Good Management can lead to good learning
KONSEP DAN PERSIAPAN
IMPLEMENTASI E-LEARNING
• 1st Generation - The correspondence model
- Print
• 2nd Generation - The Multi-Media Model
- Print
- Audiotape
- Videotape
- Computer-based learning
- Interactive Video (disk and tape)
• 3rd Generation - The Telelearning Model
- Audioteleconferencing
- Videoconferencing
- Audiographic Communication
- Broadcast TV/Radio
• 4th Generation - The Flexible Learning Model
- Interactive Multimedia
- Interned-based access to WWW resources
- Computer Mediated Communication
• 5th Generation:
The Virtual/Online/
E- Learning Model
• Web-based courses
(integrated multimedia)
• Computer Mediated
Communication
• Computer intelligent
system
• 6th Generation:
The Mobile Learning (MLearning or Palm-E
Model)
• Web-based courses
(integrated multimedia)
• Mobile/Handphone
Mediated Communication
• Computer intelligent
system
The use of network technology
• Design
• Facilitate
• Deliver life long learning
Flexible strategy
• Delivering information incorporates multiple formats
• Provides a managed and consistent learning
experience
• Delivered anywhere and anytime that fits the
learner’s schedule
• Learning available 24 hours a day, 7 days
a week
• Access learning materials from anywhere
• Access learning materials at their
convenience
• Review materials at will
• Continually update their skills and
knowledge base
Participants give up
Competences are not acquired
Some of 70% e-Learning projects fail
Project is not financially sustainable
Weakness of learning analysis & design
ASTD 2003 State of the Industry Report
Proportion of Content
Delivered Online
Type of
Course
0%
Traditional
F2F course – with no ICT/online technology used,
instruction is delivered in writing or orally
1-29%
ICT/Web
Facilitated
Course which uses ICT/web-based technology to facilitate
what is essentially a F2F course. Uses a course
management system or web pages to post the syllabus and
assignments, or e-mail for communication, for example.
30-79%
Blended/
Hybrid
Course that blends online and F2F delivery. Substantial
proportion of the content is delivered online, typically uses
online discussions, and typically has some F2F meetings.
80+%
Online/
e-learning
A course where most of all of the content is delivered online,
and interaction done virtually. Typically have no or minimal
F2F meetings.
Typical Description
E-learning, Web-based learning
• E-learning is mostly associated with activities involving
computers and interactive networks simultaneously. The
computer does not need to be the central element of the
activity or provide learning content. However, the
computer and the network must hold a significant
involvement in the learning activity.
• Web-based learning is associated with learning
materials delivered in a Web browser, including when
the materials are packaged on CD-ROM or other media.
disk.
Online learning, Distance learning
• Online learning is associated with content readily
accessible on a computer. The content may be on
the Web or the Internet, or simply installed on a CDROM or the computer hard disk.
• Distance learning involves interaction at a distance
between instructor and learners, and enables timely
instructor reaction to learners. Simply posting or
broadcasting learning materials to learners is not
distance learning. Instructors must be involved in
receiving feedback from learners.
other
students
other
students
e-assignment
e-teachers
student
e-text
e-library
e-test
url address
E-learning Scenario
e-audio/video
Synchronous learning
• Within synchronous learning; learning and teaching takes
place in real time (same time) while the trainer and learners
are physically separated from each other (place shift).
• Examples include:
– listening to a live radio broadcast
– watching live a television broadcast
– audio/video conferencing
– Internet telephony
– online lectures
– two-way live satellite broadcast
Asynchronous learning
• Characteristic for asynchronous learning is the fact that that
the trainer prepares the courseware material before the
course takes place. The learner is free to decide when he
wants to study the courseware
• Examples include:
– self paced courses taken via Internet or CD-Rom
– videotaped classes
– stored audio/video Web presentations or seminars
– recorded audio tapes
– Q & A mentoring
– reading e-mail messages
Examples of asynchronous and
synchronous learning
ASYNCHRONOUS LEARNING
SYNCHRONOUS LEARNING
Fax
Telephone
E-mail
Screen Sharing
Newsgroups
Chat
Computer Based Training
Desktop Conferencing
Quick Reference Guide
Online seminar
Communication
• Different ways
– Within communication we distinguish different
directions/ways to communicate:
• one to one
• one to many
• many to one
• many to many
One to one
• Situation
– Learner to learner
– Learner to trainer
– Trainer to learner
• Examples
– chat: private chat in a chat room or the instant messenger
– e-mail: send mail to a colleague or ask a question to a trainer
– screen sharing: sharing Microsoft Word, collaborate on a Word
document
One to many
• Situation
– Trainer to learners
– Learner to learners
• Examples
– chat: trainer is explaining content to learners
– video conference: trainer is explaining content to learners via web
broadcast
– screen sharing: using the net for giving learners a tour through
PowerPoint slides or web pages
– newsgroups: posting a question in a newsgroup or discussion forum
– e-seminar: lecture or presentation over the internet
Many to one
• Situation
– Learners to trainer
– Learners to learner
• Examples
– chat: ask or discuss real-time questions or issues to a
learning desk
– newsgroup: react on a posted message in a discussion
forum
Many to many
• Situation
– Learners to learners
– Learners to learners and trainers
• Examples
– chat: discussion where learners can exchange learning
experiences or just talk or a discussion led by trainers
where students solve a case by collaboration through
discussion
– two-way video conferencing: virtual classroom situation
where trainer explains and learners react or meeting where
subjects can be discussed
– telephone conferencing
e-Learning Content Elements
•
•
•
•
•
Text
Picture/Image
Animation
Audio
Video
Text
• The alphabet, words, sentences, paragraphs. Text processing refers to
the ability to manipulate words, lines, and pages.
•
Size
The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog.
•
Font
The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog
The quick brown fox jumps over the lazy dog
•
Color
The quick brown fox jumps over the lazy dog
The quick brown fox jumps over the lazy dog
Text
Positive
•
•
•
•
•
Easy to produce
Everybody is familiar with it
Can contain a lot of information
A learner can read for long time
Easy to print out and take it with
you
• Does not need a lot of
bandwidth
Negative
•Hard to read a lot of text on
computer display
•Hard to explain a difficult
visual concept like the
movement of a galloping
horse’s leg
Pictures/images
• A picture or image is data represented in a two-dimensional scene. A
digital image is composed of pixels arranged in a rectangular array with a
certain height and width. Each pixel may consist of one or more bits of
information, representing the brightness of the image at that point and
possibly including color information encoded as RGB triples.
Pictures/images
Positive
• Detailed description is
possible
• Attractive for the learner
• Colors can be a different
when you print it out
Negative
• It need more bandwidth than
text. Especially big pictures
are using lots of kilobytes
• Offers a lot of information
which can distract learner
Animations
• An animation is a simulation of
movement created by displaying
a series of pictures, or frames.
A cartoon on television is one
example of animation.
• Animation on computers is one
of the chief ingredients of
multimedia presentations.
• Animations can be made with
special techniques like Flash or
with image applications like
Photoshop and Fireworks and
exported as animated GIF.
Animations
Positive
• Are strong in representing
difficult concept (ex: the
idea behind a motor of a
car)
• Fast way of explaining
• Attractive way to involve the
learner
Negative
•It need more bandwidth then
text. Especially an animation
with pictures is quite ‘heavy’
•Relatively time consuming to
create
•Most of the time it has to be
combine with other format like
audio
Audio
• Audio is sound within the acoustic range available to
humans. On a computer an audio file is a record of captured
sound that can be played back.
• Audio files are usually compressed for storage purposes or
faster transmission. In order for users to receive sound in
real-time for a multimedia effect, sound must be delivered as
streaming sound. The advantage of streaming (instead of
downloaded sounds) is that there is no waiting (or very little)
from the time you click the mouse until you hear the sound.
