PRINCIPLES OF MULTIMEDIA

IN EDUCATION TECHNOLOGY

PROPOSAL & REPORT

FOR E-LEARNING

CONTENT OF

‘KRAF BATIK’ AZMAWATI BINTI MOHD LAZIM

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NO TITLE PAGE

1. General Introduction and Summary

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2. Aims of the Project 4

3. Statement of What the User Needs from the Application

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4. General Treatment and Reasons for Choice

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5. Variations on the Treatment 6

6. Outline Diagram 7

7. Human Resources 7

8. Work Schedule 8

9. Precedent Study 9

10. Sketches 12

11. REPORT 20

12. Summarized Report 21

13. Print Screen of Finalized Output 24

Table of Content

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This project is a CD-ROM aimed to teach Form 4 –Alternative subject for Art students

that offer a basic knowledge about „Kraf Batik‟. The client is teacher who is responsible

for Art programs in Sekolah Menengah Alam Shah Putrajaya. Currently there are 20

students studying „Kraf Batik‟ for the subject of Seni Visual internally, within one hour

class per-week, which means they would normally never get to meet with their

dissertation teacher personally. For some years now the the teacher has been

concerned at the level of support given to students studying the Art of Batik in this

mode, and hopes this product will go some way towards making the process less

mystifying for his students. The CD will contain largely interactive materials, interactive

exercises, some audio and video segments and some either still or moving image

segments of a beginning student and her “journey” through the first steps to final

success in learning the „Kraf Batik‟. In this courseware developed, it is specifically tough

about the basic knowledge about „Kraf Batik‟:

What is Batik and it‟s definition

The history on Batik

The type of Batik in video

The making of Batik

Game about Batik

It is anticipated that the project will take three months to produce (from start to finish).

Whilst initially this will be delivered in CD-ROM form, it is anticipated that it could be

developed later as a web-based tool which students can access from their home

computers.

General Introduction and Summary

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The project is an educational application designed for a very specific purpose. It aims to

teach students who choose art for their alternative subject in form 4 offered by their

school, specifically Sekolah Alam Shah. Most or all of the students have had very little

previous knowledge in „Kraf Batik‟ before deciding in taking Art for their alternative

subject. They only have the basic knowledge in Pendidikan Seni Visual that was offered

in form 1 - 3. This project aims to give those students a “formula” for learning Batik,

the history of it and the making of Batik and have fun with the interactive exercised

offered in the courseware. The „Kraf Batik‟ is seen as a form of "art exploration" and so

this level of close instruction is justified and necessary.

The students (users) will need something that is readily accessible and with multiple

entry points. The learning about „Kraf Batik‟ normally takes students about 10 months

to complete. Students need to be able to access to the Batik factory to see what is

really needed in the making of Batik, to complete the overall knowledge about Batik.

They need interactive exercises related to the skills they are trying to learn, and they

need built-in feedback from any attempts they make at the various exercises. They also

need to feel that the application relates directly to their needs, and they need to be able

to see the basic knowledge and skill needed to make the Batik as shown in the video

proposed to the courseware.

Research made on the video from www.instructables.com

Aims of the Project

Statement of What the User Needs from the Application

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The students need also to be able to see the “step by step” process of making all type

of Batik as in the factory-. This video should be included in the CD-ROM.

Navigation should be easy and the application should not take up excessive

memory/bandwidth as student computing capacity will vary, although students have

been told a minimum hardware requirement is a recent model Pentium computer and a

CD-ROM drive.

The client needs have confidence in the ease of operation of the application, and in the

robustness of the software.

The application will show video or still segments of a the introduction of Batik, the

interactive content and the video of making the Batik. Once a section is introduced in

this way, the student will be directed to specific interactive exercises. These will largely

be game-based, but will also include audio segments for variety of question.

Much of the application will be interactive and ended with game as the interactive

exercise. These interactive exercises have two parts, a practice component which is

common to all students (and provides pre-set feedback), and a second component

whereby students enter their own data and get "live" feedback from the programmed

game provided.

The reason for choosing a videoed “student” to guide the user through the real

situation in making the Batik as perdone it the factory. It is also will allow the user to

be readily identify with this guide and so feel more personally connected to the subject

matter and processes. The interactive exercises enable the users to practice as much as

possible the knowledge-skills they had learn throughout the courseware. The more

work they do, the more confident they will become with this unfamiliar process. Then

they will be ready to input their own data.

General Treatment and Reasons for Choice

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If possible, it may be helpful to incorporate a little animated figure to be the “helper”

throughout the application, rather than using a “live” teacher on video. The avatar

might be designed using the research done on the software from

http://www.myavatareditor.com/

This might make the somewhat heavy workload a little lighter for the users.

