CGMB 123

MULTIMEDIA APPLICATION
DEVELOPMENT

Chapter 9
Design – Part I

T.J.Iskandar Abd. Aziz

tjiskandar@uniten.edu.my
Objectives

 To identify the term and concept of Design

 To identify the term and concept of

sequencing
 To identify the different approach to

sequencing strategy
 To identify the term and concept of learning

objectives
Definition

 Design is the systematic method of

research, planning, developing,
evaluating and managing an
instructional process.
 All of the individual components
are incorporated into the method
termed instructional design.
Kemp (1999)

 Design process 
 Systematic - an orderly, logical method of
identifying, developing and evaluating a set of
strategies aimed at attaining a particular
instructional goal.
 Specific - each element of the plan must be
applied with attention to precise details.
 By applying systematic procedures and being
attentive to specific details, one can design
effective instruction.
Gagne (1992)
 All models of instructional design have three common
functions:
(1) identifying the outcomes of the instruction
(2) developing the instruction
(3) evaluating the effectiveness of the instruction.
 He also emphasizes that instructional systems design
is the systematic process of planning instructional
systems.
What To Ask in Design Phase
1. What are your objectives (instructional goals)?
2. What skills, knowledge and attitudes are you trying to
develop (instructional framework)?
3. What resources and strategies will you use in your
instruction (instructional media)?
4. How will you structure the content of your learning
material (sequencing)?
5. How will you assess the learner's understanding ?
(Assessment)
From Analysis To Design

The design phase of the ADDIE instructional

design model suggests five steps:
(1) Continue with subject matter analysis,

(2) Apply instructional strategies according to

the content type,
(3) Create storyboards

(4) Design the user interface,

(5) Collect needed materials.

Differences in Analysis & Design

 In practice, there is often little differences

between the Analysis and Design phases,
the key difference is in approach:
 The analysis phase is about gathering
information,
 The design phase is about applying that
information to create a blueprint for your
course's development
Applying & communicating the analysis
findings
 At the end of the analysis phase, you draw from your findings
the key factors that will affect the choice of instructional
strategies and assessments in design
 Pacing
 Amount of instruction per unit
 Amount of learner control
 Level of interaction
 Prerequisites
 Immediate applicability
 Cognitive development level
 Types of learning involved in the tasks/
 content to be included
 Reading level
 Visual/graphic orientation
 Media and platform
 Technical and visual sophistication
Findings
 Specify findings in a format that allows clear
communication with those who will be involved in
design and development
 Analysis/Project scope report: A summary of the overall findings by
category
 User profile: A description of the typical user's characteristics and
environment of use.
 Task/Content outline (and/or map): A description of the gross
content to be included in the course. Often, a graphical map or
flowchart of this level of content is developed as well.
 Schedule: Overall schedule for development, based on required
launch date.
 Request for Proposal (RFP): If the design phases will be contracted
to outside parties, an RFP is often developed for
vendors/consultants to bid on.
Content sequencing

 Content sequencing - deciding on the best

educational order in which to place the different
lessons and sub-components.
 How to organize content within the instructional
events such as a course, unit, activity, tutorial,
training, workshop and etc.
 Content sequencing is also known as instructional
sequencing and modules sequencing.
Types of Sequencing

 A proper sequence provides the learners with a pattern of

relationship so that each activity will have a definite
purpose.
 The more meaningful the content, the easier it is to learn 
the more effective the instruction is.
 Two types of sequencing :
 Macro-level sequencing (General/Overall course or unit)
during the analysis phase
 Micro-level sequencing (detailed/individual unit) and
analysis before determining the overall course structure.
 All this depends on the type of course being developed
MODULES SEQUENCING TECHNIQUES

TECHNIQUES EXPLANATION
Job Performance Order The learning sequence is the same as the job
sequence.
From Simple to Complex Objectives may be sequenced in terms of increasing
complexity.
Critical Sequence Objects are ordered in terms of their relative
importance.
Known to Unknown Familiar topics are considered before unfamiliar ones.

