online course design - universitas indonesia
TRANSCRIPT
Online Course Design
Harry B. Santoso, PhDHead of Digital Library & Distance Learning Lab Faculty of Computer Science, Universitas IndonesiaEmail: [email protected]
Let’s put a ding in
online learning movement !
“
Kata Pengantar
Dalam upaya menyelenggarakan pembelajaran daring kita memerlukan persiapan dan berbagai sumberdaya . Dalam hal ini tidak hanya kesiapan mahasiswa , namun juga kesiapan dosen pengajar . Di antarapersiapan yang perlu dilakukan adalah desain instruksional dari pembelajaran daring.
Kendatipun desain instrusional merupakan salah satu persiapan yang setiap semester perlu dibuat dan ditinjau ulang demi penyempurnaan , pembelajaran daring memerlukan desain instruksional yang khususmengingat kegiatan ini melibatkan media elektronik serta pertimbangan waktu dan tempat yang boleh jaditidak sama antara pengajar dan mahasiswa .
Pada modul workshop ini pembaca dapat mempelajari konsep pembelajaran daring secara umum , blended learning , desain instruksional daring, asesmen , dan lessons learned .
Selamat membaca !
Depok, 7 November 2019
Harry B. Santoso
3
Perkenalan
Sarjana bidang Ilmu Komputer,Universitas Indonesia, INDONESIA
Magister bidang Ilmu Komputer,Universitas Indonesia, INDONESIA
Doktor bidang Engineering Education ,Utah State University , AMERIKA SERIKAT
4
Perkenalan
Head of Digital Library & Distance Learning Lab http://dl2.cs.ui.ac.id
Training Manager of Computer Science Center http://pusilkom.ui.ac.id
Former Editor in Chief Jurnal Sistem Informasi http://jsi.cs.ui.ac.id
Former Director of E -Learning Development ~ Asosiasi Pendidikan Tinggi Informatika dan Ilmu Komputer (APTIKOM) http://www.aptikom.or.id
5
Welcome to Our Lab ! :)
6
Professional Contribution
➔ Editor-in-Chief of Jurnal Sistem Informasi (JSI)
➔ General Chair of Internasional Workshop on Big Data and Information Security (IWBIS) 2017
➔ Publicity Co-Chair of International Conference of Informatics and Computing (ICIC) 2017
➔ Program Chair of ICACSIS 2014, 2015, & 2016
➔ Program Chair of Developing Online Education (DOED) 2014 & 2016
➔ Organizing Committee of the 1 st and 2nd International Conference on Human -Computer Interaction and User Experience
➔ Program Committee of the International Conference on Learning Technologies and Learning Environments (LTLE 2017)
➔ Program Committee of The International Conference on Data and Information Science (ICODIS 2017)
➔ Scientific Committee of Internasional Conference on Innovative Research Across Disciplines (ICIRAD) 2017
7
Reviewer
➔ REVIEWER of Asia Pacific CHI UX 2015 (@ Symposium)
➔ REVIEWER of American Society for Engineering Education Annual Conference
➔ REVIEWER of ASEE/IEEE Frontiers in Education Annual Conference
➔ REVIEWER @ Journal of Educators Online and @ International Review of Research in Open and Distance Learning (invited)
➔ REVIEWER (Mitra Bebestari) of The Indonesian Journal on Computing (Indo -JC), Fakultas Informatika, Universitas Telkom, Bandung, Indonesia
➔ REVIEWER (Mitra Bebestari) of Jurnal Buana Informatika (JBI), Universitas Atma Jaya Yogyakarta, Indonesia
➔ REVIEWER (Editorial Team) of Jurnal Sains dan Teknologi, Universitas Pendidikan Ganesha, Bali, Indonesia
➔ REVIEWER (Mitra Bebestari) of Jurnal Ilmiah KURSOR, Jurusan Teknik Informatika, Fakultas Teknik, Universitas Trunojoyo, Jawa Timur, Indonesia
8
Research Interests
Online Learning/Computer Assisted-Instruction
Metacognition/ Self -Regulated Learning
Human -Computer Interaction/User Experience
Engineering/Computer Science Education
9
SCOPUS ID: 55396730800
H-indeks: 9 dengan Jumlah Dokumen: 92
10
ORCID ID: 0000-0003 -0459 -0493
11
Google Scholar IDhttps://scholar.google.com/citations?user=c5LxBaMAAAAJ
H-indeks: 1ņ dengan Jumlah Citations : ŏ
12
Researchgate IDhttps://www.researchgate.net/profile/Harry_Santoso2
13
SINTA RISTEKDIKTI
14
Buku yang diterbitkan UI -Press(2017 dan 2018)
15
Buku Edisi ke -2(2019)
16
Survei Tentang Online Education Research di Indonesia
Survey untuk mengetahui persepsi para pengajar tentang online education research di Indonesia
telah dilakukan terhadap 69 responden yang merupakan para pengajar di berbagai institusi.
