UJIAN & PENILAIAN REKA BENTUK PEMBANGUNAN MEDIA
ROSSENI DIN
GE6663
PENGAJARAN & PEMBELAJARAN BANTUAN KOMPUTER
BAHAAN KULIAH MINGGU KE-12 & 13
Proses reka bentuk dan pembangunan media merangkumi:
Reka Bentuk
Pembangunan
Pengujian
Penilaian (Formatif dan Sumatif)
5 KOMPONEN PENTING DALAM PROSES REKA BENTUK PENGAJARAN
LO
1
5 2
4 3
4 FASA PENTING DALAM PROSES PEMBANGUNAN
1
2
3
4
LO
Reka Bentuk Pengajaran Learning Objektif
Keberkesanan
Ujian
Kebolehgunaan
AKTIVITI PEMBANGUNAN
Konsep Produk
Reka Bentuk
Pembangunan
Pemikiran Semula Konsep
Pelaksanaan
Dasar Institusi
FUNGSI PENILAIAN
Semakan
Analisis Keperluan
Ujian Kebolehgunaan
Penilaian Penyenggaraan
Penilaian Keberkesanan
Penilaian Impak
SLAID SETERUSNYA DISUNTING DARI PROF REEVES UNTUK PANDUAN PROJEK PEMBANGUNAN PRODUK ANDA
TWO MAJOR WAYS TO EVALUATE USABILITY
• HEURISTIC REVIEW
• Quick and relatively inexpensive
• Based on expert analyses
• No user involvement
• USABILITY TESTING
• Finds more problems
• User involvement increases validity
• When designers see problems live, it has a huge impact
HEURISTIC REVIEW
WHAT IS USABILITY?
• The concern with designing software applications which people find easy to use and personally empowering.
• Usable computer programs are logical, intuitive, and clear to the people who use them.
WEB SITE USABILITY
• “ The most common user action on a web site is to flee.”
• “At least 90% of all commercial web sites are overlydifficult to use…..The average outcome of web usability studies is that test users fail when they try to perform a test task on the web. Thus, when you try something new on the web, the expected outcome is failure.”
Jakob Neilsen
Edward Tufte
TYPICAL WEB USABILITY PROBLEMS
• Bloated page design
• Internally focused design
• Obscure site structures
• Lack of navigation support
• Writing style optimized for print
Jakob Neilsenhttp://www.useit.com/
KEY USABILITY PRINCIPLES
• Structure - organize meaningfully
• Simplicity - make common tasks easy
• Visibility - all data needed for a task
• Feedback - keep users informed
• Tolerance - allow cancel, back
• Reuse - reduce the users' need to remember
NIELSEN’S WEB USABILITY RULES
• Visibility of system status
• Match between system and real world
• User control and freedom
• Consistency and standards
• Error prevention
• Recognition rather than recall
• Flexibility and efficiency of use
• Help users recognize, diagnose, and recover from errors
• Help and documentation
• Aesthetic and minimalist design
HEURISTIC REVIEW
VIOLATIONS OF THE HEURISTICS ARE EVALUATED FOR THEIR SEVERITY AND EXTENT
Severity Scale:1 Cosmetic: fix if possible.2 Minor: fixing this should be given low priority.3 Medium: fixing this should be given medium priority.4 Major: fixing this should be mandatory before the system is launched. If
the problem cannot be fixed before launch, ensure that the documentation clearly shows the user a workaround.
