST LEARNING THEORY 19

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21 HUMANISME LEARNING THEORY 21

22 SOSIAL LEARNING THEORY 22

23 Minimalisme Theory Aktiviti bermakna dan lengkap Projek realistik Arahan membolehkan taakulan Bahan latihan dan aktiviti tanpa ralat Latihan dengan sistem sebenar saling berkaitan 23

24 Cognitive Load Theory 24

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26 Adult Learning Theory, 26

27 CONTENT Video & Multimedia Graphic & Text Activity & Simulation Assessment & Reflection 27 ECLECTIC LEARNING THEORY Behaviorisme Cognitivisme Construktivisme Humanisme Sosial Learning Minimalisme Adult Learning Connectivism ID MODEL MEANINGFUL LEARNING STRATEGY Intentional Constructive Cooperative/Collaborative Active Rosseni Din. Kursus P&P di IPT. Kolej Keris Mas, Authentic UKM. POPEYE PEDAGOGY Problem-oriented Project-based Hybrid E-Learning

28 Universal Learning for Design Video link:

29 PoPeye Problem-oriented Project-based Hybrid e-learning 29

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31 Instructional Design

32 Instructional Design Activity Have you ever participated in an online course? How much did you completed it? Why?

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34 How do we measure Learning? 34

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36 How then do we design Learning? 36

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41 ifolio Tugasan & Pengenalan 41

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49 CONTENT Video & Multimedia Graphic & Text Activity & Simulation Assessment & Reflection 49 ECLECTIC LEARNING THEORY Behaviorisme Cognitivisme Construktivisme Humanisme Sosial Learning Minimalisme Adult Learning Connectivism ID MODEL MEANINGFUL LEARNING STRATEGY Intentional Constructive Cooperative/Collaborative Active Rosseni Din. Kursus P&P di IPT. Kolej Keris Mas, Authentic UKM. POPEYE PEDAGOGY Problem-oriented Project-based Hybrid E-Learning

50 Instructional Design Strategy

51 MeT Meaningful E-Training 51

52 Cooperative 52

53 Intentional 53

54 Constructive 54

55 Active 55

56 Authentic 56

57 Why I Teach

58 One thing for sure, I certainly don t teach because teaching is easy for me. It is the most difficult thing for someone like me. Who likes to work alone and focuses on tasks rather than people. Who never feel ready to teach no matter how late I stay up preparing Who is always nervous thinking that I will be found out for the fool that I am. Who always leaves the classroom, convinced that I was even more boring than usual. And certainly I don t teach because I think I know how to teach and have all the answers Because sometimes I feel my course is a big failure. I really teach because I like to ask questions that students must struggle to answer. And I like to ask questions because the world is full of right answers to even bad questions. And while asking, I sometimes find good questions for a good answer. 58

59 PHASES OF D&D

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62 Fasa 1: KAJIAN KESAURAN Analisis keperluan membina sistem Mengenal pasti masalah dan lompang sistem semasa Tujuan, OK, PK dan batasan kajian dikenal pasti 62

63 Fasa 2: ANALISIS KEPERLUAN SISTEM Laporan Spesifikasi Keperluan Sistem (SKS) Matlamat & Objektif Pembelajaran Sasaran Pengguna Komponen Pendidikan Perkomputeran, Masa & Kos (ms 28-31) Laporan SKS sebagai output Fasa 3 63

64 Fasa 3: REKA BENTUK SISTEM menentukan bagaimana sistem akan dibina berdasarkan apa yang diperlukan dalam spesifikasi keperluan sistem m/s

65 Fasa 4: PEMBANGUNAN SISTEM menentukan bagaimana sistem akan dibina berdasarkan apa yang diperlukan dalam spesifikasi keperluan sistem m/s

66 Fasa 5: PELAKSANAAN Sistem yang dihasilkan mungkin mengandungi pepijat yang tidak dapat dikenal pasti semasa proses pengujian teknikal. menilai kebolehgunaan sistem ujian sumatif untuk mengumpul maklumat untuk fasa seterusnya iaitu penyenggaraan sistem m/s 42 66

67 Fasa 6: PENILAIAN, PENYENGGARAAN & PERMODELAN Normed Chi-Square RMSEA.084 CFI.972 TLI.956 p e1 e2 content deliver e coop inten e6 e e3 struc HiTs.45 MeT const e8.41 e4 serv activ e e5 outcm authen e10 67

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69 Design Processes

70 Pre-production ROSSENI DIN Prof Madya (Teknologi Pendidikan), Fakulti Pendidikan, UKM TP (Sokongan Pendidikan & Penyelidikan), Pusat Teknologi Maklumat, UKM

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72 By the end of the session you should be able to: 1. Sketch your ideas for the video production project 2. Come up with a tentative topic and theme 3. Fill up and submit the proposal form 72

73 Pre-production is the phase of further developing ideas and planning prior to the process of production. Pre-production is the second step in video production or film creation. It is normal for the various stages to be revisited more than once. 73

74 Script writing and planning; Planning the video using: i. Scripting ii.storyboarding Various tool. 74

75 Generated by the script writer. Repeated until approved for publication. 75

76 Important to: i. Set goals and direction of the video. ii. The target audience. iii. The mood/genre of video. 76

77 Script writing function as a guide from the early stages of video production until the end of production. 77

78 Source of idea for script: Self Experience. Experience of others. Reading of a variety of materials. Watch. 78

79 Structure of script: Introduction. Contents. Conclusion. 79

80 If you want to produce a promotional video for the sale of beauty products. 1. Purpose: Promote the sale of beauty products 2. Target audience: Women with careers 3. Mood/genre: Professional In the example above, we can see that the target audience is women. To attract the attention of the target audience to buy beauty products, mood/genre of video that can be themed products make clients feel confident, and professional career. Mood/genre is influenced by the choice of actors, audio and video settings accordingly. 80

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82 Made based on the script that is developed and sketched the scene is key shot (important shot) in the video. It contains images or visual, brief description of the relevant visual and camera shots. Help in visualizing the process of video production. It can help in arranging the order of the video scene, the composition of the video shots, and the relationship is a video shot by shot another video. 82

83 Why storyboarding? 1. To guide shooting shot after shot 2. Can easily be changed before production 3. To easily get feedback from others 83

84 A storyboard explain: 1. Characters in the frame and how they move. 2. Spoken words between one scene to another, if any 3. Timing between frames 4. Camera location and movement 84

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86 Scene 1 Scene 2 Blueberry Milk Pancake mixture Strawberry Butter Honey Scene 3 Scene 4 Pour Pour 86

87 Scene 5 Scene 6 Butter Stir Scene 7 Pour butter into pan Scene 8 Blueberry 87

88 Scene 9 Scene 10 Flip Strawberry Cut Scene 11 Scene 12 Pour 88

89 Scene 13 Enjoy! 89

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91 Evaluation & Modeling Processes

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