64% Sudah menyelenggarakan e -Learning
66% Diantaranya sudah menyelenggarakan e-Learning lebih dari 3 semester
28% Pernah menulis artikel tentang Online Learning
17
Kendala dalam Melakukan Online Education Research
Sembilan kendala utama dalam melakukan Online
Education Research
Tidak mengetahui teknis penelitian1
Keterbatasan waktu5
Kurangnya SDM untuk melakukan penelitian9
Masalah ketersediaan data3
Kurangnya fasilitas pendukung2
Kurangnya penguasaan teknologi4
Masalah kebijakan institusi7
Tidak ada dukungan keuangan6
Kurang partisipasi dari pengguna online learning8
18
Experiences related to Online Courses
At Utah State University
Using blackboard and canvas
Delivering Online [Blended] Courses for Undegraduate Students
At Universitas Indonesia
Using Moodle
Enrolled in MOOC Providers
Delivering Online [Blended] Courses for Graduate Students
19
Experiences as a Digital Learner
20
Agenda
➔ How People Learn
➔ New Paradigm of Learning: Student Centered
➔ Online (Blended) Learning
➔ Big Data and Online Learning
➔ Case Studies
➔ Lessons Learned
21
Berapa Tahun Kita
Belajar Secara Formal ?
“Bransford, Brown, & Cocking, (eds.). How People Learn. National Academy Press. Washington, D.C.
22
How People Learn (1)
Home and Community
Sleep
School
53% 33%
14%
Bransford, Brown, & Cocking, (eds.). How People Learn . National AcademyPress. Washington, D.C.
Pelajar hanya menghabiskan 14% dari waktunyauntuk sekolah
“23
Era Disrupsi Telah Tiba ...
24
Era Disrupsi Telah Tiba ...
25
Era Disrupsi Telah Tiba ...
26
“In an interview with The New York Times, Google's Senior Vice President for People Operations Laszlo Bock revealed that the number of degree -less hires has trended upwards as they've stopped asking for transcripts for everybody but the most recent graduates.”
“Business Insiderbusinessinsider.com/google -hiring -non-graduates -2013-6
27
Era Disrupsi Telah Tiba ...
28
“A range of technology occupations —from front -end developers to network administrators —don’t require college degrees. Instead, employers are looking for specific skills that evolve rapidly and can be acquired through certificate programs or at coding bootcamps.”
“Quartz
29
Era Disrupsi Telah Tiba ...
30
“Jakarta, CNN Indonesia -- Dinas Perhubungan Jawa Barat resmi melarang transportasi berbasis aplikasi, baik roda dua maupun empat. Larangan itu sudah disepakati oleh Dinas Perhubungan Jawa Barat dengan Wadah Aliansi Aspirasi Transportasi (WAAT) Jawa Barat.”
“CNN Indonesia
31
Revolusi Industri 4.0
32
Revolusi Industri 4.0
Fourth Industrial Revolution Technologies
➔ Artificial Intelligence and Machine Learning➔ Advanced Robotics and New Forms of Automation➔ Ubiquitous Mobile Internet➔ Sensors and Internet of Things➔ Blockchain and Distributed Ledgers➔ 3D Printing➔ Autonomous Vehicles, such as Cars and Drones➔ New Materials, such as Graphene➔ Genetic Advances, Bio-Engineering, Personalized and
Precision Medicine➔ New Energy Sources and Storage Technologies➔ Quantum Computing
33
The 10 Skills
34
The 10 Skills
Apa saja ?
1. …2. …3. …4. …5. …6. …7. …8. …9. …
35
The 10 Skills in 2015 and 2020
World Economic ForumFuture of Jobs Report
“
1. Complex Problem Solving2. Critica l T hinking3. Crea tivity4. People Ma na gement5. Coordina ting with Others6. Emotiona l Intelligence7. J udgement a nd Decision Ma king8. Service Orienta tion9. Negotia tion10. Cognitive Flexibility
1. Complex Problem Solving2. Coordina ting with Others3. People Ma na gement4. Critica l T hinking5. Negotia tion6. Qua lity Control7. Service Orienta tion8. J udgement a nd Decision Ma king9. Active Listening10. Crea tivity
in 2015 in 2020
36
The 10 Skills in 2015 and 2020
World Economic ForumFuture of Jobs Report
“
1. Complex Problem Solving2. Critica l T hinking3. Crea tivity4. People Ma na gement5. Coordina ting with Others6. Emotiona l Intelligence7. J udgement a nd Decision Ma king8. Service Orienta tion9. Negotia tion10. Cognitive Flexibility
1. Complex Problem Solving2. Coordina ting with Others3. People Ma na gement4. Critica l T hinking5. Negotia tion6. Qua lity Control7. Service Orienta tion8. J udgement a nd Decision Ma king9. Active Listening10. Crea tivity
in 2015 in 2020
37
The 10 Skills in 2015 and 2020
World Economic ForumFuture of Jobs Report
“
1. Complex Problem Solving2. Critica l T hinking3. Crea tivity4. People Ma na gement5. Coordina ting with Others6. Emotiona l Intelligence7. J udgement a nd Decision Ma king8. Service Orienta tion9. Negotia tion10. Cognitive Flexibility
1. Complex Problem Solving2. Coordina ting with Others3. People Ma na gement4. Critica l T hinking5. Negotia tion6. Qua lity Control7. Service Orienta tion8. J udgement a nd Decision Ma king9. Active Listening10. Crea tivity
in 2015 in 2020
38
The 10 Skills in 2015 and 2020
World Economic ForumFuture of Jobs Report
“
1. Complex Problem Solving2. Critica l T hinking3. Crea tivity4. People Ma na gement5. Coordina ting with Others6. Emotiona l Intelligence7. J udgement a nd Decision Ma king8. Service Orienta tion9. Negotia tion10. Cognitive Flexibility
1. Complex Problem Solving2. Coordina ting with Others3. People Ma na gement4. Critica l T hinking5. Negotia tion6. Qua lity Control7. Service Orienta tion8. J udgement a nd Decision Ma king9. Active Listening10. Crea tivity
in 2015 in 2020
39
Questions to Ponder
Bagaimana implementasi online learningda la m merespon era revolusi industri 4.0?
1. Pemanfaatan teknologi terkini (misal: big data, artificial intelligence, dsb)
2. Optimalisasi online learning dalam membentuk skills set yang diperlukan
40
Research Position of MOOC (Berliyanto, 2017)
Penelitian MOOC tahun 2012 - 2016 yang terindeks SCOPUS
41
Apa itu Student -Centered Learning ?
Student-centered learning moves students from passive receivers of information to active participants in their own discovery process . W ha t students lea rn, how they lea rn it a nd how their lea rning is a ssessed a re a ll driven by ea ch individua l student’s needs a nd a bilities.
ISTE - International Society for Technology in Education https:/ / www.iste.org/
“
42
Traditional vs Online Learning
Is it still relevant asking about traditional vs. online learning nowadays?Why do some people confront traditional vs. online learning?
Many research findings revealed NO SIGNIFICANT DIFFERENCE
VS
43
“No Significant Differences ”
“Differences Between Traditional and Distance Education Academic Performances: A meta -analytic approach” by Mickey Shachar and Yoram Neumann (2003)
http://www.irrodl.org/index.php/irrodl/article/view/153/234
“An Investigation of Traditional Education vs. Fully Online Education in IT” by Johnathan Yerby and Kevin Floyd
http://sais.aisnet.org/2013/YerbyFloyd.pdf
“Is Identical Really Identical? An Investigation of Equivalency Theory and Online Learning” by Ruth Lapsley, Brian Kulik, Rex Moody, and J. B. (Ben) Arbaugh
http://www.thejeo.com/Archives/Volume5Number1/LapsleyetalPaper.pdf
44
Why do we need Online (Blended) Learning?
Making Thinking Visible (to Instructor)
Making Teaching Visible (to Management)
45
Apa itu Active Learning ?
“Active learning is generally defined as any instructional method that engages students in the learning process .”
(Prince, 2004)
46
“The evidence for the effectiveness of active learning…”
47
Active Learning Methods ?
➔ Collaborative Learning
➔ Problem -Based Learning
➔ Project -Based Learning
➔ Group Discussion
➔ Note-Taking Strategies
➔ Etc.
Can you mention another one?
48
Questions to Ponder
Apakah Online (Blended) Learning yang terbaik untuk konteks pembelajaran kita?
“
49
What is Online Learning ? (1)
➔ Allen dan Seaman (2013) menyatakan bahwa online courses adalah yang minimal 80% mata kuliahnya disampaikan secara online .
➔ Mayadas dan Miller (2014) mengemukakan dua categori pengertian e-Learning: di level matakuliah dan di level program studi .
50
(1) Traditional Classroom Course ; (2) Synchronous Distributed Course ; (3) Web-Enhanced Course; (4) “Emporium” Course ; (5) Hybrid Course ; dan (6) Online Course.
What is Online Learning? ( 2)
Level Mata Kuliah
(1) Traditional Classroom Program ; (2) Multi-Format Program ; (3) Blended Program ; da n (4) Online Program .
Level Program Studi
Menurut Ma ya da s da n Miller (2014):
51
What is Blended Learning ?
“Blended learning or ‘hybrid learning,’ is learning that combines the best of online learning and face -to -face instruction for the purpose of enhancing learning.
‘Flipping the classroom ’ or ‘inverted teaching’ are also forms of blended learning, as course content is moved out of the classroom to an online format allowing for class time to be more interactive.”0
https://www.cte.cornell.edu/teaching -ideas/teaching -with-technology/blended -learning.html“
52
The Percentage
The Sloan Consortium [a professional organization dedicated to post secondary online learning] defines Blended Learning:
30% - 70% of the instruction is delivered online
53
Meskipun demikian, persentase tersebut
tidak dapat mencakup seluruh konfigurasi atau desain Blended Learning
“
54
Tipe 1
Week 1 Week 2 Week 3 Week 16In Class Online Online In Class
55
Tipe 2
Week 1 Week 2 Week 3 Week 16Online Online OnlineIn Class In Class In Class
56
Mengapa Perlu Blended Learning ? (1)
Adanya fleksibilitas untuk siswa dan instruktur
➔ K esempa ta n berta nya➔ K esempa ta n memba gi wa ktu: tuntuta n trida rma PT
Siswa lebih menyuka i ma ta kulia h ya ng memiliki komponen online (ECAR , 2012).
Ada nya fa ktor buda ya , khususnya di Indonesia
➔ Lebih ‘nyaman’ ketemu dosen langsung da la m konteks online course
57
Mengapa Perlu Blended Learning ? ( 2)
Bagi UNIVERSITAS : Strategi untuk membuat alokasi sumber daya
Bagi MANAJEMEN FAKULTAS: Memonitor kondisi kelas secara online
Bagi DOSEN : Memfasilitasi dosen untuk menawarkan inovasi pembelajaran
Bagi MAHASISWA : Mendapatkan alternatif desain instruksional dalam belajar
58
Online Course Design
Instructional Design Learning Objectives
Learning Activities Learning Assessment
59
Instructional Design: Backward Design (1)
Stage 1: Identify Desired Results
What should students come away understanding, knowing and able to do?
Stage 2: Determine Acceptable Evidence of Learning
What is evidence of desired results (i.e., desired understanding)?
Stage 3: Design Learning Experiences & Instruction
What learning activities promote understanding, knowledge, skill, student interest?
