The document discusses multimedia systems and the process of designing systematic teaching. It defines multimedia systems as combining various elements like text, graphics, animation, sound and video to present information. The main elements are described as text, graphics, video, animation, audio and hypermedia. It then explains the ADDIE model of instructional design which consists of the five phases of analysis, design, development, implementation and evaluation. Each phase of the ADDIE model is described in one or two sentences.

1. MULTIMEDIA SYSTEM

2. INTRODUCTION
Multimedia system comprises of combination
from elements such as texts, graphics,
animation, sounds and videos to present the
information to consumers through computers.
Usually, not all of the elements are used but
mostly just two or three elements that were
deemed appropriate, which was determined by
the content which was to be presented. For
example, the audio element is not suitable if the
courseware is for the deaf.

3. TYPES OF MULTIMEDIA
 Text
 Graphics
 Video
 Animation
 Audio
 Hypermedia

4. TEXT
 Text is the most important thing in a
presentation. It can usually be imported
from text documents which has the .txt
or .doc extension.
 It is commonly known that texts on the
screen are much harder to look at, so you
would have to be aware to not put too
much information on one screen.

5. GRAPHICS
 Graphics can be referred to photos, charts,
graphs, etc, that is used to present information
that would take too much space if the text
versions were used. It can be obtained from
drawing it ourselves, using scanned and pre-
made graphics, and taking photos with digital
cameras.
 There are basically two types of graphics: 2
dimensional (2D) graphics and 3 dimensional
(3D) graphics. Digitalized graphics have the
extension as follows: .jpg, .tiff, .gif, etc.

6. VIDEO
 Digital video clips can be integrated into
your multimedia courseware. It’s unique
because it can be used to show the real
situation. Furthermore, digital video clips
are better than analog video clips because
it can replay on its own.
 Digitalized video clips have the following
extension: .avi, .mov, etc.

7. ANIMATION
 Animation refers to the use of multiple
moving images to present information. It
has the ability to make the presentation
more systematic.
 Animation can be build by using
animation-making software and digitalized
animation has the following extension:
.avi, .flc, .dir, .mov, etc.

8. AUDIO
 Usually, audios are used to play music or
special effects in the multimedia
courseware.
 Like a video, audio have to be digitalized
to change the format and it has the
following extensions: .wav, .aiff, .pcm,
.swa, .ram, etc

9. HYPERMEDIA
 Hypermedia refers to non-linear
hyperlinks. E.g. photos can be clicked to
bring users to another pop-up window.

10. THE PROCESS OF DESIGNING
SYSTEMATIC TEACHING

11. Introduction
 The ADDIE model is the generic process
traditionally used by instructional
designers and training developers.
 The five phases—Analysis, Design,
Development, Implementation, and
Evaluation—represent a dynamic, flexible
guideline for building effective training and
performance support tools.

12. THE ADDIE MODEL

13. THE ADDIE MODEL
ANALYSIS
DESIGN
DEVELOPMENT
IMPLEMENTATION
EVALUATION

14. ANALYSIS
 Analysis on the students
 Analysis on the learning environment
 Analysis on teaching content and intended
outcome after the teaching process
 Analysis on teaching aims

15. ANALYSIS
 Analysis on the students
 Identify previous knowledge that the students
have
 Students’ particulars such as age, sex, level
in learning and also the students’ socio-
economic status.

16. ANALYSIS
 Identify students’ learning style.
 There are some who find it easy to
understand a new concept if given visual
aids, some who like working in groups and
some who like working individually.
 The teacher’s teaching strategies must
accommodate every student in the class.

17. ANALYSIS
 Analysis on the learning environment
 The environment where learning takes place
has a big implication in determining the
preparation of teaching tools.
 Resources that are available in school or
some organization such as:
 tools, cost, time and expertise will determine the
method of presentation,
 time and place of learning.

18. ANALYSIS
 Analysis on teaching content and
intended outcome after the teaching
process
 Intended outcomes on students’ behaviours
can be determined and analysed after a
teaching and learning session has finished.
 Usually, this is done through observation at
a working place such as in school, or in
organization where ex-students work after
finishing their studies, or doing an interview
with them.

19. ANALYSIS
 Analysis on teaching aims
 Determine what the students have to know
when they have finished learning.
 Teaching aims can be recognized based on
 difficulties that the students might encounter during
previous learning process.
 previous analysis done by others researchers or
based on other needs.

20. DESIGN
 Forming specific objectives for teaching
 Using the information gathered from the
analysis, you must come up with specific
objectives (focusing on behavioural
outcome) for the students after they have
finished their lesson.
 Test items
 Questions used to test the students must
follow the specific objectives that had been
set based on the analysis earlier.

21. DESIGN
 Choosing teaching strategies
 There are various teaching strategies that
are commonly used in systematic teaching
based on situation and learners.
 Some of them are: drilling, tutorial, games
and simulation.

22. DEVELOPMENT
 Preparation of teaching materials
 Teaching materials would be prepared in
stages.
 Visual designs and message designs have
to be taken into consideration based on the
chosen materials or medium.

23. IMPLEMENTATION
 Implementation of the teaching process
 This is the stage where teaching takes
places.
 Teaching strategies and process are
presented to the students based on the
organization that had been done previously.

24. EVALUATION
 Formative evaluation
 Information for this type of evaluation is
collected while going through each of the
stages to further improve the teaching and
learning process.
 In order to avoid from having a big problem
that can only be detected after a programme
had been developed.
 It cuts on cost and time.
 Done through interviews, observation and
commentary from experts.

25. EVALUATION
 Summative Evaluation
 This type of evaluation is done towards the
end of the teaching and learning process to
evaluate and make any necessary changes
for the next session of teaching and learning.
 Usually, it’s done through questionnaires.

26. THE ASSURE MODEL