Pedagogi Pendidikan

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UNIVERSITI PENDIDIKAN SULTAN IDRIS FAKULTI SAINS KOGNITIF DAN PEMBANGUNAN MANUSIA KPD 5023 (PEDAGOGI PENDIDIKAN) ASSIGNMENT 2 By : ROSIADI BIN TAJUDIN L20081002254 AT46D (PRODUKSI MULTIMEDIA) MOHD FARIDZUL AKMAM BIN ZULKIFLI L20081002251 AT46D (PRODUKSI MULTIMEDIA) SITI FATIMAH BINTI NOR DIN L20081002253 AT46D (PRODUKSI MULTIMEDIA) JUANAH BINTI ENTIGANG L20081002252 AT46D (PRODUKSI MULTIMEDIA) NIRMALA A/P SENGODAN L20081002246 AT46D (PRODUKSI MULTIMEDIA) Prepared For: DR. SHAHEDA BT USOF

description

This assignment were written to give some knowledge and exposure about the theories and method that can be applied in teaching and learning process, the Bloom’s Taxonomy, constructing JPU (Jadual Penentuan Ujian), and writing lesson plan.

Transcript of Pedagogi Pendidikan

Page 1: Pedagogi Pendidikan

UNIVERSITI PENDIDIKAN SULTAN IDRIS

FAKULTI SAINS KOGNITIF DAN PEMBANGUNAN MANUSIA

KPD 5023 (PEDAGOGI PENDIDIKAN)

ASSIGNMENT 2

By :

ROSIADI BIN TAJUDINL20081002254

AT46D (PRODUKSI MULTIMEDIA)

MOHD FARIDZUL AKMAM BIN ZULKIFLIL20081002251

AT46D (PRODUKSI MULTIMEDIA)

SITI FATIMAH BINTI NOR DINL20081002253

AT46D (PRODUKSI MULTIMEDIA)

JUANAH BINTI ENTIGANGL20081002252

AT46D (PRODUKSI MULTIMEDIA)

NIRMALA A/P SENGODANL20081002246

AT46D (PRODUKSI MULTIMEDIA)

Prepared For:

DR. SHAHEDA BT USOF

GROUP (DPLI) SEMESTER 1, 2008

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ACKNOWLEDGEMENT

This assignment were written to give some knowledge and exposure about the

theories and method that can be applied in teaching and learning process, the Bloom’s

Taxonomy, constructing JPU (Jadual Penentuan Ujian), and writing lesson plan.

Through this assignment, writer has gained very precious knowledge that will

be used in his/ her teaching after. The experience such as constructing test and

examination question based on cognitive domains, gives a real experience to the

writer and colleagues about the actual work of a teacher.

In finalizing this assignment, writers would like to express great appreciation

to Dr. Shaheda Usop (Pedagogi Lecturer), for her support, aid and encouragements.

Big thanks also to those who have contribute ideas, help and made comments for this

assignment.

Hopefully, with this little ideas presented in this paper will benefit writer and

colleagues and also others in order to well understand the pedagogy of teaching.

Writer & Colleagues

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TABLE OF CONTENTS

Page

AKNOWLEDGEMENT i

CHAPTER 1 INTRODUCTION TO LEARNING THEORY

1.1 Inductive Thinking - Model Taba 2

1.2 Learning Theory - Ausubel 5

CHAPTER 2 LEARNING METHOD

2.1 Concept of Constructivist Learning 9

2.2 Concept of Cooperative Learning 14

CHAPTER 3 JADUAL PENENTUAN UJIAN (JPU)

3.1 Definition 19

3.2 The Aims of JPU 19

3.3 Characteristic of JPU 19

3.4 Constructing A JPU 21

3.5 JPU Example 26

CHAPTER 4 TAXANOMY BLOOM

4.1 Introduction 28

4.2 Cognitive Domain 29

4.3 Affective Domain 30

4.4 Psychomotor Domain 32

CHAPTER 5 DETAILS OF COGNITIVE DOMAIN

5.1 Knowledge 35

5.2 Comprehension 38

5.3 Application 41

5.4 Analysis 43

5.5 Synthesis 45

5.6 Evaluation 47

5.7 Illustrative Verb Table for Cognitive Domain 48

CHAPTER 6 EXAMPLE OF LESSON PLAN

6.1 Introduction 50

6.2 Lesson Plan 50-62

CHAPTER 7 CONCLUSION 63

BIBLIOGRAPHY

APPENDIX

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CHAPTER 1

INTRODUCTION TO LEARNING THEORY

1.1 Inductive Thinking – Model Taba

The Inductive Thinking model was developed to enhance students’ acquisition of

concepts, information processing skills as well as their convergent use of information

to solve problems. It is based on information processing theories of human learning.

The Inductive Thinking Model is a teaching strategy developed by Hilda Taba

in the late 1960’s. According to Taba (1967), the best way to deal with increase in

knowledge is push the mastery, comprehension and use of ideas and concepts rather

than facts alone. By using multiple strategies, she believed that teachers can help

students successfully solve problems. These inductive strategies are embedded in

cognitive processes and require the learner to employ precise questioning techniques.

In this model she used three main conditions to construct the Models of

Teaching. First, thinking can teach. Second, thinking is an active transaction between

individual and data. And third, thinking process happen with one consequent namely

follows the rules. By these conditions, she constructs the effective strategies in

inductive model. In which she broke the model into three separate strategies that is

concept formation, interpretation of data and application of principles. Below are the

explanations of the three strategies used by Hilda Taba in her Inductive Thinking

model:

1- Concept Formation: Students gather data, group it and categorize it.

2- Interpretation of Data: Students identify critical relationship and make

inferences based on their exploration of the relationship.

3- Application of Principles: Students predict and form a hypothesis, explain

their hypothesis and used data to verify their position.

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1.1.1` The Teaching Strategy According to Hilda Taba Model

Below are the example of overt activities, covert mental operation and question digest

in three separate strategies of Hilda Taba model.

Overt Activities Covert Mental Operation Question Digest

Mention one by one Differential (recognize

item separately)

i. What you see?

ii. What you hear?

iii. What you know

about it?

Collect Recognize the same

character

i. Do any of these

items belong

together?

ii. Based on what

criteria?

Label and Category Arrange (super and

subordinate)

i. How you named this

group?

ii. What character they

have?

Table 1.1: Show the model of Concept Formation by Hilda Taba

Overt Activities Covert Mental Operation Question Digest

Recognize critical

relationship

Differential i. What you see?

Know? And Found?

Explore relationship Relate categories with

others.

State relationship,

cause and effect

i. Why it happened?

Make inference Skip what have given.

Find implication and

exploration.

i. What’s the meaning?

ii. What types of picture

were creates in your

mind?

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iii. What’s the

conclusion?

Table 1.2: Show the model of Interpretation of Data by Hilda Taba

Overt Activities Covert Mental Operation Question Digest

Predict cause

Explain extraordinary

phenomena.

Create hypothesis.

Analysis problem and

situation.

Then, get the relevant

knowledge.

i. What will happen

if….?

Explain and/ or support

prediction and hypothesis.

State cause that relate to

prediction/ hypothesis.

i. Why do you think

that happen?

Prediction variety Use logic principal/ fact

knowledge to determine a

suitable and complete

condition.

i. What do you think,

true or probability

true/

Table 1.3: Show the model of Application of Principles by Hilda Taba

1.1.2` Conclusion

Based on the three strategies in Hilda Taba Inductive-Thinking model, we have seen

that the strategy was arranged into sequence. Teachers can follow this model to

successfully helping their students overcome the problems being faces, by go through

the sequence in order. This is because, student could made generalization only when

data was arranged. However all of these steps are sequential and dependent upon the

particular situation. All steps may occur in one lesson or may evolve over a series of

lessons.

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1.2 Learning Theory - Ausubel

Bowen (2004), stated that Ausubel was influenced by Piaget’s cognitive development

theory. He theorized that what the student already knows is the most important single

factor influencing learning. He called this primary process in learning a sub sumption

in which new material is related to relevant ideas in the student’s existing cognitive

structures. Ausubel proposed the use of advance organizers. Unlike overviews and

summaries, which simply emphasize key ideas and details, advance organizers act as

a “subsuming bridge” between new learning material and existing related ideas.

Ausubel’s theory is concerned with how individuals learn large amounts of

meaningful material from verbal / textual presentations in a school setting (in contrast

o theories developed n the context in the context of laboratory experiments).

According to Ausubel, learning is based upon the kind of super ordinate,

representational and combinatorial processes that occur during the reception of

information. A primary process in learning is sub sumption in which new material is

related to relevant ideas in the existing cognitive structure on a substantive, non-

verbatim basis. Cognitive structures represent the residua of all learning experiences;

forgetting occurs because certain details get integrated and lose their individual

identity.

Ausubel’s theory has at least one thing in common with Gagne’s; that it

concerns itself primarily with intentional or “school” learning. In that way, both

theories differ from behaviorism and cognitive information processing which attempt

to explain aspects of all human learning or memory. Thus, Ausubel’s theory like

Gagne’s suggests how teachers or instructional designers can best arrange the

conditions those facilities for students.

1.2.1` Ausubel’s Theory Applies

Ausubel 1968, 1978 clearly indicates that his theory applies only to reception

(expository) learning in school settings. He distinguishes reception learning from rote

and discovery learning; the former because it doesn’t involve sub sumption such as

meaningful materials and the latter because the learner must discover information

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through problem solving. A large number of studies have been conducted on the

effects of advance organizer in learning.

The overarching idea in Ausubel’s theory is that knowledge is hierarchically

organized; that new information is meaningful to the extent that it can be related

(attached, anchored) to what is already known. Ausubel stresses meaningful learning,

as opposed to rote learning or memorization and reception or received knowledge

rather than discovery learning.

Ausubel have two principles which is the first principles, the most general

ideas of a subject should be presented first and then progressively differentiated in

terms of detail and specificity. The second principles is instructional materials should

attempt to integrate new material with previously presented information through

comparisons and cross referencing of new and old ideas.

Figure 1.1: The process of meaningful learning

Ausubel proposed four processes by which meaningful learning can occur.