Variations on the Treatment

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The navigation structure for each topic to be taught/practised.

The design incorporates multiple entry and exit points. Users can opt out of some

sections, or go back, forward, repeat sections at will.

If in real business development, for this project, I will need to get a full briefing from

the client who is the Art teacher from Sekolah Alam Shah. In fact the client will be the

main writer for the project, and will need to work closely with our editor and other team

members.

A video will be made and edited into short segments. This will require our video

technician for approximately two hours plus a further three hours editing time.

Video intro

Interactive content (text + audio)

Inbuilt feedback

(text + audio)

Content on Video

user input - quizes

system feedback –

on the answer given

Outline Diagram

Human Resources

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The project manager (producer) will work on this project from start to finish, and

will be responsible for client liaison.

The audio technician will also be used for approximately three hours plus editing

time.

The text editor will be employed for approximately one week.

The interface designer will work for one week.

The programmer/tester will work for a further three weeks.

Timetable

The timetable for completion of this project is as follows:

Equipment

It is likely that the whole application will be developed in Adobe Flash, with Photoshop

being used for still photographs, Adobe Premiere as the video editor and Sound Edit 16

as the audio editor. Microsoft PowerPoint might be used to provide summary

information throughout the application. Estimated time for me to work on the project is

12 weeks, including the writing which will largely be done by the teacher (in the first 7

weeks).

Mode of distribution

For this first distribution, the teacher has requested CD-ROM, as his student sometimes

have a resistance to internet based learning tools. If the CD-ROM comes as a part of

their "Study Package" the client believes the students are more likely to use it, and less

likely to experience technical problems.

WEEK 1 WEEK 2

26/04/10 03/05/10 10/05/10 17/05/10 31/05/10 07/06/10 14/06/10 21/06/10 28/06/10

PROPOSAL ACCEPTED CONSULTATION

PHOTOSHOP

BATIK HISTORY CONTENT VIDEO GAME FINALIZE CONTENTPROPOSAL ACCEPTED INTRODUCTION COMPILATION

development of interface development of interaction

ProcessWEEK 3

24/05/10

TAR

GET

CONSULTATION

Work Schedule

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http://www.innaiBatik.com/

Introduction page with button for internal navigation

Loading page :

Precedent Study

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Splash montage:

Engine Button from http://www.artrage.com/artrage.html:

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The interface is combine with both technique from Adobe Flash & Photoshop with

flowery element to suit with the content – Batik :

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Sketches

Text link to the content

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Control Button for

content flow

Button : To

proceed forward

Button : To go

backward

Button : Audio

Control

Text : Screen

alocation

Main Element :

Text

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Main element of Multimedia

usage - Sound : Sound Control

Main element of Multimedia

usage -User Control Button.

Taxonomy of

instructional graphics

used : Organizational

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The inserted of real

images of Kain Batik

Sarung – Student learn

better from words and

picturese than from

words alone.

Main Element :

Images

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The combination

of, graphics,

video, audio

and text delivery

Main Element :

Movies

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REPORT

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Course overview

Welcome to „Kraf Batik‟

This course is intended for people who choose ART class for the alternative subject for

Form 4

Name of Subject : „Kraf Batik‟

Language Used: Bahasa Melayu

User target : Form 4 Art Student

Proposed School Offered : Sekolah Alam Shah Putrajaya

Method used for teaching PC added method : Courseware Basis – CD Based.

The Lesson is about : 1. Learning objectives

2. Introduction about „Kraf Batik‟

3. History of batik

4. Batik Making Method

5. Video on how to create batik as a piece of artwork.

6. Process step

Timeframe: 6 hours teaching = 3 weeks class offered (2 hours per

week session)

Student will be given a copy of courseware in CD based

as their self learning reference.

Summarized Report

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Course objectives

The objectives of this course are:

Identify the element of Batik.

Label the parts of Batik.

Recite the history of Batik.

Course outcomes

Upon completion of „Kraf Batik‟, you will be able to:

Identify the element of Batik.

Label the parts of Batik.

Recite the history of Batik.

Abstract about the Batik in E-Learning.

As an adult learner your approach to learning will be different to that from your

school days: you will choose what you want to study, you will have professional and/or

personal motivation for doing so and you will most likely be fitting your study activities

around other professional or domestic responsibilities.

Essentially you will be taking control of your learning environment especially for the Art

Module. As a consequence, you will need to consider performance issues related to time

management, goal setting, stress management, etc. Perhaps you will also need to

reacquaint yourself in areas such as essay planning, coping with exams and using the

web as a learning resource for the „„Kraf Batik‟‟ or you may refer to the CD courseware

basis given by the Teacher.

