Week 6 : Navigation Rules

Some general rules of the navigation:

1. Easy to find
User is easy to find and explore the courseware. User is not get lost when and know their location. The direction in the courseware is clear.
2. Design is consistent
Site navigation and the button must be in the same location on every screen. The design should be in same colour, type and style. So that the user feel comfortable when explore or use the course. User will be easily familiar with the courseware if the design is consistent.
3. Obvious section names
User able to know the content of the section by just look at the section name. So that able to find the content that they need with out any confusion.
4. Less is better
To many buttons in courseware, will cause the user won’t know where to look or click on. Just keep the important part. It also able to avoid the user miss the important content.
5. Don’t let the users guess
Lead the user to use the courseware, so that the user won’t sit there without any aim and just simply clicking the mouse only. Let the user know what will be the best section to explore after one section.
6. ‘Home’ Button or ‘Main Menu’ Button
The main menu is the most important part in the courseware, so make sure the user know how to return to the main menu. 

Week 5 : Comment on Implementation Table by week 4

 Weakness in the Implementation table:

1. “Provide access to expert performances and the modeling of processes ” this statement mean that the user from this course ware able to access to the professional or expert for their problem or enquiry. The activity was not match to this theory in the subtopic 3.1.

2.  In the activity “Student is required to give and idea or opinion about the scene given”, this activity is not suitable for the learning course ware. This is because the courseware unable to detect the opinion provide by the student and reflect the student opinion.

3. The learning theory “Provide coaching and scaffolding at critical time” was not match the activity due to scaffolding need somebody or teacher to guide the students.

4. The activity in 3.1 9 (b) “Students are required to use the different voice/ act as the character to pronoun the same sentences”. The course ware unable to monitor the pronunciation of the students. This activity is not suitable for the learning course ware.


New implementation table after the amendment. 

 

1	3.0 LANGUAGE FOR AESTHETIC USE 3.1 Listen to, read, view and respond to literary works by: a. understanding and telling in one’s own words the story and heard and/or read and giving one’s opinion;	Behaviorism ·          Behavioral objectives that can be observed	·          objectives of the courseware	1)        Objectives: -    Students should be able to recognize literacy devices such as characters, setting, plot and moral values -    Students should be able to give their opinion on the story -    Students should be able to do at least 8 out of 10 activities in courseware -    Students should be able to identify moral values of the story 2)        Students is provided with synopsis of the story
	b. recognizing elements in a story such as ( i ) characters ( iii ) plot introduction action starts climax falling action resolution ( ii ) setting	Constructivism ·          Allow extrapolation and fill in the empty spaces in student’s knowledge Cognitive ·        Stress on structuring organization and arrangement of information to ease optimal processing Constructivism ·        Meaning requires understanding for the whole as well as part Cognitivism ·          Scheme effect	Character images, videos of Rumpelstiltskin Character images, images of scene and place Character images, images of scene and place	1)        Students will watch the video of Rumpelstiltskin -    Student are asked to give one unique name for the character of Rumpelstiltskin 2)        Students are given the images of the characters without their identity and they need to guess the name of the characters. 3)        Students need to match the character with the given sentence and description. ·       Students are required to rearrange the sequence of events in the plot ·       Students are required to name the story according to the sequence of plot ·          Student is given the summarization chart with characters and places image of the setting in the story ·          Student need to click on the image to do the activity. ·          Then, student has to choose the correct event according to the image.
	c. explaining the message the writer is trying to convey and discussing how this relates to one’s life;	Situated learning ·          Provide coaching and scaffolding at critical times	The video , graphic or animation about ·          Do not be greedy ·          Honesty ·          Do not boast ·          Selfish ·          Regretful In our daily life	·          Students are required to match/key in the moral values according to action of the characters ·          If they do not know the answer they can click on “Hint” button to get clue.

Week 4 : Types of Courseware

There are 5 common types of Courseware

•         Drill and Practice

•         Tutorials

•         Simulations

•         Instructional games

•         Problem solving

Drill & Practice

1.    It provide the raining on specific skills:

·      immediate feedback or respond

·      provide suitable quantity of quality training for the learner

·      provide individualized feedback

·      able to motivate students with competition and multimedia

2.   The disadvantage is when too much emphasis on drill & practice will sacrifice the development of problem solving abilities

Simulations

1. Physical simulations: simulations of physical phenomena like the phenomena of the momentum.

2. procedure simulations: by controlling simulated devices, students able to learn by  controlling the devices.

