REFLECTIONS
AUGMENTED REALITY - 28/7/2022
Model Dick & Carey merupakan reka bentuk model yang berorientasikan sistem. Model ini melibatkan komponen pelajar, pengajar, bahan pengajaran dan persekitaran pembelajaran dilihat amat sesuai atau bertepatan dalam membantu kami membangunkan bahan Augmented Reality (AR) tentang Langkah-langkah pencegahan jangkitan covid 19.
1. Kenal pasti matlamat pengajaran
Dalam membangunkan cara- cara pencegahan covid 19, kami terlebih dahulu mengenal pasti dan mengambil kira permasalahan yang timbul dalam senario semasa .Oleh itu, objektif utama pembangunan Langkah – Langkah pencegahan jangkitan covid 19 adalah Untuk mengetahui cara-cara selamat semasa tempoh Covid 19 dan untuk mengelak dijangkiti Covid 19.
2. Mengendalikan analisis pengajaran
Apabila matlamat pengajaran telah dikenal pasti, beberapa langkah perlu ditentukan bagi memastikan matlamat boleh dicapai. Kami telah menjalankan pemerhatian di sekolah dan membuat beberapa temu bual dengan beberapa orang guru bagi mengenal pasti masalah, kemahiran dan pengetahuan yang perlu ada bagi murid tentang pencehagan covid 19.
3. Mengenal pasti pengetahuan sedia ada dan ciri – ciri murid
Pada peringkat ini, kami menganalisis murid – murid berdasarkan kemahiran dan pengetahuan sedia ada pada mereka. Ini adalah penting bagi kami menentukan menyusun atur langkah dan strategi atau pemilihan bahan pengajaran yang bersesuaian dalam membangunkan Langkah-langkah pencegahan jangkitan covid 19.
4. Menulis objektif pencapaian
Objektif cara – cara pencegahan covid 19 adalah untuk mengelak dijangkiti Covid 19 dan untuk mengetahui cara-cara selamat semasa tempoh Covid 19.
5. Membina / menggubal item – item ujian rujukan kriteria
Dalam cara-cara pencegahan covid 19 ini kami telah membuat pelbagai penyiasatan dalam kalangan murid sekolah untuk mengetahui kesedaran mereka tentang covid 19 ini.
6. Membina strategi pengajaran
Dalam membangunkan cara – cara pencegahan covid 19 kami telah membangunkan 10 cara untuk mencegah penyakit ini. 10 cara ini telah membantu pelajar sekolah untuk mengetahui betapa risikonya penyakit ini kalau kita tidak mengikuti langkah-langkah mencegah jangkitan covid 19.
7. Membina dan memilih bahan – bahan pengajaran
Dalam membangunkan bahan AR Langkah-langkah pencegahan jangkitan covid 19 ini, kami membina dan memilih bahan pengajaran berdasarkan objektif dan kemampuan kepakaran kami dalam menghasilkan produk AR ini dan aspek kewangan. Pemilihan bahan-bahan pengajaran ini adalah perlu disesuaikan dengan situasi semasa, kaedah penyampaian atau pengajaran, pengetahuan sedia ada tentang penggunaan aplikasi AR dan bahan media yang digunakan untuk membangunkan aplikasi ini.
8. Membina dan melaksanakan penilaian formatif
Penilaian formatif merupakan proses pengumpulan data untuk mengenal pasti teknik atau kaedah bagi memperbaiki sesuatu pengajaran. Bagi bahan AR Langkah-langkah pencegahan jangkitan covid 19 ini, kami telah menerima beberapa cadangan penambahbaikan daripada pensyarah dan rakan sekelas semasa pembentangan projek AR di dalam kelas. Daripada cadangan tersebut, kami jadikan sebagai penilaian formatif bagi menambah baik bahan AR kami agar lebih efektif, efisien dan berkualiti.
9. Membina dan melaksanakan penilaian sumatif
Penilaian sumatif merupakan ukuran terhadap nilai aplikasi pengajaran yang dibangunkan. Oleh itu, penilaian sumatif bagi Langkah-langkah pencegahan jangkitan covid 19 ini melalui ujian/kuiz yang telah dibekalkan.
1. Kenal pasti matlamat pengajaran
Dalam membangunkan cara- cara pencegahan covid 19, kami terlebih dahulu mengenal pasti dan mengambil kira permasalahan yang timbul dalam senario semasa .Oleh itu, objektif utama pembangunan Langkah – Langkah pencegahan jangkitan covid 19 adalah Untuk mengetahui cara-cara selamat semasa tempoh Covid 19 dan untuk mengelak dijangkiti Covid 19.