5 Catastrophic: fixing this is mandatory; no workaround possible.
Extensiveness Scale:1 Single case2 Several places3 Widespread
HEURISTIC REVIEW
AT A GROUP MEETING, VIOLATION REPORTS ARE CATEGORIZED AND ASSIGNED
Heuristics violated are identified
Average severity and extensiveness
ratings are compiled
Opportunities for improvement are
clarified
Feasible solutions are recommended
HEURISTIC REVIEW
• EXAMPLE OF OPPORTUNITY FOR IMPROVEMENT
Opportunity 1 (4 reports. Avg. Severity=2.25, Avg. Extent=2.34,
Heuristics Used: 1, 3)
Consider providing more user feedback about where they are and
what they should do next. Examples cited:
No Page progress indicator
No indication of how to start
Suggestions:
Provide a page-progress indicator, such as “page 3 of 12”
Put a “Click a section below to start:” on the first screen, as a TOC
header
HEURISTIC REVIEW
• DISADVANTAGES
• ADVANTAGES
– Quick: do not need to find or schedule users
– Easy to review problem areas many times
– Inexpensive: no fancy equipment needed
– Validity: no users involved
– Finds fewer problems (50% less in some cases)
– Getting good experts can be challenging
– Building consensus with experts is sometimes difficult
ANOTHER WEAKNESS
• Some people believe that heuristic
evaluation is too subjective.
• Human judges are prone to poor
judgment at times.
USABILITY STANDARDSHTTP://WWW.ASTD.ORG/ASTD/MARKETPLACE/ECC/ECC_HOME
ASTD OFFERS CERTIFICATION OF E-LEARNING COURSES, INCLUDING 8 USABILITY STANDARDS:
-Navigation
-Orientation
-Feedback cues
-Link cues
-Links labeled
-Help
-Legibility
-Text quality
HEURISTICS FOR E-LEARNING EVALUATION
1. Visibility of system status: the e-
learning program keeps the learner
informed about what is happening,
through appropriate feedback within
reasonable time.
•red for a problem
•yellow for a warning
•green for OK
HEURISTICS FOR E-LEARNING EVALUATION
2. Match between system and the real world: the e-learning program’s interface
employs words, phrases and concepts familiar to the learner or appropriate to the
content, as opposed to system-oriented terms. Wherever possible, the e-learning
program utilizes real-world conventions that make information appear in a natural
and logical order.
HEURISTICS FOR E-LEARNING EVALUATION
3. Error recovery and exiting: the e-learning program allows
the learner to recover from input mistakes and provides a
clearly marked “exit” to leave the program without having
to go through an extended dialogue.
HEURISTICS FOR E-LEARNING EVALUATION
4. Consistency and standards: when appropriate to the content and
target audience, the e-learning program adheres to general software
conventions and is consistent in its use of different words, situations, or
actions.
HEURISTICS FOR E-LEARNING EVALUATION
5. Error prevention: the e-learning program is carefully designed to
prevent common problems from occurring in the first place.
HEURISTICS FOR E-LEARNING EVALUATION
6. Navigation support: the e-learning program makes objects, actions, and options visible
so that the user does not have to remember information when navigating from one part
of the program to another. Instructions for use of the program are always visible or easily
retrievable.
HEURISTICS FOR E-LEARNING EVALUATION
7. Aesthetics: screen displays do not contain information that is
irrelevant, and “bells and whistles” are not gratuitously added to
the e-learning program.
HEURISTICS FOR E-LEARNING EVALUATION
8. Help and documentation: the
e-learning program provides
help and documentation that is
readily accessible to the user
when necessary. The help
provides specific concrete steps
for the user to follow. All
documentation is written clearly
and succinctly.
HEURISTICS FOR E-LEARNING EVALUATION
9. Interactivity: the e-learning program provides content-related
interactions and tasks that support meaningful learning.
HEURISTICS FOR E-LEARNING EVALUATION
10. Message design: the e-learning program presents information in
accord with sound principles of information-processing theory.
HEURISTICS FOR E-LEARNING EVALUATION
11.Learning design: the interactions in the e-learning program have
been designed in accord with sound principles of learning theory.
HEURISTICS FOR E-LEARNING EVALUATION
12. Media integration: the inclusion of media in the e-learning program
serves clear pedagogical and/or motivational purposes.
HEURISTICS FOR E-LEARNING EVALUATION
13. Instructional assessment: the e-learning program provides
assessment opportunities that are aligned with the program objectives
and content.
HEURISTICS FOR E-LEARNING EVALUATION
14. Resources: the e-learning program provides access to all the resources
necessary to support effective learning.
