Multimedia for learning

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Information about Multimedia for learning
Education

Published on March 9, 2014

Author: sulisworo

Source: slideshare.net

MULTIMEDIA FOR LEARNING Lesson 1

Education formal process by which society deliberately transmits its accumulated knowledge, skills, customs and values from one generation to another, the e.g., instruction in schools.

Purpose of schools to teach how to think

Learning Modality Visual learning based on observation and seeing what is being learned Auditory learning based on listening to instructions/information Kinesthetic learning based on hands-on work and engaging in activities

• • • • • • • • • • • • Saya lebih suka mendengarkan informasi yang ada di kaset daripada jika harus membaca buku. Saya lebih senang musik daripada seni lukis. Bila sendiri, saya biasanya memainkan musik/lagu atau bernyayi. Bila berbicara, saya suka mengatakan,’saya mendengar Anda , itu terdengar bagus, itu bunyinya bagus ‘. Saya tahu hampir semua lirik dari lagu yang saya dengar. Saya senang berbicara di telepon dalam waktu yang lama dengan kawan saya Saya sangat senang berkumpul dan biasanya dapat dengan mudah berbicara dengan siapapun. Saat mengingat suatu pengalaman, saya sering kali mendengar suara dan berbicara pada diri saya mengenai pengalaman itu. Saya lebih suka berbicara daripada menulis. Saya suka mengeja dan saya pikir saya pintar mengeja kata-kata. Saya akan sangat terganggu apabila ada orang yang berbicara pada saat saya sedang menonton televisi. Hari-hari tanpa musik, terasa amat membosankan

• Jika akan mengerjakan sesuatu, saya selalu membaca instruksinya terlebih dahulu. • Saya suka mencatat perintah atau intruksi yang disampaikan kepada saya. • Saya lebih suka membaca daripada mendengarkan kuliah/ceramah. • Saya selalu dapat menunjukan arah mata angin dimanapun saya berada. • • Saya suka menulis surat atau jurnal. Ketika mendengar orang lain berbicara , saya biasanya membuat gambaran dari apa yang mereka katakan dalam benak saya. Saat melihat objek dalam bentuk gambar, saya dapat dengan mudah mengenali objek yang sama walaupun posisi objek itu diputar atau diubah. • • • Saat mengingat suatu pengalaman , saya sering kali melihat pengalaman itu dalam bentuk gambar di benak saya. Saya sering mencoret-coret kertas saat berbicara di telepon atau dalam suatu rapat/pertemuan. Saya lebih suka membacakan cerita daripada mendengarkan cerita. • Saya dapat dengan cepat melakukan penjumlahan dan perkalian dalam benak saya. • Saya dapat mengingat dengan mudah apa yang dikatakan orang. •

• Saya lebih suka berolah raga daripada membaca buku. • Ruangan/meja dan kamar saya biasanya berantakan/ tidak teratur. • Saya senang merancang, mengerjakan serta membuat sesuatu dengan kedua tangan saya. • Saya suka olah raga secara teratur • Saya biasanya mengatakan, ‘Saya rasa saya perlu menemukan pijakan atas hal ini, atau saya ingin bisa menangani hal ini’. • Saat mengingat suatu pengalaman, saya sering kali ingat bagaimana perasaan saya terhadap pengalaman itu. • Saya lebih suka melakukan contoh peragaan daripada jika harus membuat laporan tertulis atas suatu peristiwa. • Saya biasanya berbicara dengan perlahan. • Tulisan tangan saya biasanya tidak rapi. • Saya biasanya menggunakan jari saya untuk nenunjuk kalimat yang saya baca. • Saya paling senang belajar apabila langsung disertai praktek. • Sangat sulit bagi saya untuk duduk dan diam dalam waktu yang lama.

Technology most substantial One of the uses in education is the use of technology. technology is an increasingly influential factor in education. new ways of learning such as online education that gives students the opportunity to choose what they are interested in learning.

Information and communication technologies (ICTs) tools and resources used to communicate, create, disseminate, store, and manage information diverse set of including computers, the Internet, broadcasting technologies (radio and television), and telephony.

Classrooms of the 21st century   contain interactive white boards, tablets, mp3 players, laptops, etc. Wiki sites are another tool teachers can implement into CAL (computer-assisted learning) curriculums for students to understand communication and collaboration efforts of group work through electronic means.[

New teacher’s skill To use and to embed these technological devices and services in the curriculum in order to enhance students learning and meet the needs of various types of learners

MULTIMEDIA FOR LEARNING Lesson 2

Learning Behaviourist Cognitivist Humanist Social/Situational

Behaviorism (B. F. Skinner) three basic assumptions  learning is manifested by a change in behavior.  the environment shapes behavior  the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated)

learning is the acquisition of new behavior through conditioning For behaviorism,

two types of possible conditioning Classical conditioning  , where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Operant conditioning  where there is reinforcement of the behavior by a reward or a punishment. (B.F. Skinner and is known as Radical Behaviorism)

the learning process as a change in behavior educators arrange the environment to elicit desired responses through such devices as behavioral objectives, competency -based education, and skill development and training

Educational approaches/ model applied behavior analysis curriculum based measurement direct instruction 

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