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ASSIGNMENT 2
By :
Prepared For:
This assignment were written to give some knowledge and exposure about the
theories and method that can be applied in teaching and learning process, the Bloom’s
Taxonomy, constructing JPU (Jadual Penentuan Ujian), and writing lesson plan.
Through this assignment, writer has gained very precious knowledge that will
be used in his/ her teaching after. The experience such as constructing test and
examination question based on cognitive domains, gives a real experience to the
writer and colleagues about the actual work of a teacher.
In finalizing this assignment, writers would like to express great appreciation
to Dr. Shaheda Usop (Pedagogi Lecturer), for her support, aid and encouragements.
Big thanks also to those who have contribute ideas, help and made comments for this
assignment.
Hopefully, with this little ideas presented in this paper will benefit writer and
colleagues and also others in order to well understand the pedagogy of teaching.
Page
AKNOWLEDGEMENT i
CHAPTER 1 INTRODUCTION TO LEARNING THEORY
1.1 Inductive Thinking - Model Taba 2
1.2 Learning Theory - Ausubel 5
CHAPTER 2 LEARNING METHOD
2.1 Concept of Constructivist Learning 9
2.2 Concept of Cooperative Learning 14
CHAPTER 3 JADUAL PENENTUAN UJIAN (JPU)
3.1 Definition 19
3.2 The Aims of JPU 19
3.3 Characteristic of JPU 19
3.4 Constructing A JPU 21
3.5 JPU Example 26
CHAPTER 4 TAXANOMY BLOOM
4.1 Introduction 28
4.2 Cognitive Domain 29
4.3 Affective Domain 30
4.4 Psychomotor Domain 32
CHAPTER 5 DETAILS OF COGNITIVE DOMAIN
5.1 Knowledge 35
5.2 Comprehension 38
5.3 Application 41
5.4 Analysis 43
5.5 Synthesis 45
5.6 Evaluation 47
5.7 Illustrative Verb Table for Cognitive Domain 48
CHAPTER 6 EXAMPLE OF LESSON PLAN
6.1 Introduction 50
6.2 Lesson Plan 50-62
CHAPTER 7 CONCLUSION 63
BIBLIOGRAPHY
APPENDIX
CHAPTER 1
In this model she used three main conditions to construct the Models of
Teaching. First, thinking can teach. Second, thinking is an active transaction between
individual and data. And third, thinking process happen with one consequent namely
follows the rules. By these conditions, she constructs the effective strategies in
inductive model. In which she broke the model into three separate strategies that is
concept formation, interpretation of data and application of principles. Below are the
explanations of the three strategies used by Hilda Taba in her Inductive Thinking
model:
1.1.2` Conclusion
Based on the three strategies in Hilda Taba Inductive-Thinking model, we have seen
that the strategy was arranged into sequence. Teachers can follow this model to
successfully helping their students overcome the problems being faces, by go through
the sequence in order. This is because, student could made generalization only when
data was arranged. However all of these steps are sequential and dependent upon the
particular situation. All steps may occur in one lesson or may evolve over a series of
lessons.
Ausubel’s theory has at least one thing in common with Gagne’s; that it
concerns itself primarily with intentional or “school” learning. In that way, both
theories differ from behaviorism and cognitive information processing which attempt
to explain aspects of all human learning or memory. Thus, Ausubel’s theory like
Gagne’s suggests how teachers or instructional designers can best arrange the
conditions those facilities for students.
Ausubel 1968, 1978 clearly indicates that his theory applies only to reception
(expository) learning in school settings. He distinguishes reception learning from rote
and discovery learning; the former because it doesn’t involve sub sumption such as
meaningful materials and the latter because the learner must discover information
through problem solving. A large number of studies have been conducted on the
effects of advance organizer in learning.
The overarching idea in Ausubel’s theory is that knowledge is hierarchically
organized; that new information is meaningful to the extent that it can be related
(attached, anchored) to what is already known. Ausubel stresses meaningful learning,
as opposed to rote learning or memorization and reception or received knowledge
rather than discovery learning.
Ausubel have two principles which is the first principles, the most general
ideas of a subject should be presented first and then progressively differentiated in
terms of detail and specificity. The second principles is instructional materials should
attempt to integrate new material with previously presented information through
comparisons and cross referencing of new and old ideas.
Derivative
subsumption
Correlative
THE PROCESS subsumption
OF
MEANINGFUL
LEARNING Combinatorial
learning
Super ordinate
learning
The next process is super ordinate learning. Imagine that acquainted with
maples, oaks, apple trees and others but did not know until taught, that these were all
examples of deciduous trees. It is already knew a lot of example of the concept but
did not know the concept itself until it was taught to the student. This is super ordinate
learning.
The last process is combinatorial learning. The first three learning processes
all involve new information that “attaches” to a hierarchy at a level that is either
below or above previously acquired knowledge. Combinatorial learning is different; it
describes a process by which the new idea is derived from another idea that is neither
higher nor lower in the hierarchy but at the same.
1.2.2` Conclusion
Ausubel’s theory primarily addresses cognitive learning that is the acquisition and use
of knowledge. The theory also related to affective learning and has implications for
psychomotor learning since physical activity requires some cognitive processing.
Romiszowksi (1999) describes research on the stages of learning physical skills.
CHAPTER 2
LEARNING METHOD
2.1 Concept of Constructivist Learning
It is important to note that constructivism itself does not suggest one particular
pedagogy. In fact, constructivism describes how learning should happen, regardless of
whether learners are using their experiences to understand a lecture or attempting to
design a model airplane. In both cases, the theory of constructivism suggests that
learners construct knowledge. Constructivism as a description of human cognition is
often associated with pedagogic approaches that promote active learning by doing.
