INSTRUCTIONAL DESIGN DOCUMENT

MEP3013

TEKNOLOGI INDUSTRI DAN REKA BENTUK DALAM

PEMBANGUNAN KOSWER KURSUS

INSTRUCTIONAL DESIGN DOCUMENT

FOR

TOPIC 5.3 LATEST PROGRAMMING LANGUAGE

NAMA NO.MATRIKTANI ANAK RANTAI D20122061856 LOVIANA LENYU ANAK DUNSTAN MANDAU D20122061854NIK MULAIKAH NAIMAH BINTI NIK ADNAN D20122061838NOORSUZIYANTE BINTI MAT NAPI D20122061850SHAFARINA BINTI MOHD SAFAR D20122061840 SHAZWANI BT SAHBUDIN D20122061852 AZLIN SUHAIDA BINTI RODZI D20122062442 SHUWAIBATUL ASLAMIAH BINTI GHAZALLI D20122061837NUR AMALINA EZZATY BT OMAR D20122061861 BANU NAYAR A/P ASHOK KUMARAN D20122061846


NOOR AKMA BINTI SHAMSURI D20122061835

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Table of ContentsBACKGROUND.........................................................1PURPOSE............................................................1TARGETED AUDIENCE..................................................1DESIGN DOCUMENTS AND STAKEHOLDER...................................2PHASES.............................................................2INTENT.............................................................3BENEFITS...........................................................3GOAL...............................................................4PHASES OF INSTRUCTIONAL DESIGN.....................................4Analyse..........................................................4Project Timeline...............................................5Project Budget.................................................5Return to investment...........................................5CONTENT ITEM...................................................6Target Audience/Output.........................................9Technical Aptitude............................................10Technology Item...............................................11

Design..........................................................12Design Items..................................................12

Development.....................................................17E-learning Courseware Setting.................................18Learner evaluation............................................18

Implementation..................................................19Evaluation......................................................19

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BACKGROUND

Instructional Design Document is the foundational component in the

development of the content and exercises within the Storyboard

Document.

PURPOSE

The goal of e-learning is to facilitate learning outcomes for a

defined audience. Design is a process that aims to link the intended

outcomes to the requirements and constraints of the project. The

designer will use learning theory and the different e-learning

methodologies (interactive tutorials, drills, simulations,

hypermedia, etc) to engage learners in such way that learning takes

place in an effective and efficient manner.

TARGETED AUDIENCE

The aim of instructional design is to structure the learning

material so that it leads to the most effective learning by the

target audience.

In order for a good design to lead to an appropriately developed

instructional program design information should be communicated

clearly and effectively to all interested parties. For these reason

a set of design documents should be produced. Interested parties may

include:

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Client, project manager, content experts, teachers or

instructors and learners.

People involved in implementing the design such as

programmers, audio and video engineers, graphic artist,

actors, etc.

DESIGN DOCUMENTS AND STAKEHOLDER

The following are design documents that need to be accessed by the

several categories of stakeholders:

Instructional Designers <= all design documents

Clients <= Prototypes, storyboards

Project manager <= Planning document

Content experts <= Learning material, scripts, storyboards

Trainers or teachers <= Storyboards, prototypes, scripts

Learners <= Prototypes

Production Staff

Technical Writers <= Storyboards, scripts

Programmers <= Flowcharts, storyboards, prototypes

Graphic Artists <= Storyboards, prototypes

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PHASES

The ADDIE model is divided into 5 phases: Analyse, Design, Develop,

Implement, and Evaluate. In many of the sections within each phase,

topic material is presented first, followed by procedural steps for

performing a task or function. Throughout the Model, hypothetical

examples are provided to illustrate a concept, topic, or procedure.

While the information contained in the phases is based on and

derived from accepted adult learning theories and current

instructional development practices, the ADDIE model is designed as

an introduction to these topics. Additional research in education-

related fields is recommended for those personnel who participate in

the development or management of instruction.

INTENT

The ADDIE model was created to manage the instructional process for

analysing, designing, developing, implementing, and evaluating

instruction. The System Approach serves as a blueprint for

organizing or structuring the instructional process. The ADDIE model

is a set of comprehensive guidelines, tools, and techniques needed

to close the gap between current and desired job performance through

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instructional intervention. We targeted this document for use in

formal schools. The ADDIE model is a flexible, outcome-oriented

system based on the requirements defined by education and training.

