instructional design - rosseni.files.wordpress.com · flowchart of my course organization after...

Rosseni Din, PhD

Department of Community Education & Wellness

Faculty of Education, UKM

Personalized Education Research Group

Universiti Kebangsaan Malaysia

INSTRUCTIONAL DESIGNKURSUS MOOC ASAS PART II

Flowchart of my course organization after first round of

implementation

Promotional

Video/Welcome

Introduction Module 1/Topic 1 Module 2/Topic 2 Module 3/Topic 3

Main gate

Summative

Evaluation

Lecture Note

Reading materials

Video materials

Practices/Drill/Ex

Lecture Note

Reading materials

Video materials

Practices/Drill/Ex

Lecture Note

Reading materials

Video materials

Practices/Drill/Ex

Course synopsis

Course schedule

Learning outcomes

Evaluation

Contacts

Reflection/Discussion Reflection/Discussion Reflection/Discussion

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Table of Content

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ID Definition

ID Model

ID Theory

ID Pedagogy

ID Strategy

I-Design & Development

I-Evaluation & Modelling

Instructional Design Definition

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): 5–7.

http://mdavidmerrill.com/Papers/Reclaiming.PDF


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).

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Instructional Design is a way of planning instruction which

considers:

1. Learner Diversity - Personality & Learning Style

2. End Product - MEDIA & HUMAN (quality & akhlaq)

3. Assessments – Student Learning &Teaching Delivery

UDL are used to cater for diverse learners in achieving meaningful

learning (Din, 2017).



A systematic process of translating general principles of learning and

instruction into plans for instructional materials and activities


Instructional Design Model


Model ADDIE – generic model

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)

14

ID MODEL

POPEYE

PEDAGOGYProblem-oriented

Project-based Hybrid E-Learning

CONTENTVideo & Multimedia

Graphic & TextActivity & Simulation

Assessment & Reflection

MEANINGFUL

LEARNING STRATEGY

IntentionalConstructive

Cooperative/CollaborativeActive

Authentic

ECLECTIC

LEARNING THEORY

BehaviorismeCognitivisme

ConstruktivismeHumanisme

Sosial LearningMinimalisme

Adult LearningConnectivism

10/03/2017Rosseni Din. 2017. Kursus MOOC Asas. Bilik Mesyuarat FSSK, UKM.

10/03/2017Rosseni Din. 2017. Kursus MOOC Asas. Bilik Mesyuarat

FSSK, UKM. 10 Mac.15

17

ID MODEL

POPEYE






MEANINGFUL

LEARNING STRATEGYIntentional

ConstructiveCooperative/Collaborative

ActiveAuthentic

ECLECTIC

LEARNING THEORY






Learning Theories

Instructional Design Theory

BEHAVIORIST LEARNING THEORY

19 10/03/2017Rosseni Din. 2017. Kursus MOOC Asas. Bilik Mesyuarat FSSK, UKM.

COGNITIVE LEARNING THEORY


CONSTRUCTIVIST LEARNING THEORY


HUMANISME LEARNING THEORY


SOSIAL LEARNING THEORY


Minimalisme Theory

Aktiviti bermakna dan lengkap

Projek realistik

Arahan membolehkan taakulan

Bahan latihan dan aktiviti tanpa ralat

Latihan dengan sistem sebenar saling berkaitan


Cognitive Load Theory


27

https://www.youtube.com/watch?v=-20Oqm1GvsU


https://www.youtube.com/watch?v=-20Oqm1GvsU

Adult Learning Theory


,

29

ID MODEL

POPEYE






MEANINGFUL



ActiveAuthentic

ECLECTIC

LEARNING THEORY






Video link:

https://www.youtube.com/watch?v=bDvKnY0g6e4

Universal Learning for Design

UDL At A Glance (1).mp4

PoPeyeProblem-oriented Project-based Hybrid e-Learning


Have you ever participated in an online course?

How much did you completed it?

Why?

Instructional Design Activity


How do we measure

Learning?


