QIM 501E/4
Instructional Design and Delivery
Technology Based Learning Theories
(Hannafin and Peck Model)
Shamzuri bin Yaakob
(P-QM0029/10)
Lecturer:
Dr. Balakrishnan Muniandy
hannafin and peck
Biography Hannafin
MICHAEL J. HANNAFIN
611 Aderhold Hall
University of Georgia
Athens, GA 30602
(706) 542-3157
HANNAFIN@UGA.EDU
EDUCATION
Ph.D., Educational Technology Arizona State University
(August, 1981) Tempe, AZ 85287
M.S., Psychology (Educational/School) Fort Hays State University
(August, 1974) Hays, KS 67601
B.S., Psychology (Education Minor) Fort Hays State University
(May, 1972) Hays, KS 67601
hannafin and peck

RESEARCH ACTIVITIES

JOURNAL PUBLICATIONS
 SHEPHERD, C., & HANNAFIN, M.J. (in press). Beyond
recollection: Re-examining preservice teacher practices using
structured evidence, analysis, and reflection. JOURNAL OF
TECHNOLOGY IN TECHNOLOGY IN EDUCATION.
 RICH, P., & HANNAFIN, M.J. (in press). Making instructional
decisions visible: The use of video evidence to assess
preservice teachers’ practice. JOURNAL OF COMPUTING IN
HIGHER EDUCATION.
 GLAZER, E.., HANNAFIN, M.J., POLLY, A., & RICH, P. (in press).
Factors and interactions influencing technology integration during
situated professional development in an elementary school.
COMPUTERS IN THE SCHOOLS.
 KIM, H., & HANNAFIN, M.J. (in press). Web-enhanced casebased activity in teacher education: A case study.
INSTRUCTIONAL SCIENCE.
hannafin and peck
Dr. Kyle L. Peck
277 Chambers Building
The Pennsylvania State University
University Park, Pennsylvania 16802
Phone: (814) 865-2525 /
Email: kpeck@psu.edu
Education:
Ph.D., Educational Psychology / Educational Technology
-- May, 1987
University of Colorado, Boulder
M.A., Education / Reading -- December, 1981
University of Colorado, Boulder
B.A., Psychology (Cum Laude) -- March, 1974
Occidental College, Los Angeles, California
hannafin and peck
Editorial Work:
Consulting Editor, Educational Technology Research
and Development
Journal (ETR&D) (September, 1988 - Present)
Editorial Board, Educational Technology International
(January, 2000 -Present)
Editorial Board, Canadian Journal of Learning and
Technology (November,2002 - Present)
Editorial Board, International Journal for Learning
Technology (January2004 -Present)
• Manuscript Reviewer, American Journal of Education
(June 2004 – Present
hannafin and peck
 In this model, all of the phases involve a
process of evaluation and revision.
S
T
A
R
T
Phase 1
Need
Assesement
Phase 2
Design
Evaluation & Revision
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Phase 3
Development/
Implement
1. Requirements analysis phase
In this phase, a designer or developer to make an
assessment, particularly on the characteristics of the
target group.
These include determining:1.Who will use the software.
2. The user's prior knowledge.
3. What the desired behavior change.
4. The objectives to be achieved.
5.What hardware and software required and so on.
This is all to ensure that the design process thus has a
guidance and direction that can be followed
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2. Design phase
Application design process begins with determining the
objectives to be achieved by the user after using the
application.
Then, the process of determining the activities, training
and testing of the user when using the software to be
developed will be determined in this phase.
Designers also need to ensure that the method of
delivery of the information presented is
understandable and appropriate to the user.
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 In this phase, the various elements, whether
in terms of content, screen design, system
exploration and will also be determined.
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3. Development and implementation phases.
Phase of development refers to the process
of software production. In this phase all the
elements that were designed in the previous
phase are translated into a more practical
either with the help of programming
languages, authoring, and so on.
•This phase is the phase that requires more
highly skilled experts in various fields such as
programming, graphics, audio, video, etc.
The software has been fully developed later
by the implementation or execution refers to
the process of using applications that have
been completed in the situation or in a similar
situation.
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The aim is to see how it operates and also to evaluate
consumer acceptance of the software. From the
feedback received, the process of renovation or repairs
will be undertaken to improve and enhance the quality
of the software has been developed.
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EXAMPLE
FRACTION: ADDITION AND SUBSTRACTION
FOR FORM 1 (WEB SITE)
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Requirements Analysis Phase
In this phase, the authors have done some analysis as
an analysis of:
1.1 goal setting website development
Through the analysis carried out before this, I found this
website have been developed since many students are
still failing to master and understand the topic better
breakdown. Difficulties experienced by students studying
this topic has been studied by other researchers before.
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1.2 curriculum content
After analyzing the content of the lesson is issued
by the Ministry of Education (MOE), the authors
found that this topic be taught in Form 1, 2, and 3.
Knowledge of this topic will be used in the titles
which will be taught during form 4 and 5. Therefore,
the authors have selected topics that are taught in
fractional form 1 to ensure that students can master
these topics well. The author believes that good
control in the early stages, it can help students
master these topics to better the process of further
learning of mathematics. Subtopics that are
involved in the breakdown of the level 1 heading is:
i. Addition of fractions
ii. Minus fraction
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1.3 Identifies the target group
Before producing this website, the author has identified a
user who is browsing the website. The main users are
targeted by the authors are students first. However it can
also be used by students 2 and 3 as a refresher for the
Lower Secondary Assessment examination (PMR). In
addition, this website is targeted to students grades 4 and
students who have difficulty mastering these topics well.
Besides being used by students independently, this site
can also be used by teachers for teaching in the computer
lab at school.
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Design Phase
In this phase, the overall view of the shape, structure,
teaching approaches, learning theories, media and
technology types that will be involved is a matter to
be investigated. That is why several employment
measures have been implemented that determines
how performance-based approach to teaching and
learning theories, and determine the structure of the
web site produced a flow chart.
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 Development and Implementation Phase
During the development phase, several things need to be taken
into account apart from knowing that teaching methods should
be used in CAL. This is because all the key elements that have
been created in the previous phase will be translated into a
more practical, with the help authoring system or programming
language.Here are some software that will be used in
developing the website as well as computer specifications to be
used in developing the courseware. The author also lists the
specifications of the computer for the purpose of the application
site.
 List of software under a software that may be used by the
authors to develop a website later.
Swish 2.0
Macromedia Flash MX
Macromedia Dreamweaver MX
Adobe Photoshop 7
Internet Explorer
Mozilla FirefoxListen
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 Conclusion
This model consists of three phases, namely
Requirements Analysis Phase, Design Phase, and Phase
Development and Implementation. In addition, each
phase will continue through the process of evaluation
and revision, or repetition of the ongoiing.
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hannafin and peck