ID and Multimedia Development

DESAIN PEMBELAJARAN DAN

PENGEMBANGAN MULTIMEDIA

Collected from many references by

Prof. Dr. M. Rusdi, S.Pd., M.Sc

Lahir : Riau, 19 Desember 1970

Prof. Dr. Muhammad Rusdi, S.Pd., M.Sc

•

Sarjana Pendidikan Kimia FKIP Unja (1993)

•

Magister Kimia Fisik, Univ. Kyushu Jepang (2001)

•

Doktor Kimia Fisik, Univ. Kyushu Jepang (2004)

•

Guru Besar FKIP Unja (2010 sd. sekarang)

•

Dekan FKIP (2013 sd. sekarang)

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Pengembang program e-campus.fkip.unja.ac.id,

paperles

management

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Perancang Perolehan Certifikat ISO 9001 : 2008 untuk FKIP 2016

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Sedang membimbing disertasi 6 org mhs doktor dalam bidang

desain pembelajaran

3 DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK Fakultas SPU DO ACTION PLAN CHECK DO ACTION PLAN CHECK Dosen /Pribadi

Prodi / Jurusan

DO

ACTION PLAN

CHECK

Universitas

1. Belajar dan share 2. Meneliti dan presentasi 3. Mengabdi

4. Naik Fungsional dan Pangkat

1. Layanan Perkuliahan, bimbingan

2. Jumlah Publikasi KI dan PKM

3. Kegiatan Magang, Seminar dan Workshop

4. Akreditasi

1. Struktur Organisasi dan Tupoksi 2. Fungsi

3. Sistem Layanan 4. Sertifikat ISO 1. Struktur Organisasi dan Tupoksi

2. Fungsi

3. Sistem Layanan 4. Sertifikat ISO

Learning Taxonomies

Learning Materials

Instructional Delivery System

Learning Environment Multimedia Learning

Learning Concepts

Learning Assessment Psychological Theories

Instructional Processes Learning Theories Learning Paradigms

Instructional Theories Models of Instructional Design

Other DESIGN Fields

•

Architectural design

•

Interior design

•

Environmental design

•

Software design

•

Industrial design

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Graphic design

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Industrial design

•

Media design

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Automotive design

•

Business design

•

Communication design

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Fashion design

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Furniture design

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Game design

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Garden design

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Information design

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Theatrical design

•

Web design

WHAT IS INSTRUCTIONAL DESIGN (ID)

INSTRUCTIONAL DESIGN

1. A systematic process of bringing relevant goal into effective learning activity

2. A process for improving the quality of instruction

3. A set of activities aimed at improving the conditions of learning for students

4. The systematic process of translating principles of learning and instruction into

plans for instructional materials and activities.

5. The process of deciding what methods of instruction are best for bringing about

desired change in student knowledge and skill for a specific course content and

specific student population

6. The systematic and reflective process of translating principles of learning and

instruction into plans for instructional materials, activities, information resources

and evaluation.

7. An intellectual process to help teachers systematically analyze learner needs and

contruct structured possibilities to responsively address those needs

ATTRIBUTES OF DESIGN

1. Design is a pragmatic (and enjoyable) activity

2. Design processes aid us in reaching a solution through a

better understanding of the problem

3. Design processes invite human involvement

4. Design processes are teachable

CONCEPTS OF LEARNING

1. Organizing knowledge in memory

2. Solving Problems

3. Developing learners

4. Learning how to learn

INSTRUCTIONAL DESIGN

THE DOMAIN OF ID KNOWLEDGE BASE

1. Learner and Learning Processess

2. Learning and Performance Contexts

3. Content Strcture and Sequence

4. Instructional and Noninstructional Strategies

5. Media and Delivery System

INSTRUCTIONAL DESIGN

THE DOMAIN OF ID KNOWLEDGE BASE

1. Learner and Learning Processess

2. Learning and Performance Contexts

3. Content Strcture and Sequence

4. Instructional and Noninstructional Strategies

5. Media and Delivery System

ESSENTIAL CHARACTERISTICS OF

SYSTEMATIC INSTRUCTIONAL DESIGN ACTIVITIES

1. A system designed to solve a problem

2. Agreement among objectives, materials, and assessment

3. An orderly, but flexible, sequence of planning to design

the system

4. Design procedures based (as much as possible) on

research

CHARACTERISTICS OF

AN EFFECTIVE INSTRUCTIONAL DESIGN MODEL

1. ID should focus on solving a problem

2. ID should be an orderly but flexible activity

3. ID should incorporate what we know about effective

teaching and learning

4. ID should confirm that the instructional system works

5. ID should provide assistance in using new technologies

CONCEPTS OF LEARNING

1. Organizing knowledge in memory

2. Solving Problems

3. Developing learners

4. Learning how to learn

SD

SMP

SMA/K

PT

Sumber: Marzano (1985), Bruner (1960).

