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TEKNIK PENGEMBANGAN MULTIMEDIA PEMBELAJARAN
Oleh Muhammad Rusdi
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)
• Pengembang program e-campus.fkip.unja.ac.id, paperles management
• Perancang Perolehan Certifikat ISO 9001 : 2008 untukFKIP 2016
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Fakultas
SPU
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Dosen /Pribadi
Prodi / Jurusan
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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
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
What is Instuction ?1. Instruction involved creating a learning environment for the learner2. 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 learner2. What is changed is the learner knowledge3. The cause of the change is the learner’s experience in a learning
environment
WHAT ARE INSTRUCTION AND LEARNING
CONCEPTS OF LEARNING
1. Organizing knowledge in memory2. Solving Problems3. Developing learners4. Learning how to learn5. Living and learning in the world
COGNITIVE COMPONENTS
TERM DEFINITION
Sensory Memory
memory store holding images on the eyes and sounds on the ears for a brief period
Working Memory
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
VIEW DEFINITION EXAMPLE
Delivery Media Two or more delivery devices
Computer screen and amplified speakers, projector and lecturer’s voice
Presentation Mode Verbal and Pictorialrepresentations
On-screen text and animation, printed text and illustrations
Sensory modality Auditory and visual senses
Narration and animation, lecture and slides
THREE VIEWS OF MULTIMEDIA
THREE METAPHORS OF MULTIMEDIA LEARNING
METAPHOR DEFINITION CONTENT LEARNER TEACHER GOAL OF MULTIMEDIA
Response strengthening
Strengthening or weakening an association
Association Passive recipient of rewards and punishments
Dispenser of rewards and punishments
Enable drill, and practice, act as a reinforcer
Informationacquisition
Adding information to memory
Information Passive information receiver
Information provider
Deliver information; act as a delivery vehicle
Knowledge construction
Building a coherent mentalstructure
Knowledge Active sense-maker
Cognitive guide Provide cognitive guidance, act as a helpful communicator
TWO APPROACHES TO MULTIMEDIA DESIGN
DESIGN APPROACH STARTING POINT GOAL ISSUES
Technology-Centered Capabilities of multimmediatechnology
Provide access to information
How can we usecutting-adge technology in designing multimedia presentation
Learner-centered How the humanmind works
Aid human cognition
How can we adaptmultimedia technology to aid human cognition
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 REDUCING EXTRANEOUS PROCESSING
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 not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen
PRINCIPLES OF MULTIMEDIA LEARNING DEVELOPMENT
THANK YOU
INSTRUCTIONAL DESIGN