Instructional Design

INSTRUCTIONAL DESIGN
Rosseni Din, PhD

Personalized Education Research Group
Faculty of Education, UKM
Research & Education Support, PTM

Universiti Kebangsaan Malaysia
1 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

Table of Content
 Definition
 ID Model Definition
 ID Model Theory
 ID Model Model
 ID Pedagogy
 ID Strategy
 Design & Development
 Evaluation & Modelling

Instructional Design Definition

The practice of creating instructional experiences
which make the acquisition of knowledge and skill
more efficient, effective, and appealing.
Merrill, M. D.; Drake, L.; Lacy, M. J.; Pratt, J. (1996). "Reclaiming instructional design" (PDF). Educational Technology 36 (5): 5–7.
Rosseni Din. Kursus P&P di IPT. CRIM, UKM.

4 6/11/2015
Instructional Design is a way of planning instruction
considering the learner, end goal or product, and
assessments. Many times, multimedia tools are used to
improve instruction and increase student engagement
(Culatta, 2011).
Rosseni Din. Kursus P&P di IPT. CRIM, UKM.

5 6/11/2015
Instructional Design Theory

BEHAVIORIST LEARNING THEORY

COGNITIVE LEARNING THEORY

CONSTRUCTIVIST LEARNING THEORY

HUMANISME LEARNING THEORY
• Pelajar mudah belajar
perkara yang ingin dipelajari
• Mengetahui cara belajar

adalah lebih penting
daripada memiliki banyak
pengetahuan.
• Penilaian kendiri hasil kerja

pelajar merupakan penilaian
yang lebih bermakna, jika
mencapai tahap
• Perasaan adalah sama

penting dengan fakta.
• Pelajar belajar lebih baik

dalam persekitaran yang
tidak mengancam seperti
selamat secara fizikal,
emosional, psikologikal
serta nyaman.

SOSIAL LEARNING THEORY
Perhatian (attention process) : Perhatian

dipengaruhi oleh pertalian pemerhati dengan
modelnya
Representasi (representation process): Tingka
hlaku yang akan ditiru, disimbolisasikan dalam
ingatan baik dalam bentuk verbal maupun dalam
bentuk gambaran/imajinasi.
Peniruan tingkahlaku
model (behavior production process): Sesudah
mengamati dengan penuh perhatian, dan
memasukkanya ke dalam ingatan, orang lalu
bertingkahlaku sama.
Motivasi dan pengukuhan (motivation and
reinforcement ): Belajar melalui pengamatan ;
lebih kuat terjadi pada tingkah laku model
mendapat ganjaran, daripada tingkah laku yang
dihukum.

Teori Pembelajaran Minimalisme
Aktiviti bermakna dan lengkap
Projek realistik
Arahan membolehkan taakulan
Bahan latihan dan aktiviti tanpa ralat
Latihan dengan sistem sebenar saling berkaitan

Teori Pembelajaran Beban Kognitif

1. Kepelbagaian pendapat
2. Proses pembelajaran dijalankan secara proses menghubungkan https://www.youtube.com/watch?v=-20Oqm1GvsU
sumber-sumber maklumat dalam nod-nod yang khusus.
3. Pembelajaran boleh berlaku di luar diri manusia.
4. Kapasiti atau kebolehan untuk lebih mengetahui adalah lebih
penting berbanding apa yang telah diketahui sekarang.
5. Keperluan memelihara hubungan rangkaian pembelajaran penting
supaya pembelajaran berlaku secara berterusan.
6. Kemampuan untuk melihat hubungan antara pelbagai bidang, idea
dan konsep merupakan perkara yang utama.
7. Pengetahuan terkini merupakan satu kegiatan dalam pembelajaran
connectivism.
8. Membuat keputusan merupakan proses pembelajaran.
9. Kebolehan dalam memilih apa yang dipelajari sangat penting
dalam menghadapi kepadatan maklumat.
10. Perubahan maklumat yang cepat akan mempengaruhi sesuatu
keputusan.