First is derivative sub sumption. This describes the situation in which the new

information that learn is an instance or example of a concept that have already

learned. For example, acquiring a basic concept such as “tree”. Knowing that a tree

has a trunk, branches, green leaves and may have some kind of fruit and that when

THE PROCESS OF

MEANINGFUL LEARNING

Super ordinate learning

Combinatorial learning

Correlative subsumption

Derivative subsumption

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fully grown is likely to be at least 12 feet tall. Then, learning about a kind of tree that

never seen before, let’s say persimmon tree that conform to the previous

understanding of tree. The new knowledge of persimmon trees is attached to the

concept of tree, without substabtially altering that concept in any way. So an

Ausubelian would said that learned about persimmon trees through the process of

derivative sub sumption.

Second process is correlative sub sumption. Suppose that encounter a new

kind of tree that has red leaves rather than green. In order to accommodate this new

information, alter or extend the concept of tree to include the possibility of red leaves.

Before this, learned about this new kind of tree through the process of correlative sub

sumption. In a sense, this is more “valuable” learning than that of derivative sub

sumption since it enriches the higher level concept.

The next process is super ordinate learning. Imagine that acquainted with

maples, oaks, apple trees and others but did not know until taught, that these were all

examples of deciduous trees. It is already knew a lot of example of the concept but

did not know the concept itself until it was taught to the student. This is super ordinate

learning.

The last process is combinatorial learning. The first three learning processes

all involve new information that “attaches” to a hierarchy at a level that is either

below or above previously acquired knowledge. Combinatorial learning is different; it

describes a process by which the new idea is derived from another idea that is neither

higher nor lower in the hierarchy but at the same.

1.2.2` Conclusion

Ausubel’s theory primarily addresses cognitive learning that is the acquisition and use

of knowledge. The theory also related to affective learning and has implications for

psychomotor learning since physical activity requires some cognitive processing.

Romiszowksi (1999) describes research on the stages of learning physical skills.

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The key idea in Ausubel’s theory is the concept of “meaningful learning”.

Meaningful learning according to Ausubel is a process controlled by the learner in

which new information is related to an existing relevant aspect of the learner’s

knowledge structure. In other words, the learner connects the new piece of

information already known. Call it assimilation of new information into existing

knowledge frameworks.

The process if assimilation strengthens the learner’s overall knowledge

structure and in particular, the linkages connecting the new knowledge and existing

knowledge. The result is an improved capacity to recall that new information, thus

making the learning process of obtaining the new information, meaningful.

Meaningful learning is comprised of three components; learner’s relevant prior

knowledge, meaningful material and learner choice to use meaningful learning.

Meaningful learning versus rote learning. Rote learning has negative

consequences for acquisition of organize knowledge that facilities new learning and

creative problem solving. Rote learning often leaves out the underlying reasons for

rules, practices and procedures which facilities individual thinking and creative

application of knowledge to novel situations.

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CHAPTER 2

LEARNING METHOD

2.1 Concept of Constructivist Learning

Formalization of the theory of constructivism is generally attributed to Jean Piaget,

who articulated mechanisms by which knowledge is internalized by learners. He

suggested that through processes of accommodation and assimilation, individuals

construct new knowledge from their experiences. When individuals assimilate, they

incorporate the new experience into an already existing framework without changing

that framework. This may occur when individuals' experiences are aligned with their

internal representations of the world, but may also occur as a failure to change a faulty

understanding; for example, they may not notice events, may misunderstand input

from others, or may decide that an event is a fluke and is therefore unimportant as

information about the world. In contrast, when individuals' experiences contradict

their internal representations, they may change their perceptions of the experiences to

fit their internal representations.

According to the theory, accommodation is the process of reframing one's

mental representation of the external world to fit new experiences. Accommodation

can be understood as the mechanism by which failure leads to learning: when we act

on the expectation that the world operates in one way and it violates our expectations,

we often fail, but by accommodating this new experience and reframing our model of

the way the world works, we learn from the experience of failure, or others' failure.

It is important to note that constructivism itself does not suggest one particular

pedagogy. In fact, constructivism describes how learning should happen, regardless of

whether learners are using their experiences to understand a lecture or attempting to

design a model airplane. In both cases, the theory of constructivism suggests that

learners construct knowledge. Constructivism as a description of human cognition is

often associated with pedagogic approaches that promote active learning by doing.

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2.1.1 Constructivistism Learning Intervention

The Nature of the Learner

The learner as a unique individual

Social constructivism views each learner as a unique individual with unique needs and

backgrounds. The learner is also seen as complex and multidimensional. Social

constructivism not only acknowledges the uniqueness and complexity of the learner,

but actually encourages, utilizes and rewards it as an integral part of the learning

process (Wertsch 1997).

The importance of the background and culture of the learner

Social constructivism encourages the learner to arrive at his or her own version of the

truth, influenced by his or her background, culture or embedded worldview. Historical

developments and symbol systems, such as language, logic, and mathematical

systems, are inherited by the learner as a member of a particular culture and these are

learned throughout the learner's life. This also stresses the Shenshwan importance of

the nature of the learner's social interaction with knowledgeable members of the

society. Without the social interaction with other more knowledgeable people, it is

impossible to acquire social meaning of important symbol systems and learn how to

utilize them. Young children develop their thinking abilities by interacting with other

children, adults and the physical world. From the social constructivist viewpoint, it is

thus important to take into account the background and culture of the learner

throughout the learning process, as this background also helps to shape the knowledge

and truth that the learner creates, discovers and attains in the learning process

(Wertsch 1997).

The responsibility for learning

Furthermore, it is argued that the responsibility of learning should reside increasingly

with the learner (Von Glasersfeld 1989). Social constructivism thus emphasizes the

importance of the learner being actively involved in the learning process, unlike

previous educational viewpoints where the responsibility rested with the instructor to

teach and where the learner played a passive, receptive role. Von Glasersfeld (1989)

emphasizes that learners construct their own understanding and that they do not

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simply mirror and reflect what they read. Learners look for meaning and will try to

find regularity and order in the events of the world even in the absence of full or

complete information.

The motivation for learning

Another crucial assumption regarding the nature of the learner, concerns the level and

source of motivation for learning. According to Von Glasersfeld (1989) sustaining

motivation to learn is strongly dependent on the learner’s confidence in his or her

potential for learning. These feelings of competence and belief in potential to solve

new problems are derived from first-hand experience of mastery of problems in the

past and are much more powerful than any external acknowledgement and motivation

(Prawat and Floden 1994). This links up with Vygotsky’s "zone of proximal

development" (Vygotsky 1978) where learners are challenged within close proximity

to, yet slightly above, their current level of development. By experiencing the

successful completion of challenging tasks, learners gain confidence and motivation

to embark on more complex challenges.

The Role of the Instructor

Instructors as facilitators

According to the social constructivist approach, instructors have to adapt to the role of

facilitators and not teachers (Bauersfeld, 1995). Where a teacher gives a didactic

lecture which covers the subject matter, a facilitator helps the learner to get to his or

her own understanding of the content. In the former scenario the learner plays a

passive role and in the latter scenario the learner plays an active role in the learning

process. The emphasis thus turns away from the instructor and the content, and

towards the learner (Gamoran, Secada, & Marrett, 1998). This dramatic change of

role implies that a facilitator needs to display a totally different set of skills than a

teacher (Brownstein 2001). A teacher tells, a facilitator asks; a teacher lectures from

the front, a facilitator supports from the back; a teacher gives answers according to a

set curriculum, a facilitator provides guidelines and creates the environment for the

learner to arrive at his or her own conclusions; a teacher mostly gives a monologue, a

facilitator is in continuous dialogue with the learners (Rhodes and Bellamy, 1999). A

facilitator should also be able to adapt the learning experience ‘in mid-air’ by using

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his or her own initiative in order to steer the learning experience to where the learners

want to create value.

The learning environment should also be designed to support and challenge

the learner's thinking (Di Vesta, 1987). While it is advocated to give the learner

ownership of the problem and solution process, it is not the case that any activity or

any solution is adequate. The critical goal is to support the learner in becoming an

effective thinker. This can be achieved by assuming multiple roles, such as consultant

and coach.

2.1.2 The Nature of the Learning Process

Learning Is an Active, Social Process

Social constructivist scholars view learning as an active process where learners should

learn to discover principles, concepts and facts for themselves, hence the importance

of encouraging guesswork and intuitive thinking in learners (Brown et al.1989;

Ackerman 1996). In fact, for the social constructivist, reality is not something that we

can discover because it does not pre-exist prior to our social invention of it. Kukla

(2000) argues that reality is constructed by our own activities and that people,

together as members of a society, invent the properties of the world.

Other constructivist scholars agree with this and emphasize that individuals

make meanings through the interactions with each other and with the environment

they live in. Knowledge is thus a product of humans and is socially and culturally

constructed (Ernest 1991; Prawat and Floden 1994). McMahon (1997) agrees that

learning is a social process. He further states that learning is not a process that only

takes place inside our minds, nor is it a passive development of our behaviours that is

shaped by external forces and that meaningful learning occurs when individuals are

engaged in social activities.

Vygotsky (1978) also highlighted the convergence of the social and practical

elements in learning by saying that the most significant moment in the course of

intellectual development occurs when speech and practical activity, two previously

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completely independent lines of development, converge. Through practical activity a

child constructs meaning on an intrapersonal level, while speech connects this

meaning with the interpersonal world shared by the child and her/his culture.

Dynamic Interaction between Task, Instructor and Learner

A further characteristic of the role of the facilitator in the social constructivist

viewpoint, is that the instructor and the learners are equally involved in learning from

each other as well (Holt and Willard-Holt 2000). This means that the learning

experience is both subjective and objective and requires that the instructor’s culture,

values and background become an essential part of the interplay between learners and

tasks in the shaping of meaning. Learners compare their version of the truth with that

of the instructor and fellow learners in order to get to a new, socially tested version of

truth (Kukla 2000). The task or problem is thus the interface between the instructor

and the learner (McMahon 1997). This creates a dynamic interaction between task,

instructor and learner. This entails that learners and instructors should develop an

awareness of each other's viewpoints and then look to own beliefs, standards and

values, thus being both subjective and objective at the same time (Savery 1994).

Some studies argue for the importance of mentoring in the process of learning

(Archee and Duin 1995; Brown et al. 1989). The social constructivist model thus

emphasizes the importance of the relationship between the student and the instructor

in the learning process.

Some learning approaches that could harbour this interactive learning include

reciprocal teaching, peer collaboration, cognitive apprenticeship, problem-based

instruction, web quests, anchored instruction and other approaches that involve

learning with others.

