T6_Application of 2 Dimension and 3 Dimension Media-final-090113

EDU3105 T6 – APPLICATION OF 2 DIMENSION AND 3 DIMENSION MEDIA

TOPIC 6 APPLICATION OF 2 DIMENSION AND 3 DIMENSION MEDIA

SYNOPSIS

This topic discusses various 2-Dimensional (2D) and 3-Dimension (3D) media in

assisting the teaching and learning process. The importance of these media is based

on how they are used.

LEARNING OUTCOME

By going through the learning activities this topic, hopefully the teacher will be able

to:

i. Explain the definitions of 2D and 3D media.

ii. Identify the examples of 2D and 3D media used in teaching and learning.

iii. Elaborate upon the effectiveness of using 2D and 3D media in teaching and

learning.

TOPIC FRAMEWORK

Application Of 2-Dimensional And 3-Dimensional Media

2-Dimensional Media

Definition

3-Dimensional Media

Effectiveness

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The development of information technology and digital media, has resulted in fewer

teacher using 2D and 3D media as teaching aids in the teaching and learning

process. Nevertheless, the importance of 2D and 3D media in motivating student

involvement in concrete learning experiences cannot be denied.

6.1 Definition of 2D and 3D media

2D media are visual materials produced on a flat surface such as cloth, paper or

glass. Two-dimensional shaped object has width and length. 2D media may require

specific display apparatus to display the information they contain. The black board,

white board, multipurpose board, magnetic board and flip charts are examples of

display boards which can be used for the puspose mentioned.

3D media are objects that have width, length and height. Examples of 3D objects are

realia (real objects), models, puppets etc. Using 3D media in teaching and learning

give students concrete experience and can stimulate creativity within them.

Think

Look around in your class and list out all the 2D and 3D media present.

6.2 Types of 2D media

6.2.1 2D mediaThere are various types of 2D media namely drawing, photograph, chart, poster and

flash card.

6.2.1.1 Drawing

Drawing is a sketch of idea which is delivered in the form of visual communication. It

is drawn in bIack and white, or with colours to link graphic elements. Drawing that

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gives a clear and exact pictorial situation or concept is able to achieve teaching and

learning objectives.

Figure 6.1: Drawing

6.2.1.2 Photograph

Photograph, either black and white or coloured, is the true picture captivated with a

camera onto a film or paper. It displays a true situation and is capable of explaining

abstract concepts clearly. Hence, using photograph is suitable for all levels of

teaching, from set induction to summing up a lesson. For educational purposes,

photographs used are scenery, occupations, daily activities, science history and

hobbies.

Figure 6.2: Photographs

6.2.1.3 Chart

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A chart is a visual representation which shows past events in a given time. The main

feature of a chart is the process or flow of changes involved. Generally, it displays

the main concept only with brief supportive information. Types of charts include

organisation chart, classification chart, time chart, table chart, flow chart and graph.

Figure 6.3: Organisation chart shows the structure of levels

Figure 6.4: Classification chart shows categories

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Figure 6.5: Time chart shows the relation between time and event

Figure 6.6: Table chart shows data explanation

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Figure 6.7: Flow chart shows sequential process

Figure 6.8: Bar graph

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Figure 6.9: Pictograph

Figure 6.10: Pie chart

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Figure 6.11: Line graph

ThinkState the types of graphs which you will use in each of the following

situation:

1. 1. Link products sold to three sections of a company in a year

2. 2. Show the rates of energy usage with average households for heating

3. and machinery works.

4. 3. Illustrate the petrol usage of a country for a month.

5. 4. Compare the total amount of calories in 10 different types of foods.

6. 5. Show the changes of a population of an extinct species for the last ten

7. years.

6.2.1.4 Poster

Poster is a drawing or printing which links lines, letterings and colours into a visual

displaying one or more messages. Poster is dynamic and can be full of colours with

the intention to attract attention and deliver messages spontaneously. Poster is

frequently used as a source of attraction towards an upcoming event or program.

Figure 6.12: Poster

6.2.1.5 Flash card

Flash card is a card with brief information. It is most suitable for pre-school children.

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Figure 6.13: Flash cards

Discussion

What are the strengths and weaknesses of each of the 2D média stated

above?