Whether referred to as education or training, the instructional

process is the same; the outcomes are different. Therefore, in

keeping with the intention of the ADDIE model, throughout this ADDIE

model, the term instruction will be used to discuss both training

and education.

BENEFITS

The ADDIE model is a dynamic, flexible system for developing and

implementing effective and efficient instruction to meet current and

projected needs. The process is flexible in that it accounts for

individual differences in ability, rate of learning, motivation, and

achievement to capitalize on the opportunity for increasing the

effectiveness and efficiency of instruction. The ADDIE process

reduces the number of school management decisions that have to be

made subjectively and instead, allows decisions to be made based on

reasonable conclusions which are based on carefully collected and

analysed data. More than one solution to an instructional problem

may be identified through the ADDIE model; however the selection of

the best solution is a goal of the ADDIE model. The process is a

continuous, cyclical process allowing any one of the five phases,

and their associated functions, to occur at any time. In addition,

each phase within the ADDIE model further builds upon the previous

phase, providing a system of checks and balances to insure all

instructional data are accounted for and that revisions to

instructional materials are identified and made.

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GOAL

Instructional Design is the practice of creating or adapting

learning programs to maximize the effectiveness, efficiency and

appeal of the content. The goal of instructional design is to

develop instructionally sound learning solutions for a specific

curriculum or course. The goal of this courseware development

instruction is to develop effective and efficient project-based,

criterion-referenced instruction that promotes student transfer of

learning from the instruction setting to the job. Effective

instruction is instruction that produces the intended outcome.

Efficient instruction makes the best use of available resources at

the lowest cost. Project-based instruction means that we are looking

for student to actually do something at the end of lesson, not just

know something. Criterion-referenced instruction is instruction that

can be evaluated against a known set of criteria.

PHASES OF INSTRUCTIONAL DESIGNAnalyse

The Analyse Phase is a crucial phase in the ADDIE process.

During this phase, job performance data is collected, analysed, and

reported. This analysis results in a comprehensive list of tasks and

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performance requirements selected for instructional development. The

name of this courseware is Module 5 Programming for subject ICT form

5 in secondary schools.

Project Timeline

Project Budget

Here is the project cost estimation for developing this education

web-based courseware.

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Based on monthly salary.

Description Type of Employment Cost Values

(RM)Instructional designer 1-year contract 23,333.33Content Expert Full time 3000Project Manager Full time 6500Programmers Full time 3500Graphic artists Contract 4000Technical writers Full time 5000

Total Cost(RM) 45,333.33

Return to investment

This courseware education will help to save travel cost expense for

distance learner because it is a e-learning methodology. This will

help school or college to save their time to conduct a lesson

planning because student can access the content through online

anytime and anywhere. In the meantime, this methodology will improve

employee performance.

CONTENT ITEM

Reference

Huraian sukatan pelajaran ICT form 5

Learning objectives

At the end of this course, students will apply and able to

describe the types of latest programming such as;

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o “Fifth Generation Language”

o “Natural Language”

o “Open GL”

Current Knowledge

Students knew about technology, the benefits of using

information technology in a daily life, and already exposed

to real life experienced in using technology.

Curriculum Content

The curriculum emphasizes the integration of knowledge, skills and

values.

Knowledge

The knowledge to be acquired in the ICT curriculum consists of

concepts and facts about ICT as well as ICT terminology. It includes

procedures in managing computer systems, sequential processes in

developing products, and programming commands and syntax. It also

integrates discussions on current issues related to ICT and their

implications for the future.

Skills

The skills involved are communication skills, information management

skills, managing computer systems and problem-solving skills.

The details of each skill are as follows:

a) Communication Skills

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Communication skills refer to the process of gaining and

disseminating information verbally or non-verbally. These

involve:

Information sharing and dissemination

Production through various means including graphic

presentation, sketching and proto-typing using information

technology

Identifying, elaborating on and interpreting various points

of view

Exploiting, accessing and processing technologies with

confidence and competence

Ensuring security of information distribution

b) Information Management Skills

Information Management Skills provide opportunities to

develop information by:

maintaining the integration of information

using various inquiry techniques

identifying, searching, collecting, saving, accessing and

processing information

categorising, analysing, synthesising and evaluating

information

Presenting information clearly, logically, accurately and

precisely

c) Managing Computer Systems

This involves the use of computer hardware and software for

communications and problem-solving, including the ability

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to identify, assemble, arrange and maintain the computer

systems.

d) Problem-Solving Skills

Problem-solving skills provide opportunities for students to

apply ways and strategies to real-life problems. These skills

emphasize the following:

Logic and programming

Critical, creative, reflective and mantic thinking

Imaginative, initiative and flexibility

Identification, description, and re-interpretation of

problems and analysis from various perspectives

Investigation, exploration and generation of ideas

Problem-testing and solutions

Making decisions based on experience and sound rationale

Process and product evaluation

Values

The values in the ICT syllabus are diligence, accuracy, precision,

confidence, responsibility, integrity, respect, cooperation,

appreciation, courtesy and abiding by the ICT Code of Ethics.