Collaboration among Learners

Learners with different skills and backgrounds should collaborate in tasks and

discussions in order to arrive at a shared understanding of the truth in a specific field

(Duffy and Jonassen 1992).

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Most social constructivist models, such as that proposed by Duffy and

Jonassen (1992), also stress the need for collaboration among learners, in direct

contradiction to traditional competitive approaches. One Vygotskian notion that has

significant implications for peer collaboration is that of the zone of proximal

development. Defined as the distance between the actual developmental level as

determined by independent problem-solving and the level of potential development as

determined through problem-solving under adult guidance or in collaboration with

more capable peers, it differs from the fixed biological nature of Piaget's stages of

development. Through a process of 'scaffolding' a learner can be extended beyond the

limitations of physical maturation to the extent that the development process lags

behind the learning process (Vygotsky 1978).

2.2 Concept of Cooperative Learning

Cooperative learning is a successful teaching strategy in which small teams, each with

students of different levels of ability, use a variety of learning activities to improve

their understanding of a subject. Each member of a team is responsible not only for

learning what is taught but also for helping teammates learn, thus creating an

atmosphere of achievement. Students work through the assignment until all group

members successfully understand and complete it. 

Cooperative efforts result in participants striving for mutual benefit so that all group

members:

Gain from each other's efforts. (Your success benefits me and my success

benefits you.)

Recognize that all group members share a common fate. (We all sink or swim

together here.)

Know that one's performance is mutually caused by oneself and one's team

members. (We can not do it without you.)

Feel proud and jointly celebrate when a group member is recognized for

achievement. (We all congratulate you on your accomplishment).

Research has shown that cooperative learning techniques:

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Promote student learning and academic achievement

Increase student retention

Enhance student satisfaction with their learning experience

Help students develop skills in oral communication

Develop students' social skills

Promote student self-esteem

Help to promote positive race relations

2.2.1 Five Elements of Cooperative Learning

It is only under certain conditions that cooperative efforts may be expected to be more

productive than competitive and individualistic efforts. Those conditions are:

1. Positive Interdependence (sink or swim together)  

Each group member's efforts are required and indispensable for group success

Each group member has a unique contribution to make to the joint effort

because of his or her resources and/or role and task responsibilities

2. Face-to-Face Interaction  (promote each other's success)

Orally explaining how to solve problems

Teaching one's knowledge to other

Checking for understanding

Discussing concepts being learned

Connecting present with past learning

3. Individual & Group Accountability ( no hitchhiking! no social loafing)

Keeping the size of the group small. The smaller the size of the group, the

greater the individual accountability may be.

Giving an individual test to each student.

Randomly examining students orally by calling on one student to present his

or her group's work to the teacher (in the presence of the group) or to the

entire class.

Observing each group and recording the frequency with which each member-

contributes to the group's work.

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Assigning one student in each group the role of checker. The checker asks

other group members to explain the reasoning and rationale underlying group

answers.

Having students teach what they learned to someone else.

4. Interpersonal & Small-Group Skills

Social skills must be taught:

Leadership

Decision-making

Trust-building

Communication

Conflict-management skills

5. Group Processing

Group members discuss how well they are achieving their goals and

maintaining effective working relationships

Describe what member actions are helpful and not helpful

Make decisions about what behaviors to continue or change

2.2.2 Class Activities that use Cooperative Learning

1. Jigsaw

Groups with five students are set up. Each group member is assigned some

unique material to learn and then to teach to his group members. To help in the

learning students across the class working on the same sub-section get

together to decide what is important and how to teach it. After practice in

these "expert" groups the original groups reform and students teach each other.

2. Think-Pair-Share

Involves a three step cooperative structure.  During the first step individuals

think silently about a question posed by the instructor.  Individuals pair up

during the second step and exchange thoughts.  In the third step, the pairs

share their responses with other pairs, other teams, or the entire group.

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3. Three-Step Interview

Each member of a team chooses another member to be a partner.  During the

first step individuals interview their partners by asking clarifying questions. 

During the second step partners reverse the roles.  For the final step, members

share their partner's response with the team.

4. Round Robin Brainstorming

Class is divided into small groups (4 to 6) with one person appointed as the

recorder. A question is posed with many answers and students are given time

to think about answers.  After the "think time," members of the team share

responses with one another round robin style. The recorder writes down the

answers of the group members. The person next to the recorder starts and each

person in the group in order gives an answer until time is called.

5. Three-minute review

Teachers stop any time during a lecture or discussion and give teams three

minutes to review what has been said, ask clarifying questions or answer

questions.

6. Numbered Heads

A team of four is established. Each member is given numbers of 1, 2, 3, 4.

Questions are asked of the group. Groups work together to answer the

question so that all can verbally answer the question. Teacher calls out a

number (two) and each two is asked to give the answer.

7. Team Pair Solo

Students do problems first as a team, then with a partner, and finally on their

own. It is designed to motivate students to tackle and succeed at problems

which initially are beyond their ability. It is based on a simple notion of

mediated learning. Students can do more things with help (mediation) than

they can do alone. By allowing them to work on problems they could not do

alone, first as a team and then with a partner, they progress to a point they can

do alone that which at first they could do only with help

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8. Circle the Sage

First the teacher polls the class to see which students have a special knowledge

to share. For example the teacher may ask who in the class was able to solve a

difficult math homework question, who had visited Mexico, who knows the

chemical reactions involved in how salting the streets help dissipate snow.

Those students (the sages) stand and spread out in the room. The teacher then

has the rest of the classmates each surround a sage, with no two members of

the same team going to the same sage. The sage explains what they know

while the classmates listen, ask questions, and take notes. All students then

return to their teams. Each in turn, explains what they learned. Because each

one has gone to a different sage, they compare notes. If there is disagreement,

they stand up as a team. Finally, the disagreements are aired and resolved.

9. Partners

The class is divided into teams of four. Partners move to one side of the room.

Half of each team is given an assignment to master to be able to teach the

other half. Partners work to learn and can consult with other partners working

on the same material. Teams go back together with each set of partners

teaching the other set. Partners quiz and tutor teammates. Team reviews how

well they learned and taught and how they might improve the process.

CHAPTER 3

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JADUAL PENENTUAN UJIAN (JPU)

3.1 Definitions

Jadual Penentuan Ujian (JPU) is a table which constructed to show number of

questions will be asked in an examination or test. The number of questions is arranged

by the topics or subtopics with its related skills level. The construction of JPU is

based on the learning objectives described in Huraian Sukatan Matapelajaran (HSP),

provided by Pusat Perkembangan Kurikulum (PPK), Ministry of Education.

3.2 The Aims of JPU

Below is some purpose of the JPU:

To ensure that the entire topic that supposed to be covered regarding to HSP

has been covered in a test.

To make equilibrium in form of standard and level of difficulties, even it is

constructed by different person.

To fixed the amount of question, level of difficulties, and percentage for each

question in a test.

3.3 Characteristic of JPU

JPU consists of 5 main elements that is the content of the test or examination, the

skills that will be examine which refers to 6 cognitive domains in Bloom’s

Taxonomy, types and total of question, degree of difficulties, and marks division in

percentage for each topic and skills covered in the test.

Test Content

Refer to the topic that will be covered in a test. If it is for final semester examination,

then the test content will be first chapter to the last chapter of the subject. Usually,

teacher will refer to HSP (Huraian Sukatan Pelajaran) provided by Ministry of

Education to determine the content that he/ she should cover so that it fulfills the

learning objectives stated in HSP. This is important to allocate total of question for

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each topics. By revising the HSP, it would help teacher to decide which topics should

be ask more and which is least.

Skills

In constructing a JPU, teacher should determine the level of skills that will examine in

a test. It is based on 6 cognitive domains in Bloom’s Taxonomy. Bloom’s taxonomy

is based on the classification of different skills and objectives teacher set for their

student.

Total of question

The amount of question should be decides earlier before constructing a JPU. Things

that should be consider such as the purpose of the test, level of candidates, types of

question will be ask whether objective or subjective and degree of difficulties for each

question.

Degree of difficulties

Degree of difficulties can be counted by comprising the amount of students who

answers the question correctly with them who’s not. Usually, in setting the

examination question teacher will study the previous achievement of his/ her students

to ensure that the next examination question suite the ability of students. Besides,

degree of difficulties should be could differentiate groups of student.

Marks

JPU should show the percentage of marks for each topic and skills will be covered in

a test. The allocation of percentage depends on the amount of question for each topic.

Refer to sub topic 3.5 to view the example of JPU.

3.4 Constructing a JPU

Steps in constructing Jadual Penentuan Ujian (JPU)

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For the illustration of each steps please refer to subtopic 3.5 which preview the final

JPU.

Iitial step:

1) Determining the subject for the test. For this assignment the subject is

Multimedia Production and the topic will be covered is chapter 2, multimedia

elements.

2) Determining types of examination will be conducted. For this assignment the

test is Chapter 2 Test.

3) Studing HSP (Huraian Sukatan Pelajaran) to determine the content will be

tested.

4) Determining types of question dan total of question will be asked. For this

assignment, the type of question is multiple choice questions with 40

objectives item.

Refer to Appendix to view Huraian Sukatan Matapelajaran for Chapter 2, Multimedia

Elements.

Step 1:

Construct a two dimensional table which show the topic will be tested and skills level

of cognitive domain.

X-axes: Skills level

Y-axes: Topics

Illustration:

X-axes

Y-axes

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Topic

Skills Level

Step 2:

Insert sub topic of Multimedia Elements inside topic column. There are 7 sub topics

for this chapter.

Step 3:

Insert 6 skills level of cognitive domain inside skills level row. The 6 skills level is

based on Bloom’s Taxonomy.

Step 4:

Place the total of items will be tested along with percentage for each topics inside the

percentage column. Percentage for each subtopic is determined through the amount of

topic inside the subtopic or secondary subtopic. It can be obtained through HSP.

Formula:

Example:

The table below shows the calculation of percentage for each subtopic in Chapter 2.

