Konsep Dasar ID berbasis ICT
KONSEP DASAR DESAIN
PEMBELAJARAN BERBASIS ICT
Collected from many references by
Prof. Dr. M. Rusdi, S.Pd., M.Sc
STIE Muhamadiyah Jambi 17 September 2016
Prof. Dr. Muhammad Rusdi, S.Pd., M.Sc
Lahir : Riau, 19 Desember 1970
• 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)
• Dekan FKIP (2013 – sekarang)
• Pengembang program e-campus.fkip.unja.ac.id,
paperles management
• Perancang Perolehan Certifikat ISO 9001 : 2008 untuk
FKIP 2016
QUALITY IMPROVEMENT SCHEME IN HIGHER EDUCATION
DO
PLAN
1.
2.
3.
4.
Struktur Organisasi dan Tupoksi
Fungsi
Sistem Layanan
Sertifikat ISO
Universitas
CHECK
ACTION
DO
PLAN
ACTION
CHECK
SPU
Fakultas
1.
2.
3.
4.
PLAN
Struktur Organisasi dan Tupoksi
Fungsi
Sistem Layanan
Sertifikat ISO
DO
ACTION CHECK
Prodi / Jurusan
1. Layanan Perkuliahan,
bimbingan
PLAN
DO
2. Jumlah Publikasi KI dan
PKM
3.
Kegiatan Magang, Seminar
ACTION CHECK
dan Workshop
ACTION CHECK
4. Akreditasi
PLAN
DO
DO
PLAN
ACTION CHECK
Dosen /Pribadi
1.
2.
3.
4.
Membaca, share
Meneliti dan presentasi
Mengabdi
Naik Fungsional dan
Pangkat
PLAN
DO
ACTION CHECK
PLAN
DO
ACTION CHECK
PLAN
DO
ACTION CHECK
PLAN
DO
PLAN
DO
ACTION CHECK ACTION CHECK
PLAN
DO
ACTION CHECK
PLAN
DO
ACTION CHECK
The Domain of Instructional Science
Psychological Theories
Learning Paradigms
Learning Theories
Instructional Theories
Models of Instructional Design
Instructional Processes
Learning Assessment
Learning Taxonomies
Learning Concepts
Learning Materials
Multimedia Learning
Learning Environment
Instructional Delivery System
INSTRUCTIONAL DESIGN
Other DESIGN Fields
•
•
•
•
•
•
•
•
•
Architectural design
Interior design
Environmental design
Software design
Industrial design
Graphic design
Industrial design
Media design
Automotive design
•
•
•
•
•
•
•
•
•
Business design
Communication design
Fashion design
Furniture design
Game design
Garden design
Information design
Theatrical design
Web design
INSTRUCTIONAL DESIGN
WHAT IS INSTRUCTIONAL DESIGN (ID)
1.
2.
3.
4.
A systematic process of bringing relevant goal into effective learning activity
A process for improving the quality of instruction
A set of activities aimed at improving the conditions of learning for students
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
Valuable Books for Instructional Design
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
5. Teachers are designers
PERANAN STRATEGIS TEKNOLOGI INFORMASI
PADA LEMBAGA PENDIDIKAN
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
1
9
CONCEPTS OF LEARNING
1.
2.
3.
4.
5.
Organizing knowledge in memory
Solving Problems
Developing learners
Learning how to learn
Living and learning in the world
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
11
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.
2.
3.
4.
5.
6.
7.
Buku Interaktif (interactive study book)
Belajar Mandiri (self-learning system)
Latihan soal (course practicing)
Media Ilustrasi (multimedia learning)
Simulasi Pelajaran (simulation tool)
Alat Karya Siswa (productivity tool)
Komunikasi antar siswa (interstudent comunication）
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)
9. Komunikasi kolaborasi kooperasi (school intranet)
1
13
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)
10. Pengembangan kelas virtual (virtual school application)
ICT SEBAGAI PENUNJANG ADMINSITRASI
PENDIDIKAN
A. Proses Inti
1.
2.
3.
4.
5.
Manajemen Siswa (student management system)
Manajemen guru (teacher management system)
Manajemen kelas (class management system)
Manajemen materi (course management system )
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
15
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
information system)
1
16
ICT SEBAGAI INFRASTRUKTUR PENDIDIKAN
1.
2.
3.
4.
5.
6.
7.
8.
Ragam teknologi kanal distribusi (distribution channel technology)
Ragam aplikasi dan perangkat lunak (applications and software)
Bahasa pemrogram (programming language)
Sistem basis data (database system)
Komputer personal (personal computer)
Alat-alat digital (digital devices)
Sistem operasi (operating system)
Sistem jaringan dan komunikasi data (network system and data
communication)
9. Insfrastruktur TI (media transmisi)
1
17
INSTRUCTIONAL DESIGN
THE DOMAIN OF ID KNOWLEDGE BASE
1.
2.
3.
4.
5.
6.
Learner and Learning Processess
Learning and Performance Contexts
Content Strcture and Sequence
Instructional and Noninstructional Strategies
Media and Delivery System
Designer and Design Processes
INSTRUCTIONAL DESIGN
THE DOMAIN OF ID KNOWLEDGE BASE
1.
2.
3.
4.
5.
6.
Learner and Learning Processess
Learning and Performance Contexts
Content Strcture and Sequence
Instructional and Noninstructional Strategies
Media and Delivery System
Designer and Design Processes
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
5. Tryout and revision of the resulting instructional system
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
for learning
CONCEPTS OF LEARNING
1.
2.
3.
4.
5.
Organizing knowledge in memory
Solving Problems
Developing learners
Learning how to learn
Living and learning in the world
PT
SMA/K
SMP
SD
Sumber: Marzano (1985), Bruner (1960).
23
Pergeseran Paradigma Belajar Abad 21
Ciri Abad 21
Informasi
(tersedia dimana saja, kapan saja)
Komputasi
(lebih cepat memakai mesin)
Otomasi
(menjangkau segala pekerjaan rutin)
Komunikasi
(dari mana saja, ke mana saja)
Model Pembelajaran
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
24
Ruang Lingkup SKL
Dunia (Peradaban) Global
Negara
Peserta
Didik
Sat
Pendidikan
Keluarga
Sosial-Ekonomi-Budaya
Metakognitif
PT
SMA/K
Prosedural
SMP
Konseptual
Faktual
SMP
PT SMA/K
SD
SD
Contoh CP/LO
Io a’s
Targeting Life
Skills Wheel
http://www.extensi
on.iastate.edu/4H/l
ifeskills/homepage
.html
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
5. Tryout and revision of the resulting instructional system
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
for learning
SUMMARY OF LEARNING THEORIES, METAPHORS, AND ID USE
Learning Theory
Metaphor of Learning
Theory
Implication for ID
Behavioral Theory
Learning as response acquisition •
•
•
•
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
Individual Progress
Content sequencing
Analysis of learning task
Assessment keyed to behavior
FEATURES OF LEARNING ENVIRONMENTS
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
INSTRUCTIONAL DESIGN
THE MODELS OF INSTRUCTIONAL DESIGN
•
•
•
•
•
•
•
•
Dick & Carey Model
Hannafin & Peck Model
Knirk & Gustafson Model
Jerrold Kemp Model
Gerlach-Ely Model
Rapid Prototyping Model
ASSURE Model
ADDIE Model
INSTRUCTIONAL DESIGN
Dick & Carey Model
Revise
Instruction
Conduct
Instructional
Analysis
Assess Need
to Identify
Goal(s)
Write
Performance
Objectives
Analyze
Learners and
Contexts
Develop
Assessment
Instruments
Develop
Instructional
Strategy
Develop
And Select
Instructional
Materials
Design and
Conduct
Formative
Evaluation
Design and
Conduct
Summative
Evaluation
INSTRUCTIONAL DESIGN
Hannafin & Peck Model
INSTRUCTIONAL DESIGN
Knirk & Gustafson Model
INSTRUCTIONAL DESIGN
Jerrold Kemp Model
INSTRUCTIONAL DESIGN
Gerlach-Ely Model
INSTRUCTIONAL DESIGN
Rapid Prototyping Model
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
ANALYSIS
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?
DESIGN, DEVELOPMENT AND IMPLEMENTATION
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
EVALUATION AND REVISION
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.
2.
3.
4.
5.
6.
Is the program / product better than the previous one?
Is the program / product better than an alternative choice?
Should the program / product to be adopted or continued?
Did learned skills transfer?
Did the program / product improve the organization
Has the problem been solved?
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
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
INSTRUCTIONAL DESIGN
THANK YOU
PEMBELAJARAN BERBASIS ICT
Collected from many references by
Prof. Dr. M. Rusdi, S.Pd., M.Sc
STIE Muhamadiyah Jambi 17 September 2016
Prof. Dr. Muhammad Rusdi, S.Pd., M.Sc
Lahir : Riau, 19 Desember 1970
• 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)
• Dekan FKIP (2013 – sekarang)
• Pengembang program e-campus.fkip.unja.ac.id,
paperles management
• Perancang Perolehan Certifikat ISO 9001 : 2008 untuk
FKIP 2016
QUALITY IMPROVEMENT SCHEME IN HIGHER EDUCATION
DO
PLAN
1.
2.
3.
4.
Struktur Organisasi dan Tupoksi
Fungsi
Sistem Layanan
Sertifikat ISO
Universitas
CHECK
ACTION
DO
PLAN
ACTION
CHECK
SPU
Fakultas
1.
2.
3.
4.
PLAN
Struktur Organisasi dan Tupoksi
Fungsi
Sistem Layanan
Sertifikat ISO
DO
ACTION CHECK
Prodi / Jurusan
1. Layanan Perkuliahan,
bimbingan
PLAN
DO
2. Jumlah Publikasi KI dan
PKM
3.
Kegiatan Magang, Seminar
ACTION CHECK
dan Workshop
ACTION CHECK
4. Akreditasi
PLAN
DO
DO
PLAN
ACTION CHECK
Dosen /Pribadi
1.
2.
3.
4.
Membaca, share
Meneliti dan presentasi
Mengabdi
Naik Fungsional dan
Pangkat
PLAN
DO
ACTION CHECK
PLAN
DO
ACTION CHECK
PLAN
DO
ACTION CHECK
PLAN
DO
PLAN
DO
ACTION CHECK ACTION CHECK
PLAN
DO
ACTION CHECK
PLAN
DO
ACTION CHECK
The Domain of Instructional Science
Psychological Theories
Learning Paradigms
Learning Theories
Instructional Theories
Models of Instructional Design
Instructional Processes
Learning Assessment
Learning Taxonomies
Learning Concepts
Learning Materials
Multimedia Learning
Learning Environment
Instructional Delivery System
INSTRUCTIONAL DESIGN
Other DESIGN Fields
•
•
•
•
•
•
•
•
•
Architectural design
Interior design
Environmental design
Software design
Industrial design
Graphic design
Industrial design
Media design
Automotive design
•
•
•
•
•
•
•
•
•
Business design
Communication design
Fashion design
Furniture design
Game design
Garden design
Information design
Theatrical design
Web design
INSTRUCTIONAL DESIGN
WHAT IS INSTRUCTIONAL DESIGN (ID)
1.
2.
3.
4.
A systematic process of bringing relevant goal into effective learning activity
A process for improving the quality of instruction
A set of activities aimed at improving the conditions of learning for students
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
Valuable Books for Instructional Design
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
5. Teachers are designers
PERANAN STRATEGIS TEKNOLOGI INFORMASI
PADA LEMBAGA PENDIDIKAN
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
1
9
CONCEPTS OF LEARNING
1.
2.
3.
4.
5.
Organizing knowledge in memory
Solving Problems
Developing learners
Learning how to learn
Living and learning in the world
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
11
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.
2.
3.
4.
5.
6.
7.
Buku Interaktif (interactive study book)
Belajar Mandiri (self-learning system)
Latihan soal (course practicing)
Media Ilustrasi (multimedia learning)
Simulasi Pelajaran (simulation tool)
Alat Karya Siswa (productivity tool)
Komunikasi antar siswa (interstudent comunication）
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)
9. Komunikasi kolaborasi kooperasi (school intranet)
1
13
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)
10. Pengembangan kelas virtual (virtual school application)
ICT SEBAGAI PENUNJANG ADMINSITRASI
PENDIDIKAN
A. Proses Inti
1.
2.
3.
4.
5.
Manajemen Siswa (student management system)
Manajemen guru (teacher management system)
Manajemen kelas (class management system)
Manajemen materi (course management system )
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
15
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
information system)
1
16
ICT SEBAGAI INFRASTRUKTUR PENDIDIKAN
1.
2.
3.
4.
5.
6.
7.
8.
Ragam teknologi kanal distribusi (distribution channel technology)
Ragam aplikasi dan perangkat lunak (applications and software)
Bahasa pemrogram (programming language)
Sistem basis data (database system)
Komputer personal (personal computer)
Alat-alat digital (digital devices)
Sistem operasi (operating system)
Sistem jaringan dan komunikasi data (network system and data
communication)
9. Insfrastruktur TI (media transmisi)
1
17
INSTRUCTIONAL DESIGN
THE DOMAIN OF ID KNOWLEDGE BASE
1.
2.
3.
4.
5.
6.
Learner and Learning Processess
Learning and Performance Contexts
Content Strcture and Sequence
Instructional and Noninstructional Strategies
Media and Delivery System
Designer and Design Processes
INSTRUCTIONAL DESIGN
THE DOMAIN OF ID KNOWLEDGE BASE
1.
2.
3.
4.
5.
6.
Learner and Learning Processess
Learning and Performance Contexts
Content Strcture and Sequence
Instructional and Noninstructional Strategies
Media and Delivery System
Designer and Design Processes
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
5. Tryout and revision of the resulting instructional system
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
for learning
CONCEPTS OF LEARNING
1.
2.
3.
4.
5.
Organizing knowledge in memory
Solving Problems
Developing learners
Learning how to learn
Living and learning in the world
PT
SMA/K
SMP
SD
Sumber: Marzano (1985), Bruner (1960).
23
Pergeseran Paradigma Belajar Abad 21
Ciri Abad 21
Informasi
(tersedia dimana saja, kapan saja)
Komputasi
(lebih cepat memakai mesin)
Otomasi
(menjangkau segala pekerjaan rutin)
Komunikasi
(dari mana saja, ke mana saja)
Model Pembelajaran
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
24
Ruang Lingkup SKL
Dunia (Peradaban) Global
Negara
Peserta
Didik
Sat
Pendidikan
Keluarga
Sosial-Ekonomi-Budaya
Metakognitif
PT
SMA/K
Prosedural
SMP
Konseptual
Faktual
SMP
PT SMA/K
SD
SD
Contoh CP/LO
Io a’s
Targeting Life
Skills Wheel
http://www.extensi
on.iastate.edu/4H/l
ifeskills/homepage
.html
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
5. Tryout and revision of the resulting instructional system
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
for learning
SUMMARY OF LEARNING THEORIES, METAPHORS, AND ID USE
Learning Theory
Metaphor of Learning
Theory
Implication for ID
Behavioral Theory
Learning as response acquisition •
•
•
•
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
Individual Progress
Content sequencing
Analysis of learning task
Assessment keyed to behavior
FEATURES OF LEARNING ENVIRONMENTS
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
INSTRUCTIONAL DESIGN
THE MODELS OF INSTRUCTIONAL DESIGN
•
•
•
•
•
•
•
•
Dick & Carey Model
Hannafin & Peck Model
Knirk & Gustafson Model
Jerrold Kemp Model
Gerlach-Ely Model
Rapid Prototyping Model
ASSURE Model
ADDIE Model
INSTRUCTIONAL DESIGN
Dick & Carey Model
Revise
Instruction
Conduct
Instructional
Analysis
Assess Need
to Identify
Goal(s)
Write
Performance
Objectives
Analyze
Learners and
Contexts
Develop
Assessment
Instruments
Develop
Instructional
Strategy
Develop
And Select
Instructional
Materials
Design and
Conduct
Formative
Evaluation
Design and
Conduct
Summative
Evaluation
INSTRUCTIONAL DESIGN
Hannafin & Peck Model
INSTRUCTIONAL DESIGN
Knirk & Gustafson Model
INSTRUCTIONAL DESIGN
Jerrold Kemp Model
INSTRUCTIONAL DESIGN
Gerlach-Ely Model
INSTRUCTIONAL DESIGN
Rapid Prototyping Model
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
ANALYSIS
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?
DESIGN, DEVELOPMENT AND IMPLEMENTATION
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
EVALUATION AND REVISION
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.
2.
3.
4.
5.
6.
Is the program / product better than the previous one?
Is the program / product better than an alternative choice?
Should the program / product to be adopted or continued?
Did learned skills transfer?
Did the program / product improve the organization
Has the problem been solved?
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
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
INSTRUCTIONAL DESIGN
THANK YOU