Moving forward from

Correspondence to Online Pedagogy

Ojat Darojat

BINUS University, 23 November 2019

Best practice in developing

and managing online learning

program

1

Learning

materials

development

2

Teaching

learning

processes.

3

Examples &

support

services

Online

Pedagogy

DHE: Learning Deliveries

Charles A. Wedemeyer (1981) Learning at the back

door. Reflection on non-traditional learning in the

lifespan.

David Kaufman (1986) The marriage of

computers with communications technology has

provided a significant impact on developing and

delivering learning materials in various

instructional modes. The delivery modes of

instruction in distance education have been

changed from paper based and correspondence

study to web-based instruction and other kinds of

online learning programs that leads to the

possibilities of VLE.

Integrating Technology in Education

…Perguruan tinggi harus mempersiapkan pembelajaran

‘dalam jaringan’ dalam bentuk hybrid atau blended

learning berbasis online dengan merujuk pada Peraturan

Menteri tentang standar Pendidikan jarak jauh (PJJ).

Muhamad Nasir, Ristekdikti Vol.8/I/2018

Nadiem Makarim (2019) …ubah pendidikan dengan

Teknologi…300 ribu sekolah dan 5 juta murid peran

teknologi sangat besar di dalam kualitas, efisensi, dan

sistem administrasi pendidikan, jadi peran teknologi

sangat penting...Kita nggak bisa bisnis as usual, kita nggak bisa

begitu-begitu saja, kita harus mendobrak dan berinovasi.

UT: Best Practices

• Technology-enhanced learning

• Sejak 1995 trend proses pembelajaran di UT

telah bergeser (Tradisional/tatap muka →

Blended/ Hybrid → Fully online/VLE)

23/11/20195

1. Peningkatan jumlah angka

partisipasi dalam rangka

meningkatkan APK

2. Peningkatan intensitas &

kualitas interaksi secara lebih

terbuka dan leluasa

3. Peningkatan keterlibatan mhs

(student engagement) dalam

proses pembelajaran

UT Online tutorial services

Registered Students by courses

Current Blended Mode

SELF MANAGED LEARNING

SUPPORT

BLENDED LEARNING PEDAGOGY

Best Practices: Online Learning Pedagogy

Support for Online Learning

UT VLE online

discussion

Sejarah Pengembangan (1)

1995Pemanfaatan

Teknologi Internet

Web UT

1997

Milis (Tutorial)

1998Fax Gateway (Fax to email – email

to fax)

Milis Konseling

1999Materi

supplemen (Web)

Fasilitas download naskah

tugas mandiri

Fasilitas download video

tutorial (Real Media)

Pengumuman nilai online dan

LKAM Online

2000

Pengembangan video streaming

tutorial

Forum Komunitas Fakultas

Implmentasi web based LMS / Blackboard

(Program Patut)

2001Riset

pengembangan tutorial online

menggunakan LMS

2002

Implementasi MVC (Manhattan Virtual

Classroom)

Tuton wajib untuk Advanced Course

Program

2003

Keinginan merubah sistem

MVC

Dibuat dua prototype Moodle

dan Atutor

Sejarah Pengembangan (3)

2004

• Moodle sebagaiplatform dasar UT-Online (V 1.4)

• UT-Online

• Learning Object Material (Interactive dengan flash)

• Ujian Berbasis Komputer

• Digital Library

2006

• Upgrade Moodle ke versi 1.6

2007

• Latihan mandiri Online

• Semua mata kuliah ditawarkan ke Tuton

Sejarah Pengembangan (4)

2008

Implementasi Ujian Online berbasis

Intranet

2009

Launching perdana UT-Online mobile learning

berbasis Moodle

Diakses melalui perangkat bergerak

melalui http://mlearn.ut.ac.id

2010

Peluncuran ITV.UT.AC.ID

2011

Peluncuran layanan Live @Edu

Implementasi Online Banking Payment

(ATM)

2012

Konversi Bahan Ajar Digital

Implementasi Online Payment menggunakan

kartu kredit

2013

Launching Ruang Baca Virtual

Akses gratis ke modul UT untuk mahasiswa

UT

Peluncuran Sistem Registrasi Online http://sro.ut.ac.id

Sejarah Pengembangan (5)

2014

• Upgrade Moodle 1.9 -> 2.7

• Perbaikan tampilandan peningkatanperforma LMS

• Implementasi Cloud computing (Azure & Digital Ocean)