Subtopic Total of Percentage

Total of one secondary subtopicTotal of all secondary subtopic

x 100Percentage (%) =

635

x 100Percentage for one subtopic = = 17%

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secondary

subtopic(%)

2.1 Introduction to Multimedia Elements

6 17

2.2 Text 8 23

2.3 Graphic 6 17

2.4 Animation 5 14

2.5 Audio 4 11

2.6 Video 4 11

2.7 Interactivity 2 7

Total 35 100

Step 5:

Place total of item will be tested for each topic based on percentage calculated in step

4. The total of item should be 40 items.

Formula:

Example:

The table below show the calculation of total of item will be tested for each subtopic

in Chapter 2.

Percentage for one subtopic100

x Total of itemTotal of Item =

17100

x 40Total of Item= = 7

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Subtopic

Total of

secondary

subtopic

Percentage

(%)

Total of

Item

2.1Introduction to Multimedia Elements

6 17 7

2.2 Text 8 23 9

2.3 Graphic 6 17 7

2.4 Animation 5 14 6

2.5 Audio 4 11 4

2.6 Video 4 11 4

2.7 Interactivity 2 7 3

Total 35 100 40

Step 6:

Determine the percentage and total of item for each skills level. This is done by

referring to the HSP. The cognitive domain will be tested in for this test only four

level that is knowledge, comprehension, application and analysis. Synthesis and

evaluation were not included because it is high level domain and not suitable to

examine this chapters. Referring to the HSP all of the subtopics inside chapter 2 was

elaborate equally and merely discuss around this 4 domain. Thus, decision being

made to make equal percentage and item for each skills domain. However, below is

the formula to look for percentage and total of item for each skill domain.

Formula:

The table below shows the percentage and total of item that will be tested in each skill

level of cognitive domain.

Total of one skill domainTotal of all skill domain

x 100Percentage (%) =

Percentage for one skill domain100

x Total of itemTotal of Item =

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TopicSkills Level Total

of ItemKnowledge Comprehension Application Analysis

2.1Introduction to Multimedia Elements

2.2 Text

2.3 Graphic

2.4 Animation

2.5 Audio

2.6 Video

2.7 Interactivity

Total of Item 10 10 10 10 38

Percentage (%) 25 25 25 25 100

Step 8:

Determine total of question that will be tested for each subtopic in chapter 2 based on

each skills level in cognitive domain. Then, the total of question is inserted into the

related cell on the table.

Refer to subtopic 3.5 to view the total of question asked for each subtopic and skills

level.

Step 9:

Insert the sequence of question number for each subtopic and skills level. In this JPU,

the numbers were arranged sequentially starting to subtopic 2.1 to 2.7.

Refer to subtopic 3.5 to view the arrangement of question number and refer to

Appendix to view example of question that being setting using the JPU being created.

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3.5 JPU Example

Chapter 2 Test: Multimedia Elements

Subject: Multimedia Production Chapter: 2 Class: Form 4 Vocational 1

Sub Topic Skills Total of Items

Percentage

(%)Knowledge Comprehension

Application Analysis Synthesis Evaluation

2.1 Introduction to Multimedia Elements

3 2 1 1 7 17

2.2 Text 2 3 3 1 9 23

2.3 Graphic 1 2 2 2 7 17

2.4 Animation 1 2 3 6 14

2.5 Audio 1 1 1 1 4 11

2.6 Video 1 1 1 1 4 11

2.7 Interactivity 1 1 1 3 7

Total of Items 10 10 10 10 40

Percentage (%) 25 25 25 25 100

JPU 1: Total of question for each topic and skills domain.

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Chapter 2 Test: Multimedia Elements

Subject: Multimedia Production Chapter: 2 Class: Form 4 Vocational 1

Sub Topic Skills Total of Items

Percentage

(%)Knowledge Comprehension

Application Analysis Synthesis Evaluation

2.1 Introduction to Multimedia Elements

1,2,3 4,5 6 7 7 17

2.2 Text 8,9 10,11,12 13,14,15 16 9 23

2.3 Graphic 17 18,19 20,21 22,23 7 17

2.4 Animation 24 25,26 27,28,29 6 14

2.5 Audio 30 31 32 33 4 11

2.6 Video 34 35 36 37 4 11

2.7 Interactivity 38 39 40 3 7

Total of Items 10 10 10 10 40

Percentage (%) 25 25 25 25 100

JPU 1: Question number and its position on the test paper.

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CHAPTER 4

TAXONOMY BLOOM

4.1 Introduction

Taxonomy Bloom was proposed in 1956 by Benjamin Bloom, an educational

psychologist at the University of Chicago. Bloom chaired a committee of educational

psychologists, based in American education, whose aim was to develop a system of

categories of learning behavior to assist in the design and assessment of educational

learning. The result of this study brought the emergence of Bloom Taxonomy. And,

today Bloom’s Taxonomy is used worldwide to assess educational learning.

The idea behind Bloom’s Taxonomy is a classification of the different

objectives and skills that educators set for students. Bloom’s Taxonomy also known

as Bloom’s Taxonomy of Learning Domains, or in strictly speaking, Bloom’s

Taxonomy of Educational Objectives. Bloom Taxonomy is a classification of the

different objectives and skills that educators set for students. Bloom’s Taxonomy

divides educational objectives into three domains. They are cognitive, affective and

psychomotor.

Cognitive domain focuses on intellectual capability, for example knowledge or

‘think’. While, affective domain focuses on emotions, feelings, and behaviors, for

example attitude or ‘feel’. Psychomotor domain focuses on manual and physical skills

for example skills or ‘do’. In each of the three domains in Bloom's Taxonomy is

based on the premise that the categories are ordered in degree of difficulty. An

important premise of Bloom's Taxonomy is that each category (or 'level') must be

mastered before progressing to the next. As such the categories within each domain

are levels of learning development, and these levels increase in difficulty.

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4.2 Cognitive Domain

Skills in the cognitive domain revolve around knowledge, comprehension, and

“thinking through” a particular topic. Traditional education tends to emphasize the

skills in this domain, particularly the lower-order objectives.

They are six levels in the taxonomy, moving through the most basic to the

higher order levels of thinking. The levels of taxonomy starting from the simplest

behavior to the most complex. The categories can be thought as a degree of

difficulties. That is, the first level must be mastered before the next level can take

place. They are knowledge, comprehension, application, analysis, synthesis, and

evaluation as illustrated in figure 4.1 below.

Figure 4.1: Illustration of Cognitive Domain based on Bloom (1956)

For details explanation of each level and the verbs used, refer to Chapter 5.0.

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Degree of difficulties decreases

Degree of difficulties Increases

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4.3 Affective Domain

Skills in the affective domain describe the way people react emotionally and their

ability to feel another living thing’s pain or joy. The affective domain has received

less attention and is less intuitive than the cognitive domain. It is concerned with

values, or more precisely perhaps with perception of values issues, and ranges from

mere awareness (receiving), through to being able to distinguish implicit values

through analysis.

The affective domain also based upon behavioral aspects and may be labeled

as beliefs. Affective objectives typically target the awareness and growth in attitudes,

emotion, and feelings. There are five levels in the affective domain moving through

the lowest order processes to the highest. The level of this domain contains receiving,

responding, valuing, organizing, or conceptualizing and characterizing by value as

illustrated in figure 4.2 below.

Figure 4.2: Illustration of Affective Domain based on Bloom, Kratwohl and Masia

(1964)

Receiving

Responding

Valuing

Organizing and Conceptualizing

Characterizing

Order processes decreases

Order processes decreases

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Explanation:

i) Receiving

The lowest level; the student passively pays attention. Without this level no

learning can occur.

ii) Responding

The student actively participates in the learning process, not only attends to a

stimulus, the student also reacts in some way.

iii) Valuing

The student attaches a value to an object, phenomenon, or piece of information.

iv) Organizing

Students can put together different values, information, and ideas and

accommodate them within their own schema; comparing, relating and

elaborating on what has been learned.

v) Characterizing

The student has held a particular value or belief that now exerts influence on

their behavior so that it becomes a characteristic.

Table of verbs:

Receiving Responding Valuing Organizing Characterizing

Ask, Listen,

Focus, Attend,

Take Part,

Discuss,

Acknowledge,

Hear, Be Open

To, Retain,

Follow,

Concentrate,

React,

Respond,

Seek

Clarification,

Interpret,

Clarify,

Provide Other

References

And

Argue,

Challenge,

Debate,

Refute,

Confront,

Justify,

Persuade,

Criticise,

Build,

Develop,

Formulate,

Defend,

Modify,

Relate,

Prioritise,

Reconcile,

Contrast,

Act, Display,

Influence,

Solve,

Practice,

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Read, Do, Feel Examples,

Contribute,

Question,

Present, Cite,

Become

Animated Or

Excited, Help

Team, Write,

Perform

Arrange,

Compare

Table 4.1: Table of verbs which describe the activity to be trained or measured at each

level in affective domain.

4.4 Psychomotor Domain

The Psychomotor Domain was established to address skills development relating to

manual tasks and physical movement, however it also concerns and covers modern

day business and social skills such as communications and operation IT equipment,

for example telephone and keyboard skills, or public speaking.

Thus, 'motor' skills extend beyond the originally traditionally imagined

manual and physical skills, so always consider using this domain, even if you think

your environment is covered adequately by the Cognitive and Affective Domains.

Whatever the training situation, it is likely that the Psychomotor Domain is

significant.

Bloom and his colleagues never created subcategories for skills in the

psychomotor domain, but since then other educators have created their own

psychomotor taxonomies. Psychomotor domain contains imitation, manipulation,

precision, articulation and naturalization as illustrated in figure 4.3 on the next pages.

Naturalization

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Figure 4.3: Illustration of Psychomotor Domain based on Dave (1975)

Explanation:

i) Imitation

Involving behavior such as copy action of another, observe and replicate for

example watch teacher or trainer and repeat action, process or activity.

ii) Manipulation

Involving behavior such as reproduce activity from instruction or memory for

example carry out task from written or verbal instruction.

iii) Precision

Involving behavior such as execute skill reliably, independent of help for

example perform a task or activity with expertise and to high quality without

assistance or instruction; able to demonstrate an activity to other learners.

iv) Articulation

Imitation

Manipulation

Precision

Articulation

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Involving behavior such as adapting and integrating expertise to satisfy a non-

standard objective for example relate and combine associated activities to

develop methods to meet varying, novel requirements.

v) Naturalization

Involving behavior such as automated, unconscious mastery of activity and

related skills at strategic level for example define aim, approach and strategy for

use of activities to meet strategic need.

Table of verbs:

Receiving Responding Valuing Organizing Characterizing

Copy,

Follow,

Replicate,

Repeat,

Adhere

Re-Create,

Build,

Perform,

Execute,

Implement

Demonstrate,

Complete,

Show,

Perfect,

Calibrate,

Control

Construct,

Solve,

Combine,

Coordinate,

Integrate,

Adapt,

Develop,

Formulate,

Modify,

Master

Design,

Specify,

Manage,

Invent,

Project-

Manage

Table 4.2: Table of verbs which describe the activity to be trained or measured at each

level in psychomotor domain.

CHAPTER 5

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COGNITIVE DOMAIN DETAILS

5.1 Knowledge

Knowledge is defined as the remembering of previously learned information. This

may involve the recall of a wide range of material, knowledge of major ideas, or

mastery of subject matter. But in general, the requirement in this category is the recall

of appropriate information. Although memorization is the lowest level of learning

outcomes, it represents an important category in teaching and learning of

mathematics.

Examples of learning objectives at this level know common terms, knowing

specific facts, knowing methods and procedures, knowing basic concepts, and

knowing principles.

Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in

knowledge level.

5.1.1 Example of Learning Objectives and Questions

Learning Objectives

Student should be able to:

• Determine and state six element’s of multimedia

• Give definition of multimedia.

Example of Questions

1. State six element’s of multimedia.

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i. ____________________ iv. _____________________

ii. ____________________ v. _____________________

iii. ____________________ vi. _____________________

2. Fill in the blank with the correct answer.

There are the elements of multimedia which is text, graphic, interactivity,

video, audio and ________________.

3. Usually format of video is .AVI

a) True

b) False

4 Give 2 examples of text types.

i.______________

ii.______________

5. State two examples file format for audio?

i.________________

ii.________________

6. Give three types of graphic:-

i.______________

ii.______________

iii.______________

(Question 7 – 10)

Match the picture with the correct answer.

7.

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8.

9.

10.

5.2 Comprehension

Comprehension is defined as the ability to understand information and grasp the

meaning of material. This may be shown by translating knowledge into new context,

interpreting facts, and comparing, contrasting, or predicting consequences. These

2D

3D

6D

3D

4D

2D

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learning outcomes go one step beyond simple remembering of material and represent

the lowest level of understanding.

The examples of learning objectives at this level is to understand facts and

principles, interpreting verbal material, interpreting charts and graphs, translating

verbal material to mathematical formulae, estimating the future consequences implied

in data, and justifying methods and procedures.

Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in

comprehension level.

5.2.1 Example of Learning Objectives and Questions

Learning Objectives :

Student should be able to explain and difference every elements multimedia.

Example of Questions

1. All of these are element of multimedia except? Circle the answer.

2. Find the six elements multimedia in the crossword puzzle.

A E T U N M C V E U N F WI A Q S X V E O I R W B NM T Y E S E B Y G D H T D

TEXT

MEDIA

GRAPHIC

ANIMATION

AUDIO VIDEO

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T K F S D Y I O P Q E V IH L E T E X T I H U V O EW G O F I G I E U K L E VP R D O I L O N J U O N RY W V U N S N O D E T R UO Y A O E H U I E H C C EI N T E R A C T I V I T YD E R O N E N A M E H A GU F A V U Q C M Y C P J EA W Y B E N E I A R A N KE H S U N O K N T N R E UA L P I D U S A H W G O IC W Q E A H Y I P R E T R

i. ____________________

ii. ____________________

iii. ____________________

iv. ____________________

v. ____________________

vi. ____________________

3. What type of graphic for the pictures below?

(Question 4-8 based on the questions below)

Match elements with right definition.

4.

AUDIO

VIDEO

ANIMATION

GRAPHIC

Visual based information presentation

Basic information distribution

For more effective information

A series of graphic images that are sequenced

Interesting and alive

TEXT

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5.

6

7.

8.

9. State the type of the text given.

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10. Instruction: Decide whether the statements are TRUE or FALSE.

STATEMENT TRUE FALSE

a) There are five elements of multimedia.

b) Music, speech, or any other sounds are examples

of audio information.

c) Two types of animation are 2D and 3D.

5.3 Application

Application refers to the ability to use learned material in new situations. This may

include solving problems that require recognizing and applying appropriate ideas,

concepts, methods, principles, laws, and theories without being told and without any

specific or immediate cues. Learning outcomes in this area require a higher level of

understanding than those under comprehension.

The examples of learning objectives at this level are applying concepts and

principles to new situations, solving mathematical problems, constructing graphs and

charts, and demonstrating correct usage of a method or procedure.

Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in

application level.

5.3.1 Example of Learning Objectives and Questions

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Learning Objectives

Students will use a concept in a new situation or unprompted use of an abstraction.

They will apply what was learned in the classroom into novel situations in the work

place.

Example of Questions

1. A 16-bit image is capable of representing how many different colors?

2. 32-bit = ____________Byte

3. Convert 4-bit depth color to Binary code combination.

4. List down four vector-drawn objects that being used in multimedia projects.

5. Discuss the problems encountered using text across computer platforms.

6. Discuss the origins of cel animation and the concepts that go into creating these

animations.

7. What is the standard font size that we can use when developing a web page?

8. ____________ is the best image format that can be used in web page.

A A9. Discuss what the difference between the two fonts above is.

10. Explain in what kind of situation interactive multimedia is being used whether in

linear or non-linear situation? Give reason for your answer.

5.4 Analysis

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Analysis refers to the breaking down of informational materials into their component

parts, examining and trying to understand the organizational structure of such

information to develop divergent conclusions by identifying motives or causes,

making inferences, and finding evidence to support generalizations.

The examples of learning objectives at this level are to separates material or

concepts into component parts so that its organizational structure may be understood.

For example distinguishes between facts and inferences, troubleshoot a piece of

equipment by using logical deduction, recognize logical fallacies in reasoning and

gathers information from a department and selects the required tasks for training.

Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in

analysis level.

Example of Learning Objectives and

Questions

Learning Objectives

Separates material or concepts into component

parts so that its organizational structure may be

understood and distinguishes between facts and

inferences. 

Example of Questions

( Question 1-5 based on the questions below)

The pictures shown on the next pages are the

multimedia computer peripheral devices. Based

on your own experienced, can you describe

how these devices could help you in developing

your multimedia presentation?

1.

2.

3.

4.

5.

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1. State the difference between 2D and 3D animation.

2. Describe the difference of MPEG and AVI.

3. The file size of a 5-second recording sampled at 22 kHz, 16-bit stereo (two tracks)

would be about ___________ bytes.

4. What happens when an audio signal exceeds the recording devices maximum

recording level?

5. Describe what MIDI is, what its benefit are, and how it is best used in a

multimedia project.

5.5 Synthesis

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Synthesis is defined as builds a structure or pattern from diverse elements. Put parts

together to form a whole, with emphasis on creating a new meaning or structure.

The examples of learning objectives at this level are writing a company

operations and process manual. Design a machine to perform a specific task and

integrates training from several sources to solve the problem.

Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in

synthesis level.

5.5.1 Example of Learning Objectives and Questions

Learning Objectives

Builds a structure or pattern from diverse elements. Put parts together to form a

whole, with emphasis on creating a new meaning or structure.

Example of Questions

1. Base on the original wave form above draw clipped wave form in the box below:

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JPEG MOV GIF WMA

MPEG BIT MAP MIDI MP3

AVI DOC PAL MP4

Categorize the formats above accordingly in the table below:

2. Audio 3. Video 4. Image

5. List down the steps how to record sound.

6. 24 KB, 300 B, 5 GB, 100 MB, 1TB

Arrange the size of the files above in ascending order.

7.

8.

9.

10.

5.6 Evaluation

Fade in and Fade out

Equalization

Time Stretching

Trimming

Helps to smooth out the very beginning and the very end of a sound file

Allow you to modify a recording’s frequency content so that it sounds brighter or darker

Advanced programs let you alter the length (in time) of a sound file without changing its pitch

Removing “dead air” or blank space

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Evaluation can be defined as making judgements about the value of ideas or materials.

Judging the value of the material based on personal values, resulting in an end

product.

The examples of learning objectives at this level are to select the most

effective solution. Hire the most qualified candidate. Explain and justify a new

budget.

Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in

evaluation level.

5.6.1 Example of Learning Objectives and Questions

Learning Objectives

Make judgments about the value of ideas or materials.

Example of Questions

1. Discuss the implication of using audio in a production, focusing on the purpose of

the audio and how to manage audio files.

Based on the web page on the previous pages:

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2. List down the multimedia elements in the web page above.

3. Explain the lack of the web page above.

4. Give your suggestion how to improve the page.

5. You are assigned to create an interface that will look good across platforms. What

the difference is between imaged as shown on a Macintosh and PC? How would

you deal with this problem?

6. Discuss the origins of cel animation and define the words that originate from this

technique.

7. Define animation and describe how it can be used in multimedia.

8. List important consideration in converting from digital video to television.

9. Describe the capabilities and the limitations of bitmap images.

10. Describe the difference between a typeface and a font.

5.7 Table of Illustrative Verb in Cognitive Domain

Knowledge Comprehension Application Analysis Synthesis Evaluation

Define

Record

Name

Memorize

List

Relate

Repeat

Recall

State

Write

Restate

Tell

Locate

Discuss

Review

Identify

Describe

Report

Express

Recognize

Explain

Translate

Employ

Dramatize

Interpret

Use

Practice

Apply

Demonstrate

Illustrate

Operate

Schedule

Sketch

Classify

Differentiate

Experiment

Distinguish

Appraise

Test

Analyze

Calculate

Compare

Contrast

Criticize

Diagram

Question

Relate

Examine

Synthesize

Compose

Plan

Propose

Design

Formulate

Design

Construct

Create

Set Up

Organize

Manage

Prepare

Integrate

Predict

Judge

Appraise

Evaluate

Rate

Compare

Score

Revise

Value

Select

Measure

Estimate

Assess

Choose

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Translate

Interpret

Inventory

Inspect

Debate

Summarize

Assemble

Collect

Arrange

Table 5.1: Table of verbs which describe the activity to be trained or measured at each

level in cognitive domain.

CHAPTER 6

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EXAMPLE OF LESSON PLAN

6.1 Introduction

Lesson plan is an important tool that help teacher to well organize his/ her classroom.