Menurut Wiggins dan McTighe dalam The Understanding by Design Guide to Creating High Quality Units:“
60
Instructional Design: Backward Design ( 2)
Stage 1: Identify Desired Results
What should students come away understanding, knowing and able to do?
Stage 2: Determine Acceptable Evidence of Learning
What is evidence of desired results (i.e., desired understanding)?
Stage 3: Design Learning Experiences & Instruction
What learning activities promote understanding, knowledge, skill, student interest?
Menurut Wiggins dan McTighe dalam The Understanding by Design Guide to Creating High Quality Units:“
61
Instructional Design: Backward Design (3)
Stage 1: Identify Desired Results
What should students come away understanding, knowing and able to do?
Stage 2: Determine Acceptable Evidence of Learning
What is evidence of desired results (i.e., desired understanding)?
Stage 3: Design Learning Experiences & Instruction
What learning activities promote understanding, knowledge, skill, student interest?
Menurut Wiggins dan McTighe dalam The Understanding by Design Guide to Creating High Quality Units:“
62
Contoh Coursepage di LMS
63
Learning Objectives
64
Learning Activities
REFLECTIONSeven Principles For Good Practice in Undergraduate Education by Arthur W. Chickering and Zelda F. Gamson
1. Encourages contact between students and faculty
2. Develops reciprocity and cooperation among students.
3. Encourages active learning.
4. Gives prompt feedback.
5. Emphasizes time on task.
6. Communicates high expectations.
7. Respects diverse talents and ways of learning.
65
Flipped Classroom
Wahyuningrum, E. P. (2015)
Analisis dan Perancangan Desain Instruksional pada
Learning Management System Moodle dalam Konteks Flipped
Classroom. Skripsi, Fakultas Ilmu Komputer Universitas
Indonesia.
“
66
Project -Based LearningCase Study: Sistem Interaksi
67
Project -Based LearningCase Study: Sistem Interaksi
68
Ada Tahapan Pengerjaan ➜ Template
69
Group DiscussionCase Study: Komputer & Masyarakat
70
Enhanced -Guided NotesCase Study: Fundamental Electronics for Engineers
71
Enhanced -Guided NotesCase Study: Fundamental Electronics for Engineers
72
Kolaborasi Menggunakan Wiki @ SCELE
73
Kolaborasi Menggunakan Wiki @ SCELE
74
Kolaborasi Menggunakan Wiki @ SCELE
75
Contoh Diskusi : Pertanyaan Pemicu
76
Contoh Tanggapan Mahasiswa
77
Contoh Tanggapan Dosen
78
Assessment: Sebuah Bahan Refleksi
Berapa banyak tes yang biasa Anda gunakan dalam satu semester?
Bagaimana Anda akan mengimplementasikan formal dan informal assessment dalam Blended Learning course?
Berapa persentase untuk tugas dan ujian
Apa ekspektasi Anda menggunakan Online Assessment?
79
Apakah informasi tersebut telah cukup memadai
Sebuah Analogi
Kulkas Anda rusak dan tidak mampu lagi membekukan makanan.
Anda menelepon seseorang yang mampu memperbaikinya. Dia datang sesuai jadwal dan meminta biaya sesuai perkiraan yang ia hitung.
““bahwa the desired outcome (frozen food) telah tercapai?
80
Assessments Develops Online Students’ Marketable Skills
Whatever it is students are going to need to be doing on the job, then that ’s how they need to be assessed for the classroom. I start with the assumption that the competencies for the class represent marketable skills , and I find that there ’s pretty much always a way to figure out how to have students do a project that will be representative of the type of work they would do for an employer
Maureen Colenso, Instructor at Northeast Wisconsin Technical College
“
81
Learning Assessments (1)
Tujuan dilakukannya assessment dalam Blended Learning, sama dengan yang lainnya, mengecek kedalaman dari student learning, yaitu sejauh mana mahasiswa kita mencapai tujuan pembelajaran
“An approach to help teachers find out what students are learning in the classroom and how well they are learning it”
Angelo & Cross, 1993, p. 4
Objective 1
Objective 2
Objective 3
82
Learning Assessments (2)
Riley et al. (2014) menyarakan agar para instruktur (dosen) bertanya pada diri sendiri :
How well does your course make connections between learning objectives, course activities, and selection of site tools to accomplish the assignments? How well do face -to-face and out of class time learning activities complement each other ?
