The Instructional Design Model

13 2 Identify the Learner’s Characteristics and Needs In this part, the writer recognized the characteristics and needs of the learners. It is an important step before the writer designs the supplementary materials. This part also helps the writer to select the suitable methods and material for the students. In finding the learners ’ characteristics, it is must to obtain the information about the learners’ capabilities, needs, and interests. These should be affect the emphases in the selection of the topics and levels, the choice and the sequence of the objectives, the depth of treatment, and the variety of learning activities Kemp, 1977, pp.18-19. As stated by Kemp 1977, there are two things need that to be considered in finding the learners’ characteristics; academic and social factors. The academic contains the number of students, the academic background, the grade-point average, the level intelligence, the reading level, the scores on standardized achievement and the aptitude tests, the study habits, the ability to work individually, the background in subject or topic, the motivation for studying the subject, the expectation of course, the vocational and aspirations. The social factors include the physical and emotional handicaps, age, maturity, special talents, attention span, socio-economic situation and relations among the students. There are also two learning factors; the learning conditions and the learning styles. The learning conditions go to the factors which can affect the concentration ability, absorb and retain information. The learning styles go to the visual, verbal listening and reading, and physical activities. 14 3 Specify the Learning Objectives In this part, the learning objectives become important instructional design’s step. By stating measurable objectives that the teacher knows specifically about what the teacher wants to teach for example, can later determine whether we have to accomplish it. Kemp 1977 states that the objectives of the learning can be divided into three major categories which are include cognitive, psychomotor, and affective domains p. 9. First is cognitive domain which is the most important domain for educational program. Bloom at al. 1956 have developed a taxonomy for the cognitive domain which contains of knowledge ability to memorize, recall, and repeat the information presented earlier, comprehension ability to interpret or restate the information, application ability to use or apply the information, theories, principles, or laws to new situation, analysis ability to divide complex knowledge into separate parts and to recognize the relationships of those parts, synthesis ability to bring together separate elements of knowledge to form new patterns or wholes, and evaluation ability to make judgments based on knowledge. The second domain is psychomotor domain. This domain treats the skills requiring use and coordination of skeletal muscles, as in the physical activities of performing, manipulating, and constructing. The psychomotor behaviors generally are easy to be observed, described and measured. The last domain is affective domain. This domain involves objectives concerning attitudes, appreciations, values, and all emotions. Affective domain forms a continuum for attitudinal behavior from simple awareness and acceptance into internalization, as 15 attitudes become part of an individual’s practicing value system. However, this domain has a problem in translating the feelings into identifiable and observable behavior which makes the writing of attitudinal objectives very difficult. In this learning objectives part, the writer should recognize that those three domains are closely related in two ways. First, the single objective can involve learning in two or more domains. Second, attitudinal development may precede successful learning in the other domains. 4 List the Subject Contents that Support Each Objective. Subject contents are very important in the students’ learning experiences. It must closely relate to the objectives and to the students’ need. The subject content is the traditional starting point in teaching. It usually used as the subject-centered in teaching. The textbook, for example, is used by the teacher as the primary instructional resource, which often determines objectives, content, and teaching sequence. In instructional design plan, Kemp 1977 says that subject content is selecting and organizing the specific knowledge which includes fact and information, skills which includes the steps of procedures, conditions, and requirements, the last one is the additional factors of any topic p. 44. All of these elements of subject contents must be related to the learners’ need and interest. 5 Develop Pre-assessment to Identify the Students’ Background Developing pre-assessment is done after examining the learning objective and the subject content in the instructional design. The pre-assessment 16 will answer these questions: first, is the student prepared to learn about the topic or unit? Second is the student already competent in some of the stated objectives? Kemp, 1977, p. 50 Through this pre-assessment, the writer will know about the students’ background and the students’ level of knowledge about the topic. 6 Select Learning and Teaching Activities After the writer developed the pre-assessment, the next step is that the writer have to do is selecting the learning activities, teaching activities, and instructional resources. This part of instructional design is planned to find the method to accomplish the objective. The teacher must determine the most efficient and effective methods and then select the materials to provide learning experiences that will utilize the content associated with each objective Kemp, 1977, p. 55. After deciding the plans and also the teaching learning activities, teacher must select the supporting and instructional material resources which can help to explain and motive the students in learning, so the students can easily understand the materials. Not only the materials, teachers must consider the selection of media which is closely associated with the planning of teaching and learning activities. This will be explained more in the next part of the instructional design. 7 Organize the Support Services In this part of instructional media design, the writer is considering the support services, which are include budget, personnel, facilities, equipment, and also the schedule for the instructional plan. In the traditional educational program, 17 educator often make plans using certain instructional methods and for the preparation the teacher did not consider about the support services that they will require later in their teaching performance. As stated by Kemp 1997, considering the appropriate planning is very important in making the design materials. It means that it is important to make some survey before the writer starts to design the materials. 8 Evaluate Students’ Learning towards the Designed Material T his part of design model is needed to measure the students’ accomplishment about how far the students achieve the objectives of the design material. It helps the writer to revise and re-evaluate the designed material that still needs improvement. There will be two kinds of part that will help the writer in gathering data for evaluation. First is formative evaluation which takes place during developments and try-outs. The formative evaluation allows teacher to determine in any point in the instructional sequence. If the students know the material, so the design does not require too much attention of the students. The second evaluation is summative evaluation. This evaluation is concern with evaluating the degree of students’ final achievement of the objectives, as shown by the unit, course, or module post-test. It is may also mean following up on the students after they complete the course to determine if and how they are using the knowledge, skills and attitudes which is treated in the program. 18 Figure 2.2 Kemp’s Instructional Design Model The Kemp ’s instructional design model steps are connected from one to another. Because of its flexibility, the writer can start the research whenever the writer wants as the writer needs for this study. The writer used six steps out of the eight steps of Kemp’s instructional design steps for the supplementary material designed. 19