Teori Pembelajaran Dewasa
Termotivasi belajar
kerana minat
Berpusat pada
kehidupan
Pengalaman
sebagai sumber
terkaya
Terarah kendiri
(self directed
learning)
Meningkat dengan
bertambahnya usia
,

CONTENT
Video & Multimedia
Graphic & Text
Activity & Simulation
Assessment & Reflection
ECLECTIC
LEARNING THEORY
POPEYE
Behaviorisme PEDAGOGY
Cognitivisme
Construktivisme
Humanisme
Sosial Learning
ID MODEL Problem-oriented
Project-based
Hybrid E-Learning
Minimalisme
Adult Learning
Connectivism
MEANINGFUL
LEARNING STRATEGY
Intentional
Constructive
Cooperative/Collaborative
Active
16 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. Authentic 6/11/2015
Instructional Design Model

 Model ADDIE
 Model Hannafin & Peck (1988)
 Model Kejuruteraan Perisian (Bostock 1998)
 Model Reka Bentuk Pengajaran (Dick & Carey 1996)
 Model Kejuruteraan Perisian (Pressman 1997)
 Model Pembangunan Sistem P&P (Din 2001)
 Model RekaBentuk & Pembangunan Sistem P&P (Din 2010, 2014)

Model Reka Bentuk dan Pembangunan
Sistem Pengajaran &Pembelajaran
 Model ADDIE
 Hannafin & Peck (1988)
 Model Reka Bentuk Pengajaran (Dick & Carey 1996)

CONTENT
Video & Multimedia
Graphic & Text
Activity & Simulation
Assessment & Reflection
ECLECTIC
LEARNING THEORY
POPEYE
Behaviorisme PEDAGOGY
Cognitivisme
Construktivisme
Humanisme
Sosial Learning
ID MODEL Problem-oriented
Project-based
Hybrid E-Learning
Minimalisme
Adult Learning
Connectivism
MEANINGFUL
LEARNING STRATEGY
Intentional
Constructive
Cooperative/Collaborative
Active
27 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. Authentic 6/11/2015
Universal Learning for Design
Video link:
https://www.youtube.com/watch?v=bDvKnY0g6e4

Instructional Design Pedagogy

PoPeye
Problem-oriented Project-based Hybrid e-Learning
31 Rosseni Din. 2015. ICeL. Kota Kinabalu Sabah. 6/11/2015
iFolio
Tugasan & Pengenalan
Instructional Design Strategy

MeT
Meaningful E-Training
Cooperative
Intentional
Constructive
Active
Authentic
Why I Teach

…………
…………
One thing for sure, I certainly don’t teach because teaching is easy for me.
It is the most difficult thing for someone like me.
Who likes to work alone and focuses on tasks rather than people.
Who never feel ready to teach no matter how late I stay up preparing…
Who is always nervous thinking that I will be found out for the fool that I am.
Who always leaves the classroom, convinced that I was even more boring than usual.
And certainly I don’t teach because I think I know how to teach and have all the answers…
Because sometimes I feel my course is a big failure.
I really teach because I like to ask questions that students must struggle to answer.
And I like to ask questions because the world is full of right answers to even bad questions.
And while asking, I sometimes find good questions for a good answer.
…………
…………

PHASES OF D&D

Fasa 1: KAJIAN KESAURAN
 Analisis keperluan membina sistem
 Mengenal pasti masalah dan lompang sistem semasa
 Tujuan, OK, PK dan batasan kajian dikenal pasti

Fasa 2: ANALISIS KEPERLUAN SISTEM
 Laporan Spesifikasi Keperluan Sistem (SKS)

 Matlamat & Objektif
 Sasaran & Komponen Pendidikan
 Perkomputeran, Masa & Kos
 (ms 28-31)
 Laporan SKS sebagai output Fasa 3

Fasa 3: REKA BENTUK SISTEM
 menentukan bagaimana sistem akan dibina

berdasarkan apa yang diperlukan dalam spesifikasi
keperluan sistem
 m/s 34-36

Fasa 4: PEMBANGUNAN SISTEM
 menentukan bagaimana sistem akan dibina

berdasarkan apa yang diperlukan dalam spesifikasi
keperluan sistem
 m/s 37-41

Fasa 5: PELAKSANAAN
 Sistem yang dihasilkan mungkin mengandungi pepijat yang
tidak dapat dikenal pasti semasa proses pengujian teknikal.
 menilai kebolehgunaan sistem
 ujian sumatif untuk mengumpul maklumat untuk fasa

seterusnya iaitu penyenggaraan sistem
 m/s 42

Fasa 6:
PENILAIAN, PENYENGGARAAN & PERMODELAN
Normed Chi-Square 2.509
RMSEA .084
CFI .972
TLI .956
p .000
e16
e1 content coop e6
.35 .80 .52
e2 deliver .81 .74 inten e7
-.08 .85 .45 .84
-.24 e3 struc HiTs MeT const e8
.86 .83
.89 .96 activ e9
.41 e4 serv -1.06
e5 outcm authen e10

Design Processes

Pre-production
ROSSENI DIN
Prof Madya (Teknologi Pendidikan), Fakulti Pendidikan, UKM
TP (Sokongan Pendidikan & Penyelidikan), Pusat Teknologi Maklumat, UKM

By the end of the session you should be able to:
1. Sketch your ideas for the video

production project
2. Come up with a tentative topic and

theme
3. Fill up and submit the proposal form

• Pre-production is the phase of further developing ideas
and planning prior to the process of production.
• Pre-production is the second step in video production or

film creation.
• It is normal for the various stages to be revisited more

than once.