Objective 1
Objective 2
Objective 3
83
Rule of Thumb
Assessment berhubungan erat dengan learning outcomes
Assessment bervariasi dan terus -menerus (berkelanjutan)
Umpan balik instruktur harus tepat waktu
Umpan balik teman dianjurkan
Kriteria penilaian harus jelas
84
Four Typical Online Learning Assessment Mistakes
1 Expecting a bell curve
2 The wrong type of assessmentPerformance (authentic) vs. Test assessment
3 Not valid (enough) assessment
4 Poorly written multiple -choice tests
Sebuah asesmen yang valid mengukur apa yang seharusnya diukur
Menurut Patty Shank, Ph.D :“
85
Types of Learning Assessments
FORMAL ASSESSMENTS
➔ Format dibuat dalam bentuk yang sistematis.
➔ Tipe assessment ini berkontribusi pada nilai akhir mahasiswa, misalnya UTS dan UAS
INFORMAL ASSESSMENTS
➔ Secara umum digunakan untuk memberikan kesempatan kepada pengajar untuk melihat sejauh mana kemajuan belajar mahasiswa
➔ Digunakan untuk memfasilitasi mahasiswa agar dapat berlatih mempersiapkan diri menghadapi formal assessment
86
Online Assessment Strategies
87
Learning Assessment Techniques
88
Characteristics of Learning Assessment
89
Quizzes / Tests
Cukup efektif untuk materi -materi yang memerlukan pemahaman atas terminologi , misalnya di mata kuliah Human -Computer Interaction.
➔ Persona➔ Usa bility T esting➔ User Experience➔ Customer J ourney
Da pa t diguna ka n untuk Self -Assessment
“More wa ys to be academically dishonest ” (W a tson a nd Sottie, 2010)
90
Essays / Academic Prompts
Memerlukan effort yang lebih besar untuk menilai
Subjektifitas cukup tinggi dalam melakukan penilaian
➔ Untuk kela s pa ra lel dia njurka n untuk mema stika n proses berla ngsung seta ra a nta r kela s (relia bility)
➔ B ora ng a ta u rubrik penila ia n diperluka n
Cukup tepa t diguna ka n untuk mengecek seja uh ma na siswa ma mpu mengaplikasikan konsep ya ng suda h dipela ja ri
91
Assessment and Feedback Plan
Week # Activities % of Grade Feedback given by Feedback Turnaround
1 Practice Exercise 0 Automated Immediately
Class Discussion 5 Teacher, Peers Throughout the week’s discussion
Online Journal 5 Teacher Within a week
2 Practice Exercise 0 Automated Immediately
Class Discussion 5 Teacher, Peers Throughout the week’s discussion
Group Project 10 Teacher, Peers, Guest Within a week
92
Preparing an Assignment for Assessment
Yang harus dikomunikasikan kepada mahasiswa meliputi:
■ Nama Tugas
■ Lea rning Objectives (s) ya ng berhubunga n denga n tuga s tersebut
■ Batas waktu pengumpula n
■ Sumber ya ng direkomenda sika n untuk penyelesa ia n tuga s
■ Ekspektasi ( jumla h ha la ma n/ ka ta , jumla h sita si, dll)
■ Bentuk tuga s ( individua l a ssignment, group projects)
■ Proses pelaksanaan (meka nisme pengumpula n, pemberia n umpa n ba lik, dll)
■ Kriteria Penilaian ( informa sika n juga rubrik penila ia n bila diguna ka n)
93
Contoh Rubrik Partisipasi Kelas Online
Evaluation Criteria
Does not meet any of the
Requirements
Partially Meets Requirements
Mostly Meets Requirements
Meets All Requirements
Exceeds Requirements
Quality Contributions to the online class discussion are well -written, proofread, and directly relevant to the discussion topic
0 1-2 3 4 5
Accuracy All contributions are supported by evidence, if required. Sharing personal experience is essential to this course, however, applying and referencing the salient course readings, cases, and other literature is critical.