6.2.2 3D Media

6.2.2.1 Puppet

Puppet is an object that is moved or acted by a person either by touching or through

instructions aimed at delivering a message. According to the Oxford 4th Edition

dictionary, the puppet is a doll of child or children. While according to Wikipedia

(2012) puppet is a non-living doll or a human figure, animal or any other thing that

kind of animated or manipulated by at least one Tok Dalang to be presented in

theater, film or television. There are various types of puppets made from all kinds of

materials suited to its form and use.

i. Glove/finger Puppets

Puppets can be in the form of glove forming the body and body parts of puppets. When using this type of puppet, the fingers or only a finger inserted into the gloves

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and moved to turn the puppet’s body parts. Each finger is given a specific role to

play. Animal-shaped hand puppets can be introduced to children as insects, worms, cats,

rabbits and so on. It is made of a soft material and can be washed. Hand puppets

will entertain children and strengthen family relationships and help train children to

express themselves and develop speech faster.

Figure 6.14: Puppet Gloves / Finger

ii. Stringed Puppets

Stringed puppets or 'Marionette' is made of hard materials such as paper mache,

plaster-of-Paris or wood. Delicate ropes are connected to the puppet parts that can

move. When using puppets, the ropes are pulled to make the mobile parts of the

puppet moves.

Figure 6.15: Puppets Rope

iii. Stick Puppet

This puppet is made of a hard material or thickness. Then long sticks are placed on

the puppet body including the specific parts to be moved. The puppet is touted on

the main stick while other sticks are shaken to move the mobile puppet parts.

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Figure 6.16: Puppet Lidi

iv. Wayang Kulit

A puppet shape drawn on thick paper. This puppet is colored and cut out. Fine

sticks are placed at specific points on the body of the puppet. During the puppet

show, it is placed at the back of the white screen. A Tok Dalang will sit behind the

screen and assisted by the light. Lamp is lit and the puppet’s shadow will appear on

the screen. The stick is shaken to move the puppet parts. Another way to present

the shadow puppet show is by using the OHP as the light source and the image will

be displayed as puppets on the screen.

Figure 6.17: Wayang Kulit

6.2.2.2 Model

A model is the structure made from materials such as clay, plasticine, rubber,

plaster, or wood box intended to imitate an actual object or abstract thing. It is used

to

Compress a large object, or enlarge small objects. Show the internal structure of an object or system Show movement

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Figure 6.18: Model

Types of Model

i. Scale Model

Scale model refers to materials that are built in sizes as large as the original form or

in a smaller size, greater or equal according to the scale of certain expansion or

downsizing. Each made to resemble the original thing. It can be held and observed

easily.

Figure 6.19: Scale Model

ii. Mock Model

The modified model of a real object with real shape to show the movement or the

way some a system works in the original form. Usually a mock model is made larger

than the original condition and no magnification scale but are still able to show the

real original condition.

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Figure 6.20: Mock Model

iii. Cross-Sectional Model

Cross-sectional model is made to represent a cross-setion of a real. It aims to show

the appearance of the inside of a material. Cross-sectional models are usually used

in technical and science subjects.

Figure 6.21: Cross-Sectional Model

6.2.2.3 Realia

Realia refers to the actual (real) material. Students can see, touch, feel and hear the

realia. This gives a real and meaningful experience for students. Types of realia

include:

i. Natural Realia

Natural realia may be of natural living materials that exist and can be seen with the

naked eye, such as animals, plant or rigid non-living materials such as machinery,

equipment and vehicles.

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Figure 6.22: Natural Realia

ii. Preserved Realia

Preserved realia are once living materials that have been preserved or stored in

chemical fluids such as snakes or birds.

Figure 6.23: Realia preserved

6.2.2.4 Specimens

Specimens are examples or sample of a group of living things. It can represent a

particular group of living things that have the attributes or features that are usually

found in the group. Examples are a butterfly for a group of butterflies and a banana

tree for a group of banana trees.

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Figure 6.24: Specimen

6.2.2.5 Diorama

Diorama is three-dimensional model of a scenario that may consist of people,

buildings, animals, plants and other three dimentional object group together with

some form of background to the scenario. Diorama also refers to an exhibition

performance with structured models in order to describe the condition or appearance

of an original view of the situation. The models are arranged in boxes according to

the story and events. It can be seen in a museum, diorama showcasing the ancient

model.

Figure 6.25: Diorama

6.2.2.6 'Mobile'

'Mobile' is a material that contains a variety of shapes that were suspended and will

sway or move when touched or blown by the wind. The material grouped according

to specific categories such as groups of animals and the planet. It can attract

students because different shapes and different colors.

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Figure 6.25: 'Mobile'

6.2.2.7 Mask

According to the fourth edition of the Dewan Bahasa Dictionary (2005), mask is

defined as sesuatu yg dipakai untuk menutup muka yg berupa muka orang atau binatang dan lain-lain. Masks can be made of paper, leather or using paper mash. Masks are great for role playing or acting activities.

Figure 6.27: Mask

6.2.2.8 Aquarium

An aquarium is the place for aquaculture. Aquarium can be prepared using a glass

or plastic jar. Tropical fish can be kept in the aquarium.

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Figure 6.28: Aquarium

6.2.2.9 Terrarium

Terrarium is a small place for keeping life on soil. Terarium can be used to keep

small animals like small tortoises, iguanas and small harmless reptile. Small boxes

covered plastic or glass can be used as a terrarium.

Figure 6.29: Terrarium

Advantages of 3D Materials 1. Concepts can be properly constructed because students can see the real

thing. 2. Learning will become more efficient because the students can learn

from the use of real materials. 3. Students are able to better understand the nature, structure and movement of

things

4. Provide experience of the real situation of a substance or thing. 5. Encourage students to make further studies about an event or product.

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6. Provide more opportunities for students to interact with each other. 7. Arouse the curiosity that will lead to the concept of learning through

research.

SUMMARY

Students' understanding of a concept or idea can be readily reached through

'hands-on' experience and the involvement of various senses. By applying 2D and

3D media in teaching and learning, the knowledge and skills students will develop

continuously.

Practical

1. In groups of two, you are required to produce one of either 2D or 3D material to

be used as a teaching material for a topic of a subject that you teach. 2. In groups, choose a topic for a subject that you teach. Discuss what are the 2D

or 3D material that suits the topic chosen. Make review as to whether the

materials you have discussed are suitable for the topic that you have chosen .

BIBLIOGRAPHY

H. Simon & Spawforth, A (Eds.) (2012). The Oxford Classical Dictionary. (4th ed.)

Oxford: Oxford University Press.

Kamus Dewan Bahasa edisi Ke- 4(2005). Kuala Lumpur: Dewan Bahasa dan

Pustaka.

Muhamad Hasan Abdul Rahman (2000). Media pengajaran: penghasilan bahan

pengajaran berkesan. Serdang: Universiti Putra Malaysia.

Newby, T.J. (1996). Instructional technology for teaching and learning. New Jersey:

Prentice Hall.

Norasiah Abdullah, Nor Risah Jamilah Mat Lazim & Rosnah Ahmad Zain (2009).

Teknologi dalam pengajaran dan pembelajaran. Selangor: Multimedia.

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Noriati A. Rashid, Boon, P. Y., Sharifah Fakhriah Syed Ahmad, & Wan Kamaruddin

Wan Hasan (2012). Teknologi dalam pengajaran dan pembelajaran. Shah Alam:

Oxford Fajar.

Priscilla, N. & Karin, M. W. (2003). Teaching with technology: designing opportunities

to learn. Edisi ke 2. Canada: Thomson Wadsworth.

Razali Nor (1994). Teknologi pendidikan 1: media bukan unjuran. Selangor:

Budiman.

Sharifah Alwiah Alsagoff (1986). Teknologi pengajaran. Kuala Lumpur : Dewan

Bahasa dan Pustaka.

Smaldino, S. E., Lowther, D. L. & Russell, J. D. (2012). Instructional technology and

media for learning. Edisi ke 10. Boston: Pearson.

Smaldino, S. E., Russell, J. D., Heinich, R., & Molenda, M. (2005). Instructional

technology and media for learning. Edisi ke 8. New Jersey: Prentice-Hall.

Wikipedia (2012). Patung. Diakses pada 3 September 2012 daripada

http://ms.wikipedia.org/wiki/Patung

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http://ms.wikipedia.org/wiki/Patung

T6_Application of 2 Dimension and 3 Dimension Media-final-090113

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