It functions as a guideline for teacher in his/ her teaching process. Usually, teacher

will prepare a daily lesson plan one day earlier before teaching the related topics.

Besides it also to ensures that the topics being teaches achieve the learning objectives

stated in HSP (Huraian Sukatan Matapelajaran) In this chapter, three examples of

lesson plan for three unit’s of topic were presented. It is based on Chapter 2

Multimedia Element, in Multimedia Production for Form 4.

6.2 Lesson Plan

6.2.1 Example of Lesson Plan 1

Date : 4 March 2008

Time : 8.30 am – 9.00 am

Number of student : 30

Class : 4 Vocational 1

Subject : Multimedia Production

Topic : 2.1 Multimedia Elements

: 2.2 Text

Learning outcome:

2.1.1 Identify multimedia elements.

Text

Graphic

Animation

Video

Audio

Interactivity

2.2.1 Identify text in multimedia from aspect.

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Function

Text Types

Typeface

Font Typeface

Text Style

Alignment

Color

Objective

At the end of the lesson students should be able to:

(a) List the elements multimedia correctly.

(b) Identify text in multimedia such as from function, text types, typeface,

text style, alignment and color correctly.

Pre-requisite knowledge:

Students already know about multimedia

Teaching aid:

Slide presentation power point

Computer

Induction .mpeg file

Teaching Technique:

Explanation

Questions and answer

Homework

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IMPLEMENTATION

Time/Step Content/ Skill Teaching And Learning ActivitiesStrategies/

Methodology/Aids

Induction Set

(5 min)

Introduction to the topic 1. Students see the graphic carefully.

2. Students try to answer teacher’s question and gives their

opinions about the graphic.

3. Teacher explains the relation between the question and the

topic that they will learn.

4. Teacher tells the objective about the lesson and guideline

to students.

Strategy :

Student centered

Teaching Aids :

Picture of graphic

Technique :

Explanation, discussion, and

questioning

Values :

Confidence

Step 1

(10 min)

Aspect graphic in

multimedia

function

graphic source

graphic types

(2D, 3D)

1. Teacher gives definition about graphic.

2. Teacher explains three the aspects graphic in multimedia

presentation

3. Students will listen to teacher’s explanation and write short

notes in book.

4. Teacher shows the example of picture 2D graphic types.

5. Teacher asks students different graphic types between 2D

and 3D.

Strategy :

Student centered and teacher

centered

Teaching Aids :

Slide power point and picture

2D graphic

Technique :

Explanation and questioning

Page 55: Pedagogi Pendidikan

Values :

Confidence , responsibility

and precision

Step 2

(10 min)

file graphic

format

layout

combination color

1. Teacher explains the three more graphic aspects in

multimedia presentation.

2. Students listen teacher’s explanation and write short notes

in book.

3. Teacher shows the example of picture.

4. Teacher asks students about the picture from aspect color

combination and layout graphic in multimedia

presentation.

Strategy :

Student centered and teacher

centered

Teaching Aids :

Slide power point and

picture of graphic

Technique :

Explanation and questioning

Values :

Confidence, responsibility

and carefully

Conclusion

(5 min)

Summarizes the subtopic

that has learned.

1. Teacher asks randomly selected student to explain what

they have learnt today.

2. Teacher recalls a topic that they have learnt orally.

3. A summary of the content will be displayed on screen by

teacher.

Strategy :

Student centered and teacher

centered

Teaching Aids :

Page 56: Pedagogi Pendidikan

4. Teacher gives some homework to students.

5. Teacher gives some motivation to their students.

Slide power point

Technique :

Explanation and questioning

Values :

Confidence, responsibility and

carefully

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6.2.2 Example of Lesson Plan 2

Date : 18 March 2008

Time : 8.30 am – 9.00 am

Number of student : 30

Class : 4 Vocational 1

Subject : Multimedia Production

Topic : 2.3 Graphic

Learning outcome:

2.3.1 Identify graphic in multimedia from aspect:

Function

Graphic Source

Graphic Types (2d, 3d)

File Graphic Format

Layout

Color Combination

Objective:

At the end of the lesson students should be able to:

a) Identify graphic in multimedia such as from function, graphic source,

graphic types, and files graphic format, layout and color combination

correctly.

Pre-requisite knowledge:

Students already know about the elements of multimedia.

Teaching aid:

Slide presentation power point

Example pictures of graphic

Teaching Technique:

Explanation, questions and answer

Homework

Page 58: Pedagogi Pendidikan

IMPLEMENTATION

Time/Step Content/ Skill Teaching And Learning ActivitiesStrategies/

Methodology/Aids

Induction Set

(5 min)

Introduction to the topic 1. Students see the graphic carefully.

2. Students try to answer teacher’s question and gives their

opinions about the graphic.

3. Teacher explains the relation between the question and the

topic that they will learn.

4. Teacher tells the objective about the lesson and guideline

to students.

Strategy :

Student centered

Teaching Aids :

Picture of graphic

Technique :

Explanation, discussion, and

questioning

Values :

Confidence

Step 1

(10 min)

Aspect graphic in

multimedia

function

graphic source

graphic types

(2D, 3D)

1. Teacher gives definition about graphic.

2. Teacher explains three the aspects graphic in multimedia

presentation

3. Students listen teacher’s explanation and write short notes

in book.

4. Teacher shows the example of picture 2D graphic types.

5. Teacher asks students different graphic types between 2D

and 3D.

Strategy :

Student centered and teacher

centered

Teaching Aids :

Slide power point and picture

2D graphic

Technique :

Explanation and questioning

Page 59: Pedagogi Pendidikan

Values :

Confidence , responsibility

and precision

Step 2

(10 min)

file graphic

format

layout

combination color

1. Teacher explains the three more graphic aspects in

multimedia presentation.

2. Students listen teacher’s explanation and write short notes

in book.

3. Teacher shows the example of picture.

4. Teacher asks students about the picture from aspect color

combination and layout graphic in multimedia

presentation.

Strategy :

Student centered and teacher

centered

Teaching Aids :

Slide power point and

picture of graphic

Technique :

Explanation and questioning

Values :

Confidence, responsibility

and carefully

Conclusion

(5 min)

Summarizes the subtopic

that has learned.

1. Teacher asks randomly selected student to explain what

they have learnt today.

2. Teacher recalls a topic that they have learnt orally.

3. A summary of the content will be displayed on screen by

teacher.

Strategy :

Student centered and teacher

centered

Teaching Aids :

Page 60: Pedagogi Pendidikan

4. Teacher gives some homework to students.

5. Teacher gives some motivation to their students.

Slide power point

Technique :

Explanation and questioning

Values :

Confidence, responsibility and

carefully

Page 61: Pedagogi Pendidikan

6.2.3 Example of Lesson Plan 3

Date : 11 March 2008

Time : 8.30 am – 9.00 am

Number of student : 30

Class : 4 Vocational 1

Subject : Multimedia Production

Topic : 2.1.4 Animation

Learning outcome:

2.1.4 Identify animation in multimedia from aspect:

Function

Source

Animation Types

File Animation Format

Layout

Objective:

At the end of the lesson students should be able to:

b) Identify animation in multimedia such as from function, source, animation

types, file animation format and layout correctly.

Pre-requisite knowledge:

Students already know about the elements of multimedia.

Teaching aid:

Slide presentation power point

Shrek .avi file

Teaching Technique:

Explanation

Questions and answer

Homework

Page 62: Pedagogi Pendidikan

IMPLEMENTATION

Time/Step Content/ Skill Teaching And Learning ActivitiesStrategies/Methodology/Aids

Induction Set

(5 min)

Introduction to the topic 1. Students see the video about animation carefully.

2. Students try to answer teacher’s question and gives their

opinions about the video.

3. Teacher explains the relation between the question and the

topic that they will learn.

4. Teacher tells the objective about the lesson and guideline

to students.

Strategy :

Student Centered

Teaching Aids :

Shrek.avi (video)

Technique :

Explanation, Discussion, and

Questioning

Values :

Confidence

Step 1

(10 min)

Aspect animation in

multimedia

function

source

animation types

1. Teacher gives definition about animation.

2. Teacher explains three the aspects animation in

multimedia presentation

3. Students listen teacher’s explanation and write short notes

in book.

4. Teacher shows the example of animation types.

Strategy :

Teacher centered

Teaching Aids :

Slide power point and example

animation types

Technique :

Explanation

Values :

Page 63: Pedagogi Pendidikan

Confidence , responsibility

and precision

Step 2

(10 min)

file animation

format

layout

1. Teacher explains two more animation aspects in

multimedia presentation.

2. Students listen teacher’s explanation and write short notes

in book.

3. Teacher asks students about the file animation format.

Strategy :

Student centered and teacher

centered

Teaching Aids :

Slide power point

Technique :

Explanation and questioning

Values :

Confidence, responsibility and

carefully

Conclusion

(5 min)

Summarizes the subtopic

that has learned.

1. Teacher asks randomly selected student to explain what

they have learnt today.

2. Teacher recalls a topic that they have learnt orally.

3. A summary of the content will be displayed on screen by

teacher.

4. Teacher gives some homework to students.

5. Teacher gives some motivation to their students.

Strategy :

Student centered and teacher

centered

Teaching Aids :

Slide power point

Technique :

Explanation and questioning

Page 64: Pedagogi Pendidikan

Values :

Confidence, responsibility

and carefully

Page 65: Pedagogi Pendidikan

CHAPTER 7

CONCLUSION

Page 66: Pedagogi Pendidikan

BIBLIOGRAPHY

Aidanismah Yahya 2006, Senilukis Dan Grafik,Universiti Kebangsaan Malaysia,Bangi.

Asmah Hj. ahmad. 1990. Pedagogi 1. Kuala Lumpur: Longman Malaysia.

Author. Bloom’s Taxonomy of Learning Domain. http://www.businessballs.com/consciouscompetencelearningmodel.htm (akses 04 Mac 2008)

Bhasah Abu Bakar. 2003. Asas Pengukuran Bilik Darjah. Tanjong Malim : Quantum Books.

Bhasah Abu Bakar. 2007. Pengujian, Pengukuran Dan Penilaian Pendidikan. Kuala Lumpur : Pustaka Salam.

E.S, James. 1998. Multimedia in Action. USA: Wadsworth Publishing Company.