2. Mengendalikan analisis pengajaran
Apabila matlamat pengajaran telah dikenal pasti, beberapa langkah perlu ditentukan bagi memastikan matlamat boleh dicapai. Kami telah menjalankan pemerhatian di sekolah dan membuat beberapa temu bual dengan beberapa orang guru bagi mengenal pasti masalah, kemahiran dan pengetahuan yang perlu ada bagi murid tentang pencehagan covid 19.
3. Mengenal pasti pengetahuan sedia ada dan ciri – ciri murid
Pada peringkat ini, kami menganalisis murid – murid berdasarkan kemahiran dan pengetahuan sedia ada pada mereka. Ini adalah penting bagi kami menentukan menyusun atur langkah dan strategi atau pemilihan bahan pengajaran yang bersesuaian dalam membangunkan Langkah-langkah pencegahan jangkitan covid 19.
4. Menulis objektif pencapaian
Objektif cara – cara pencegahan covid 19 adalah untuk mengelak dijangkiti Covid 19 dan untuk mengetahui cara-cara selamat semasa tempoh Covid 19.
5. Membina / menggubal item – item ujian rujukan kriteria
Dalam cara-cara pencegahan covid 19 ini kami telah membuat pelbagai penyiasatan dalam kalangan murid sekolah untuk mengetahui kesedaran mereka tentang covid 19 ini.
6. Membina strategi pengajaran
Dalam membangunkan cara – cara pencegahan covid 19 kami telah membangunkan 10 cara untuk mencegah penyakit ini. 10 cara ini telah membantu pelajar sekolah untuk mengetahui betapa risikonya penyakit ini kalau kita tidak mengikuti langkah-langkah mencegah jangkitan covid 19.
7. Membina dan memilih bahan – bahan pengajaran
Dalam membangunkan bahan AR Langkah-langkah pencegahan jangkitan covid 19 ini, kami membina dan memilih bahan pengajaran berdasarkan objektif dan kemampuan kepakaran kami dalam menghasilkan produk AR ini dan aspek kewangan. Pemilihan bahan-bahan pengajaran ini adalah perlu disesuaikan dengan situasi semasa, kaedah penyampaian atau pengajaran, pengetahuan sedia ada tentang penggunaan aplikasi AR dan bahan media yang digunakan untuk membangunkan aplikasi ini.
8. Membina dan melaksanakan penilaian formatif
Penilaian formatif merupakan proses pengumpulan data untuk mengenal pasti teknik atau kaedah bagi memperbaiki sesuatu pengajaran. Bagi bahan AR Langkah-langkah pencegahan jangkitan covid 19 ini, kami telah menerima beberapa cadangan penambahbaikan daripada pensyarah dan rakan sekelas semasa pembentangan projek AR di dalam kelas. Daripada cadangan tersebut, kami jadikan sebagai penilaian formatif bagi menambah baik bahan AR kami agar lebih efektif, efisien dan berkualiti.
9. Membina dan melaksanakan penilaian sumatif
Penilaian sumatif merupakan ukuran terhadap nilai aplikasi pengajaran yang dibangunkan. Oleh itu, penilaian sumatif bagi Langkah-langkah pencegahan jangkitan covid 19 ini melalui ujian/kuiz yang telah dibekalkan.
GROUP ASSIGNMENT PRESENTATION - 30/5/2022
Ely's Conditions of Change
One of the top theorists in the area of educational technology is Donald P. Ely. Ely stressed the significance of environmental factors on the transition process in a study titled Creating the Conditions for Change that was published in 1976. Despite the fact that this study was specifically focused on the change process in libraries, Ely later developed and generalized a theory of the conditions of change that included implementing technological innovations in educational settings in a study titled Conditions to Facilitate the Implementation of Educational Technology Innovations that was published in 1990.
Ely's idea of the circumstances of change focuses on elements outside of innovation that are present in the environment of change. This stands in stark contrast to Roger's theory of diffusion, which looks at an innovation's intrinsic characteristics.
Ely was the first to postulate that factors other than an innovation's inherent attributes have a role in its adoption and successful implementation. The execution of the change process is impacted by socio-environmental factors. Ely focused on "the influence of external conditions on the extent to which members of a social system were psychologically ready to consider change" in his first study from 1976. (Ellsworth, 2000, p 40). Contrary to popular thinking, Ely believed that for the change effort as a whole to be successful, certain socio-environmental conditions of change were required, regardless of the quality of the innovation.
Ely outlined eight conditions of change in a later study from 1990 that, when present in the context of a specific change process, constituted the best possible change environment for the effective implementation and adoption of technological breakthroughs. However, Ely acknowledged that not all changing environments may be conducive to the eight conditions of change. (Ely, 1990). As a result, these may be viewed more as recommendations for the effective implementation of change than as a rigorous list of requirements that must be met for the change process to succeed. However, Ely makes it clear that "the goal is to attain each of the eight conditions during the implementation" and that "the lack of any condition(s) will undoubtedly impair the effectiveness of the implementation process" (Ely, 1990, pp. 301-302).
Ely (1999) listed eight conditions that should exist or be created in the environment where in the innovation is implemented to facilitate its adoption:
One of the top theorists in the area of educational technology is Donald P. Ely. Ely stressed the significance of environmental factors on the transition process in a study titled Creating the Conditions for Change that was published in 1976. Despite the fact that this study was specifically focused on the change process in libraries, Ely later developed and generalized a theory of the conditions of change that included implementing technological innovations in educational settings in a study titled Conditions to Facilitate the Implementation of Educational Technology Innovations that was published in 1990.
Ely's idea of the circumstances of change focuses on elements outside of innovation that are present in the environment of change. This stands in stark contrast to Roger's theory of diffusion, which looks at an innovation's intrinsic characteristics.
Ely was the first to postulate that factors other than an innovation's inherent attributes have a role in its adoption and successful implementation. The execution of the change process is impacted by socio-environmental factors. Ely focused on "the influence of external conditions on the extent to which members of a social system were psychologically ready to consider change" in his first study from 1976. (Ellsworth, 2000, p 40). Contrary to popular thinking, Ely believed that for the change effort as a whole to be successful, certain socio-environmental conditions of change were required, regardless of the quality of the innovation.
Ely outlined eight conditions of change in a later study from 1990 that, when present in the context of a specific change process, constituted the best possible change environment for the effective implementation and adoption of technological breakthroughs. However, Ely acknowledged that not all changing environments may be conducive to the eight conditions of change. (Ely, 1990). As a result, these may be viewed more as recommendations for the effective implementation of change than as a rigorous list of requirements that must be met for the change process to succeed. However, Ely makes it clear that "the goal is to attain each of the eight conditions during the implementation" and that "the lack of any condition(s) will undoubtedly impair the effectiveness of the implementation process" (Ely, 1990, pp. 301-302).
Ely (1999) listed eight conditions that should exist or be created in the environment where in the innovation is implemented to facilitate its adoption:
- Dissatisfaction with the status quo: the precondition for people to accept a change is that they perceive a needs to change the environment. Perception of such needs usually is revealed in people's dissatisfaction of the existing methods, products, or programs. Understanding of the cause of the dissatisfaction and identifying who has dissatisfaction can help the change agent to communicate the innovation to the adopters in a more effective way. Ellisworth (2001) said that understanding sources and the levels of dissatisfaction can help the change agent to position the innovation to be more compatible with their 'felt needs' (in Rogers' term).
- Sufficient knowledge and skills: In order to make the implementation succeed, "the people who will ultimately implement any innovation must possess sufficient knowledge and skills to do the job." (Ely, 1995). It is especially evident when the innovation involves in use of a certain tool or a technique. Without enough training to use the tool or technique, the innovation will die out soon.
- Availability of resources: A good recipe itself does not guarantee the tasty results of cooking. There must be right ingredients and right cooking utensils available for the cook to use. In the same logic, an innovation without resources, such as money, tools and materials, to support its implementation, will not be successful.
- Availability of time: The adoption of the innovation takes time. As it is put by Ely, "the implementers must have time to learn, adapt, integrate, and reflect on what they are doing." Their 'confirmation' of the acceptance of the innovation does not necessarily bring forth the change. It needs time for the people to understand the innovation and develop the abilities to adapt the innovation.
- Reward or incentives: People need to be encouraged in their performance of innovation or use of the innovation. Extrinsic or intrinsic rewards can add some value of the innovation, and thus, promote its implementation.
- Participation: Participants in the implementation should be encouraged to involve in decision-making. With the opportunities to communicate their ideas and opinions, the participants can have sense of the ownership of the innovation. Moreover, the communication among all parties can help monitor the progress of the innovation.
- Commitment: Since the implementation take a great deal of endeavors and time, the people who are involved in the implementation need to make commitment to their efforts and time. There must be "firm and visible evidence that there is endorsement and continuing support for implementation" (Ely, 1995).
- Leadership: Unless to say, the leaders' expectations and commitment have a great impacts on the process of implementation. Leadership also include the availability of affective support thorough the process.
FIVE DOMAINS IN EDUCATIONAL TECHNOLOGY - 25/4/2022
In today's lesson, Dr. Fariza explained about Domains in Educational Technology. This domains are divided into 5, which are: DESIGN, DEVELOPMENT, UTILIZATION, MANAGEMENT and EVALUATION.
1. DESIGN
The design domain is divided into four parts which are:
- Instructional design
- Message design
- Instructional strategies
- Learner characteristics
Instructional design:
Is an organized procedure that uses ADDIE Model, includes the steps of analyzing, designing, developing, implementing and evaluating instructions.
- Analyzing: Specifying what has to be learned.
- Designing: Providing instructions on how it is to be learned.
- Developing: Generating the instructional materials or writing them.
- Implementing: Contextualizing the tools and techniques.
- Evaluating: Assessing the quality of the instruction.
Message design:
Involves making plans to manipulate the way the message is physically presented (Grabowski, 1991, p.206). includes the attention and perception principles that set the parameters for the physical forms of message that are supposed to be communicated between a sender and a recipient. Utilizes tiny pieces, such as individual graphics, sequences, pages, and screens, to deal with the most minute of levels. Both the medium and the learning tasks must be taken into account in the design.
Instructional strategies:
Are guidelines for choosing and organizing the events and activities that make up a lesson (Seels & Richey, 1994, p. 31) The type of learning that is wanted, the nature of the content, and the learning context all influence the appropriate strategies (Merril, Tennyson, & Posey, 1992).
Learners characteristics
These aspects of a learner's experiential history have an effect on how well a learning process works. The elements of instruction are impacted by learner characteristics.
Dr Fariza also explained about VARK Learning Styles, which are the types or tendencies of students in the learning process.
V: Visual, students tend to be in visual shaped material such as posters, diagrams, infographics, movies or anything that moves.
A: Auditory, students tend to be in the form of auditory material such as music, lectures. Proficient and sensitive to listen.
R: Read-Write, read and write, produce notes.
K: Kinesthetic, fond of activities involving the physical.
This is seen as very important for an educator to understand students and adapt teaching materials.
2. DEVELOPMENT
Involves media capabilities and output in that location. is the process of giving the design requirements a physical form. driven by theory and design, and it has to react to the management requirements for formative evaluation and utilization procedures.
- MESSAGE - content driven
- INSTRUCTIONAL STRATEGY - theory driven
- PHYSICAL MANIFESTATION OF THE TECHNOLOGY - hardware, software, instructional materials
3. UTILIZATION
Is employing methods and resources for learning a learning activity. Includes 5 parts:
- Getting learners ready to interact with resources
- Finding the right materials and activities for each learner
- Giving direction during an engagement
- Allowing for evaluation of the outcomes
- Adopting this practise as part of the organization's ongoing practises
Media Utilization:
Methodical application of communication using prepared tactics with the aim of adoption. Is a decision-making process based on the requirements for instructional design.
Implementation:
Implementation is the use of instructional tactics or materials in actual contexts as opposed to simulated ones. The goal is to guarantee that organisation members are using it properly.
Institutionalization:
Institutionalization is the ongoing, regular integration of innovative teaching practises into an organization's structure and culture. Its objective is to incorporate innovation into the organization's existence and structure.
4. MANAGEMENT
Management involves controlling instructional technology through:
- Planning
- Organizing
- Coordinating
- Supervising
- Project Management = Involves organizing, overseeing, and managing ID and development initiatives.
- Resource Management = Includes coordinating, controlling, and planning for resources, systems, and services. For instance, funds, materials, time, and resources.
- Delivery System Management = Involves organizing the provision of educational information by planning, monitoring, and controlling.
- Information Management = Involves organizing, observing, and managing information's flow, processing, and storage in order to deliver learning resources
5. EVALUATION
Assessing the effectiveness of instruction and learning is done through evaluation. There three ways of evaluating:
- Problem Analysis
- Formative Assessment
- Summative Assessment
FIRST CLASS WITH DR FARIZA! - 19/4/2022
In this lesson, Dr. Fariza explained the course thoroughly. The class begins with a discussion of educational aspects. I am not from this background of education but the descriptions given by Dr. Fariza was very clear and easy to be understood.
Based on the class that day, I understood that Information Technology in Education technology is Computer Aided Learning Teaching applied in teaching or any learning courses, delivered using educational software package built by software developer using computer. Computer Aided Learning has long been introduced around the 50s.
Dr. Fariza also explained about teaching, where she said that it is a session for the development of knowledge, skills and attitudes of individuals whether the learning is formal or semi-formal. In addition, he also explained about the teaching of Early Preparation. For example, RPH provided by subject teachers in schools. Next, she also said that instruction that is given correctly also considered as teaching. The way we organize or manage teaching materials before teaching, and also the preparation of tools that can help further teaching. Finally, Instructional Technology is Teaching Technology
Based on the class that day, I understood that Information Technology in Education technology is Computer Aided Learning Teaching applied in teaching or any learning courses, delivered using educational software package built by software developer using computer. Computer Aided Learning has long been introduced around the 50s.
Dr. Fariza also explained about teaching, where she said that it is a session for the development of knowledge, skills and attitudes of individuals whether the learning is formal or semi-formal. In addition, he also explained about the teaching of Early Preparation. For example, RPH provided by subject teachers in schools. Next, she also said that instruction that is given correctly also considered as teaching. The way we organize or manage teaching materials before teaching, and also the preparation of tools that can help further teaching. Finally, Instructional Technology is Teaching Technology