McManus’ Model Instructional Design
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The first phase is analysis. In this phase, the content development is not merely based on learning objectives, but also on an analysis of the intended
pop ulation. It is important to identify the learners’ cognitive, social, physical and
personal characteristics. Since the course is intended for distance learning, there are several variables that need to consider in order to improve the understanding of
cour se content. The variables are adapted from Reeves Bracket’s learners’
characteristics 1998 as seen in table 2.2.
Table 2.2. Learners’ characteristics Reeves Bracket 1998 in Passerini Granger, 2000
Cognitive Characteristics
Personality characteristics
Social Characteristics
Physical Characteristics
General
aptitudes toward technology
Functional
literacy e.g. Reading level
Visual literacy
e.g. the ability to perceive graphics
Computer
literacy
Learning styles
Prior content knowledge
Motivation
to learn in computer
mediated environments
Motivation to
learn
Interests
Attitudes toward content
Attitudes
toward learning
Attitude toward technology
Self-esteem
Anxiety
Beliefs
Locus of
control instructor personal
Attitudes
toward collaboration
Tendencies to
cooperate or
compete
Relationships with peers
Socioeconomic
status
Attitudes toward authority
Career
Educational
level
Visual abilities
Auditory
abilities
Tactile abilities
Fatigue
Age
Sex
Analysing the user’s characteristics would give feedback in choosing the effective delivery strategies and appropriate technologies. For instance, the user has
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limited mastery of technology and shows anxiety with the instructional tool, then in order to support inexperienced user the content delivery can be adjusted to. When
the user is accommodated to use the tool at ease, it will also increase the user satisfaction and motivation. Based on the needs assessment and the evaluation of
the user population through observation, interviews, questionnaires, focus groups or documentation review; then the preliminary content and objectives of the course
can be specified including the evaluation and delivery mechanisms. In the design phase, as the second phase, the strategy for developing
instructional content is outlined. Since it is intended for asynchronous use, then in this phase the learning model for instruction and the implementation of strategies
need to identified then transferred into asynchronous learning environment. In order to describe the flowchart of all elements involved in instructional content of the
course, then a storyboard technique is used. In the internet environment then a storyboard is the one that should guarantee flexibility in lesson layout such as the
multimedia study material and hyperlinks.
The third is development. In this phase, the lesson plans and lesson materials
based on the hypermedia specification are generated based on the storyboard. The media used for instruction are developed and digitized which then integrated and
synchronised in the software applications that are already chosen for the production. It is important to have expert judgment in this phase to see the technical production
as well as to consider the ease of use for the users. The fourth is evaluation. There are two kinds of evaluation conducted on
this phase: formative and summative evaluation. The formative evaluation is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI