scholarly journals DESIGN AND DEVELOPMENT MULTIMEDIA LEARNING’S PHYSICS 1

2019 ◽  
pp. 108-123
Author(s):  
Norbaizura Nordin
Keyword(s):  
Diagnostic Test ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Learning Processes ◽  
Teaching Model ◽  
Problem Analysis ◽  
Design And Development ◽  
Learning Materials ◽  
Computer Equipment

The development of Newton's Law of Motion courseware multimedia is based on the problem analysis from the diagnostic test students enrolled in the course of Physics 1. This courseware is developed based on the ASSURE model by using computer equipment and authoring software: Macromedia Authorware 7.0, Macromedia Flash MX 2004 and Abode Photoshop 6.5. The design of this courseware is based on Gagne’s teaching model and learning theory: Behaviorism, Cognitive, and Constructivism. The findings of the development multimedia courseware are discussed in terms of design for teaching and learning Physics 1. The study of design and development of multimedia courseware is important in order to improve the effectiveness of teaching and learning processes as well as to increase the collection of multimedia learning materials.

scholarly journals administrasi kurikulum

2019 ◽  
Author(s):  
Roni Yunasril
Keyword(s):  
Teaching And Learning ◽  
Government Regulation ◽  
Learning Processes ◽  
Learning Activities ◽  
Educational Goals ◽  
Learning Materials ◽  
Education Standards ◽  
National Education ◽  
The Republic ◽  
National Education Standards

UU no. 2 of 1989 stated that the curriculum is a set of plans and arrangements regarding the content and learning materials as well as the methods used as guidelines in the implementation of teaching and learning processes. In the Republic of Indonesia Government Regulation No. 19/2005, regarding National Education Standards (SNP), it is stated that the curriculum is a set of plans and arrangements regarding the objectives, content, and learning materials and the ways used as guidelines for organizing learning activities to achieve certain educational goals.

scholarly journals Multimedia English Learning Materials for Deaf or Hard of Hearing (DHH) Children

2021 ◽  
Vol 5 (4) ◽  
pp. 571
Author(s):  
Ni Luh Putu Sri Adnyani ◽  
Ni Made Rai Wisudariani ◽  
Gede Aditra Pradnyana ◽  
I Made Ardwi Pradnyana ◽  
Ni Komang Arie Suwastini
Keyword(s):  
Hard Of Hearing ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Learning Needs ◽  
English Learning ◽  
Learning Materials ◽  
Need Analysis ◽  
Interview Guide ◽  
Teachers And Students ◽  
Field Notes

In supporting learning for Deaf or Hard of Hearing/DHH children, it is not easy finding learning sources that are accessible online, especially in English. Furthermore, during the COVID-19 pandemic, when learning was required to be carried out online, there were no learning applications that included English sign language that could be used by teachers and students as learning media. Thus, this study aims to analyze the need for developing multimedia-based English learning materials for Deaf or Hard of Hearing (DHH) children. This qualitative study involved DHH students and instructors in Special School (SLB), Bali. The need analysis was conducted to identify the ongoing situation of DHH children in the context of developing English multimedia learning materials. Interview and observation techniques applying two types of instruments in the form of an interview guide and field notes were used to collect the information towards the English learning needs for DHH children. The results of the study identified several needs that underlie the development of English multimedia learning materials, namely inadequate English instructors, text-based teaching materials, and the less than optimal teaching and learning process during the COVID-19 pandemic. Therefore, the development of multimedia-based English learning materials is needed.

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Tailoring Design Development and Ideation in Catering To Industry Demands

2017 ◽  
Vol 14 (1) ◽  
pp. 67
Author(s):  
Fadila Mohd Yusof ◽  
Azmir Mamat Nawi ◽  
Azhari Md Hashim ◽  
Ahmad Fazlan Ahmad Zamri ◽  
Abu Hanifa Ab Hamid ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Industrial Design ◽  
Protocol Analysis ◽  
Early Stage ◽  
Idea Generation ◽  
Learning Processes ◽  
Design Stage ◽  
Design Development ◽  
Conceptual Design Phase ◽  
Industry Practice

Design development is one of the processes in the teaching and learning of industrial design. This process is important during the early stage of ideas before continuing to the next design stage. This study was conducted to investigate the comparison between  academic  syllabus  and  industry  practices  whether  these  processes  are  highly dependent on the idea generation and interaction related to the designer or to the student itself. The data were gathered through an observation of industry practice during conceptual design phase, teaching and learning process in academic through Video Protocol Analysis (VPA) method and interviews with industry practitioners via structured and unstructured questionnaires. The data were analysed by using NVivo software in order to formulate the results. The findings may possibly contribute to the teaching and learning processes especially in the improvement of industrial design syllabus in order to meet the industry demands. Keywords: design development, industrial design, industry demands

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

¿Razonamos en función de nuestro conocimiento general? Un estudio de las interacciones entre el procesamiento de la información y la inferencia lógica

2015 ◽  
pp. 33
Author(s):  
Miguel López Astorga
Keyword(s):  
Information Processing ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Formal Logic ◽  
Conditional Reasoning ◽  
General Knowledge

RESUMENEn este trabajo, analizamos un experimento sobre el razonamiento condicional de Staller, Sloman y Ben-Zeev (2000). En dicho experimento, los sujetos parecen manifestar un comportamiento contrario a las prescripciones de la lógica formal. Nosotros lo revisamosy descubrimos todas las variables que es preciso atender en los procesos de enseñanza y aprendizaje, variables que no siempre son consideradas por los docentes.Palabras clave: condicional, conocimiento general, inferencia, procesamiento de la información, representación mental.DO WE REASON ACCORDING TO OUR GENERALKNOWLEDGE? A STUDY ABOUT INTERACTIONSBETWEEN INFORMATION PROCESSING AND LOGICALINFERENCEABSTRACTIn this paper, I analyze an experiment about conditional reasoning presented by Staller,Sloman and Ben-Zeev (2000). In that experiment, the subjects’ behavior seems contradictory to prescriptions of formal logic. I check it and I discover all the variables that we need to deal with them in teaching and learning processes, despite that such variables are notalways checked by the teachers.Keywords: conditional, general knowledge, inference, information processing, mentalrepresentation.

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