3          3. situational simulations: role-playing in a situation, learner able to play the role and learn  
                 through the experience and the decision that they make.

4. process simulations: learner may change the out put or result by change the setting.

Instructional Games

      1. Game is one of the factor that able to motivate the student to learn .

2. Most of the game will require the player to scare the higher score.

3. The aspect of the good instructional game are

·         it is challenging

·         rise the curiosity of the player

·         full of imagination

Problem Solving Software

1.  A problem situation is provided and students are require to solve it.

2. Students learn the problem solving strategy and apply the knowledge that they

    have learned

Week 4 : Implementation Table

1	3.0 LANGUAGE FOR AESTHETIC USE 3.1 Listen to, read, view and respond to literary works by: a. understanding and telling in one’s own words the story and heard and/or read and giving one’s opinion;	·     opportunity for the sharing of narratives and stories ·    Provide coaching and scaffolding at critical time o   Offer hints and strategies ·     Provide access to expert performances and the modeling of processes	Video with sound Background music	1)        Student is given the summary of the story. -    Student are asked to give their own opinion about the story -    Type the answer in the text box 2)        Students will watch the video of Rumpelstiltskin -    Student is required to give and idea or opinion about the scene given -    Student are asked to give one unique name for the character of Rumpelstiltskin
	b. recognizing elements in a story such as ( i ) characters ( ii ) setting ( iii ) plot introduction action starts climax falling action resolution	·     Provide for integrated assessment of learning within the tasks ·       Learning is an active process in which the learner uses sensory input and constructs meaning out of it. ·       The opportunity for students to be effective performers with acquired knowledge, and to craft polished, performances or products Provide coaching by the teacher at critical times, and scaffolding and fading of teacher support Cognitive ·        Organization effect Constructivism ·        Meaning requires understanding for the whole as well as part	Character images Characters’ voice Character images, images of scene and place Character images, images of scene and place	·          Students are required to use the different voice/ act as the character to pronoun the same sentences. ·          Students need to match the character with the given sentence and description. Drag and drop games (students match the character based on given dialog/ voices) ·          Students are required to match the events with the correct setting. ·       Students are required to name the sequence of events in the plot ·       Students are required to rearrange the story according to the sequence of plot
	c. explaining the message the writer is trying to convey and discussing how this relates to one’s life;	·     Provide authentic activities ·     the opportunity to detect relevant versus. irrelevant information,	The video , graphic or animation about ·          Do not be greedy ·          Honesty ·          Do not boast ·          Selfish ·          Regretful In our daily life	·          Students are required to match the moral values according to action of the characters

Week 3 Multimedia Design and Development:

Questions for Preliminary Requirement Analysis

WHO

1. Form 2 students who are 14 years old in Malaysia.

2. Students are from different background either from town area or from rural area. They will have different level of language ability.

WHAT

3. Form 2 English : Language for aesthetic use ( Rumpelstiltskin )

4. 3.1 Listen to, read, view and respond to literary works.

5. Concept of the chapter:

(a) understanding and telling in one’s own words the storyand heard and/or read

and giving one’s opinion;

(b) recognizing elements in a story such as ( i ) characters ( ii ) setting( iii ) plot

(c) explaining the message the writer is trying to convey and discussing how this relates

6. Performance level

Level 2 and 3

• Giving the sequence of events.

• talking about the place and time the story took place or the place the poem

• Talking about characters in a story

• Making simple predictions as to what might happen next.

• Talking about values found in a text.

• Talking about how events, characters and values in the text are similar to those experienced in one’s life.

WHY

7. Currently students learn this topic by using the text books which are provided

by the school.

8. Student may do not know how to pronounce the sentences, they lack of practice in pronunciation or speaking. Students able to do the practice by using courseware.

9. Students need teacher’s help at the beginning before they can learn it by

themselves or practice it at home.

10. Behaviorism and constructivism.

WHERE, HOW and WHEN

11. Module will be in CD-ROM

12. SAPPHIRE team members

13. Form 2 English teacher

14. Adobe Flash, Adobe Photoshop

15. Before due date of the assignment