Instructional Multimedia development process starts through a cycle consisting of analysis, design, development, implementation and evaluation. An instructional multimedia development process is a structure imposed on the development of an instructional product. There are several models for such processes, each describing approaches to a variety of tasks or activities that take place during the process.
This paper will converse about a number of of these development models of instructional multimedia chronologically:
Alessi & Trollip (1985: 274-278) developed an eight-steps model for the development of CBI:
1. Define purpose,
2. Collect resources materials,
3. Generate ideas for the lesson,
4. Organize ideas for the lessons,
5. Produce lesson displays on paper,
6. Flowchart the lesson,
7. Program the lesson,
8. Evaluate the quality and effectiveness of the lesson.
1. Define your purpose: When you set out to design and develop instruction, you usually know its general purpose. In this first step, you should determine the purpose or goal of a single lesson, which will generally include what the student should know and be able to do after using the lesson. The two main considerations affecting definition of goals are the preinstructional level of the student’s knowledge and the hierarchical nature of the content you intend to teach.
2. Collect resource materials: Collecting resources materials includes gathering materials dealing with the subject matter, with instructional development, and with your instructional delivery system, in this case the computer. Regarding the subject matter, it never makes sense to “reinvent the wheel.” Useful subject-matter resource materials generally include textbooks, reference books, original source materials, film, and other individuals knowledgeable in the particular area. Resource materials for instructional development include texts on instructional design, storyboarding sheet, graphics arts materials, a typewriter, and people who have done instructional design. Resource materials relevant to your delivery system include the computer itself, manuals on operating the computer, programming reference guides and others experienced with the computer and programming language you intend to use. In all cases, your most important resources are other knowledgeable people.
3. Generate ides for the lesson: Many designers get stuck at this early point, either spending too much time trying to come up with the perfect idea or, more frequently, giving up and going forward with a mediocre idea. Using the procedur known as brainstorming, in which the designer, with assistance from others, pursues the goal of generating as many ideas as possible, suspending any judgments of the quality or feasibility of ideas until a later time.
4. Organize your ideas for the lesson: To outcome of brainstorming is a long list of ideas that range in quality from very bad to very good. In this step you first eliminate the worst ideas and then begin ordering, detailing, and refining the ideas that are good. At this time you also make preliminary choices about instructional methodologies and factors.
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This paper will converse about a number of of these development models of instructional multimedia chronologically:
Alessi & Trollip (1985: 274-278) developed an eight-steps model for the development of CBI:
1. Define purpose,
2. Collect resources materials,
3. Generate ideas for the lesson,
4. Organize ideas for the lessons,
5. Produce lesson displays on paper,
6. Flowchart the lesson,
7. Program the lesson,
8. Evaluate the quality and effectiveness of the lesson.
1. Define your purpose: When you set out to design and develop instruction, you usually know its general purpose. In this first step, you should determine the purpose or goal of a single lesson, which will generally include what the student should know and be able to do after using the lesson. The two main considerations affecting definition of goals are the preinstructional level of the student’s knowledge and the hierarchical nature of the content you intend to teach.
2. Collect resource materials: Collecting resources materials includes gathering materials dealing with the subject matter, with instructional development, and with your instructional delivery system, in this case the computer. Regarding the subject matter, it never makes sense to “reinvent the wheel.” Useful subject-matter resource materials generally include textbooks, reference books, original source materials, film, and other individuals knowledgeable in the particular area. Resource materials for instructional development include texts on instructional design, storyboarding sheet, graphics arts materials, a typewriter, and people who have done instructional design. Resource materials relevant to your delivery system include the computer itself, manuals on operating the computer, programming reference guides and others experienced with the computer and programming language you intend to use. In all cases, your most important resources are other knowledgeable people.
3. Generate ides for the lesson: Many designers get stuck at this early point, either spending too much time trying to come up with the perfect idea or, more frequently, giving up and going forward with a mediocre idea. Using the procedur known as brainstorming, in which the designer, with assistance from others, pursues the goal of generating as many ideas as possible, suspending any judgments of the quality or feasibility of ideas until a later time.
4. Organize your ideas for the lesson: To outcome of brainstorming is a long list of ideas that range in quality from very bad to very good. In this step you first eliminate the worst ideas and then begin ordering, detailing, and refining the ideas that are good. At this time you also make preliminary choices about instructional methodologies and factors.
DOWNLOAD SELENGKAPNYA DISINI
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