2.1.1 Constructivistism Learning Intervention
Instructors as facilitators
According to the social constructivist approach, instructors have to adapt to the role of
facilitators and not teachers (Bauersfeld, 1995). Where a teacher gives a didactic
lecture which covers the subject matter, a facilitator helps the learner to get to his or
her own understanding of the content. In the former scenario the learner plays a
passive role and in the latter scenario the learner plays an active role in the learning
process. The emphasis thus turns away from the instructor and the content, and
towards the learner (Gamoran, Secada, & Marrett, 1998). This dramatic change of
role implies that a facilitator needs to display a totally different set of skills than a
teacher (Brownstein 2001). A teacher tells, a facilitator asks; a teacher lectures from
the front, a facilitator supports from the back; a teacher gives answers according to a
set curriculum, a facilitator provides guidelines and creates the environment for the
learner to arrive at his or her own conclusions; a teacher mostly gives a monologue, a
facilitator is in continuous dialogue with the learners (Rhodes and Bellamy, 1999). A
facilitator should also be able to adapt the learning experience ‘in mid-air’ by using
his or her own initiative in order to steer the learning experience to where the learners
want to create value.
Social constructivist scholars view learning as an active process where learners should
learn to discover principles, concepts and facts for themselves, hence the importance
of encouraging guesswork and intuitive thinking in learners (Brown et al.1989;
Ackerman 1996). In fact, for the social constructivist, reality is not something that we
can discover because it does not pre-exist prior to our social invention of it. Kukla
(2000) argues that reality is constructed by our own activities and that people,
together as members of a society, invent the properties of the world.
Other constructivist scholars agree with this and emphasize that individuals
make meanings through the interactions with each other and with the environment
they live in. Knowledge is thus a product of humans and is socially and culturally
constructed (Ernest 1991; Prawat and Floden 1994). McMahon (1997) agrees that
learning is a social process. He further states that learning is not a process that only
takes place inside our minds, nor is it a passive development of our behaviours that is
shaped by external forces and that meaningful learning occurs when individuals are
engaged in social activities.
Vygotsky (1978) also highlighted the convergence of the social and practical
elements in learning by saying that the most significant moment in the course of
intellectual development occurs when speech and practical activity, two previously
completely independent lines of development, converge. Through practical activity a
child constructs meaning on an intrapersonal level, while speech connects this
meaning with the interpersonal world shared by the child and her/his culture.
Some studies argue for the importance of mentoring in the process of learning
(Archee and Duin 1995; Brown et al. 1989). The social constructivist model thus
emphasizes the importance of the relationship between the student and the instructor
in the learning process.
Some learning approaches that could harbour this interactive learning include
reciprocal teaching, peer collaboration, cognitive apprenticeship, problem-based
instruction, web quests, anchored instruction and other approaches that involve
learning with others.
Learners with different skills and backgrounds should collaborate in tasks and
discussions in order to arrive at a shared understanding of the truth in a specific field
(Duffy and Jonassen 1992).
Most social constructivist models, such as that proposed by Duffy and
Jonassen (1992), also stress the need for collaboration among learners, in direct
contradiction to traditional competitive approaches. One Vygotskian notion that has
significant implications for peer collaboration is that of the zone of proximal
development. Defined as the distance between the actual developmental level as
determined by independent problem-solving and the level of potential development as
determined through problem-solving under adult guidance or in collaboration with
more capable peers, it differs from the fixed biological nature of Piaget's stages of
development. Through a process of 'scaffolding' a learner can be extended beyond the
limitations of physical maturation to the extent that the development process lags
behind the learning process (Vygotsky 1978).
Cooperative learning is a successful teaching strategy in which small teams, each with
students of different levels of ability, use a variety of learning activities to improve
their understanding of a subject. Each member of a team is responsible not only for
learning what is taught but also for helping teammates learn, thus creating an
atmosphere of achievement. Students work through the assignment until all group
members successfully understand and complete it.
Cooperative efforts result in participants striving for mutual benefit so that all group
members:
• Gain from each other's efforts. (Your success benefits me and my success
benefits you.)
• Recognize that all group members share a common fate. (We all sink or swim
together here.)
• Know that one's performance is mutually caused by oneself and one's team
members. (We can not do it without you.)
• Feel proud and jointly celebrate when a group member is recognized for
achievement. (We all congratulate you on your accomplishment).
It is only under certain conditions that cooperative efforts may be expected to be more
productive than competitive and individualistic efforts. Those conditions are:
5. Group Processing
Group members discuss how well they are achieving their goals and
maintaining effective working relationships
Describe what member actions are helpful and not helpful
Make decisions about what behaviors to continue or change
1. Jigsaw
Groups with five students are set up. Each group member is assigned some
unique material to learn and then to teach to his group members. To help in the
learning students across the class working on the same sub-section get
together to decide what is important and how to teach it. After practice in these
"expert" groups the original groups reform and students teach each other.
2. Think-Pair-Share
Involves a three step cooperative structure. During the first step individuals
think silently about a question posed by the instructor. Individuals pair up
during the second step and exchange thoughts. In the third step, the pairs
share their responses with other pairs, other teams, or the entire group.
3. Three-Step Interview
Each member of a team chooses another member to be a partner. During the
first step individuals interview their partners by asking clarifying questions.
During the second step partners reverse the roles. For the final step, members
share their partner's response with the team.
5. Three-minute review
Teachers stop any time during a lecture or discussion and give teams three
minutes to review what has been said, ask clarifying questions or answer
questions.
6. Numbered Heads
A team of four is established. Each member is given numbers of 1, 2, 3, 4.
Questions are asked of the group. Groups work together to answer the
question so that all can verbally answer the question. Teacher calls out a
number (two) and each two is asked to give the answer.
9. Partners
The class is divided into teams of four. Partners move to one side of the room.
Half of each team is given an assignment to master to be able to teach the
other half. Partners work to learn and can consult with other partners working
on the same material. Teams go back together with each set of partners
teaching the other set. Partners quiz and tutor teammates. Team reviews how
well they learned and taught and how they might improve the process.
CHAPTER 3
JPU consists of 5 main elements that is the content of the test or examination, the
skills that will be examine which refers to 6 cognitive domains in Bloom’s Taxonomy,
types and total of question, degree of difficulties, and marks division in percentage for
each topic and skills covered in the test.
Test Content
Refer to the topic that will be covered in a test. If it is for final semester examination,
then the test content will be first chapter to the last chapter of the subject. Usually,
teacher will refer to HSP (Huraian Sukatan Pelajaran) provided by Ministry of
Education to determine the content that he/ she should cover so that it fulfills the
learning objectives stated in HSP. This is important to allocate total of question for
each topics. By revising the HSP, it would help teacher to decide which topics should
be ask more and which is least.
Skills
In constructing a JPU, teacher should determine the level of skills that will examine in
a test. It is based on 6 cognitive domains in Bloom’s Taxonomy. Bloom’s taxonomy is
based on the classification of different skills and objectives teacher set for their
student.
Total of question
The amount of question should be decides earlier before constructing a JPU. Things
that should be consider such as the purpose of the test, level of candidates, types of
question will be ask whether objective or subjective and degree of difficulties for each
question.
Degree of difficulties
Degree of difficulties can be counted by comprising the amount of students who
answers the question correctly with them who’s not. Usually, in setting the
examination question teacher will study the previous achievement of his/ her students
to ensure that the next examination question suite the ability of students. Besides,
degree of difficulties should be could differentiate groups of student.
Marks
JPU should show the percentage of marks for each topic and skills will be covered in
a test. The allocation of percentage depends on the amount of question for each topic.
Iitial step:
1) Determining the subject for the test. For this assignment the subject is
Multimedia Production and the topic will be covered is chapter 2, multimedia
elements.
2) Determining types of examination will be conducted. For this assignment the
test is Chapter 2 Test.
3) Studing HSP (Huraian Sukatan Pelajaran) to determine the content will be
tested.
4) Determining types of question dan total of question will be asked. For this
assignment, the type of question is multiple choice questions with 40 objectives
item.
Step 1:
Construct a two dimensional table which show the topic will be tested and skills level
of cognitive domain.
Illustration:
X-axes
Y-axes
Skills Level
Topic
Step 2:
Insert sub topic of Multimedia Elements inside topic column. There are 7 sub topics
for this chapter.
Step 3:
Insert 6 skills level of cognitive domain inside skills level row. The 6 skills level is
based on Bloom’s Taxonomy.
Step 4:
Place the total of items will be tested along with percentage for each topics inside the
percentage column. Percentage for each subtopic is determined through the amount of
topic inside the subtopic or secondary subtopic. It can be obtained through HSP.
Formula:
The table below shows the calculation of percentage for each subtopic in Chapter 2.
Step 5:
Place total of item will be tested for each topic based on percentage calculated in step
4. The total of item should be 40 items.
Formula:
Total of Item= 17 x 40 = 7
100
The table below show the calculation of total of item will be tested for each subtopic
in Chapter 2.
Step 6:
Determine the percentage and total of item for each skills level. This is done by
referring to the HSP. The cognitive domain will be tested in for this test only four
level that is knowledge, comprehension, application and analysis. Synthesis and
evaluation were not included because it is high level domain and not suitable to
examine this chapters. Referring to the HSP all of the subtopics inside chapter 2 was
elaborate equally and merely discuss around this 4 domain. Thus, decision being
made to make equal percentage and item for each skills domain. However, below is
the formula to look for percentage and total of item for each skill domain.
Formula:
The table below shows the percentage and total of item that will be tested in each skill
level of cognitive domain.
Skills Level Total
Topic of
Knowledge Comprehension Application Analysis
Item
Introduction to
2.1 Multimedia
Elements
2.2 Text
2.3 Graphic
2.4 Animation
2.5 Audio
2.6 Video
2.7 Interactivity
Total of Item 10 10 10 10 38
Percentage (%) 25 25 25 25 100
Step 8:
Determine total of question that will be tested for each subtopic in chapter 2 based on
each skills level in cognitive domain. Then, the total of question is inserted into the
related cell on the table.
Refer to subtopic 3.5 to view the total of question asked for each subtopic and skills
level.
Step 9:
Insert the sequence of question number for each subtopic and skills level. In this JPU,
the numbers were arranged sequentially starting to subtopic 2.1 to 2.7.
Refer to subtopic 3.5 to view the arrangement of question number and refer to
Appendix to view example of question that being setting using the JPU being created.
3.5 JPU Example
Chapter 2 Test: Multimedia Elements
TAXONOMY BLOOM
4.1 Introduction
They are six levels in the taxonomy, moving through the most basic to the
higher order levels of thinking. The levels of taxonomy starting from the simplest
behavior to the most complex. The categories can be thought as a degree of
difficulties. That is, the first level must be mastered before the next level can take
place. They are knowledge, comprehension, application, analysis, synthesis, and
evaluation as illustrated in figure 4.1 below.
Degree of Degree of
difficulties difficulties
decreases Increases
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
For details explanation of each level and the verbs used, refer to Chapter 5.0.
The affective domain also based upon behavioral aspects and may be labeled
as beliefs. Affective objectives typically target the awareness and growth in attitudes,
emotion, and feelings. There are five levels in the affective domain moving through
the lowest order processes to the highest. The level of this domain contains receiving,
responding, valuing, organizing, or conceptualizing and characterizing by value as
illustrated in figure 4.2 below.
Order Order
processes Characterizing processes
decreases decreases
Organizing and
Conceptualizing
Valuing
Responding
Receiving
Figure 4.2: Illustration of Affective Domain based on Bloom, Kratwohl and Masia
(1964)
Explanation:
i) Receiving
The lowest level; the student passively pays attention. Without this level no
learning can occur.
ii) Responding
The student actively participates in the learning process, not only attends to a
stimulus, the student also reacts in some way.
iii) Valuing
The student attaches a value to an object, phenomenon, or piece of information.
iv) Organizing
Students can put together different values, information, and ideas and
accommodate them within their own schema; comparing, relating and
elaborating on what has been learned.
v) Characterizing
The student has held a particular value or belief that now exerts influence on
their behavior so that it becomes a characteristic.
Table of verbs:
Table 4.1: Table of verbs which describe the activity to be trained or measured at each
level in affective domain.
Bloom and his colleagues never created subcategories for skills in the
psychomotor domain, but since then other educators have created their own
psychomotor taxonomies. Psychomotor domain contains imitation, manipulation,
precision, articulation and naturalization as illustrated in figure 4.3 on the next pages.
Naturalization
Articulation
Precision
Manipulation
Imitation
Explanation:
i) Imitation
Involving behavior such as copy action of another, observe and replicate for
example watch teacher or trainer and repeat action, process or activity.
ii) Manipulation
Involving behavior such as reproduce activity from instruction or memory for
example carry out task from written or verbal instruction.
iii) Precision
Involving behavior such as execute skill reliably, independent of help for
example perform a task or activity with expertise and to high quality without
assistance or instruction; able to demonstrate an activity to other learners.
iv) Articulation
Involving behavior such as adapting and integrating expertise to satisfy a non-
standard objective for example relate and combine associated activities to
develop methods to meet varying, novel requirements.
v) Naturalization
Involving behavior such as automated, unconscious mastery of activity and
related skills at strategic level for example define aim, approach and strategy for
use of activities to meet strategic need.
Table of verbs:
Table 4.2: Table of verbs which describe the activity to be trained or measured at each
level in psychomotor domain.
CHAPTER 5
5.1 Knowledge
Knowledge is defined as the remembering of previously learned information. This
may involve the recall of a wide range of material, knowledge of major ideas, or
mastery of subject matter. But in general, the requirement in this category is the recall
of appropriate information. Although memorization is the lowest level of learning
outcomes, it represents an important category in teaching and learning of
mathematics.
Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in
knowledge level.
Learning Objectives
Student should be able to:
• Determine and state six element’s of multimedia
• Give definition of multimedia.
Example of Questions
a) True
b) False
(Question 7 – 10)
Match the picture with the correct answer.
7.
2D
3D
6D
3D
2D
4D
8.
9.
10.
5.2 Comprehension
Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in
comprehension level.
Learning Objectives :
Student should be able to explain and difference every elements multimedia.
Example of Questions
TEXT GRAPHIC
MEDIA ANIMATION
AUDIO VIDEO
A E T U N M C V E U N F W
I A Q S X V E O I R W B N
M T Y E S E B Y G D H T D
T K F S D Y I O P Q E V I
H L E T E X T I H U V O E
W G O F I G I E U K L E V
P R D O I L O N J U O N R
Y W V U N S N O D E T R U
O Y A O E H U I E H C C E
I N T E R A C T I V I T Y
D E R O N E N A M E H A G
U F A V U Q C M Y C P J E
A W Y B E N E I A R A N K
E H S U N O K N T N R E U
A L P I D U S A H W G O I
C W Q E A H Y I P R E T R
i. ____________________
ii. ____________________
iii. ____________________
iv. ____________________
v. ____________________
vi. ____________________
GRAPHIC A series of
graphic images
that are
6
7.
8.
5.3 Application
Application refers to the ability to use learned material in new situations. This may
include solving problems that require recognizing and applying appropriate ideas,
concepts, methods, principles, laws, and theories without being told and without any
specific or immediate cues. Learning outcomes in this area require a higher level of
understanding than those under comprehension.
The examples of learning objectives at this level are applying concepts and
principles to new situations, solving mathematical problems, constructing graphs and
charts, and demonstrating correct usage of a method or procedure.
Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in
application level.
Learning Objectives
Students will use a concept in a new situation or unprompted use of an abstraction.
They will apply what was learned in the classroom into novel situations in the work
place.
Example of Questions
A A
9. Discuss what the difference between the two fonts above is.
10. Explain in what kind of situation interactive multimedia is being used whether in
linear or non-linear situation? Give reason for your answer.
5.4 Analysis
Analysis refers to the breaking down of informational materials into their component
parts, examining and trying to understand the organizational structure of such
information to develop divergent conclusions by identifying motives or causes,
making inferences, and finding evidence to support generalizations.
Learning Objectives
Separates material or concepts into component parts so that its organizational
structure may be understood and distinguishes between facts and inferences.
Example of Questions
2.
3.
4.
5.
1. State the difference between 2D and 3D animation.
2. Describe the difference of MPEG and AVI.
3. The file size of a 5-second recording sampled at 22 kHz, 16-bit stereo (two tracks)
would be about ___________ bytes.
4. What happens when an audio signal exceeds the recording devices maximum
recording level?
5. Describe what MIDI is, what its benefit are, and how it is best used in a
multimedia project.
5.5 Synthesis
Synthesis is defined as builds a structure or pattern from diverse elements. Put parts
together to form a whole, with emphasis on creating a new meaning or structure.
Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in
synthesis level.
Example of Questions
1. Base on the original wave form above draw clipped wave form in the box below:
9.
Time Stretching Helps to smooth out the very beginning
and the very end of a sound file
10.
Trimming Allow you to modify a recording’s
frequency content so that it sounds
brighter or darker
5.6 Evaluation
Evaluation can be defined as making judgements about the value of ideas or materials.
Judging the value of the material based on personal values, resulting in an end
product.
The examples of learning objectives at this level are to select the most
effective solution. Hire the most qualified candidate. Explain and justify a new
budget.
Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in
evaluation level.
Example of Questions
Table 5.1: Table of verbs which describe the activity to be trained or measured at each
level in cognitive domain.
CHAPTER 6
6.1 Introduction
Lesson plan is an important tool that help teacher to well organize his/ her classroom.
It functions as a guideline for teacher in his/ her teaching process. Usually, teacher
will prepare a daily lesson plan one day earlier before teaching the related topics.
Besides it also to ensures that the topics being teaches achieve the learning objectives
stated in HSP (Huraian Sukatan Matapelajaran) In this chapter, three examples of
lesson plan for three unit’s of topic were presented. It is based on Chapter 2
Multimedia Element, in Multimedia Production for Form 4.
Learning outcome:
2.1.1 Identify multimedia elements.
• Text
• Graphic
• Animation
• Video
• Audio
• Interactivity
2.2.1 Identify text in multimedia from aspect.
• Function
• Text Types
• Typeface
• Font Typeface
• Text Style
• Alignment
• Color
Objective
At the end of the lesson students should be able to:
(a) List the elements multimedia correctly.
(b) Identify text in multimedia such as from function, text types, typeface,
text style, alignment and color correctly.
Pre-requisite knowledge:
Teaching aid:
• Computer
Teaching Technique:
• Explanation
• Homework
IMPLEMENTATION
Strategies/
Time/Step Content/ Skill Teaching And Learning Activities
Methodology/Aids
Induction Set Introduction to the topic 1. Students see the graphic carefully. Strategy :
(5 min) 2. Students try to answer teacher’s question and gives their Student centered
opinions about the graphic. Teaching Aids :
3. Teacher explains the relation between the question and the Picture of graphic
topic that they will learn. Technique :
4. Teacher tells the objective about the lesson and guideline Explanation, discussion, and
to students. questioning
Values :
Confidence
Step 1 Aspect graphic in 1. Teacher gives definition about graphic. Strategy :
(10 min) multimedia 2. Teacher explains three the aspects graphic in multimedia Student centered and teacher
• function presentation centered
• graphic source 3. Students will listen to teacher’s explanation and write short Teaching Aids :
notes in book. Slide power point and picture
• graphic types
4. Teacher shows the example of picture 2D graphic types. 2D graphic
(2D, 3D)
5. Teacher asks students different graphic types between 2D Technique :
and 3D. Explanation and questioning
Values :
Confidence , responsibility
and precision
Step 2 • file graphic 1. Teacher explains the three more graphic aspects in Strategy :
(10 min) format multimedia presentation. Student centered and teacher
• layout 2. Students listen teacher’s explanation and write short notes centered
Learning outcome:
2.3.1 Identify graphic in multimedia from aspect:
• Function
• Graphic Source
• Graphic Types (2d, 3d)
• File Graphic Format
• Layout
• Color Combination
Objective:
At the end of the lesson students should be able to:
a) Identify graphic in multimedia such as from function, graphic source,
graphic types, and files graphic format, layout and color combination
correctly.
Pre-requisite knowledge:
Teaching aid:
Teaching Technique:
Strategies/
Time/Step Content/ Skill Teaching And Learning Activities
Methodology/Aids
Induction Set Introduction to the topic 1. Students see the graphic carefully. Strategy :
(5 min) 2. Students try to answer teacher’s question and gives their Student centered
opinions about the graphic. Teaching Aids :
3. Teacher explains the relation between the question and the Picture of graphic
topic that they will learn. Technique :
4. Teacher tells the objective about the lesson and guideline Explanation, discussion, and
to students. questioning
Values :
Confidence
Step 1 Aspect graphic in 1. Teacher gives definition about graphic. Strategy :
(10 min) multimedia 2. Teacher explains three the aspects graphic in multimedia Student centered and teacher
• function presentation centered
• graphic source 3. Students listen teacher’s explanation and write short notes Teaching Aids :
in book. Slide power point and picture
• graphic types
4. Teacher shows the example of picture 2D graphic types. 2D graphic
(2D, 3D)
5. Teacher asks students different graphic types between 2D Technique :
and 3D. Explanation and questioning
Values :
Confidence , responsibility
and precision
Step 2 • file graphic 1. Teacher explains the three more graphic aspects in Strategy :
(10 min) format multimedia presentation. Student centered and teacher
• layout 2. Students listen teacher’s explanation and write short notes centered
Learning outcome:
2.1.4 Identify animation in multimedia from aspect:
• Function
• Source
• Animation Types
• File Animation Format
• Layout
Objective:
At the end of the lesson students should be able to:
b) Identify animation in multimedia such as from function, source, animation
types, file animation format and layout correctly.
Pre-requisite knowledge:
Teaching aid:
Teaching Technique:
• Explanation
Strategies/
Time/Step Content/ Skill Teaching And Learning Activities
Methodology/Aids
Induction Set Introduction to the topic 1. Students see the video about animation carefully. Strategy :
(5 min) 2. Students try to answer teacher’s question and gives their Student Centered
opinions about the video. Teaching Aids :
3. Teacher explains the relation between the question and the Shrek.avi (video)
topic that they will learn. Technique :
4. Teacher tells the objective about the lesson and guideline Explanation, Discussion, and
to students. Questioning
Values :
Confidence
Step 1 Aspect animation in 1. Teacher gives definition about animation. Strategy :
(10 min) multimedia 2. Teacher explains three the aspects animation in multimedia Teacher centered
• function presentation Teaching Aids :
• source 3. Students listen teacher’s explanation and write short notes Slide power point and example
in book. animation types
• animation types
4. Teacher shows the example of animation types. Technique :
Explanation
Values :
Confidence , responsibility
and precision
Step 2 • file animation 1. Teacher explains two more animation aspects in Strategy :
(10 min) format multimedia presentation. Student centered and teacher
• layout 2. Students listen teacher’s explanation and write short notes centered
in book. Teaching Aids :
3. Teacher asks students about the file animation format. Slide power point
Technique :
Explanation and questioning
Values :
Confidence, responsibility and
carefully
Conclusion Summarizes the subtopic 1. Teacher asks randomly selected student to explain what Strategy :
(5 min) that has learned. they have learnt today. Student centered and teacher
2. Teacher recalls a topic that they have learnt orally. centered
3. A summary of the content will be displayed on screen by Teaching Aids :
teacher. Slide power point
4. Teacher gives some homework to students. Technique :
5. Teacher gives some motivation to their students. Explanation and questioning
Values :
Confidence, responsibility
and carefully
CHAPTER 7
CONCLUSION
BIBLIOGRAPHY
Bhasah Abu Bakar. 2003. Asas Pengukuran Bilik Darjah. Tanjong Malim : Quantum
Books.
Bhasah Abu Bakar. 2007. Pengujian, Pengukuran Dan Penilaian Pendidikan. Kuala
Lumpur : Pustaka Salam.
E.S, James. 1998. Multimedia in Action. USA: Wadsworth Publishing Company.
Edaris Abbu Bakri. 2004. Pengurusan Strategik: Konsep dan Aplikasi untuk
Pendidikan. Utusan Publications & Distributors Sdn. Bhd.
Kamarudin Husin, Siti Hajar Abdul Aziz. 2004. Pedagogi Asas Pendidikan. Kuala
Lumpur: Kayazano Enterprise.
Mimi Haryani Hassim, Mohd. Kamarruddin Abd. Hamid, Mohd. Abu Hassan (et.al).
2004. “Enhancing Learning Through Cooperative Learning: UTM Experience”.
Conference on Engineering Education, Kuala Lumpur.
APPENDIX A
5.1 Knowledge
5.2 Comprehension
1. MEDIA
2. 1)Text 2) Video 3) Audio 4) Animation 5) Graphic 6) Interactivity
A E T U N M C V E U N F W
I A Q S X V E O I R W B N
M T Y E S E B Y G D H T D
T K F S D Y I O P Q E V I
H L E T E X T I H U V O E
W G O F I G I E U K L E V
P R D O I L O N J U O N R
Y W V U N S N O D E T R U
O Y A O E H U I E H C C E
I N T E R A C T I V I T Y
D E R O N E N A M E H A G
U F A V U Q C M Y C P J E
A W Y B E N E I A R A N K
E H S U N O K N T N R E U
A L P I D U S A H W G O I
C W Q E A H Y I P R E T R
3. Logical
4.
TEXT Visual based
information
presentation
5.
AUDIO Basic information
distribution
6.
VIDEO For more effective
information
7.
ANIMATION Interesting and
alive
8.
9. Typeface
5.3 Application
1. 65,536 colors
2. 32768
3. 0000 or 0001 or 0011 or 0111 or 1111 or 0010 or 0100 or 1000 or 0110 or 1100 or
1010 or 1101 or 1001 or 1011
4.
i) Lines ii) Boxes iii) Circles iv) Polygons v) Rectangle
.5
i) Fonts are the greatest cross-platform concern because they must be mapped to
the other machine.
ii) If a specified font doesn’t exist on the target machine, a substitute must be
provided that does exist on the target. This is called font substitution.
iii) Character mapping allows bullets, accented characters, and other curious
characters that are part if the extended character set on one platform to appear
correctly when text is moved to the other platform.
6.
7. Arial
9.
First Font Second Font
i) Serif Sans serif
10. Interactive multimedia is being used in non-linear situation. Reasons for the
answer is interactive multimedia means user can control the flows of the
multimedia project.
5.4 Analysis
6.
2D Animation 3D Animation
In 2-D space, the visual changes that Creates a virtual realm in three
bring an image alive occur on the flat dimensions, and changes are calculated
Cartesian x and y axes of the screen along all three axes ( x,y and z )
Example: a blinking word, a button, a Example: Toy Story, Jurassic Park,
cel animation, etc Pinggu , etc
Path animation in 2-D space Allowing an image or object that itself
increases the complexity of an is created with a front, back, sides, top,
animation and provides motion, and bottom to move towards or away
changing the location of an image from the viewer
along a predetermined path during a
specified amount of time.
Software: Flash, PowerPoint Software: Alias, Lightwave, Maya
7.
MPEG AVI
Moving Picture Experts Group Audio /Video Interleave
MPEG standards have been Introduced by Microsoft in
developed by the Moving Picture November 1992
Experts Group, a working group
convened by the ISO and IEC
Create standards for digital Can contain both audio and video
representation of moving pictures data in a standard container that
and associated audio and other data allows synchronous audio-with-video
playback.
Support multiple streaming audio and
video, although these features are
seldom used
8.
= Sampling rate * duration of recording in seconds * (bit resolution/8) * 2
= ( 22 * 1000 ) * 5 * ( 16/8 ) * 2
= 22000 * 5 * 2 * 2
= 440000
10.
i) MIDI stand for Musical Instrument Digital Interface
ii) MIDI data is a shorthand representation of music stored in numeric form.
iii) Smaller than equivalent digitized waveform files.
iv) Device dependent mean its playback depends on the capabilities of the end
user’s system.
v) Load and play more quickly when embedded in web pages
vi) Can change the length of a MIDI file by varying its tempo without changing
the pitch or degrading the audio quality.