Dependent Relationship Mastery of one objective requires prior mastery of

another.
MODULES SEQUENCING TECHNIQUES
(CONT)

TECHNIQUES EXPLANATION
Supportive relationship Transfer of learning takes place from one objective to
another, usually because common elements are
included in each objective. These should be placed as
close together as possible so that the maximum
transfer of learning can take place.
Cause to Effect Objectives are sequenced from cause to effect. If
there are a lot of objectives, then they should be
organized into clusters which are conductive to
learning. If the training program is long, then
reinforcement also has to be put into account.
 Example of a program that has been sequenced properly

Terminal Objective
Sell an electronic device to customer who
knows little or nothing about its features

Cluster 1 Cluster 2 Cluster 3

Determine Customer Buying Demonstrate an electronic device’s Interacting with
Habit features and benefits Customer

Customer’s Knowledge VCRs TVs Wrap Up A Sale

Customer’s Mood
Stereos Computers Achieving future Sales

Customer’s Needs
Sequencing strategies
 Contextual (World-related) strategies
 How the way things in the real world appear to be organized
 earliest historical period to present
 In the order in which a procedure is performed

 Concept-related strategies
 largest concepts in a discipline  to specifics concepts
 Characteristics of a group, then specific members of that group

 Learning-related strategies
 based on the way learning builds on prior knowledge or prerequisites.
 Simplest information, then more complex
 Most familiar information, then less familiar
Sequencing Strategy
 There is no one "right" way to sequence
content.
 A sequencing strategy should reflect :
 the designer's approach to instruction
 the needs of the learner populations
 the individual circumstances of each course.
 The sequence in which a process or task is
accomplished may not be the best sequence in
which to present the content for learning,
Content sequencing and online
navigation
 In an Online environment - Issues of
user control and content sequencing are
tied up with the issue of linear vs.
nonlinear navigation of the content.
 Depending on the individual course
circumstances, the designer will choose
whether and to what extent to control
the way the learner moves through the
content.
Content sequencing and online
navigation
 linear approach - making each page available only
from the preceding page
 ifthe designer wants to require the learner to review
content in a particular order
 nonlinear approach - making every page of the
course available from a "menu" or site map
 ifthe designer wants the learner to self-select the
order and type of content to review.
Linear Vs Non-Linear Sequencing
 Based on a number of factors, including:
 Multiple audiences - if the learners accessing the course
have different levels of prior knowledge, a nonlinear
approach will allow more experienced users to skip basic
topics.
 Certification requirements - certification requirements
may include the need for each user to at least click on
every page of the content, necessitating a linear
approach.
 Prerequisites - a baseline of information may be
required for the user to understand more complex
information or processes, suggesting a more linear
approach.
Designing Learning Objectives
 A learning objective - a statement describing what
the learners should be able to do when they have
completed a key segment of the instruction.
 Objectives can occur at various levels of the
content :
 course level
 unit level

 lesson level
Designing Objectives
 A well-written objective should :
 suggest the type of learning involved
 the manner in which assessment will be conducted
 the criteria for accomplishment of the objective.
 In reality,
 the processes of writing objectives
 determining instructional strategies
 assigning the media for delivery
 assessment of instruction
 are so interrelated that they appear to happen all at
once.
Components of a simple objective

 In its simplest form, an objective:

 Describes what the learner should do to demonstrate
the acquisition of the knowledge, skill, or attitude
being taught
 Describes the conditions under which that action
should be performed
 Describes the degree to which the action should be
performed
Simple Objective Format

 This format is often known as "ABCD"

which stand for:

A = Audience
B = Behavior
C = Condition
D = Degree
Simple Objectives
 Simple objectives often take on a very standard
format, as follows:
 Under this condition... (upon completing this session,
reading this material, finishing this tutorial,
performing this exercise, etc.),
 the learner will be able to... (perform an activity,
exhibit a behavior or attitude, etc.)
 to the degree of... (period of time, number of items,
level of difficulty, etc.)
Simple Objectives
 Objectives should be specific and have an observable
action as the desired outcome. Avoid overly general
objectives that do not specify the action and degree to
which the objective should be met.
 Example:
In this section of this course, a specific objective would
be:
"After completing this section of the course, you will be able to list
the four components of a simple objective."
Vague Objectives
 On the other hand, an overly vague objective
would be:
"After completing this section of the course, you will know
what an objective is"
 The vague objective does not include an
observable action that could represent attainment
of the objective.
How to Avoid Vague Objective
 Carefully selecting the "action" verb to use.
 For example,
 learning reflect declarative knowledge  list, summarize,
define
 learning reflect understanding of a concept  identify,
classify, determine, give examples
 learning involves feelings, emotions, or attitudes use
affective objectives in which learners either simulate
behavior (performance) or describe how and why an action
would be performed in a particular way
 learning reflect a psychomotor or cognitive skill verb
should specify performance  drive a car, apply a strategy,
use a device)
`Selecting the "action" verb
 Knowledge/recall
 arrange, define, duplicate, label, list, match, name, order
 recognize, repeat, reproduce
 Comprehension/interpretation
 classify, identify, locate, recognize, indicate, restate, select, sort
 discuss, describe, explain, express, report, translate
 Application/use
 Apply, choose, employ, operate, practice,
 demonstrate, dramatize, illustrate, interpret, solve
 Analysis/interrelationships
 analyze, diagram, inventory, examine, test
 compare, criticize, differentiate, distinguish, contrast
 Synthesis
 Propose, construct, create, design, formulate, manage, organize, plan, assemble
 Evaluation/judgment
 Rate, appraise, assess, compare, estimate, evaluate, defend, support, challenge
Terminal And Enabling Objectives