HEURISTICS FOR E-LEARNING EVALUATION
15. Feedback: the e-learning program provides feedback that is contextual and relevant
to the problem or task in which the learner is engaged.
What the heck?
AKTIVITI@TUGASAN PENILAIAN MEDIA
• Membina instrumen ujian heuristik ATAU ujian kebolehgunaan
• Minimum 10 konstruk 50 item
• Untuk item-item bagi konstruk teori, strategi dan pedagogi sila rujuk buku
Asas
• Untuk item-item kandungan sila rujuk kandungan produk@media yang anda
masukkan dalam media yang sudah dibangunkan
• Untuk item-item nilai sila rujuk nilai dari al-quran/hadith/buku-buku tentang
nilai dalam pendidikan & peradaban
• Tarikh hantar pada atau sebelum kelas minggu ke-13
Nota Minggu Ke-13
FAKTOR PENENTU KEBERKESANANPERSEKITARAN PEMBELAJARAN BANTUAN TEKNOLOGI
Berorientasikan Tugasan
Mencabar
*Kolaboratif
*Konstruktif
Interaktif
*Responsif-Autentik
*Reflektif-Aktif
Formatif
BERORIENTASIKAN TUGASAN
AKADEMIK
Tugasan yang diberi menentukan
persekitaran pembelajaran
Sebaiknya tugas yang autentik dan
tidak terlalu akademik
CONTOH BERORIENTASIKAN TUGASAN
Tugas-tugas Pra-Produksi dan
Pos-Produksi Video
MOOC Educational Technology
Pembelajaran Teradun
MENCABAR
Mudah Kompleks
Pembelajaran
Interaktif
tidak mudah
dan tidak perlu
terlalu
dipermudahkan
CONTOH MENCABAR
TP – buat produksi video 3 fasa
seperti dalam dunia sebenar
mengikut tema dan berasaskan
hasil
Perubatan – selesaikan masalah
sebenar pesakit di wad klinikal
KOLABORATIF
Tanpa sokongan Bersepadu
Sokongan alatan Web
2.0 utk kerja kumpulan
dan kolaborasi
menyediakan pelajar
dgn kera persekitaran
abad ke-21
CONTOH KOLABORATIFHTTPS://WWW.YOUTUBE.COM/WATCH?V=GOQJDLLBL0A&FEATURE=YOUTU.BE
KONSTRUKTIF
Penglibatan pelajardalam membina ilmudan persembahan yang asli dan boleh dikongsi, kritik dan dimurnikan
Replikasi Asli
CONTOH KONSTRUKTIF
Pelajar dari pelbagai bidang membina portfolio
INTERAKTIF
Pelajar perlu masa dan ruang untuk
perbincangan, debat dll corak komunikasi
Sehala Pelbagai
CONTOH INTERAKTIF
Pelbagai interaksi kini dalam forum e-pembelajaran
seperti ifolio, Moodle, Facebook, Telegram, Whatsapp
dll
RESPONSIF
Produk yang dihasilkan perlu ada komuniti
maya yang bertanggungjawab untuk respon
segera dengan tepat dan beretika
Superficial Asli/Autentik
CONTOH RESPONSIF
Bidang ini perlu dikaji untuk wujudkansokongan maya dan pembelajaran
sepanjang hayat
REFLEKTIF
Tidak mudah tetapi boleh dipelajari
Melibatkan penglibatan mendalam dan metakognisi
Luaran Mendalam
CONTOH REFLEKTIF GURU
CONTOH REFLEKTIF PELAJAR
FORMATIF
Persekitaran pembelajaran maya boleh dibina olehpelajar secara berperingkat
Pentaksiran Tetap Pentaksiran Berterusan
CONTOH FORMATIF
Guru sebagai fasilitator perlu sentiasa melibatkan
pelajarnya dalam usaha yang berterusan untuk menilai
tugasan mereka menambahbaik dan memurnikan
tugasan yang autentik untuk menggalakkan
pembelajaran sepanjang hayat