Well known formats are: wave (.wav) , midi (.mid), MPEG,
audio layer 3 (.mp3).
Audio
Positive
• Attractive to learners
• Can enhance learning
effect of animations
enormously if used
synchronous
Negative
• Only usable for short
fragment (2 minutes
max)
• Consume quite a lot of
bandwidth
Video
• Video refers to displaying still images, in such a
high speed that our mind interpreters the sequence
of images as a movement. You can compare it with
animation. The difference is the use of real images
(pictures) and most of the time the number of
frames per second is higher with video then with
animations. The higher the number of frames per
second, the more our eyes are interpreting the
sequential as real 'movement'.
Video
Positive
• Fast way of explaining
• Sometimes the only way of
representing and idea
• Attractive to learners
• Can play an important social
role (during videoconferencing)
• Can be used for nonverbal
communication (e.g., can be
very effective for soft skills
training)
Negative
•Only usable for short fragment (5
minutes max)
•Needs’ a lot of bandwidth
•Can be ineffective because it
contains a lot of unneeded
information
•Is sometimes only used to attract
learners without offering additional
educational value
•Relatively expensive and difficult
to produce
Existing
Content
Redesign
Learning Content
Content Generator
Create
(Authoring Tools)
Chunk
It is not a mere transfer of printed modules orAssemble
tutorials into the LMS, neither it is a mere
Find
Learning
replication of
face-to-face instruction into an
Catalog
electronic teaching and learning format.
Import
Track
Deliver
LMS
Delivery system
e-Learning
Content:
Learning Object
Materials
Interaction:
Learning Design
and Path
Face-to-face
blended
learning
• Videoconference
• Web-based course
Videoconference
blended learning
• Face-to-face
• Web-based course
Delivery System
Web-based
blended
learning
• Face-to-face
• Videoconference
Meeting 1
30/04
Meeting 2 Meeting 3 Meeting 4
07/05
14/05
21/05
Objectives:
Objectives:
Understand the systems approach Understand contemporary issues
in education
and paradigms in education in
Indonesia
Introduction
Course Contract
Systems Approach in Education
Reading:
-Bela Banathy
PIC: PP + IS
Meeting 5
28/05
Objectives:
Understand the
principles of
planned change
and education
reform at the
macro and micro
level
Meeting 6 Meeting 7 Meeting 8 Meeting 9
04/06
11/06
18/06
25/06
Meeting
10
02/07
Meeting
11
09/07
Objectives:
Analyze educational change practice at the macro and micro level
Meeting 12
16/07
Objectives:
Engage effectively
with others in critical
discussion of ideas
and practices relevant
to education;
Objectives
Engage effectively with others in critical discussion of ideas and practices relevant to education;
Practice the skill of critical reflection as the basis for reflective and ethical teaching;
Issues and Paradigms
Principles of
Educational Change Practice at the Macro and Micro Level
Planned Change
and Reform
Evolution Evolution Education Principles of
Individual Research on Educational Change or Educational Reform – at
of
of
Reform in Diffusion of
micro or macro level with thorough analysis based on the Rogers’s and
Education Education Indonesia Innovation
Fullan’s principles.
in
in
Meaning of
Indonesia Indonesia
Educational
1
2
Change
Reading: Reading:D Reading: Reading:
Readings:
Readings: (cases of own searching)
Dewantara ewantara, Tilaar
-Rogers (ch 1)
-Fullan (ch 3, 4, 5, 6)
, Buchori, Buchori,
works
-Fullan ( ch 1 & 2) -Fullan (ch 7-11)
Tilaar, etc. Tilaar, etc.
-Fullan (ch 12-14)
Mini Seminar on
Contemporary Issues
in Education in
Indonesia
PIC: IS
PIC: PP + IS
PIC: IS
Guest:
Tilaar
PIC: PP
Group discussion via virtual forum. Individual interaction with PICs (PP
and IS).
Presentation of the
Individual Project
Let’s Practice