Table of Contents

5.3 Current and Future Developments

5.3.1Latest Programming Languages

5.3.1.1Find out the latest programming languages:

fifth generation language

natural language

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OpenGL (Graphic Library)

Target Audience/Output

Reading Level for the targeted audience was expected to be in higher

and moderate standard of English language and Bahasa Melayu

language.

Audience Special NeedsBasic Devices System Requirement

Students Mouse

Keyboard

Pc/Laptop

Speaker

Window operating system

Graphic Card

Browser support flash media

and shockwaveProgrammers Mouse

Keyboard

Pc/Laptop

Intel i7 maximum

Window 7

Nvidia Gforce Graphic Card

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Speaker Adobe Illustrator CS6

Adobe Flash CS6

Adobe Dreamweaver CS6Graphic Artist Mouse

Keyboard

Pc/Laptop

Intel i7 maximum

Window 7

Nvidia Gforce GC

Adobe Photoshop CS6

Adobe Illustrator CS6

Adobe After Effect CS6Content Expert Mouse

Keyboard

Pc/Laptop

Window OS

Course Curriculum Standard

Microsoft WordTechnical

Writer

Mouse

Keyboard

Pc/Laptop

Window OS

Microsoft Word

Microsoft Excel

Technical Aptitude

Students in online learning often have a much higher drop out rate

compared to theirs peer taking a course in a traditional setting.

Reason for dropping out mostly because of;

1. Pressure at school

2. Lack of support and guidance from instructor

3. Too-time consuming

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4. Technology difficult to use

Table 1: Possible implication for schools and teachers for the integration of ICT into education

BarriersImplementation

For Schools For TeachersLack of access - Providing IT

resources including hardware and software

- Taking advantage of resources offered at schools

- access to ICT resources at home

Resistance to change

- Training in a new pedagogical approaches

- Being open minded towards new ways of teaching

Lack of time - Providing sufficienttime

- Acquiring skills of self-organisation and time managements

Lack of training - Providing training courses in dealing with the new devices, modern technologies, and new pedagogical approaches

- Knowing how to access to resources

- Preparing themselves (pre-service) by self-training

Lack of technical support

- Providing continued technical support

- Relying on themselves to be able to solve problems in their use of ICT

Technology ItemTargeted Resolution 1024 X 768

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800 X 600Audio If the course will have audio

narration, use speakerBlended Live web sessionsPrimary authoring tool Adobe Flash CS6

Adobe Dreamweaver CS6Adobe Captive CS6ProFormArticulateAdobe After Effect CS6Adobe Illustrator CS6Audacity

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Design

The outputs of the Analyse Phase becomes the input to the Design

Phase. During the Design Phase, the instructional developer takes

the ICT modules designated to be taught at the formal school in Form

5, and attempts to simulate, as closely as possible, the real world

learning situation within the instructional courseware environment.

The closer the instructional is to real world learning situation,

the more likely it is that the student will adapt themselves to the

courseware in order to learn about the module. The closer the

instructional conditions are to those required in the work setting,

the more likely it is that the student will transfer the learning to

real life situation.

During design phase, the instructional design document will be

finalized again to ensure everything was running on plan. The

subject description, table of content and subject outline will be

finalized as well. Finally, a first draft of rough storyboard is

created based on the course content.

Design Items

THEORY-BASED DESIGN FRAMEWORK

The definition of E-Learning stipulates that there are three key

components working collectively to foster meaningful learning and

interaction:

1) Pedagogical models or constructs

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2) Instructional and learning strategies

3) Pedagogical tools or online learning technologies (i.e.,

Internet and Web-based technologies)

These three components form an iterative relationship in which

pedagogical models or constructs grounded in the situated cognition

view inform the design of E-Learning by leading to the specification

of instructional and learning technologies. Furthermore, as learning

technologies become ubiquitous and new technologies continue to

emerge bringing forth new affordances (possibilities for action),

pedagogical practices and social structures are transformed.

