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
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) • Dekan FKIP (2013 – 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 1. 2. 3. 4.
Struktur Organisasi dan Tupoksi Fungsi Sistem Layanan Sertifikat ISO
Universitas CHECK
ACTION
DO
PLAN
ACTION
CHECK
SPU
DO
PLAN
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.
Membaca, 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
INSTRUCTIONAL DESIGN
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. 2. 3. 4.
A systematic process of bringing relevant goal into effective learning activity A process for improving the quality of instruction A set of activities aimed at improving the conditions of learning for students 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) activity 2. Design processes aid us in reaching a solution through a better understanding of the problem 3. Design processes invite human involvement 4. Design processes are teachable 5. Teachers are designers
PERANAN STRATEGIS TEKNOLOGI INFORMASI PADA LEMBAGA PENDIDIKAN 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
1
9
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
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) 1
11
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. 2. 3. 4. 5. 6. 7.
Buku Interaktif (interactive study book) Belajar Mandiri (self-learning system) Latihan soal (course practicing) Media Ilustrasi (multimedia learning) Simulasi Pelajaran (simulation tool) Alat Karya Siswa (productivity tool) Komunikasi antar siswa (interstudent comunication）
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)
1
13
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)
ICT SEBAGAI PENUNJANG ADMINSITRASI PENDIDIKAN A. Proses Inti 1. 2. 3. 4. 5.
Manajemen Siswa (student management system) Manajemen guru (teacher management system) Manajemen kelas (class management system) Manajemen materi (course management system ) 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) 1
15
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)
1
16
ICT SEBAGAI INFRASTRUKTUR PENDIDIKAN
1. 2. 3. 4. 5. 6. 7. 8.
Ragam teknologi kanal distribusi (distribution channel technology) Ragam aplikasi dan perangkat lunak (applications and software) Bahasa pemrogram (programming language) Sistem basis data (database system) Komputer personal (personal computer) Alat-alat digital (digital devices) Sistem operasi (operating system) Sistem jaringan dan komunikasi data (network system and data communication) 9. Insfrastruktur TI (media transmisi)
1
17
INSTRUCTIONAL DESIGN THE DOMAIN OF ID KNOWLEDGE BASE 1. 2. 3. 4. 5. 6.
Learner and Learning Processess Learning and Performance Contexts Content Strcture and Sequence Instructional and Noninstructional Strategies Media and Delivery System Designer and Design Processes
INSTRUCTIONAL DESIGN THE DOMAIN OF ID KNOWLEDGE BASE 1. 2. 3. 4. 5. 6.
Learner and Learning Processess Learning and Performance Contexts Content Strcture and Sequence Instructional and Noninstructional Strategies Media and Delivery System Designer and Design Processes
ESSENTIAL CHARACTERISTICS OF SYSTEMATIC INSTRUCTIONAL DESIGN ACTIVITIES 1. A system designed to solve a problem 2. Agreement among objectives, materials, and assessment 3. An orderly, but flexible, sequence of planning to design the system 4. Design procedures based (as much as possible) on research 5. Tryout and revision of the resulting instructional system
CHARACTERISTICS OF AN EFFECTIVE INSTRUCTIONAL DESIGN MODEL 1. ID should focus on solving a problem 2. ID should be an orderly but flexible activity 3. ID should incorporate what we know about effective teaching and learning 4. ID should confirm that the instructional system works 5. ID should provide assistance in using new technologies for learning
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
PT SMA/K
SMP SD Sumber: Marzano (1985), Bruner (1960).
23
Pergeseran Paradigma Belajar Abad 21 Ciri Abad 21
Informasi (tersedia dimana saja, kapan saja)
Komputasi (lebih cepat memakai mesin)
Otomasi (menjangkau segala pekerjaan rutin)
Komunikasi (dari mana saja, ke mana saja)
Model Pembelajaran 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
24
Ruang Lingkup SKL Dunia (Peradaban) Global Negara
Peserta Didik
Sat Pendidikan
Keluarga
Sosial-Ekonomi-Budaya
Metakognitif
PT
SMA/K
Prosedural SMP
Konseptual Faktual SMP PT SMA/K
SD
SD
Contoh CP/LO
Iowa’s Targeting Life Skills Wheel http://www.extensi on.iastate.edu/4H/l ifeskills/homepage .html
ESSENTIAL CHARACTERISTICS OF SYSTEMATIC INSTRUCTIONAL DESIGN ACTIVITIES 1. A system designed to solve a problem 2. Agreement among objectives, materials, and assessment 3. An orderly, but flexible, sequence of planning to design the system 4. Design procedures based (as much as possible) on research 5. Tryout and revision of the resulting instructional system
CHARACTERISTICS OF AN EFFECTIVE INSTRUCTIONAL DESIGN MODEL 1. ID should focus on solving a problem 2. ID should be an orderly but flexible activity 3. ID should incorporate what we know about effective teaching and learning 4. ID should confirm that the instructional system works 5. ID should provide assistance in using new technologies for learning
SUMMARY OF LEARNING THEORIES, METAPHORS, AND ID USE Learning Theory
Metaphor of Learning Theory
Implication for ID
Behavioral Theory
Learning as response acquisition • • • •
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
Individual Progress Content sequencing Analysis of learning task Assessment keyed to behavior
FEATURES OF LEARNING ENVIRONMENTS
Features of Learning Environment Learning-Centered
Students backgrouds, interest, concerns Student representations Teacher as learner Responsiveness to student needs
Knowledge-Centered
Students use of knowledge Design for understanding Students’ individual differences
Assessment-Centered
Monitoring of students learning Allignment of teaching with assessment
Community-Centered
Community vision Interpersonal skills Human diversity Empowerment of people
INSTRUCTIONAL DESIGN 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
INSTRUCTIONAL DESIGN
Dick & Carey Model Revise Instruction
Conduct Instructional Analysis
Assess Need to Identify Goal(s)
Write Performance Objectives
Analyze Learners and Contexts
Develop Assessment Instruments
Develop Instructional Strategy
Develop And Select Instructional Materials
Design and Conduct Formative Evaluation
Design and Conduct Summative Evaluation
INSTRUCTIONAL DESIGN
Hannafin & Peck Model
INSTRUCTIONAL DESIGN
Knirk & Gustafson Model
INSTRUCTIONAL DESIGN
Jerrold Kemp Model
INSTRUCTIONAL DESIGN
Gerlach-Ely Model
INSTRUCTIONAL DESIGN
Rapid Prototyping Model
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
ANALYSIS 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 assessment strategies
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?
DESIGN, DEVELOPMENT AND IMPLEMENTATION No
STEPS
CRITICAL FOCUS QUESTIONS
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
EVALUATION AND REVISION No
STEPS
CRITICAL FOCUS QUESTIONS
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. 2. 3. 4. 5. 6.
Is the program / product better than the previous one? Is the program / product better than an alternative choice? Should the program / product to be adopted or continued? Did learned skills transfer? Did the program / product improve the organization Has the problem been solved?
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN 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 Models Volume 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
INSTRUCTIONAL DESIGN
THANK YOU