Your most significant considerations will be time and space i.e. the time you dedicate to

your learning and the environment in which you engage in that learning.

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Assignments

Assignments A piece of Batik Artwork size 6x11 inch.

The assignment shall be submitted during class presentation.

Student should submit the artwork to their Art teacher

Assessments

Assessments There will be 1 assessment for this BATIK

There will be 2 self assessments – PreTest & Post Test

The BATIK assessment will be conduct at Hour 3 when student are assign to creat their

own masterpiece of Batik Art & the making itself.

Learners will be given 3 hours to create their artwork (Batik)

Teacher will evaluate the artwork made by student. Teacher should email the result

after a week of marking stages

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Montage

The montage will lead the user to this main page:

Finalized Output

Interactivity level

for this page :

Level 1 – act solely

as a receiver of

information

(Passive)

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Main template.

The template to call the content was made with all the multimedia element : button to

guide and at the same time help the learner to navigate the overall content.

There are few important element in the template as shown below:

The

scrollbar

The

flowery

batik

element

to

enhance

the look

of batik.

The

rewind

button

The

pause

button

The

forward

button

The sound

control

button

The screen title : to let the

user aware on particular

page viewed

The screen number : to let

the user aware on

remaining screen left.

Button to

go back

to main

menu

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Link 1 : „Pengenalan‟

When user click on the pengenalan button, it will allow the user to jump to this page:

Manageable Information Loading :

There is a control button to give users

time to assimilate the necessary

information.

This flower button

is the link that

allow student to go

back to the main

page.

This screen script is design to alert the student

on which screen they are viewing. I helps the

student in planning their learning pace.

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Link 2 : „Konsep‟

When user click on the konsep button, it will allow the user to jump to this page for

“definisi”

Usage Principle of View point: Content area that present the different

aspects of the object/ information by combination of media. Student cans

rollover on the tooltip link (blue color font) to view the images.

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The interaction of flow for the content in the konsep continued with the page for asal-

usul batik. In this page, student can see the animation of map flow to show the

orientation of batik movement throughout the history and eras.

The interaction will continue till the batik come to Malaysia. The animation of map flow

will stop in this particular page. I use the scroll bar to navigate the user on the timeline

of the content. As you may see in this particular screen, Map of Malaysia appear at the

end of the timeline in the scrollbar.

Interactivity level for

this page : Level 2 –

makes simple responses

to instructional cues

(limited participation)

The usage of

information

modeling

components - Map

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Usage Principle of Avoid Attention Conflicts. This tooltip button link used to make sure

user can assimilate information without being distracted.

Presentation planning – Internal link – sub button

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When the student continues their learning, they will see the page of “Bahagian Kain

Batik Sarung”. The tooltip are for the particular part of batik sarung will be blinking to

show the interaction that exists on that hotspot.

When student rollover on the hotspot area, the pop up will appear showing the detail

part and name for the link, as show below:

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I‟ve also insert the interactivity element where student have to give input to get to their

selected batik as shown below. Student may click on the illustration with the tagging on

the interface.

Video would be very helpful for e-learning purposes. Student may learn better when the

images shown in the video version complete with narration rather than the image itself.

In the last screen of my courseware, I embedded the technique in producing batik for

student‟s reference.

Media selection

– video added

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Link 3 : „Aktiviti‟

Implication for Multimedia Interface –

The element of active learning inserted

in this activity pages

Interactivity level for this page : Level 3 – allow user to makes a variety of responses using varied

techniques in response to instructional cues (complex participation.

Instruction for

assessment page

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Link 4 : „Pengayaan‟

Implication for Multimedia Interfaces for learning – Shcema

Intergration : Learning will only be effective if the user has

sufficient existing knowledge as what they learn on the

‘konsep’ & ‘Aktiviti’, to make sense of this ‘Kraf Batik’

material (as what suggested in the Piaget Learning Theory)

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http://www.how-to-study.com/

The “How to study” web site is dedicated to study skills resources. You will find links to study

preparation (a list of nine essentials for a good study place), taking notes, strategies for reading text

books, using reference sources, test anxiety.

http://www.ucc.vt.edu/stdysk/stdyhlp.html

This is the web site of the Virginia Tech, Division of Student Affairs. You will find links to time

scheduling (including a “where does time go?” link), a study skill checklist, basic concentration

techniques, control of the study environment, note taking, how to read essays for analysis, memory

skills (“remembering”).

http://www.howtostudy.org/resources.php

Another “How to study” web site with useful links to time management, efficient reading,

questioning/listening/observing skills, getting the most out of doing (“hands-on” learning), memory

building, tips for staying motivated, developing a learning plan.

MINISRTY OF EDUCATION

Reference