Therefore, the three-component model in Figure 1 implies a

transformative interaction affecting E-Learning. Educators and

instructional designers can think of this model as a theory-based or

grounded design framework that guides the design of E-Learning.

Figure 1. Theory-Based Design Framework for E-Learning

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The first key component of the theory-based design framework for E-

Learning is pedagogical models. Pedagogical models are cognitive

models or theoretical constructs derived from knowledge acquisition

models or views about cognition and knowledge, which form the basis

for learning theory. In other words, they are the mechanism by which

we link theory to practise. Pedagogical models lead to the

specification of instructional strategies, which is the second key

component of the theory-based design framework. Instructional

strategies are what instructors or instructional systems do to

facilitate student learning. Instructional strategies operationalize

pedagogical models. In other words, they put them into practice.

Instructional strategies that are being used in the development of

this web-based courseware are:

(a) Promoting authentic learning activities

Promoting authentic learning activities is the core of all

instructional strategies. Authentic activities engage the

learner in a realistic and meaningful task that is relevant to

the learner’s interests and goals. Generally, authentic

learning tasks are presented in a learning environment using

scenarios, cases, or problems.

In this case, we enacted authentic activities in E-Learning

contexts using learning technologies, the third key component

of the theory-based design framework for E-Learning:

Using graphics to present elements of a case or problem

to make it more realistic.

Using digital audio and video to bring the case to life.

Using animation to add context to the case (e.g.,using an

animated slide show).

Using hypertext/hypermedia to provide elaboration on key

text items in the case narrative.

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Developing a direct manipulation interface using web

authoring tools to allow learners to immerse themselves

in, and manipulate, certain aspects of the case

environment.

Facilitating exploration and problem-solving.

In exploratory learning, there is limited instruction and

guidance from an instructor and more student-generated

learning through exploring and discovering information.

Exploration and problem solving are closely related. They

learn to set and seek knowledge independently.

Here are three commonly known learning theories main categories or

philosophical frameworks under which learning theories fall:

behaviourism, cognitive and constructive. Behaviourism focuses only

on the objectively observable aspects of learning. Cognitive

theories look beyond behaviour to explain brain-based learning. And

constructivism views learning as a process in which the learner

actively constructs or builds new ideas or concepts.

Behaviourists claim that it is the observable behaviour that

indicates whether or not the learner has learned something, and not

what is going on in the learner’s head.

Within this courseware, behaviourists suggest implication for online

learning with respect to the behaviourist school;

1) Learners should be told the explicit outcomes of the learning

so that they can set expectations and can judge for themselves

whether or not they have achieved the outcome of the online

lesson.

2) Course designers have to define sequences of instructions

using conditional or unconditional branching to other

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instructional units and pre-determining choices within the

course.

3) Learners must be tested to determine whether or not they have

achieved the learning outcome.

4) The behaviouristic approach for learning suggests to

demonstrate the required operation, procedure or skill, and to

break it down into its parts with appropriate explanation

before learners are expected to copy the desired behaviour.

Learners are supposed to build proficiency from frequent

review or revision with check tests at strategic points or

repeat practice with feedback.

In skill building, the same behaviourist approach is applied by

observing (what) a particular skill and practicing it. The student’s

task is to remember the skill and respond, while the feedback will

indicate whether the response is correct and incorrect. This are

happening during practice at the end of each lesson.

Behaviourism is deemed applicable to instructional design when

aiming:

To create measurable and observable learning outcomes among

students.

To use tangible rewards and informative feedback to improve

student learning performance.

To guide students in mastering a set of predictable skills or

behaviours.

The second model approached in the design of this courseware are

cognitive model. We choose cognitivism because it focuses on what

behaviourism ignores – the thought process behind the behaviour.

Having observed changes in the behaviour, adherents of this theory

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then use those changes as indicators to what’s happening inside the

individuals’ mind.

Cognitivism offers a learner-focused approach. It used tools and

technology that mimics the human thought process and even considers

more complex processes such as problem-solving, thinking,

information processing and concept formation.

Some aspects that is followed by the Instructional designers for

realizing the online courses are:

1) Online learning materials should include activities for the

different learning and cognitive styles. There is activities

at the end of the lesson.