Informasi

(tersedia dimana saja, kapan saja)

Komputasi

(lebih cepat memakai mesin)

Otomasi

(menjangkau segala pekerjaan rutin)

Komunikasi

(dari mana saja, ke mana saja)

Pembelajaran diarahkan untuk mendorong peserta didik mencari tahu dari berbagai

sumber observasi, bukan diberi tahu

Pembelajaran diarahkan untuk mampu

merumuskan masalah [menanya], bukan hanya menyelesaikan masalah [menjawab]

Pembelajaran diarahkan untuk melatih berfikir analitis [pengambilan keputusan]

bukan berfikir mekanistis [rutin]

Pembelajaran menekankan pentingnya

kerjasama dan kolaborasi dalam menyelesaikan masalah

Pergeseran Paradigma Belajar Abad 21

Model Pembelajaran

Ciri Abad 21

Ruang Lingkup SKL

Dunia (Peradaban) Global

Negara

Sosial-Ekonomi-Budaya

S

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id

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K

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Peserta

Didik

Faktual

Konseptual

Prosedural

Meta-kognitif

SD SMP SMA/K PT

SD

SMP

SMA/K

PT

Io a’s

Targeting Life Skills Wheel

http://www.extensi on.iastate.edu/4H/l ifeskills/homepage

.html

Learning Theory Metaphor of Learning Theory

Implication for ID

Behavioral Theory Learning as response acquisition • Individual Progress

• Content sequencing

• Analysis of learning task

• Assessment keyed to behavior Cognitive Theory Learning as knowledge

acquisition

• Structure activity

• Support expert development

• Learning strategies

• Organizers

• Assessment keyed to performance on activity

Constructivist theory Learning as knowledge construction

• Share control with students

• Emergent understanding

• Authentic activity

• Peers and adults assist learner

• Assessment include self-reflection and learner responsibility

Features of Learning Environment

Learning-Centered

Students backgrouds, interest, concerns

Student representations

Teacher as learner

Responsiveness to student needs

Knowledge-Centered

Students use of knowledge

Design for understanding

Students’ indi idual differences

Assessment-Centered

Monitoring of students learning

Allignment of teaching with assessment

Community-Centered

Community vision

Interpersonal skills

Human diversity

Empowerment of people

THE MODELS OF INSTRUCTIONAL DESIGN

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Dick & Carey Model

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Hannafin & Peck Model

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Knirk & Gustafson Model

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Jerrold Kemp Model

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Gerlach-Ely Model

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Rapid Prototyping Model

•

ASSURE Model

•

ADDIE Model

Assess Need to Identify Goal(s) Conduct Instructional Analysis Analyze Learners and Contexts Write Performance Objectives Revise Instruction Develop Assessment Instruments Develop Instructional Strategy Develop And Select Instructional Materials Design and Conduct Formative Evaluation Design and Conduct Summative Evaluation

Dick & Carey Model

Jerrold Kemp Model

Hannafin & Peck Model

Knirk & Gustafson Model

Gerlach-Ely Model

Rapid Prototyping Model

No

STEPS

CRITICAL FOCUS QUESTIONS

1

Analyze needs

and state goal

1. What is the reported problems?

2. Does the problems have an instructional solutions?

3. Does the instruction lend itself to a systematic ID approach?

2

Analyze goals

for learning

condition and

sequence

1. What are the constraints on design resources?

2. What characteristics of the learning environment will affect how instruction is designed?

3. What characteristics of learners will affect how instruction is designed?

4. What skill and knowledge are required skills and knowledge in order to do the performance specified in the instructional goals?

5. In what order should the required skills and knowledge be learned?

6. What skills an knowledge should be required as entry behaviors or entry skills?

3

State objectives

and assessment

strategies

1. What behaviors will students have after they have learned? 2. What is the best way to measure student behaviors?

3. What criteria should students meet on assessment?

No

STEPS

CRITICAL FOCUS QUESTIONS

1

Design and develop

assessment instruments

1. What instruments are needed?

2. In what format should assessment be administered?

2

Design instructional strategies

1. What instructional events are needed for the type of learning

3

Develop materials and media

1. What materials are needed to deliver the instruction?

4

Develop learning environment

1. What platform (e.g., classroom, content management system) is needed to implement instruction?

2. What must be done to organize an optimal learning environment?

3. What support is needed for the instruction to be successful

No

STEPS

CRITICAL FOCUS QUESTIONS

1

Formatively

evaluate

instruction

1. Does instruction engage students?

2. Does the instruction teach (i.e., enable students to meet the stated objectives and pass the tests)?

3. Is instruction effective with students of various ability levels? 4. Is instruction effective over time?

2

Revise

instructional components and characteristics as needed

1. What changes does formative feed back indicate need to be made in goals, objectives, sequences, strategies, material, and / or media?

