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UJIAN & PENILAIAN REKA BENTUK PEMBANGUNAN MEDIA ROSSENI DIN GE6663 PENGAJARAN & PEMBELAJARAN BANTUAN KOMPUTER BAHAAN KULIAH MINGGU KE-12 & 13

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Page 1: PROSES PENILAIAN MEDIA - rosseni.files.wordpress.com · HEURISTIC REVIEW VIOLATIONS OF THE HEURISTICS ARE EVALUATED FOR THEIR SEVERITY AND EXTENT Severity Scale: 1 Cosmetic: fix if

UJIAN & PENILAIAN REKA BENTUK PEMBANGUNAN MEDIA

ROSSENI DIN

GE6663

PENGAJARAN & PEMBELAJARAN BANTUAN KOMPUTER

BAHAAN KULIAH MINGGU KE-12 & 13

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Proses reka bentuk dan pembangunan media merangkumi:

Reka Bentuk

Pembangunan

Pengujian

Penilaian (Formatif dan Sumatif)

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5 KOMPONEN PENTING DALAM PROSES REKA BENTUK PENGAJARAN

LO

1

5 2

4 3

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4 FASA PENTING DALAM PROSES PEMBANGUNAN

1

2

3

4

LO

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Reka Bentuk Pengajaran Learning Objektif

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Keberkesanan

Ujian

Kebolehgunaan

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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

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SLAID SETERUSNYA DISUNTING DARI PROF REEVES UNTUK PANDUAN PROJEK PEMBANGUNAN PRODUK ANDA

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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

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HEURISTIC REVIEW

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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.

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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

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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/

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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

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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

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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

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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

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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

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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

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ANOTHER WEAKNESS

• Some people believe that heuristic

evaluation is too subjective.

• Human judges are prone to poor

judgment at times.

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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

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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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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HEURISTICS FOR E-LEARNING EVALUATION

9. Interactivity: the e-learning program provides content-related

interactions and tasks that support meaningful learning.

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HEURISTICS FOR E-LEARNING EVALUATION

10. Message design: the e-learning program presents information in

accord with sound principles of information-processing theory.

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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.

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HEURISTICS FOR E-LEARNING EVALUATION

12. Media integration: the inclusion of media in the e-learning program

serves clear pedagogical and/or motivational purposes.

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HEURISTICS FOR E-LEARNING EVALUATION

13. Instructional assessment: the e-learning program provides

assessment opportunities that are aligned with the program objectives

and content.

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HEURISTICS FOR E-LEARNING EVALUATION

14. Resources: the e-learning program provides access to all the resources

necessary to support effective learning.

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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?

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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

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Nota Minggu Ke-13

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FAKTOR PENENTU KEBERKESANANPERSEKITARAN PEMBELAJARAN BANTUAN TEKNOLOGI

Berorientasikan Tugasan

Mencabar

*Kolaboratif

*Konstruktif

Interaktif

*Responsif-Autentik

*Reflektif-Aktif

Formatif

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BERORIENTASIKAN TUGASAN

AKADEMIK

Tugasan yang diberi menentukan

persekitaran pembelajaran

Sebaiknya tugas yang autentik dan

tidak terlalu akademik

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CONTOH BERORIENTASIKAN TUGASAN

Tugas-tugas Pra-Produksi dan

Pos-Produksi Video

MOOC Educational Technology

Pembelajaran Teradun

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MENCABAR

Mudah Kompleks

Pembelajaran

Interaktif

tidak mudah

dan tidak perlu

terlalu

dipermudahkan

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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

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KOLABORATIF

Tanpa sokongan Bersepadu

Sokongan alatan Web

2.0 utk kerja kumpulan

dan kolaborasi

menyediakan pelajar

dgn kera persekitaran

abad ke-21

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CONTOH KOLABORATIFHTTPS://WWW.YOUTUBE.COM/WATCH?V=GOQJDLLBL0A&FEATURE=YOUTU.BE

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KONSTRUKTIF

Penglibatan pelajardalam membina ilmudan persembahan yang asli dan boleh dikongsi, kritik dan dimurnikan

Replikasi Asli

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CONTOH KONSTRUKTIF

Pelajar dari pelbagai bidang membina portfolio

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INTERAKTIF

Pelajar perlu masa dan ruang untuk

perbincangan, debat dll corak komunikasi

Sehala Pelbagai

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CONTOH INTERAKTIF

Pelbagai interaksi kini dalam forum e-pembelajaran

seperti ifolio, Moodle, Facebook, Telegram, Whatsapp

dll

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RESPONSIF

Produk yang dihasilkan perlu ada komuniti

maya yang bertanggungjawab untuk respon

segera dengan tepat dan beretika

Superficial Asli/Autentik

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CONTOH RESPONSIF

Bidang ini perlu dikaji untuk wujudkansokongan maya dan pembelajaran

sepanjang hayat

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REFLEKTIF

Tidak mudah tetapi boleh dipelajari

Melibatkan penglibatan mendalam dan metakognisi

Luaran Mendalam

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CONTOH REFLEKTIF GURU

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CONTOH REFLEKTIF PELAJAR

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FORMATIF

Persekitaran pembelajaran maya boleh dibina olehpelajar secara berperingkat

Pentaksiran Tetap Pentaksiran Berterusan

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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