• Script writing and planning;
• Planning the video using:

i. Scripting
ii.Storyboarding
• Various tool.

 Generated by the script writer.
 Repeated until approved for publication.

 Important to:
i. Set goals and direction of the video.
ii. The target audience.
iii. The mood/genre of video.

 Script writing function as a guide
from the early stages of video
production until the end of
production.

 Source of idea for script:
 Self Experience.
 Experience of others.
 Reading of a variety of materials.
 Watch.

 Structure of script:
 Introduction.
 Contents.
 Conclusion.

 If you want to produce a promotional video for the sale of
beauty products.
1. Purpose: Promote the sale of beauty products

2. Target audience: Women with careers
3. Mood/genre: Professional
 In the example above, we can see that the target audience is

women. To attract the attention of the target audience to buy
beauty products, mood/genre of video that can be themed
products make clients feel confident, and professional career.
Mood/genre is influenced by the choice of actors, audio and
video settings accordingly.

• Made b ased on the script that is developed and sketched the
scene is key shot (important shot) in the video.
• It contains images or visual, brief description of the relevant

visual and camera shots.
• Help in visualizing the process of video production. It can

help in arranging the order of the video scene, the
composition of the video shots, and the relationship is a
video shot by shot another video.

 Why storyboarding?
1. To guide shooting shot after shot
2. Can easily be changed before production
3. To easily get feedback from others

 A storyboard explain:
1. Characters in the frame and how they move.
2. Spoken words between one scene to another, if any
3. Timing between frames
4. Camera location and movement

Scene 1 Scene 2
Blueberry
Strawberry
Pancake
Milk mixture
Butter Honey
Scene 3 Scene 4
Pour
Pour

Scene 5 Scene 6
Butter
Stir
Scene 7 Scene 8
Pour butter into pan
Blueberry

Scene 9 Scene 10
Flip
Cut
Strawberry
Scene 11 Scene 12
Pour

Scene 13
Enjoy!

1. http://studiouniversiti.blogspot.com/2010/10/fasa-fasa-
dalam-penerbitan-videoscp.html
2. http://www.wideopenspace.co.uk/animation-tutorial/pre-
production.html

Evaluation & Modeling Processes


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INSTRUCTIONAL DESIGN

Rosseni Din, PhD

Research & Education Support, PTM

1 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

2 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

3 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

Rosseni Din. Kursus P&P di IPT. CRIM, UKM.

Rosseni Din. Kursus P&P di IPT. CRIM, UKM.

6 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

7 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

8 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

9 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

• Mengetahui cara belajar

• Penilaian kendiri hasil kerja

• Perasaan adalah sama

• Pelajar belajar lebih baik

10 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

Perhatian (attention process) : Perhatian

11 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

Arahan membolehkan taakulan

Bahan latihan dan aktiviti tanpa ralat

Latihan dengan sistem sebenar saling berkaitan

12 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

13 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

14 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

15 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

17 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

18 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

 Hannafin & Peck (1988)

 Model Reka Bentuk Pengajaran (Dick & Carey 1996)

19 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

28 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

29 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

40 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

47 Rosseni Din. 2015. ICeL. Kota Kinabalu Sabah. 6/11/2015

48 Rosseni Din. 2015. ICeL. Kota Kinabalu Sabah. 6/11/2015

49 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

 Analisis keperluan membina sistem

 Mengenal pasti masalah dan lompang sistem semasa

 Tujuan, OK, PK dan batasan kajian dikenal pasti

51 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

 Laporan Spesifikasi Keperluan Sistem (SKS)

 Laporan SKS sebagai output Fasa 3

52 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

 menentukan bagaimana sistem akan dibina

53 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

 menentukan bagaimana sistem akan dibina

54 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

 menilai kebolehgunaan sistem

 ujian sumatif untuk mengumpul maklumat untuk fasa

55 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

e5 outcm authen e10

56 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

58 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

59 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

1. Sketch your ideas for the video

2. Come up with a tentative topic and

3. Fill up and submit the proposal form

61 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

• Pre-production is the second step in video production or

• It is normal for the various stages to be revisited more

62 Rosseni Din. Kursus P&P di IPT. CRIM, UKM. 6/11/2015

• Planning the video using: