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

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)• Dekan FKIP (2013 – sekarang)

• Pengembang program e-campus.fkip.unja.ac.id, paperles management

• Perancang Perolehan Certifikat ISO 9001 : 2008 untukFKIP 2016

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Universitas

1. Membaca, 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

QUALITY IMPROVEMENT SCHEME IN HIGHER EDUCATION

Learning Taxonomies

Learning Materials

Instructional Delivery System

Learning EnvironmentMultimedia Learning

Learning Concepts

Learning Assessment

Psychological Theories

Instructional Processes

Learning Theories

Learning Paradigms

Instructional Theories

Models of Instructional Design

The Domain of Instructional Science

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. A systematic process of bringing relevant goal into effective learning activity2. A process for improving the quality of instruction3. A set of activities aimed at improving the conditions of learning for students4. 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) activity2. Design processes aid us in reaching a solution through a

better understanding of the problem3. Design processes invite human involvement4. Design processes are teachable5. Teachers are designers

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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

CONCEPTS OF LEARNING

1. Organizing knowledge in memory2. Solving Problems3. Developing learners4. Learning how to learn5. Living and learning in the world

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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)

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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)

7. Komunikasi antar siswa (interstudent comunication）

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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)

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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)

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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)

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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)

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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)

9. Insfrastruktur TI (media transmisi)


THE DOMAIN OF ID KNOWLEDGE BASE

1. Learner and Learning Processess2. Learning and Performance Contexts3. Content Strcture and Sequence4. Instructional and Noninstructional Strategies5. Media and Delivery System6. Designer and Design Processes

ESSENTIAL CHARACTERISTICS OF SYSTEMATIC INSTRUCTIONAL DESIGN ACTIVITIES

1. A system designed to solve a problem2. Agreement among objectives, materials, and assessment3. An orderly, but flexible, sequence of planning to design

the system4. Design procedures based (as much as possible) on

research5. Tryout and revision of the resulting instructional system

CHARACTERISTICS OF AN EFFECTIVE INSTRUCTIONAL DESIGN MODEL

1. ID should focus on solving a problem2. ID should be an orderly but flexible activity3. ID should incorporate what we know about effective

teaching and learning4. ID should confirm that the instructional system works5. ID should provide assistance in using new technologies

for learning

CONCEPTS OF LEARNING

1. Organizing knowledge in memory2. Solving Problems3. Developing learners4. Learning how to learn5. Living and learning in the world

SD

SMP

SMA/K

PT

Sumber: Marzano (1985), Bruner (1960).23

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 PembelajaranCiri Abad 21

24

Ruang Lingkup SKL

Dunia (Peradaban) Global

Negara

Sosial-Ekonomi-Budaya

Sat Pen

did

ikanKelu

arga

Peserta Didik

Faktual

Konseptual

Prosedural

Meta-kognitif

SD

SMP

SMA/K

PT

SDSMP

SMA/KPT

Iowa’s Targeting Life Skills Wheel

http://www.extensi

on.iastate.edu/4H/l

ifeskills/homepage

.html

Contoh CP/LO

ESSENTIAL CHARACTERISTICS OF SYSTEMATIC INSTRUCTIONAL DESIGN ACTIVITIES

1. A system designed to solve a problem2. Agreement among objectives, materials, and assessment3. An orderly, but flexible, sequence of planning to design

the system4. Design procedures based (as much as possible) on

research5. Tryout and revision of the resulting instructional system

CHARACTERISTICS OF AN EFFECTIVE INSTRUCTIONAL DESIGN MODEL

1. ID should focus on solving a problem2. ID should be an orderly but flexible activity3. ID should incorporate what we know about effective

teaching and learning4. ID should confirm that the instructional system works5. ID should provide assistance in using new technologies

for learning

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

SUMMARY OF LEARNING THEORIES, METAPHORS, AND ID USE

Features of Learning EnvironmentLearning-Centered Students backgrouds, interest, concerns

Student representationsTeacher as learnerResponsiveness to student needs

Knowledge-Centered Students use of knowledgeDesign for understandingStudents’ individual differences

Assessment-Centered Monitoring of students learningAllignment of teaching with assessment

Community-Centered Community visionInterpersonal skillsHuman diversityEmpowerment of people

FEATURES OF LEARNING ENVIRONMENTS

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


Assess Need to Identify

Goal(s)

ConductInstructional

Analysis

AnalyzeLearners and

Contexts

WritePerformance

Objectives

ReviseInstruction

DevelopAssessmentInstruments

DevelopInstructional

Strategy

DevelopAnd Select

InstructionalMaterials

Design andConduct

FormativeEvaluation

Design andConduct

SummativeEvaluation

Dick & Carey Model


Hannafin & Peck Model


Knirk & Gustafson Model


Jerrold Kemp 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 assessmentstrategies

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?

ANALYSIS


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

DESIGN, DEVELOPMENT AND IMPLEMENTATION


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 organization6. Has the problem been solved?

EVALUATION AND REVISION

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 ModelsVolume 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


konsep dasar id berbasis ict

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