3. Visual Information in Learning

Infographic is categorized as information visualization or data visualization. See Figure 2.3. Figure 2.3 The Example of Visual Information about Brain Infographic As stated by Thomas, Place, Hillyard, 2008, there are some forms in visual information for example photographs and images which contains lots of designs and colors. By using images in the classroom learning process, the teacher can use tools in engaging the visual learning among the students as cited in Matrix, 2014. It is more focused on the approach to communicate the complex data spontaneously Thomas Cook, 2004. Visual information nowadays is in a form of descriptive rather than comparative with the meaning of context of data. The use of infographic as visual information can be great for all types of learner especially visual learner. Visual is also categorized as one of multiple intelligences. Gardner 1983 divides the multiple intelligences into seven and one of them is visual – spatial. As stated by him, this type of intelligences people 20 always think in the physical term and very aware of everything around them as cited in Lane, 2012. Flemming 2001 in his Visual Audiotory Kinesthetic VAK learning style model presents some of visual learning characteristics. They are: a. The visual learners think in pictures and need to create vivid mental images to retain information. They become understand if they try to imagine the information, for example, the process of rain. Rather than reading it from books which in narrative form, the visual learners understand the process of the rain by imagining it. It helps them to understand the information easily. b. Visual learners enjoy looking at maps, charts, pictures, videos, and movies. Everything that are visual, something that they can see or watch. c. They also have some visual skills for example demonstrated in puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies perhaps through the visual arts, manipulating images, constructing, fixing, designing practical objects, and interpreting visual image. There are some visual learning characteristics for those who are categorized as the visual learners which are based on Collorado S tate University’s article. In the article, it stated that visual learners are good at spelling but forget names. A person with visual learning characteristic is easy to remember the 21 picture of a person rather than the names. Visual learners need quiet study time. They cannot be disturbed with noises. They like to study in a quiet place, so they can concentrate more on their study. Visual people had difficulties to work with audio and kinesthetic people. Visual learners have to think awhile before understanding lecture. This is the way when they tried to understand the information by create their own imagination. Visual learner is good at spelling. They are good in remembering letters. Visual learners like colors and fashion. The colors can attract people visually with different kinds and characteristic of the colors itself. Visual people dream in color. It means that color help the visual people in creating the imagination of something. Visual learners understand charts. Charts can help them in summarizing the information that the visual learner get. It is easier for them to absorb the material easily. The last characteristic of visual learner is good with sign language See Figure 2.3. Figure 2.4 Examples of sign language They are some suggestions that come from the same article. It can be used by the visual learner to help them in their learning process.