TEKNIK PENGEMBANGAN
MULTIMEDIA PEMBELAJARAN
Oleh
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
3 DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK DO ACTION PLAN CHECK Fakultas SPU DO ACTION PLAN CHECK DO ACTION PLAN CHECK Dosen /Pribadi
Prodi / Jurusan
DO
ACTION PLAN
CHECK
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
Learning Taxonomies
Learning Materials
Instructional Delivery System
Learning Environment Multimedia Learning
Learning Concepts
Learning Assessment Psychological Theories
Instructional Processes Learning Theories Learning Paradigms
Instructional Theories
Models of Instructional Design
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. Organizing knowledge in memory
2. Solving Problems
3. Developing learners
4. Learning how to learn
COGNITIVE COMPONENTS
TERM
DEFINITION
Sensory
Memory
memory store holding images on the
eyes and sounds on the ears for a brief
period
Working
Memory
WHAT IS MULTIMEDIA LEARNING?
TERM
DEFINITION
Multimedia
Presenting words and pictures
Multimedia
learning
Building mental representations from
words and pictures
Multimedia
instruction
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 or weakening an association 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-maker
Cognitive guide Provide cognitive
guidance, act as a helpful
TWO APPROACHES TO MULTIMEDIA DESIGN
DESIGN APPROACH
STARTING POINT
GOAL
ISSUES
Technology-Centered Capabilities of multimmedia technology
Provide access to information
How can we use cutting-adge technology in designing multimedia presentation Learner-centered How the human
mind works
Aid human cognition
How can we adapt multimedia
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
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 etter fro a ulti edia lesso whe the speaker’s
