salam….. I was not well this week, hence i miss this class… yet i neva miss from updating myself from what is happening in class.
Thus, my group members do share with me with what are the some informations they have gain in class. They told me, about the appearance of the courseware that is very essential in promoting the users in using it. It is important as people usually judge a book by its cover.. hence, a good firsthand impression is needed to attract people in using the courseware. Other than that, appearance play a huge role in motivating learning and also to enhance memory.
so, here are some informations that idi have share with me in ensuring a good visual design for the courseware.
-foreground elements such as hyperlink,title and the content
-support elements such as button,text,navigation bar,animation,video and etc
So this week, we present on the layout and the navigation of our courseware. we get to know the important points that we have to consider in making the courseware. Other than that, we also have to manage the colour, how we put together the content so that it will be messy and should be simple.
Hence, we should start with our proposal and layout to ensure we plan everything before we start our production of the courseware. =)
The focus for this week is interaction of multimedia in the courseware. in creating a courseware the most important thing is to ensure that people can easily access and go through the courseware easily without losing themselves in it. hence, a well plan interactive design is important. Firstly we have to give clear instruction in how to manage themselves in the courseware. then, we should provide simple and clear navigation button so they move in the courseware easily. other than that, the feedback in the courseware have to attract users and make sure they enjoy using it. Furthermore, the purpose of the courseware is to assist and guide the users with the content. hence, the most important tips here is clear simple and manageable.
For this week class, we were exposed to how to manage the information for our courseware and what are the underlying principles and learning styles in the courseware.
So, for my group assignment, we decided to do an interactive courseware “how to play volleyball”. In this courseware, our target audience are students from 15years old to older age. As volleyball is being enjoy by various age of people so we agree to make a simple layout of courseware that uses the behaviorism principle that expose users to drilling and immitating the action of how to play volleyball properly in the courseware. Other than that, this week we also have to plan the learning styles that we are going to adapt in the courseware such as tutorial, simulation and games.
Multimedia Project Development
In this week class, we are exposed to what are the steps for us in creating a multimedia project. Thus, as usual we should emphasize on the three main stages in developing the multimedia project. So, for our group in the first stage of pre-production is the most important part as we have to analyse who our target audience and what is our main topic of our courseware. Other than that, we have to focus on creating the flowchart & storyboard. the content has to be collected to ensure the next stage can be presume. The production step is when we combine all of our planning and built a courseware. It is not the most difficult stage as the previous stage. Lastly the post production where any mistakes or errors will be adjust. Hence. this week class give us the over view of what we are going to do for our multimedia project.
Multimedia Development Process
There are a few models that Dr have exposed to us but i would love to share two of the developmental process that interest me in ensuring a good implementation process in creating a courseware =)
This is the ADDIE model =)
1. Analysis Phase
In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are established, and the learning environment and learner’s existing knowledge and skills are identified.
2. Design Phase
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project’s goals. Specific means each element of the instructional design plan needs to be executed with attention to details.
These are steps involved in design phase:
Document the project’s instructional, visual and technical design strategy
Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, and psychomotor).
Design the user interface and/or user experience
Apply visual design (graphic design)
3. Development Phase
The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the design phase. In this phase, storyboards and graphics are designed. If elearning is involved, programmers develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to the feedback received.
4. Implementation Phase
During the implementation phase, a procedure for training the facilitators and the learners is developed. The training facilitators should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners includes training them on new tools (software or hardware) and student registration. Implementation is also evaluation of the design.
This is also the phase where the project manager ensures that the books, hands-on equipment, tools, CD-ROMs and software are in place, and that the learning application or website is functional.
5. Evaluation Phase
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process.
The latest STAGE model =)
In Royce’s original waterfall model, the following phases are followed in order:
The waterfall model proceeds from one phase to the next in a sequential manner. For example, one first completes requirements specification, which after sign-off are considered “set in stone.” When requirements are completed, one proceeds to design. The software in question is designed and a blueprint is drawn for implementing the requirements given. When the design is complete, an implementation of that design is made by coders. Towards the later stages of this implementation phase, separate software components produced are combined to introduce new functionality and reduced risk through the removal of errors.
Thus the waterfall model maintains that one should move to a phase only when its preceding phase is completed and perfected. However, there are various modified waterfall models that may include slight or major variations upon this process. =)
From this brief reflections, what we know is that we should choose the best model that suits the target of our coursware develop. If we follow it step by step insyaallah, the project will run smoothly based on my previous experience =)
Salam all…yeay!!! its the second semester of our MBA class….its a warm welcome to start our sem with the Cd-Rom Based Multimedia Development class.
•Drill and practice software is generally used the same way that worksheets or flash cards are used in classrooms. It provides repeated exposure to facts or information, often in a question or game-type format.