3

OPTIONAL

”:

Summary

evaluate

instruction

1. Is the program / product better than the previous one? 2. Is the program / product better than an alternative choice? 3. Should the program / product to be adopted or continued? 4. Did learned skills transfer?

5. Did the program / product improve the organization 6. Has the problem been solved?

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1. Gudang Ilmu Pengetahuan

2. Alat Bantu Pembelajaran

3. Fasilitas Pendidikan

4. Standar Kompetensi

5. Penunjang Administrasi Pendidikan

6. Alat Bantu Manajemen Institusi

7. Infrastruktur Pendidikan

PERANAN STRATEGIS TEKNOLOGI INFORMASI

PADA LEMBAGA PENDIDIKAN

1 42

ICT SEBAGAI GUDANG ILMU PENGETAHUAN

1. Referensi Ilmu Pengetahuan terkini (

internet based

content

)

2. Management Pengetahuan (

knowledge management

)

3. Jaringan Pakar Beragam Bidang Ilmu (

community of

internet network

)

4. Jaringan Antar Institusi Pendidikan (

education

institution network

)

5. Pusat Pengembangan Materi Ajar (

course and content

resource development

)

6. Wahana Pengembangan Kurikulum (

curriculum based

information system

)

7. Komunitas perbandingan standar kompetensi

(

international benchmarking and standard

)

1 43

ICT SEBAGAI ALAT BANTU PEMBELAJARAN

A. Alat bantu Guru

1. Animasi Peristiwa (event animation)

2. Alat Uji Siswa (student evaluation system) 3. Sumber referensi belajar (knowledge source)

4. Evaluasi kinerja siswa (student evaluation performance) 5. Simulasi Kasus (case simulation system)

6. Alat Peraga Visual (multimedia visual system)

7. Komunikasi Antar Guru (inter-teacher communication) B. Alat bantu Interaksi Guru-Siswa

1. Komunikasi Guru-Siswa (teacher-student communication system) 2. Kolaborasi kelompok studi (workshop system)

3. Manajemen kelas terpadu (integrated course management system)

C. Alat Bantu Siswa

1. Buku Interaktif (interactive study book) 2. Belajar Mandiri (self-learning system) 3. Latihan soal (course practicing)

4. Media Ilustrasi (multimedia learning) 5. Simulasi Pelajaran (simulation tool) 6. Alat Karya Siswa (productivity tool)

1 44

ICT SEBAGAI FASILITAS PENDIDIKAN

1. Pojok internet (internet corner)

2. Perpustakaan elektronik (online library)

3. Kelas Virtual (virtual class)

4. Aplikasi multimedia (multimedia application)

5. Kelas teater multimedia (multimedia theatre)

6. Kelas jarak jauh (video conferencing)

7. Papan Elektronik Sekolah (school bulletin board)

8. Alat ajar multi-intelegensia (multi-intelegency

learning device)

1 45

ICT SEBAGAI STANDAR KOMPETENSI

A. Tingkat Dasar _{1. Presentasi Multimedia (presentation)}

2. Penyusunan dokumen (word processor) 3. Kalkulasi tabulasi (spreadsheet)

4. Manajemen file elektronik (operating system) 5. Komunikasi Efektif (electronic mail)

6. Kolaborasi kelompok (mailing list) 7. Cari referensi (internet browser) 8. Manajemen Data (data base)

9. Kelola kebutuhan administrasi (office administration tool) 10. Analisa Data (statistics tool)

B. Tingkat Mahir 1. Pembuatan animasi (multimedia animation tool)

2. Pengembangan aplikasi sederhana (programmer language) 3. Pengembangan situs internet (website programming)

4. Manipulasi data dan Informasi (database programming) 5. Ragam kolaborasi kelompok terpadu

6. Kolaborasi, komunikasi dan Kooperasi terpadu (intranet) 7. Pengembangan jejaringan antar institusi (extranet)

8. Manajemen akses jejaringan (network operating system) 9. Kelola Program (project management tool)

1 46

ICT SEBAGAI PENUNJANG ADMINSITRASI

PENDIDIKAN

A. Proses Inti

1. Manajemen Siswa (student management system)

2. Manajemen guru (teacher management system)

3. Manajemen kelas (class management system)

4. Manajemen materi (course management system )

5. Manajemen ekskul (extra curriculer management system )

B. Proses Penunjang

1. Administrasi sekolah (school administration information

system)

