Mini MIM Program

Day 1 Design Thinking for Digital Instructional Technologies

Trainer: Datin Dr. Norrizan Razali
Learning objectives: Upon completion of this module, participants will be able to:

1. Identify the process and stages of innovation as a systematic process to solve specific instructional issues.
2. Develop skills for social and thinking capabilities for recognizing innovation challenges and the design of creative solutions for innovative instructional approaches.
3. Sketch conceptualize and initiate development of an innovation challenge for instructional purposes.

Course outline
This course introduces design thinking and its application to developing innovative instruc-tional solutions. Design thinking is a process for innovation that is human-centric and interdisci-plinary in approach. The course adopts design thinking to help participants change and inno-vate to deliver better instructional solutions that will enhance learning experiences.
This course makes reference to the IDEO approach (see for example, www.ideo.com), which blends creative thinking and logical or rational thinking, and involves a process consisting of empathizing, ideating, and proto-typing. Participants will learn design principles, methodologies and frameworks, and apply them through exercises and projects. Learning will be primarily interactive and expe-riential in nature – through case analyses, group exercises, and a team project. Participants are expected to develop ideas for prototypes using easily accessed materials.
Note: This course is useful for participants interested in innovation to address specific learning issues with technology and entrepreneurship.

Session 1

1. Design methodologies (e.g. the design process, ethnographic research, brainstorming, integrative thinking, design roles, team composition)
2. The “problem” to be solved (i.e., learning issues, services, or the business itself).

Session 2

3. Human attitudes and behaviours (potential response towards the designs) for technology considerations, for example, of emerging technologies, AI, VR, AR and mixed reality) with building technology resilience and avoiding technology trap.

Session 3

4. Design contexts. Design contexts refer to the broader emerging context for designs and business, specifically, society (including different cultures or backgrounds and learning styles), and the physical environment such as access to technology and the levels of expertise with digital technology.

Day 2 Principles, Theory, and Practice of Instructional Design

Trainers: Dr. Nurullizam Jamiat & Dr. Siti Nazleen Abdul Rabu

Learning objectives: Upon completion of this module, participants will be able to:

1. Understand learning paradigms and theories, as well as instructional design models.
2. Analyze contributions of selected learning theories to the field of instructional technology.
3. Design instruction by applying learning theories, instructional principles and models.

Course outline
This module will explore how learning theories and principles can be applied to develop engaging and meaningful face-to-face and online instruction. The module is designed to provide participants with the necessary skills to apply various theories and principles of learn-ing and instructional models to design effective instruction. In this module, participants will learn through case studies on the implementa-tion of designing instruction from the behaviorist approach and get the opportunity to apply instructional principle and design model based on group activities. At the end of the module, participants will be able to select appropriate principles and models derived from given theo-ries to design and develop the learning environment.

Session 1

1. Introduction to paradigms and theories of learning
   
   • Behaviorism, Cognitivism, Constructivism
   • Bloom’s taxonomy of learning domains
   • Cognitive Theory of Multimedia Learning (CTML)
2. Introduction to instructional design models
   • ADDIE
   • Dick and Carey Systems Approach Model

Session 2

Applying Gagne’s Nine Events of Instruction to design effective instruction, we will learn to design an engaging and meaningful instruction by using case studies.

• Gain attention
• Inform the objectives
• Stimulate recall of prior learning
• Present the content
• Provide learning guidance
• Elicit performance
• Provide feedback
• Assess performance
• Enhance retention and transfer to the job

Session 3

Applying instructional design to create course and materials: useing the ADDIE Model.

• Analyze
• Design
• Develop
• Implement
• Evaluate

Day 3 Instructional E-course Development

Trainers: Dr. Nur Azlina Mohamed Mokmin & Dr. Tan Yun Yi

Learning objectives: Upon completion of this module, participants will be able to:

1. Understand the process of developing an e-Course
2. Draw a storyline of the course activities
3. Develop an e-Course using an Authoring Tool

Course outline

The process of creating a professional e-learning course – particularly one that is self-paced and interactive – is often not an easy task. An e-course must have all the necessary elements such as course develop-ment, inserting content, developing assess-ments and evaluations. This course will guide participants on the process of devel-oping an e-course from the basic storyline to inserting course activities and course evaluation using an authoring tool.

Session 1

1.  Introduction to e-Course
2. Types of e-Courses
3. Stages of e-Course Development
   • Planning
   • Create Content
   • Create Evaluation
   • Add course members

Session 2

Tools for e-Course:

• Quizzes
• Notes
• Importing and Linking Outside Links

Session 3

Create an e-Course:

• Creating own e-Course online
• The e-Course must include all the tools needed for the
  e- Course
• Invite class members and do activities in the class that have been created.

Day 4 Multimedia Productions: Instructional Video

Trainers: Dr. Reem Baragash & Dr. Nurullizam Jamiat

Learning objectives: Upon completion of this module, participants will be able to:

1. Apply (instructional videos)theory and practice of Instructional video.
2. Create a story board for an instructional video.
3. Edit the video following basic concepts.
4. Develop a digital video project.

Course outline
Instructional videos can be used within a course context to introduce new skills, knowledge or behavior to be learned or reinforced. When used effectively, videos can be a powerful way to engage partici-pants with course content and deepen learning. This module focuses on the video post-production, by exploring the theory and practice of various editing styles in order to gain a better understanding of how stories are constructed in the editing room. Video editing is a creative and technical part of the post-production process, it is responsible for assembling recorded raw material into a fine finished product. Through demonstrations and hands-on experience, participants learn advanced editing techniques.

Session 1

1. Introduction of instructional video
2. Types of instructional videos
3. Stages of production
   • Pre-Production
   • Production
   • Post Production

Session 2

Video editing:

• Visual Literacy
• Overview of Editing
• Importing Clips and Video Formats
• Editing Clips in the Timeline
• Color correction / Grading
• Applying Transitions and Effects
• Audio editing
• Text, shape and title
• Finishing and Outputting

Session 3

Post production workflow:

• Creating own video Clips
• Import, preview and organize the media clips
• Adding Music and Adjusting Volumes
• Adding Graphics and Titles
• Exporting and uploading to You Tube

Day 5 Multimedia Productions: Instructional Motion graphics design

Trainers: Dr. Chau Kien Tsong & Dr. Reem Baragash

Learning objectives: Upon completion of this module, participants will be able to:

1. Explain the fundamentals of the 2D motion graphics design production pipeline.
2. Learn the effective ways of creating 2D motion graphics and animating graphical objects.
3. Develop practical ability to implement and document an instructional motion graphics.

Course outline

This course looks at the overall production development practices and procedure, and pipeline of motion graphics for instructional multimedia system. It provides an effective design guidelines and technical skills for the development of the multimedia elements which will enhance participants’ appreciation of visual representation techniques in the learning process. Popular vector software will be chosen as a powerful platform for creating motion graphics. The participants will learn to manipulate vector motion graphics, animate vector text, images, and characters. In general, this course will assist the learners to master the amazing technology for effective motion graphics in quick and easy steps. Considering the importance of motion graphics in instruc-tional design, this course takes participants through the selected fundamental techniques of 2D graphics in vector software, and subse-quently be able to move on to creating more complex and advanced vector motion graph-ics using the range of skills learned in the course in the future.

Session 1

1. Discussion of various animation tools available.
2. Fundamental skills and techniques:
   • Basic tools in vector software such as selection, magic wand, bucket, selection, move tools.
   • Exploring colour types, gradients, keyframes, beizer curve, scene, tweening, path, library, and symbols for effective animation.
3. Documentation:
   • Storyboarding

Session 2

Motion Graphics Asset Production Pipeline:

1. Creating two 2D vector characters:
   • Insects
   • Human
   • Dinosaur
2. Quality consideration for vector motion graphics:
   • Enriching human and dinosaur with different backgrounds, moving objects, and graphical elements.
   • Smooth animations
   • Using tweening

Session 3

3. Integration
4. Publishing vector animations in different formats.

Day 6 Game-based and immersive learning

Trainers: Dr. Mageswaran Sanmugam & Prof. Dr. Mona Masood.

Learning objectives: Upon completion of this module, participants will be able to:

1. Understand the theory behind game-based learning, gamification, and immersive learning.
2. Identify the principles behind game design.
3. Design and creating a game.

Course outline

The course integrates several types of game theory to introduce new elements or supple-mentary elements that can be added on to existing methods of learning. The course looks into underlying theories behind game based-learning, gamification and immersive learning. Upon understanding the theories, the principle behind game design is identi-fied. Based on these foundations, a suitable game is designed and created with the participants.

Session 1

1. Introduction to game-based learning and immersive learning
2. Identifying the different types of games
   • Gamification
   • Game based learning
   • Serious Games /immersive games
3. Theory behind games

Session 2

1. Discussing the 100 principles behind game design
2. Identifying the principles behind successful games
3. Identifying game principles that suits game-based learning.

Session 3

1. Looking into the basics of gaming codes using python.
2. Designing a game storyboard based on the game principles.
3. Creating a game based on the design principle

Day 7 Mobile Learning: Mobile Application Technology

Trainers: Ts. Dr. Irwan Mahazir Bin Ismail & Dr. Mariam Binti Mohamad

Learning objectives: Upon completion of this module, partici-pants will be able to:

1.  Adapt the principle and concept of mobile learning to overcome mobile learning issue particularly in learning activity or commercial.
2. Compare or customize tool for mobile application for optimising resource, time and cost.
3. Demonstrate skill and ability of mobile application that have been developed whether can solve learning activity or commercial issue.

Course outline

This course will start with the introduction of mobile learning, which focuses on examples of excellence in mobile learning, current issues in mobile learning as well as the theory and strategic design of mobile learn-ing for learning and commercial purpose. This course will help participants to create a mobile application.

This course will provide an introduction to mobile application development. At the end of the course, the participants will be able to produce a mobile application via Android or iOS and will have a basic understanding about Framework as well as mobile applica-tion using a hybrid framework. Participants will be taught about the uses of compo-nents, providers and pipes and how to use them in the mobile application.

In addtion, the web application back end platform, Firebase and the basic of API integration and building a basic Node Express Server are taught.

Session 1

1. Introduction of mobile learning
2. Issues in mobile learning and theory and strategic design

Session 2

1. Development of mobile application
2. Apply of Hybrid framework
3. Create Mobile application component

Session 3

1. Apply mobile application usability
2. Evaluate mobile application for training, education and commercial.

Day 8 Project Management

Trainer: Prof. Dr. Wan Ahmad Jaafar Wan Yahaya

Learning objectives: Upon completion of this module, partici-pants will be able to:

1. Identify the multimedia development lifecycle
2. Produce a detailed, client centered project implementation document for a multimedia project.
3. Develop integrated costing and timeline information for a project.

Course outline

A project can be defined as a unique process requiring significant effort and resources to reach a definite outcome within time and cost restraints. Good project management reduces the risk of failure and of exceeding time and/or budget. A project requires a plan and consideration of the processes necessary to carry out the plan; this is the development cycle. This module provides an understand-ing of the nature of interactive multimedia, how to create and communicate using multimedia and how it can benefit business.

Session 1

1. Introduction
2. Context and Processes in Multimedia Project Management
   • Phases in Multimedia Project and Multimedia Project/Product Life Cycle
   • Organizational Structure.
   • Stakeholders.
   • Commitment of Top Management.

Session 2

3.  Project Management Integration
   • Development of Project Plan
   • Implementation of Project Plan
   • Monitoring and Control of Projects
4. Project Scope Management
   • Beginning of a Project (Project Initiation, Project Kick-off)
   • Planning of Project Scope

Session 3

5. Project Time Management
   • Importance of Time schedule
   • Schedule development –Gantt Charts,
   • Monitoring change in project schedule
   • Using software to help in time management
6. Project Cost Management
   • Principles of project cost management
   • Budgeting
   • Problems in multimedia projects budget planning
7. Project Quality Management
   • Multimedia project quality management
   • Pilot testing

Day 9 - 10  Portfolio Showcase

Trainers: Dr. Jeya Amantha Kumar & Prof. Dr. Irfan Naufal Umar

Learning objectives:

1. To develop an e-portfolio to showcase end-of-course accomplishments
2. To demonstrate critical reflection to identify with their personal develop ment through reflection on knowledge, skills, and values throughout the course.
3. To present a sample of best work for career development purpose

Course outline

The showcase e-portfolio will be designed to display the work produced throughout the course as an instructional designer. It will repre-sent the knowledge and skills obtained through the course by integrating reflection on learning experiences and requires creativity, and individuality. The portfolio will show growth, abilities, and be used to evaluate cumulative achievement for the course. Designing this type of portfolio will portray competences, within the field of instructional design, as well as for potential future work and accomplishment.

E-portfolio

An e-Portfolio, or electronic portfolio, is an online collection of work that the student would like to highlight to represent their learning journey. These works may include the products developed through the course that may include, interactive tools, applications videos, images, writing or other materials created by the author. It will showcase the authors’ reflection, creativity, and com-petencies. The students may choose any platform to create their e-portfolio such as Wix, Wordpress, Google Sites, Mahara, Sway and any other platform deemed appropriate.

Presentation

During formal E-portfolio review sessions, participants will be expected to present their e-portfolio individually. More detailed expectations and evaluation criteria will be provided in class. Each participant will be given 30 minutes to present their e-portfo-lio and will be required to choose three entries to their
e-portfolio that they are most proud off and deliver their most engaging and informative presentation.

Contact Us

FOR FURTHER INFORMATION, PLEASE CONTACT

Centre for Instructional Technology & Multimedia
Universiti Sains Malaysia

Mu'azzah Binti Ismail
Tel: 04-6533225

Nur Haziqah Binti Zulkipli
Tel: 04-6533222

E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

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