Edaris Abbu Bakri. 2004. Pengurusan Strategik: Konsep dan Aplikasi untuk Pendidikan. Utusan Publications & Distributors Sdn. Bhd.

Gisele Glosser. Techniques for Employing Cooperative Learning in the Classroom. http://www.mathgodies.com/articles/coop_learning.html (akses 12 Jan 2008)

Kamarudin Husin, Siti Hajar Abdul Aziz. 2004. Pedagogi Asas Pendidikan. Kuala Lumpur: Kayazano Enterprise.

Lembaga Peperiksaan Malaysia. 2007. Sijil Pelajaran Malaysia – Information And Communication Technology Paper 1. Kementerian Pendidikan Malaysia.

Lowe, R.K. 2003. “Animation and learning: selective processing of information in dynamic graphics”. Faculty of Education, Curtin University Perth, WA, Australia.

Mimi Haryani Hassim, Mohd. Kamarruddin Abd. Hamid, Mohd. Abu Hassan (et.al). 2004. “Enhancing Learning Through Cooperative Learning: UTM Experience”. Conference on Engineering Education, Kuala Lumpur.

Office of Research Education. Techniques Cooperative Learning. http://www.ed.gov/pubs/OR/Consumer Guides/cooplear.html (akses 12 Jan 2008)

Pusat Perkembangan Kurikulum. 2002. Huraian Sukatan Matapelajaran Produksi Multimedia. Kementerian Pendidikan Malaysia.

Pusat Perkembangan Kurikulum. 2003. Modul Pembelajaran Multimedia. Kementerian Pendidikan Malaysia.

Vaughan, T. 2001. “Multimedia Making It Works”. California: Osborne McGraw Hill.

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APPENDIX

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APPENDIX A

HURAIAN SUKATAN MATAPELAJARAN (HSP) FOR CHAPTER 2 - MULTIMEDIA ELEMENTS, FORM 4, MULTIMEDIA PRODUCTION

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Source : Pusat Perkembangan Kurikulum. 2002. Huraian Sukatan Matapelajaran Produksi Multimedia. Kementerian Pendidikan Malaysia.

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APPENDIX B

ANSWER SCHEMA FOR EXAMPLE OF QUESTION IN CHAPTER 5

5.1 Knowledge

1) 1. Text 2. Graphic 3. Audio 4. Video 5. Animation 6. interactivity

2) animation

3) True

4) 1. Serif 2. San Serif

5) 1. MP3 2. MIDI

6) a) analog b) digital

7) 3D 8) 2D 9) 3D 10) 2D

5.2 Comprehension

1. MEDIA

2. 1)Text 2) Video 3) Audio 4) Animation 5) Graphic 6) Interactivity

A E T U N M C V E U N F WI A Q S X V E O I R W B NM T Y E S E B Y G D H T D

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T K F S D Y I O P Q E V IH L E T E X T I H U V O EW G O F I G I E U K L E VP R D O I L O N J U O N RY W V U N S N O D E T R UO Y A O E H U I E H C C EI N T E R A C T I V I T YD E R O N E N A M E H A GU F A V U Q C M Y C P J EA W Y B E N E I A R A N KE H S U N O K N T N R E UA L P I D U S A H W G O IC W Q E A H Y I P R E T R

3. Logical

4.

5.

6.

7.

AUDIO

VIDEO

ANIMATION

GRAPHIC

Visual based information presentation

Basic information distribution

For more effective information

A series of graphic images that are sequenced

Interesting and alive

TEXT

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8.

9. Typeface

10. a) False b) True c) True

5.3 Application

1. 65,536 colors

2. 32768

3. 0000 or 0001 or 0011 or 0111 or 1111 or 0010 or 0100 or 1000 or 0110 or 1100

or 1010 or 1101 or 1001 or 1011

4.

i) Lines ii) Boxes iii) Circles iv) Polygons v) Rectangle

5.

i) Fonts are the greatest cross-platform concern because they must be mapped to

the other machine.

ii) If a specified font doesn’t exist on the target machine, a substitute must be

provided that does exist on the target. This is called font substitution.

iii) Character mapping allows bullets, accented characters, and other curious

characters that are part if the extended character set on one platform to appear

correctly when text is moved to the other platform.

6.

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i) Cel animation is an animation technique made famous by Disney, uses a series

of progressively different graphics on each frame of movie film.

ii) Cel animation artwork begins with keyframes; these are the first and last frame

of an action.

iii) Tweening an action involves creating the frames to depict the action that

happens between keyframes.

iv) Computer animation programs typically employ the same logic and procedural

concepts as cel animation.

7. Arial

8. GIF (Graphics Interchange Format)

9.First Font Second Font

i) Serif Sans serif

ii) The serif is the little decoration at the end of a letter stroke

Without decoration at the end of a letter stroke

iii) Example: Times, Bookman, New Century Schoolbook

Example: Arial, Vernada, Optima

iv) Used for body text because to help guide the reader’s eye along the line of text

Used for headlines and bold statements

10. Interactive multimedia is being used in non-linear situation. Reasons for the answer is interactive multimedia means user can control the flows of the multimedia project.

5.4 Analysis

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6.

2D Animation 3D AnimationIn 2-D space, the visual changes that bring an image alive occur on the flat Cartesian x and y axes of the screen

Creates a virtual realm in three dimensions, and changes are calculated along all three axes ( x,y and z )

Example: a blinking word, a button, a cel animation, etc

Example: Toy Story, Jurassic Park, Pinggu , etc

Path animation in 2-D space increases the complexity of an animation and provides motion, changing the location of an image along a predetermined path during a specified amount of time.

Allowing an image or object that itself is created with a front, back, sides, top, and bottom to move towards or away from the viewer

Software: Flash, PowerPoint Software: Alias, Lightwave, Maya

7.MPEG AVI

Moving Picture Experts Group Audio /Video InterleaveMPEG standards have been developed by the Moving Picture Experts Group, a working group convened by the ISO and IEC

Introduced by Microsoft in November 1992

Create standards for digital representation of moving pictures and associated audio and other data

Can contain both audio and video data in a standard container that allows synchronous audio-with-video playback.Support multiple streaming audio and video, although these features are seldom used

8.= Sampling rate * duration of recording in seconds * (bit resolution/8) * 2= ( 22 * 1000 ) * 5 * ( 16/8 ) * 2

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= 22000 * 5 * 2 * 2= 440000

9. The audio clip is extended to accommodate the extra data.

10.i) MIDI stand for Musical Instrument Digital Interface

ii) MIDI data is a shorthand representation of music stored in numeric form.

iii) Smaller than equivalent digitized waveform files.

iv) Device dependent mean its playback depends on the capabilities of the end

user’s system.

v) Load and play more quickly when embedded in web pages

vi) Can change the length of a MIDI file by varying its tempo without changing the

pitch or degrading the audio quality.

5.5 Synthesis

1.

2. Audi 3. Video 4. Image

5.

i) Open audio recording software

ii) Press record button to record your voice

iii) Use microphone as a tool to capture your voice. v) Save your voice recorded in appropriate audio format.

WMAMIDIMP3

MPEGAVIMOVMP4

JPEGBITMAPGIF

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6. 300 B, 24 KB, 100 MB, 5 GB, 1TB

7.

8.

9.

10.

5.6 Evaluation

1.The implications of using audio in production are audio makes a production more attractive, more entertaining and live. Because sounds are time based, its need to consider what happens to sounds that are playing in your production when the user goes to a different location. Appropriate use of sound requires technical considerations of disk space or bandwidth as well as the abilities of the authoring system to use various file formats and compression. Keep track of your audio files, and be sure to back them up.Regularly test the sound and image synchronization of your project.

2. The multimedia elements in the web page above area.Text b.Image c.Interactive

3. The lacks of the web page are i) No sounds elements ii ) Lack of Images iii) Lack of animation

4. The suggestions to improve this web page arei) Put more images to make it more attractiveii) Put some animation to make it more aliveiii) Put soundiv) Make the arrangement of the button more tidy

5.

Fade ins and Fade out

Equalization

Time Stretching

Trimming

Helps to smooth out the very beginning and the very end of a sound file

Allow you to modify a recording’s frequency content so that it sounds brighter or darker

Advanced programs let you alter the length (in time) of a sound file without changing its pitch

Removing “dead air” or blank space

Page 77: Pedagogi Pendidikan

Macintosh PCThe extension files supported are JPEG GIF

6.- Cel animation is an animation technique made famous by Disney, uses a series of

progressively different graphics on each frame of movie film.- Cel animation artwork begins with keyframes; these are the first and last frame of an action.- Tweening an action involves creating the frames to depict the action that happens

between keyframes.- Computer animation programs typically employ the same logic and procedural

concepts as cel animation.

7- Animation is the act of making something come alive.- Depending on the size of the project, you can animate the whole thing or just

animate parts of it.-Visual effects such as wipes, fades, zooms, and dissolves, available in most authoring

packages, are simple form of animation- Animation is an object actually moving across or into or out of the screen.- Animation is possible because of the biological phenomenon known as persistence

of vision and a psychological phenomenon called phi.- With animation, a series of images are changed very slightly and very rapidly, one

after the other, seemingly blending together into a visual illusion of movement.- Television video builds 30 entire frames or pictures every second. Movies on film

are typically shot at a shutter rate of 24 frames per second.

8.- Don’t place critical information such as text in the outer 15 percent of the screen.

Keep it within the safe title area.- Colors on computer monitors are purer and more accurate than those seen on a

television monitor, so select colors carefully and review them on a TV monitor.- Avoid fine lines and harsh color contrasts.

9. - Bitmaps are an image type most appropriate for photo-realistic images and complex

drawings requiring fine detail.- Limitations of bitmapped images include large files sizes and the inability to scale or

resize the image easily while maintaining quality.- A bitmap is a simple information matrix describing the individual dots of an image

called pixels.- The image’s bit-depth determine the number of colors that can be displayed by an

individual pixel.- You can grab a bitmap image from a screen, scan it with a scanner, download it

from a web site or capture it from a video capture device.

10.- A typeface is a family of graphic characters that usually includes many type sizes

and styles.

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- A font is a collection of characters of a single size and style belonging to a particular typeface family.

APPENDIX C

EXAMPLE OF QUESTION FOR MULTMEDIA ELEMENTS TEST.REFER TO JPU IN CHAPTER 3.