2) The teaching strategy should enhance the learning process by

facilitating all sensors, focusing the learner’s attention by

highlighting important and critical information, reasoning

each instruction, and matching the cognitive level of the

learner.

3) The instructional designer should tie up to new information

with existing information from long-term memory using advanced

organizers to activate exiting cognitive structures.

4) The learning content should be chunked to prevent cognitive

overload. Exceeding a number of five to nine items to learn,

linear, hierarchical, or spider-shaped information maps should

be provided.

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Map to Competency Mapping

The five e-learning competencies are as follows:

e-Awareness - awareness of ICTs and their relevance in

society; including digital citizenship

Digital literacy - using technology for information and

knowledge (Students locate, organise, create, adapt, and share

information)

Media literacy - understanding the manipulation and the way

that digital media crosses over with mainstream media

Informational literacy - understanding, and interpreting

information from different sources

Technological literacy - confident and critical operation of

ICTs.

Task Inventory

Task will cover the topic within the latest programming languages

measure in the content.

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Performance objectives

Student will be evaluated in the end of each lesson.

Interactivities

The lesson for each subtopic within the topic were link to each

other. Students just needs to click the next button to access the

next lesson after they done with their current lesson.

Educational ImplicationsBehaviourist techniques have long been employed in education to

promote behaviour that is desirable and discourage that which is

not. Among the methods derived from behaviourist theory for

practical e-learning application are contracts, consequences,

reinforcement, extinction, and behaviour modification.

Contracts, Consequences, Reinforcement, and ExtinctionSimple contracts can be effective in helping students focus on

behaviour change. The relevant behaviour should be identified.

Testing/Evaluation

The evaluation will cover about the latest programming language to

ensure that the students understand and knew about the type of

programming languages and what does it look like. The content will

cover each three type of programming languages mention in the topic

and will describes about it examples in a form of pictures and

snippets of program code examples.

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Development

The Develop Phase of the ADDIE model builds on the outcomes of the

Analyse and Design Phases. The Analyse Phase identifies those tasks

to be instructed and the desired standard to which those tasks must

be performed. The Design Phase outlines how to reach the

instructional goals determined in the Analyse Phase by converting

job tasks to lesson taught in the courseware instructional

environment, and further builds the foundation for instruction

within the courseware.

During development phase, stakeholders should perform QC reviews of

storyboards and media development to get course to “GOLD” status.

Apart from that, designer should be able to complete the storyboards

to the final stage. A lecture or narration should be included to the

content, as well as supporting media notes. These should be “signed-

off” by project stakeholders before any media development begins.

In the meantime, store accessible items such graphics, images,

charts, videos, audio, and other media items to those who will be

using them. If course is narrated, create a separate script for

voice talent and record the audio tracks for the course. The

finished audio files should be placed in the media “bank” so the

developers have access. Developers will assemble all the various

components for the course and produce the finished product.

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E-learning Courseware Setting

The difficulties of interactivity and complexity level should be

consider either we prefer a highly interactive and visually

impressive course or a rapid eLearning development approach. For

this courseware development, we are recommended using a highly

interactive and visually impressive course using a flash and web-

based version. This is to produce a better courseware implementation

and highly interactive for students to access at any place and

anytime.

Learner evaluation

The part of evaluation will be considering the level of the student

awareness and understanding about the given topic or lesson. This

evaluation will be develop based on activity question. For each

successful activity, students will be given a perfect score.

In order to gain access to this evaluation phase, students have to

complete their lesson first.

To ensure students from skipping their lesson, the courseware will

be design in a compliance mode which will lock down the pages so

user cannot fast forward through course pages. The next button will

appear at the bottom of the pages after each lesson completed. Each

lesson will be design in a specific time based on the lesson type.

Implementation

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The courseware will be available to learner upon completion. Before

final implementation, the course that will be developed within the

courseware will be review and test first. Tracking will be confirmed

to ensure every steps was done and a report will be generates to

confirm technical functionality.

Evaluation

In the evaluation phase, the changes make to the storyboard will be

implement. During this implement changes, perform a “mini ADDIE”

cycle on the revisions requested whereby changes to the storyboards

and media are treated with similar respect and consistency as full-

course development. The process will be on a smaller, yet similar

scale.

A final storyboard will be presented once again to receive an

approval and to ensure that all lesson within the course was correct

and any technical issues was fixed.

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INSTRUCTIONAL DESIGN DOCUMENT

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