 Terminal Objectives (TO)– generic level objective

 Enabling objectives (EO) – specific level, lead to the
accomplishment of Terminal Objective

Module Section Topic

M1: INTRODUCTION S1: Hardware T1: Carrier
Terminal Objective: At Technology Technology
the end of this module, Objective: Identify the TO: Identify the
learners should be able basic component of functions of Carrier
to identify the terms Multimedia Hardware Technology
and functions of Technology EO: Identify the
Multimedia definition of Carrier
Technologies Technology
Three Objectives Domain
 3 domains - Cognitive , Psychomotor and Affective
 Understanding the levels within each domain is
important when planning a unit of instruction
 I.e For a course that focuses on problem solving 
majority of objectives written at the knowledge
level of cognitive domain.
Domain of Cognitive Objectives
 the domain receiving the most attention
 includes objectives related to information or
knowledge, naming, solving, predicting and other
intellectual aspects of learning.
 Bloom’s Taxonomy (1956) of cognitive objectives
 Knowledge  Comprehension  Application 
Analysis  Synthesis  Evaluation
Domain Of Psychomotor Objectives
 Organized on the degree of physical coordination
required in a task (Harrow, 1972)
Learning Type Physical Behavior examples
Non-discursive
Body postures, gestures and facial expressions
communication

Skilled Movements Activities in Sports, recreation and dance

Require strenuous effort, muscular exertion, wide range

Physical Activities
of motion, quick precise movements
Coordinated movements such as jumping rope, catching
Perceptual
balls

Basic Fundamental Walking, running, pushing, twisting, gripping, grasping,

movement manipulating

Reflex movements Flexion, extension, stretch, and postural adjustment

Domain Of Psychomotor Objectives

 Encompasses the skills requiring the use and

coordination of skeletal muscles
 Imitation  Manipulation  Precision 
Articulation
 Heinich, Molenda, Russel (1993) - a taxonomy
based on the degree of coordination that is
applicable to many design projects (refer to next
table)
Domain Of Psychomotor
Objectives
Heinich, Molenda, Russel (1993)

Level Description Example

After watching the video
Demonstrates an on drilling sink hole, you
Imitation
observed action will drill a sink hole for a
wood screw
After practicing on scrap
wood, you will drill a
Manipulation Performs an action
hole for connecting two
pieces of wood

You will catch 75% of the

Performs an action with
Precision ground balls hit to your
accuracy
position

During a tennis game,

Performs a coordinated
you will properly execute
Articulation activity in an efficient
a backhand swing as
and coordinated manner
required
Kibler(1981)
 non-sequential taxonomy
 Bodily movement
 Coordinated movement of hands & fingers, hand
& eye, hand & ear, hand eye & foot
 Nonverbal communication – facial expression,
gestures
 Speech behavior – producing + projecting sounds,
coordinating sound and gestures
Domain Of Affective Objectives
 Objectives concerning attitudes, appreciations,
values, and emotions such as enjoying, conserving
and respecting
 Believed to be very important in training and
education
 Krathwohl, Bloom & Masia (1964) – into 5 levels
 Receiving  Responding  Valuing  Organizing
 Characterizing
Affective Taxonomy (Krathwohl, 1964)

Learning Type Affective examples

To revise, require, be rated high in value, avoid,

Characterization by value
resist, manage and resolve

Organization To discuss, theorize, formulate, balance, examines

To increase measured proficiency in, relinquish,

Valuing
subsidize, support or debate

To comply with, follow, commend, volunteer, spend

Responding
leisure time in, or acclaim

Receiving To differentiate, accept, listen for or respond to

Affective Taxonomy (Krathwohl, 1964)

 Why affective objectives are not frequently used :

1. There is less grading of student’s achievement on affective
objectives  due to inadequate assessment methods
2. Achievement and competence have traditionally been regarded as
public matter  while affective learning is regarded as a private
matter
3. Results in this taxonomy take time.
 Affective behaviors develop when appropriate
learning experiences are provided for students just
like with cognitive behaviors
 Simple Learning Hierarchy

More complex
Start End

Learning Learning Learning

Outcomes 1 Outcomes 2 Outcomes 3

• The 3 domains are interrelated in two ways :

• A single major objective can involve learning in two or more domain
• attitudinal development – learners need to be motivated to learn before
instruction is successful