0 1-2 3 4 5
Timeliness Contributions are made within the assigned time period.
0 1-2 3 4 594
Contoh Peer Assessment Form
GROUP PROJECT PEER EVALUATION FORM
Project #2 – Group A
CRITERIA No. participation in group meeting
Minimal participation in group meeting
Participated in most or all group meetings. Marginal contribution
Participated in all group meetings. Completed the assigned deliverables based on his/her role
Participated in all group meetings. Went beyond the assigned deliverables. Regularly voluntered.
Members Role in Project
Kelly Project Manager
James Researcher
Yelena Writer
Joseph Presenter 95
Ketika Online Learning Dilaksanakan (1)
■ Mengubah pola pembelajaran 🡪🡪 new learning paradigm!
■ Menghema t kerta s 🡪🡪 paperless!
■ Ara ha n a ta u pemicu da ri penga ja r begitu penting 🡪🡪 motivation!
■ Intera ksi bela ja r bisa ka pa n sa ja da n di ma na sa ja 🡪🡪 flexibility!
96
Ketika Online Learning Dilaksanakan (1)
Data log aktivitas menjadi besar, bahkan sangat besar!
Besarnya data tergantung sejauh mana penggunaan learning management systems di institusi masing -masing
Peluang melakukan analisis proses pembelajarandimungkinkan dan bisa lebih detail dibandingkan pembelajaran konvensional
Open Slides A | 18:30
Enter Chatroom | 20:30
Open Slides B | 10:30
Submit Assignment 2 | 14:00
97
Lessons Learned
➔Make sure the students are well -prepared
➔Make sure the students check the LMS regularly
There is no guarantee that students with high ICT literacy will be active online more than their peers
➔Make sure the instructions are clear
➔Make sure the students complete all tasks
➔Provide different forms of learning contents
➔Use ‘chunking’ method for creating learning contents
➔Use the data to better analyze the learning activities and learning performance
98
Journal Writing Experiences (Selected Publications)
➔ International Journal on Advanced Science, Engineering & IT (published, 2017)
➔ The International Review of Research in Open and Distance Learning (published, 2015)
➔ Journal of Pre -College Engineering Education Research (published, 2014)
➔ Journal of Educators Online (published, 2014, 2016, 2018)
➔ MERLOT Journal of Online Learning and Teaching (published, 2014)
➔ International Education Studies (published, 2013, 2017)
➔ International Journal of Engineering Education (published, 2013)
➔ Design and Technology Education: An International Journal (published, 2013)
➔ Journal of STEM Education: Innovations and Research (published, 2013)
➔ Journal of Educational Technology & Society (published, 2012)
99
Daftar Pustaka
Cornell University (2018). Blended Learning . Retrived from https://www.cte.cornell.edu/teaching -ideas/teaching -with-technology/blended -learning.html
Griffith University (2018). Getting Started with Blended Learning . Retrieved from https://www.griffith.edu.au/__data/assets/pdf_file/0004/267178/Getting_started_with_blended_learning_guide.pdf
Futch, L., & Chen, B. (2018). Blended assessments of learning . Retrieved from https://blended.online.ucf.edu/blendkit -course-blendkit -reader -chapter -3/#print
Westhuizen, D. (2016). Guidelines for online assessment for educators . Retrieved from http://oasis.col.org/bitstream/handle/11599/2446/2016_vdWesthuizen_Guidelines -Online-Assessment.pdf?sequence=1&isAllowed=y
Allen & Seaman (2013). Changing course: Ten years of tracking online education in the United States . Retrieved from https://files.eric.ed.gov/fulltext/ED541571.pdf
Mayadas, F., & Miller, G. (2014). Definitions of e -Learning courses and programs, version 1.1, developed for discussion within the online learning community https://onlinelearningconsortium.org/updated -e-learning -definitions/
100
Question and AnswerEmail: [email protected]
101
Acknowledgements
Ilustrasi dan Gambar disediakan oleh Undraw.co (Free License without Attribution), Manypixels (free, nonexclusive, worldwide copyright license without Attribution) dan Flaticon (Free License with Attribution)
102