• Drill and practice software deals primarily with lower-order thinking skills.
•Drill and practice applications do not utilize the full power of computers. However, many drill and practice software titles are very good at what they do. The computer does not get tired of providing students with the practice and feedback they need. Most drill and practice programs also have a tracking device so that students (and teachers) are aware of their progress. In addition, many of the drill and practice programs have sounds and other motivating characteristics that encourage students. Students can progress at their own rate while using the software, another advantage.
•Problem solving software allows learners to see the results of their reactions to various events. Learners manipulate variables, and feedback is provided based on these manipulations.
•Problem solving software does not necessarily utilize realistic scenarios. For example, in the Carmen SanDiego series, the student flies around the world getting clues to try to track down a criminal. The process is contrived, although students develop problem solving skills and learn geography at the same time.
•There is a lot of power to using problem solving applications in the classroom, provided they match the curriculum. It is sometimes otherwise difficult to provide feedback based on individual choices students without the computer.
•A simulation is a representation or model of a real event, object, or phenomenon where learners can see the results of their actions. Sometimes it is not practical or feasible to do the real thing, so a simulation is used to provide experiences that otherwise would be denied. The difference between simulation software and problem solving software is that simulation software deals with realistic situations.
•This is a very powerful application of computers and the educational community can capitalize on this type of software. Students are given the power to manipulate aspects of models or situations. They see the results of their decisions immediately.
•Simulation and problem solving software address higher-order thinking skills.
• One element to be aware of when using simulation and problem solving software is that sometimes tests do not reflect what students learn through their involvement with these packages. As we start to use software that addresses higher-order thinking skills, we also need to consider alternative forms of assessment that can help us to better evaluate what students know and understand.
•Tutorial software presents concepts or skills and then gives students the opportunity to practice them. Drill and practice software does not include a teaching component.
•Tutorials may be linear (students must go from p. 1 to p. 2 and so on) or non-linear (where they can branch off in one of several directions based on interest or need). Older software is more likely to be linear in nature.
•Tutorials are often very interactive. Students do not just passively sit and read computer screens. Tutorials, like drill and practice software, capitalize on individualized instruction and adjust the pace and feedback based on the students’ progress.
•Students who are absent or who need remediation can often benefit from using a computerized tutorial, provided one is available that covers what was missed.
5. Instructional games – Game software often creates a contest to achieve the highest score and either beat others or beat the computer.
The 5 types of CAI has been used quite frequently especially when we usually exposed our self in using any techno based materials =) However, there lots of the advantages and disadvantages of a CAI that i would love to share..tadaaa~
Pros of CAI
• one-to-one interaction
• great motivator
• immediate feedback
• Self pacing
• Helps teacher can devote more time to individual students
• Privacy helps the shy and slow learner to learns
• Individual attention
• learn more and more rapidly
• multimedia helps to understand difficult concepts through multi sensory approach
• self directed learning – students can decide when, where, and what to learn
Cons of CAI
• may feel overwhelmed by the information and resources available
• over use of multimedia may divert the attention from the content
• learning becomes too mechanical
• non availability of good CAI packages
• lack of infrastructure
Gagne’s 9 Events of Instruction
- Gain attention
- Inform learners of objectives
- Stimulate recall of prior learning
- Present the content
- Provide “learning guidance”
- Elicit performance (practice).
- Provide feedback
- Assess performance
- Enhance retention and transfer to the job
In my opinion these nine Gagne’s instruction may enhance an effective teaching and learning process. So, this would be a great basic planning in ensuring a good project or courseware….make sure we do our homework and tend to read through a few theories on model that may suit today learning and teching style =)
Alhamdulillah…its great whole period of time learning and gaining lots of new knowledge from dearest Dr zaida. So, for our last class, we get to do our quiz dat ensure us to prepared for exam….hahahahahaha….Guess what!!! i cannot remember a single action script..my god….feeel i have a memory of a goldfish…tu laaa byk sgt minom air bersemut…argghh!!! soo now definitely i am more prepare in facing the examination that is just around the corner…huhuhuh…dearAllah bless me =)
Thanxxxx for all the ilmu u have given and guided me…It was an amazing class learning new things from you. Thanxxx for ur support in understanding the ups and downs of learning….Dr…see…we make it till the end..hahaha like you said “jgn drop kelas sy tau”…and we did not drop it…alhamdulillah..thanxxx dr
Yeay!!! its the last week of class…..sgt2 best when we have gone through an amazing one semester of learning how to create video and also animation. Thus, this last week, we were exposed on some of the previous animation and also, we were expected to present our final project on 31st dec 2pm sharp ok!!!!!!!!!!!!!!!!!!!
Thanxxxx Encik Jo and Dr J…for all the help, assistance and guidance that were given in preparing us to be better in video and animation making =)