1. All of these are element of multimedia except?Semua yang berikut merupakan elemen multimedia kecuali

A. AnimationB. AudioC. InteractivityD. Media

2. The definition of animation?Maksud animasi ialah

A. Visual based information presentationB. Basic information distributionC. A series of graphic images that are sequencedD. Interesting and alive

Picture A Picture B

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3. Picture A and picture B above are two different types of animation. Choose the right types of these two pictures.Gambar A dan B menunjukkan jenis animasi yang berbeza. Pilih jenis animasi yang tepat untuk kedua-dua gambar tersebut.

A. 2D and 3DB.3D and 2DC.3D and 4DD. 2D and 4D

4. Choose the right materials that will be used to develop multimedia application:Pemilihan bahan dalam membangunkan aplikasi multimedia boleh diperolehi melalui.

I Using your own materialII Create a new material and used itIII Hire graphic designer to produce material that you needIV Using material from public domain

A. I, II, IIIB.II, III, IVC.I, III, IVD. I, II, III, IV

angled

bracketed serifs

biased stress

less thick

thin contrast

H

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5. Text that have a style as above is:Stail huruf yang mempunyai ciri di atas ialah:

A. RomanB.Old styleC.TransitionalD. Modern

6. Text used in a design for Penggunaan teks dalam sesuatu rekaan digunakan untuk :

I To give information of a messageII To attract the audienceIII As a function and format styleIV As a graphical design

A. I and IIB.I and IVC.I, II and IIID. I, III and IV

7. The use of text as shown on figure above is.Apakah yang ingin disampaikan oleh teks di atas?

A. Text and visualB.Text and expressionC.Text positiveD. Text negative

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8. What is the function of text?Fungsi teks ialah.

A. Pictures or illustrationB.Sound that can be heard but cannot be seen with human eyesC. Give an informationD. A series of frames containing pictures and sound played back at a fast

rate

9. There are three main text types exceptTerdapat tiga jenis teks utama kecuali

A. SerifB.Sans serifC.DecorativeD. Innovative

10. How many types of graphics?Grafik boleh dikelaskan kepada berapa jenis?

A. 1B.2C.3D. 4

11. The most basic and important element in multimedia application is __________?Elemen yang paling asas dalam aplikasi multimedia ialah,

A. TextB.GraphicC.AnimationD. Video

12. Choose the correct file format for graphics?Pilih format fail yang tepat untuk grafik

A. .aviB..mpegC..wmaD. .jpeg

13. Which of the graphics file format listed below is use widely in presenting graphics on web pages?Jenis fail format grafik yang digunakan secara meluas untuk paparan grafik di

halaman-halaman web ialah

A. .psdB..gif

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C..pngD. Bitmap

14. Which of the software listed below matches with the function stated?Yang mana antara perisian dibawah padan dengan fungsi yang diberikan

Graphic editingDrawingA. Paint Adobe PhotoshopB. Macromedia Fireworks Adobe IllustratorC. Adobe Photoshop Macromedia FlashD. Corel Draw GIMP

15. The device below is used in working with graphics. Find the incorrect answer.Peralatan yang disenaraikan dibawah diguna untuk bekerja dengan grafik. Cari

jawapan yang tidak tepat.

A. Digital cameraB. ScannerC. Photocopy machineD. Printer

16. Which of the answer below best listing the types of graphics?Yang mana antara senarai dibawah menerangkan jenis grafik

A. 2D and 3DB. 1D and 2DC. 2D and 4DD. 3D and 4D

17. Animation is possible due to biological phenomenon occurred in human eyes. The phenomenon called as….

Animasi menjadi mungkin disebabkan oleh fenomena biologi yang berlaku dalam mata manusia. Fenomena ini dipanggil..

A. Sight attractionB. Visibility of lightC. Lighting effectD. Persistence of vision

18. In 3D animation development, developer will go through few phases. Below is the list of 3D development phases. Arrange them into sequence…

Dalam pembangunana Animasi 3D, pembangun akan melalui beberapa fasa. Dibawah ialah senarai fasa-fasa pembangunan tersebut. Susun fasa-fasa tersebut

mengikut turutan yang betul..

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IAnimatingIIModeling

IIIStoryboardingIVRigging

A. II, III, I, IVB. I, III, IV, IIC. III, II, IV, ID. III, II, I, IV

19. 3D model can perform movement due to the bones and joint function which is inserted inside the model during the 3D development phases. This activity known as…

Model 3D boleh melakukan pergerakkan kerana terdapat fungsi tulang dan otot yang dimasukkan kedalam model tersebut semasa fasa pembangunan 3D. Aktiviti

memasukkan tulang dan otot ini di kenali sebagai..

A. BoningB. RiggingC. Joining bonesD. Movement function

20. Choose the famous software that being used in 2D animation development todayPilih perisian popular yang digunakan dalam pembangunan animasi 2D pada hari ini

A. Toon BoomB. LightwaveC. Swift 2DD. Audio best Studio Max

21. Animation is used in many industries today, EXCEPT: Pada masa kini, animasi banyak digunakan dalam industri, KECUALI

A. Advertising industriesB. Film industriesC. EducationD. Banking and finance

22. ________________ is a process of creating 3D object and scenes. adalah satu proses menghasilkan objek 3D dan pemandangan

A. RenderingB. Modeling

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C. TexturingD. Mapping

23. Which of the following 3D animation software is correct. Manakah yang berikut adalah perisian animasi 3D yang betul

A. 3D studio maxB. Adobe PhotoshopC. Macromedia FlashD. Microsoft Word

24. After rendering all of the scene in 3D animation software, developer then performs video editing process to arrange all of the scenes into sequences. The example final video file format is.Setelah “rendering”keseluruhan babak dalam perisian animasi 3D, pembangun akan melakukan proses pengolahan video untuk menyusun keseluruhan babak mengikut susunan. Contoh format akhir bagi video ialah.

A. *.maxB. *.swiC. *.aviD. *.wav

25. Sound pressure levels ( loudness or volume ) are measured in ________________ Ukuran yang digunakan untuk mengukur kekuatan bunyi ialah

A. DesibelB. AusebelC. HertzD. Quartz

26. The process of adjusting the level of a number of tracks to bring them all up to about the same level is called __________________Proses mengubah aras nombor trak sesuatu bunyi kepada aras yang sama dikenali sebangai.

A. Volume modificationB. Volume changingC. Volume arrangementD. Volume adjustment

27. The audio file format introduced by Microsoft and IBM with the introduction of Windows is the ___________________Fail format yang diperkenalkan oleh Microsoft dan IBM yang didatangkan sekali dengan pakej windows ialah.

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A. .mp3B. .wavC. .aiffD. MIDI

28. The process of playing a sound file while part of the file is still downloading is called _______________________Proses memainkan fail bunyi semasa sebahagian daripada fail tersebut masih dimuat turun dipanggil.

A. StreamingB. PerformingC. Waiting while listeningD. Staggering

29. The file format that uses a shorthand representation of musical notes and durations stored in numeric form is:Fail format yang menggunakan perwakilan nota muzik dan tempo yang distorkan dalam bentuk bernombor ialah.

A. AIFFB. CD-ROM/XAC. SDPD. MIDI

30. Removing blank space or “dead air” at the beginning or end of a recording is sometimes called:Mengeluarkan ruangan kosong atau ‘dead air’ pada permulaan atau akhir suatu rakaman dipanggil.

A. quietingB. pre-rolling C. trimmingD. quantizing

31. The television signal format used in the United States, Japan, and many other countries is known as__________________Format signal televisyen yang digunakan di United States, Jepun dan kebanyakan Negara di kenali sebagai

A. PALB. DTSC. NTSCD. NTFS

32. The technique in which playback of a video starts as soon as enough data has transferred to the user’s computer to sustain this playback is called______________Teknik di mana video di mainbalik setelah data sepenuhnya dipindah ke computer pengguna untuk meneruskan mainbalik adalah dipanggil

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A. ReflectingB. StreamingC. CompressingD. Digitazing

33. The length of time it takes the CD-ROM player to locate specific data on the CD-ROM disc is called ___________________Masa yang diambil oleh pemacu CD-ROM untuk meletakkan data pada Cakera CD ROM di panggil

A. Laps timeB. Real timeC. Past timeD. Seek time

34. Removing a residual magnetic field that distorts the colors on a television screen is called:Pembuangan saki medan magnetik yang mengganggu warna pada skrin televisyen di panggil

A. trackingB. dubbingC. flatteningD. degaussing

35. Computer monitors draw the lines of an entire frame in a single pass; this technique is called:Monitar komputer menghasilkan garisan pada keseluruhan bingkai dalam satu laluan, teknik ini di panggil

A. streaming B. progressive-scanC. flatteningD. overscan

36. Which of the following is a videotape format?

Yang manakah berikut format pita video?

A. DVD-RWB. Component YC. Hi-8D. S-VHS

37. Process to design multimedia application can be divide into three, except?Process mereka suatu aplikasi multimedia boleh dibahagikan kepada tiga, kecuali

A. Information designB. Graphic design

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C. Interaction designD. Interface design

38. Normal mistake when design the interface of multimedia application:Kesalahan yang biasa dalam mereka suatu aplikasi multimedia ialah

I Complex interfaceII Information is not relevantIII Too much textIV No control in audio and video

A. I, IIB. I. III, IVC. I, II, III, IVD. I, II, III

39. Three types of interactivity that was proposed by Sims except?Berikut ialah tiga jenis interaktiviti yang dicadangkan oleh Sims, kecuali

A. Construct interactivityB. Non – immersive contextual interactivityC. Normal interactivityD. Immersive virtual interactivity

40. Significance of slaid presentation compared with the other software?Kelebihan persembahan slaid dibandingkan dengan perisian lain ialah.

I Propose many kind of interactivity non linear and multimedia representative

II Allow animation, audio, video and special effect element to be usedIII There are variety color of background, design and templateIV Can be used in Windows and Macintosh

A. I, II, IVB. I, III, IVC. I, II, IIID. I, II, III, IV

Question End.

Answer Suggestion

1 D 21 D2 C 22 B3 A 23 A

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4 D 24 A5 B 25 A6 C 26 D7 B 27 B8 C 28 A9 D 29 D10 B 30 C11 A 31 C12 D 32 B13 C 33 D14 C 34 D15 A 35 B16 A 36 D17 D 37 B18 C 38 C19 B 39 C20 A 40 D