Teknik Pengembangan Multimedia Learning
TEKNIK PENGEMBANGAN
MULTIMEDIA PEMBELAJARAN
Oleh
Muhammad Rusdi
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 sd. sekarang)
• Dekan FKIP (2013 sd. 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.
Belajar dan 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
WHAT ARE INSTRUCTION AND LEARNING
What is Instuction ?
1. Instruction involved creating a learning environment for the learner
2. The goal of the learning environment is to promote experiences in the
learner that lead to learning
What is Learning ?
1. Learning is change in the learner
2. What is changed is the learner knowledge
3. The cause of the change is the learner’s experience in a learning
environment
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
COGNITIVE COMPONENTS
TERM
Sensory
Memory
Working
Memory
DEFINITION
memory store holding images on the
eyes and sounds on the ears for a brief
period
limited-capacity memory store for
storing sounds/images in active
consciousness
PROCESSING OF PICTURES, SPOKEN WORD AND PRINTED WORDS IN
A COGNITIVE THEORY OF MULTIMEDIA LEARNING
WHAT IS MULTIMEDIA LEARNING?
TERM
DEFINITION
Multimedia
Presenting words and pictures
Multimedia
learning
Building mental representations from
words and pictures
Multimedia
instruction
Presenting words and pictures that are
intended to promote learning
THREE VIEWS OF MULTIMEDIA
VIEW
DEFINITION
EXAMPLE
Delivery Media
Two or more delivery
devices
Computer screen and amplified
speakers, proje tor a d le turer’s
voice
Presentation Mode
Verbal and Pictorial
representations
On-screen text and animation,
printed text and illustrations
Sensory modality
Auditory and visual
senses
Narration and animation, lecture
and slides
THREE METAPHORS OF MULTIMEDIA LEARNING
METAPHOR
DEFINITION
CONTENT
LEARNER
TEACHER
GOAL OF
MULTIMEDIA
Response
strengthening
Strengthening Association
or weakening
an association
Passive
recipient of
rewards and
punishments
Dispenser of
rewards and
punishments
Enable drill, and
practice, act as
a reinforcer
Information
acquisition
Adding
information
to memory
Information Passive
information
receiver
Information
provider
Deliver
information; act
as a delivery
vehicle
Knowledge
construction
Building a
coherent
mental
structure
Knowledge
Active sense- Cognitive guide Provide
maker
cognitive
guidance, act as
a helpful
communicator
TWO APPROACHES TO MULTIMEDIA DESIGN
DESIGN APPROACH
STARTING POINT
GOAL
ISSUES
Technology-Centered
Capabilities of
multimmedia
technology
Provide access to How can we use
information
cutting-adge
technology in
designing
multimedia
presentation
Learner-centered
How the human
mind works
Aid human
cognition
How can we adapt
multimedia
technology to aid
human cognition
PRINCIPLES FOR REDUCING EXTRANEOUS PROCESSING
1. Coherence Principle
People learn better when extraneous words, picture and sound are excluded rather
than included
2. Signaling Principle
People learn better when cues that highlight the organization of the essential material are
added
3. Redundancy Principle
People learn better from graphics and narration than from graphics, narration and
on-screen text
4. Spatial Contiguity Principle
People learn better when corresponding words and pictures are presented near
rather than far from each other on the page or screen
5. Temporal Contiguity Principle
People learn better when corresponding words and pictures are presented
simultaneously rather than successively
PRINCIPLES FOR MANAGING ESSENTIAL PROCESSING
6. Segmenting Principle
People learn better when a multimedia lesson is presented in user-paced segments
rather than as a continuous unit
7. Pre-training Principle
People learn better from a multimedia lesson when they know the names and
characteristics of the main concepts
8. Modality Principle
People learn better from graphics and narration than from animation and on-screen
text
PRINCIPLES FOR FOSTERING GENERATIVE PROCESSING
9. Multimedia Principle
People learn better from words and pictures than words alone
10. Personalization Principle
People learn better from multimedia lessons when words are in conversational style
rather than formal style
11. Voice Principle
People learn better when the narration in multimedia lesson is spoken in a friendly
human voice rather than a machine voice
12. Image Principle
People do ot e essarily lear
image is added to the screen
etter fro
a
ulti edia lesso whe the speaker’s
PRINCIPLES OF MULTIMEDIA LEARNING DEVELOPMENT
INSTRUCTIONAL DESIGN
THANK YOU
MULTIMEDIA PEMBELAJARAN
Oleh
Muhammad Rusdi
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 sd. sekarang)
• Dekan FKIP (2013 sd. 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.
Belajar dan 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
WHAT ARE INSTRUCTION AND LEARNING
What is Instuction ?
1. Instruction involved creating a learning environment for the learner
2. The goal of the learning environment is to promote experiences in the
learner that lead to learning
What is Learning ?
1. Learning is change in the learner
2. What is changed is the learner knowledge
3. The cause of the change is the learner’s experience in a learning
environment
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
COGNITIVE COMPONENTS
TERM
Sensory
Memory
Working
Memory
DEFINITION
memory store holding images on the
eyes and sounds on the ears for a brief
period
limited-capacity memory store for
storing sounds/images in active
consciousness
PROCESSING OF PICTURES, SPOKEN WORD AND PRINTED WORDS IN
A COGNITIVE THEORY OF MULTIMEDIA LEARNING
WHAT IS MULTIMEDIA LEARNING?
TERM
DEFINITION
Multimedia
Presenting words and pictures
Multimedia
learning
Building mental representations from
words and pictures
Multimedia
instruction
Presenting words and pictures that are
intended to promote learning
THREE VIEWS OF MULTIMEDIA
VIEW
DEFINITION
EXAMPLE
Delivery Media
Two or more delivery
devices
Computer screen and amplified
speakers, proje tor a d le turer’s
voice
Presentation Mode
Verbal and Pictorial
representations
On-screen text and animation,
printed text and illustrations
Sensory modality
Auditory and visual
senses
Narration and animation, lecture
and slides
THREE METAPHORS OF MULTIMEDIA LEARNING
METAPHOR
DEFINITION
CONTENT
LEARNER
TEACHER
GOAL OF
MULTIMEDIA
Response
strengthening
Strengthening Association
or weakening
an association
Passive
recipient of
rewards and
punishments
Dispenser of
rewards and
punishments
Enable drill, and
practice, act as
a reinforcer
Information
acquisition
Adding
information
to memory
Information Passive
information
receiver
Information
provider
Deliver
information; act
as a delivery
vehicle
Knowledge
construction
Building a
coherent
mental
structure
Knowledge
Active sense- Cognitive guide Provide
maker
cognitive
guidance, act as
a helpful
communicator
TWO APPROACHES TO MULTIMEDIA DESIGN
DESIGN APPROACH
STARTING POINT
GOAL
ISSUES
Technology-Centered
Capabilities of
multimmedia
technology
Provide access to How can we use
information
cutting-adge
technology in
designing
multimedia
presentation
Learner-centered
How the human
mind works
Aid human
cognition
How can we adapt
multimedia
technology to aid
human cognition
PRINCIPLES FOR REDUCING EXTRANEOUS PROCESSING
1. Coherence Principle
People learn better when extraneous words, picture and sound are excluded rather
than included
2. Signaling Principle
People learn better when cues that highlight the organization of the essential material are
added
3. Redundancy Principle
People learn better from graphics and narration than from graphics, narration and
on-screen text
4. Spatial Contiguity Principle
People learn better when corresponding words and pictures are presented near
rather than far from each other on the page or screen
5. Temporal Contiguity Principle
People learn better when corresponding words and pictures are presented
simultaneously rather than successively
PRINCIPLES FOR MANAGING ESSENTIAL PROCESSING
6. Segmenting Principle
People learn better when a multimedia lesson is presented in user-paced segments
rather than as a continuous unit
7. Pre-training Principle
People learn better from a multimedia lesson when they know the names and
characteristics of the main concepts
8. Modality Principle
People learn better from graphics and narration than from animation and on-screen
text
PRINCIPLES FOR FOSTERING GENERATIVE PROCESSING
9. Multimedia Principle
People learn better from words and pictures than words alone
10. Personalization Principle
People learn better from multimedia lessons when words are in conversational style
rather than formal style
11. Voice Principle
People learn better when the narration in multimedia lesson is spoken in a friendly
human voice rather than a machine voice
12. Image Principle
People do ot e essarily lear
image is added to the screen
etter fro
a
ulti edia lesso whe the speaker’s
PRINCIPLES OF MULTIMEDIA LEARNING DEVELOPMENT
INSTRUCTIONAL DESIGN
THANK YOU