5.5 Synthesis
1.
5.
i) Open audio recording software
ii) Press record button to record your voice
iii) Use microphone as a tool to capture your voice. v) Save your voice recorded
in appropriate audio format.
1.
The implications of using audio in production are audio makes a production more
attractive, more entertaining and live.
Because sounds are time based, its need to consider what happens to sounds that are
playing in your production when the user goes to a different location.
Appropriate use of sound requires technical considerations of disk space or bandwidth
as well as the abilities of the authoring system to use various file formats and
compression.
Keep track of your audio files, and be sure to back them up.
Regularly test the sound and image synchronization of your project.
5.
Macintosh PC
The extension files supported are JPEG GIF
6.
- Cel animation is an animation technique made famous by Disney, uses a series of
progressively different graphics on each frame of movie film.
- Cel animation artwork begins with keyframes; these are the first and last frame of an
action.
- Tweening an action involves creating the frames to depict the action that happens
between keyframes.
- Computer animation programs typically employ the same logic and procedural
concepts as cel animation.
7
- Animation is the act of making something come alive.
- Depending on the size of the project, you can animate the whole thing or just
animate parts of it.
-Visual effects such as wipes, fades, zooms, and dissolves, available in most authoring
packages, are simple form of animation
- Animation is an object actually moving across or into or out of the screen.
- Animation is possible because of the biological phenomenon known as persistence
of vision and a psychological phenomenon called phi.
- With animation, a series of images are changed very slightly and very rapidly, one
after the other, seemingly blending together into a visual illusion of movement.
- Television video builds 30 entire frames or pictures every second. Movies on film
are typically shot at a shutter rate of 24 frames per second.
8.
- Don’t place critical information such as text in the outer 15 percent of the screen.
Keep it within the safe title area.
- Colors on computer monitors are purer and more accurate than those seen on a
television monitor, so select colors carefully and review them on a TV monitor.
- Avoid fine lines and harsh color contrasts.
9.
- Bitmaps are an image type most appropriate for photo-realistic images and complex
drawings requiring fine detail.
- Limitations of bitmapped images include large files sizes and the inability to scale or
resize the image easily while maintaining quality.
- A bitmap is a simple information matrix describing the individual dots of an image
called pixels.
- The image’s bit-depth determine the number of colors that can be displayed by an
individual pixel.
- You can grab a bitmap image from a screen, scan it with a scanner, download it from
a web site or capture it from a video capture device.
10.
- A typeface is a family of graphic characters that usually includes many type sizes
and styles.
- A font is a collection of characters of a single size and style belonging to a particular
typeface family.
APPENDIX C
A. Animation
B. Audio
C. Interactivity
D. Media
Picture A Picture B
3. Picture A and picture B above are two different types of animation. Choose the
right types of these two pictures.
Gambar A dan B menunjukkan jenis animasi yang berbeza. Pilih jenis animasi
yang tepat untuk kedua-dua gambar tersebut.
A. 2D and 3D
B. 3D and 2D
C. 3D and 4D
D. 2D and 4D
4. Choose the right materials that will be used to develop multimedia application:
Pemilihan bahan dalam membangunkan aplikasi multimedia boleh diperolehi
melalui.
A. I, II, III
B. II, III, IV
C. I, III, IV
D. I, II, III, IV
• angled
H •
•
bracketed serifs
biased stress
• less thick
• thin contrast
A. Roman
B. Old style
C. Transitional
D. Modern
A. I and II
B. I and IV
C. I, II and III
D. I, III and IV
7. The use of text as shown on figure above is.
Apakah yang ingin disampaikan oleh teks di atas?
A. Pictures or illustration
B. Sound that can be heard but cannot be seen with human eyes
C. Give an information
D. A series of frames containing pictures and sound played back at a fast rate
A. Serif
B. Sans serif
C. Decorative
D. Innovative
10. How many types of graphics?
?Grafik boleh dikelaskan kepada berapa jenis
A. 1
B. 2
C. 3
D. 4
11. The most basic and important element in multimedia application is __________?
,Elemen yang paling asas dalam aplikasi multimedia ialah
A. Text
B. Graphic
C. Animation
D. Video
A. .avi
B. .mpeg
C. .wma
D. .jpeg
13. Which of the graphics file format listed below is use widely in presenting graphics
on web pages?
Jenis fail format grafik yang digunakan secara meluas untuk paparan grafik di
halaman-halaman web ialah
A. .psd
B. .gif
C. .png
D. Bitmap
14. Which of the software listed below matches with the function stated?
Yang mana antara perisian dibawah padan dengan fungsi yang diberikan
15. The device below is used in working with graphics. Find the incorrect answer.
Peralatan yang disenaraikan dibawah diguna untuk bekerja dengan grafik. Cari
.jawapan yang tidak tepat
A. Digital camera
B. Scanner
C. Photocopy machine
D. Printer
16. Which of the answer below best listing the types of graphics?
Yang mana antara senarai dibawah menerangkan jenis grafik
A. 2D and 3D
B. 1D and 2D
C. 2D and 4D
D. 3D and 4D
17. Animation is possible due to biological phenomenon occurred in human eyes. The
phenomenon called as….
Animasi menjadi mungkin disebabkan oleh fenomena biologi yang berlaku dalam
..mata manusia. Fenomena ini dipanggil
A. Sight attraction
B. Visibility of light
C. Lighting effect
D. Persistence of vision
18. In 3D animation development, developer will go through few phases. Below is the
list of 3D development phases. Arrange them into sequence…
Dalam pembangunana Animasi 3D, pembangun akan melalui beberapa fasa.
