McManus’ Model Instructional Design

51 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 52 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