How thendo we designLearning?

iFolioTugasan & Pengenalan

43

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51

ID MODEL

POPEYE






MEANINGFUL



ActiveAuthentic

ECLECTIC

LEARNING THEORY





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Instructional Design Strategy

MeTMeaningful E-Training


Cooperative


Intentional

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Constructive

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Active

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Authentic

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Why I Teach

http://rosseni.wordpress.com/why-i-love-teaching/


…………

…………

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.

…………

…………

PHASES OF D&D

Fasa 1: KAJIAN KESAURAN


Analisis keperluan membina sistem

Mengenal pasti masalah dan lompang sistem semasa

Tujuan, OK, PK dan batasan kajian dikenal pasti

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

Fasa 3: REKA BENTUK SISTEM


menentukan bagaimana sistem akan dibina

berdasarkan apa yang diperlukan dalam spesifikasi

keperluan sistem

m/s 34-36

Fasa 4: PEMBANGUNAN SISTEM


menentukan bagaimana sistem akan dibina

berdasarkan apa yang diperlukan dalam spesifikasi

keperluan sistem

m/s 37-41

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 fasaseterusnya iaitu penyenggaraan sistem

m/s 42

Fasa 6: PENILAIAN, PENYENGGARAAN & PERMODELAN


MeT

coop e6.52

inten e7.74

const e8.84

activ e9

.83

authen e10

.96

HiTs

outcme5

serve4

struce3

delivere2

contente1

Normed Chi-Square 2.509

RMSEA .084

CFI .972

TLI .956

p .000

.89

.86

.85

.81

.80

.45

e16

.35

-.24

.41

-.08

-1.06

Design Processes

Pre-production

ROSSENI DIN

Prof Madya (Teknologi Pendidikan), Fakulti Pendidikan, UKM

TP (Sokongan Pendidikan & Penyelidikan), Pusat Teknologi Maklumat, UKM

By the end of the session you should be able to:

1. Sketch your ideas for the videoproduction project

2. Come up with a tentative topic andtheme

3. Fill up and submit the proposal form


• Pre-production is the phase of further developing ideasand planning prior to the process of production.

• Pre-production is the second step in video production orfilm creation.

• It is normal for the various stages to be revisited morethan once.


• Script writing and planning;

• Planning the video using:

i . Scripting

ii.Storyboarding

• Various tool.


Generated by the script writer.

Repeated until approved for publication.


Important to:

i . Set goals and direction of the video.

ii. The target audience.

iii.The mood/genre of video.

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Script writing function as a guidefrom the early stages of videoproduction until the end ofproduction.


Source of idea for script:

Self Experience.

Experience of others.

Reading of a variety of materials.

Watch.


Structure of script:

Introduction.

Contents.

Conclusion.


If you want to produce a promotional video for the sale ofbeauty 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 iswomen. To attract the attention of the target audience to buybeauty products, mood/genre of video that can be themedproducts make clients feel confident, and professional career.Mood/genre is influenced by the choice of actors, audio andvideo settings accordingly.


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• Made based on the script that is developed and sketched thescene is key shot (important shot) in the video.

• It contains images or visual, brief description of the relevantvisual and camera shots.

• Help in visualizing the process of video production. It canhelp in arranging the order of the video scene, thecomposition of the video shots, and the relationship is avideo shot by shot another video.


Why storyboarding?

1. To guide shooting shot after shot

2. Can easily be changed before production

3. To easily get feedback from others


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


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MilkPancake

mixture

Honey

Strawberry

Blueberry

Butter

PourPour

Scene 1

Scene 3 Scene 4

Scene 2


Stir

Butter

Blueberry

Pour butter into pan

Scene 5

Scene 8

Scene 6

Scene 7


Cut

Strawberry

Pour

Flip

Scene 9

Scene 12

Scene 10

Scene 11


Enjoy!

Scene 13


1. http://studiouniversiti .blogspot.com/2010/10/fasa-fasa-dalam-penerbitan-videoscp.html

2. http://www.wideopenspace.co.uk/animation-tutorial/pre-production.html


Evaluation & Modeling Processes

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