2. Sumberdaya manusia ( HRD system)

3. Keuangan dan Akuntansi (Financial information system)

4. Manajemen fasilitas (facilities management system)

1 47

ICT SEBAGAI ALAT BANTU MANAJEMEN

INSTITUSI PENDIDIKAN

1. Sistem informasi manajemen eksekutif sekolah (executive

information system)

2. Sistem Penunjang keputusan (decision supproting system)

3. Sistem pakar (expert system)

4. Sistem informasi manajemen berbasis sekolah (school-based

information system for management)

5. Aspek keuangan (financial information system)

6. Aspek proses pendidikan (educational information system)

7. Aspek kualitas pelayanan (services quality management system)

8. Aspek Pertumbuhan kelembagaan (organization growth

1 48

ICT SEBAGAI INFRASTRUKTUR PENDIDIKAN

1. Ragam teknologi kanal distribusi (distribution channel technology) 2. Ragam aplikasi dan perangkat lunak (applications and software) 3. Bahasa pemrogram (programming language)

4. Sistem basis data (database system) 5. Komputer personal (personal computer) 6. Alat-alat digital (digital devices)

7. Sistem operasi (operating system)

8. Sistem jaringan dan komunikasi data (network system and data communication)

THREE ASSUMPTIONS OF COGNITIVE THEORY OF

MULTIMEDIA LEARNING

ADVANCED REFERENCES

1. Richey, R. C., Klein, J. D, and Tracey, M.W., 2011, The Instructional Design Knowledge Base, Routledge, New York

2. Reigeluth, C.M., Carr-Chellman, A.A., 2009, Instructional-Design Theories and Models

Volume III, Routledge, New York

3. Smith, P. L., and Ragan, T. J., 2005, Instructional Design, 3rd, John Wiley & Sons, Inc, New York.

4. Shambaugh, N., and Magliaro, S. G., 2006, Instructional Design, A Systematic Approach for Reflective Practice, Pearson, Boston

5. Morrison, G. R., Ross, S. M., Kalman., H.K., and Kemp, J.E., 2011., Designing Effective Instruction, 6th edition, JohnWiley & Sons, Inc,. New Jersey

6. Dick, W., Carey, L., and Carey, J. O., 2009., The Systematic Design of Instruction, Pearson, New York.

7. Reigeluth, C. M., 1999., Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Volume II, Lawrence Erlbaum Ass, London.

8. Gagnon Jr., G. W., and Collai. M., 2001., Designing for Learning, Six Elements in Constructivist Classroom, Corwin Press, California.

9. Rothwell, W. J., and Kazanas, H.C., 2008, Mastering the Instructional Design Process, A systematic Approach, 4th edition, Pfeiffer, San Fransisco

THANK YOU

ADVANCED REFERENCES

1. Richey, R. C., Klein, J. D, and Tracey, M.W., 2011, The Instructional Design Knowledge Base, Routledge, New York

2. Reigeluth, C.M., Carr-Chellman, A.A., 2009, Instructional-Design Theories and Models

Volume III, Routledge, New York

3. Smith, P. L., and Ragan, T. J., 2005, Instructional Design, 3rd, John Wiley & Sons, Inc, New York.

4. Shambaugh, N., and Magliaro, S. G., 2006, Instructional Design, A Systematic Approach for Reflective Practice, Pearson, Boston

5. Morrison, G. R., Ross, S. M., Kalman., H.K., and Kemp, J.E., 2011., Designing Effective Instruction, 6th edition, JohnWiley & Sons, Inc,. New Jersey

6. Dick, W., Carey, L., and Carey, J. O., 2009., The Systematic Design of Instruction, Pearson, New York.

7. Reigeluth, C. M., 1999., Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Volume II, Lawrence Erlbaum Ass, London.

8. Gagnon Jr., G. W., and Collai. M., 2001., Designing for Learning, Six Elements in Constructivist Classroom, Corwin Press, California.

9. Rothwell, W. J., and Kazanas, H.C., 2008, Mastering the Instructional Design Process, A systematic Approach, 4th edition, Pfeiffer, San Fransisco

THANK YOU