Dibawah ialah senarai fasa-fasa pembangunan tersebut. Susun fasa-fasa tersebut
..mengikut turutan yang betul
Animating I
Modeling II
Storyboarding III
Rigging IV
A. II, III, I, IV
B. I, III, IV, II
C. III, II, IV, I
D. III, II, I, IV
19. 3D model can perform movement due to the bones and joint function which is
inserted inside the model during the 3D development phases. This activity known
as…
Model 3D boleh melakukan pergerakkan kerana terdapat fungsi tulang dan otot
yang dimasukkan kedalam model tersebut semasa fasa pembangunan 3D. Aktiviti
..memasukkan tulang dan otot ini di kenali sebagai
A. Boning
B. Rigging
C. Joining bones
D. Movement function
20. Choose the famous software that being used in 2D animation development today
Pilih perisian popular yang digunakan dalam pembangunan animasi 2D pada
hari ini
A. Toon Boom
B. Lightwave
C. Swift 2D
D. Audio best Studio Max
A. Advertising industries
B. Film industries
C. Education
D. Banking and finance
A. 3D studio max
B. Adobe Photoshop
C. Macromedia Flash
D. Microsoft Word
24. After rendering all of the scene in 3D animation software, developer then
performs video editing process to arrange all of the scenes into sequences. The
example final video file format is.
Setelah “rendering”keseluruhan babak dalam perisian animasi 3D, pembangun
akan melakukan proses pengolahan video untuk menyusun keseluruhan babak
mengikut susunan. Contoh format akhir bagi video ialah.
A. *.max
B. *.swi
C. *.avi
D. *.wav
A. Desibel
B. Ausebel
C. Hertz
D. Quartz
26. The process of adjusting the level of a number of tracks to bring them all up to
about the same level is called __________________
Proses mengubah aras nombor trak sesuatu bunyi kepada aras yang sama
dikenali sebangai.
A. Volume modification
B. Volume changing
C. Volume arrangement
D. Volume adjustment
27. The audio file format introduced by Microsoft and IBM with the introduction of
Windows is the ___________________
Fail format yang diperkenalkan oleh Microsoft dan IBM yang didatangkan sekali
dengan pakej windows ialah.
A. .mp3
B. .wav
C. .aiff
D. MIDI
28. The process of playing a sound file while part of the file is still downloading is
called _______________________
Proses memainkan fail bunyi semasa sebahagian daripada fail tersebut masih
dimuat turun dipanggil.
A. Streaming
B. Performing
C. Waiting while listening
D. Staggering
29. The file format that uses a shorthand representation of musical notes and durations
stored in numeric form is:
Fail format yang menggunakan perwakilan nota muzik dan tempo yang distorkan
dalam bentuk bernombor ialah.
A. AIFF
B. CD-ROM/XA
C. SDP
D. MIDI
30. Removing blank space or “dead air” at the beginning or end of a recording is
sometimes called:
Mengeluarkan ruangan kosong atau ‘dead air’ pada permulaan atau akhir suatu
rakaman dipanggil.
A. quieting
B. pre-rolling
C. trimming
D. quantizing
31. The television signal format used in the United States, Japan, and many other
countries is known as__________________
Format signal televisyen yang digunakan di United States, Jepun dan
kebanyakan Negara di kenali sebagai
A. PAL
B. DTS
C. NTSC
D. NTFS
32. The technique in which playback of a video starts as soon as enough data has
transferred to the user’s computer to sustain this playback is
called______________
Teknik di mana video di mainbalik setelah data sepenuhnya dipindah ke
computer pengguna untuk meneruskan mainbalik adalah dipanggil
A. Reflecting
B. Streaming
C. Compressing
D. Digitazing
33. The length of time it takes the CD-ROM player to locate specific data on the CD-
ROM disc is called ___________________
Masa yang diambil oleh pemacu CD-ROM untuk meletakkan data pada
Cakera CD ROM di panggil
A. Laps time
B. Real time
C. Past time
D. Seek time
34. Removing a residual magnetic field that distorts the colors on a television screen
is called:
Pembuangan saki medan magnetik yang mengganggu warna pada skrin
televisyen di panggil
A. tracking
B. dubbing
C. flattening
D. degaussing
35. Computer monitors draw the lines of an entire frame in a single pass; this
technique is called:
Monitar komputer menghasilkan garisan pada keseluruhan bingkai dalam satu
laluan, teknik ini di panggil
A. streaming
B. progressive-scan
C. flattening
D. overscan
A. DVD-RW
B. Component Y
C. Hi-8
D. S-VHS
37. Process to design multimedia application can be divide into three, except?
Process mereka suatu aplikasi multimedia boleh dibahagikan kepada tiga, kecuali
A. Information design
B. Graphic design
C. Interaction design
D. Interface design
I Complex interface
II Information is not relevant
III Too much text
IV No control in audio and video
A. I, II
B. I. III, IV
C. I, II, III, IV
D. I, II, III
A. Construct interactivity
B. Non – immersive contextual interactivity
C. Normal interactivity
D. Immersive virtual interactivity
A. I, II, IV
B. I, III, IV
C. I, II, III
D. I, II, III, IV
.Question End
Answer Suggestion
1 D 21 D
2 C 22 B
3 A 23 A
4 D 24 A
5 B 25 A
6 C 26 D
7 B 27 B
8 C 28 A
9 D 29 D
10 B 30 C
11 A 31 C
12 D 32 B
13 C 33 D
14 C 34 D
15 A 35 B
16 A 36 D
17 D 37 B
18 C 38 C
19 B 39 C
20 A 40 D