• Launching program S2 fully Online

2015

• Upgrade Moodle ke2.9

• Layanan Office365

• Pengembangan Bahan Ajar Digital Interaktif

2016

• UT Online Mobile diluncurkan dan dapatdiinstall melaluiGoogle Apps (Android)

• Launching program S1 Fully Online

Sejarah Pengembangan (6)

Best Practices: Online Learning Pedagogy

PENGEMBANGAN

PEMBELAJARAN

ONLINE

PENGELOLAAN

LEARNING

MANAGEMENT SYSTEM

PENGELOLAAN

PEMBELAJARAN

ONLINE

Tenaga Pengajar/

Content Expert

Tenaga Teknisi

ICT

Tenaga Teknisi

Administrator

RANCANGAN

PENGEMBANGAN

BAHAN

PEMBELAJARAN

PELAKSANAAN

PENILAIAN

KUSTOMISASI LMS

PENGELOLAAN

KELAS

PENGGUNAAN FITUR

LMS

PENGELOLAAN

ADMINISTRASI

KELAS

BACK UP &

RESTORE

DATA/MATERI

AKTIVITAS KELAS

EVALUASI/QA

Online learning development

RAT & SAT

MATERI INISIASI

TUTON

TUGAS WAJIB & PARTISIPASI

▪ Interactive▪ Personalized

▪ Promote student engagement

Fitur & layanan

Layanan Tutorial Online– Dikemas dalam jadwal kegiatan akademik per semester

– Minimal ada tiga aktifitas yang harus disediakan/dibuka oleh tutor:• Pemberian Materi matakuliah

• Aktifitas diskusi (forum,chatting,dll)

• Pemberian Tugas

– Aktifitas lain boleh dibuka disesuaikan dengan kebutuhan dan kemampuan teknikal tutor dan mahasiswa

– Di akhir kegiatan tutorial tutor memberi nilai dan kuesioner tentang kualitas tutorial online kepada mahasiswa

Best Practices

Pertemuan pertama

Best Practices

UT’s EXPECTATIONS (1/2)

▪ Log in at least 3 times a week

▪ Post at least 12 times a week

▪ Respond to questions from learners within 48 hours IMPORTANT!

UT’s Expectations (2/2)

In addition:

▪ Post intro in forum

▪ Check forum for postings regularly

▪ Be visible

▪ Ask learners if they need help

▪ Create discussion threads

▪ Solicit responses from learners

▪ Manage your forum well

▪ Visit & participate in e-Tutor Community area

▪ Inform ITLA and learners of prolonged absence

Managing Forums (1/2)

• Tutor creates additional discussion folders and keeps the forum well-organized

• Tutor creates a climate of trust and openness in the virtual classroom

• Tutor guides discussions – (facilitates and does not dominate)

• Tutor is efficient in responding to learners’ questions

• Tutor highly encourages questions from learners

• Tutor posts questions and redirect questions that are engaging to encourage participation from learners

• Tutor addresses individual needs and abilities of learners

• Tutor consistently provides substantive and meaningful feedback to learners

Managing Forums (2/2)

• Tutor is able to promote critical thinking through

discussion

• Tutor consistently models discussion response tone

and maintains a professional attitude. Uses a

conversational tone that is personal, friendly,

encouraging, positive and non-threatening.

• Tutor is able to handle issues and situations that crop

up within the forum

Garrison & Anderson 2003

Community of Inquiry Model

24

EDUCATIONAL

EXPERIENCE

COGNITIVEPRESENCE

SOCIAL

PRESENCE

TEACHING

PRESENCE

SupportingDiscourse

SettingClimate

Structure/Process

SelectingContent

Best Practices: Increasing Social Presence

25

• Develop a sense of community

• Be specific of your expectations from learners

• Create a discussion thread for introductions

✓ Encourage learners to post short introductions of

themselves

✓ Respond to all learners & get to know your learners

✓ Post your own intro/bio for learners to get to know you

• Create a discussion thread for non-subject related

discussions

• Create a discussion thread for help/Q&A

Best Practices: Increasing Cognitive Presence

26

• Clearly state requirements for learners to participate in

discussions

• Create quality topics for discussion

✓ Topics that are engaging

✓ Topics that lend themselves to discussion

• Guide the discussions

✓ Facilitate, do not dominate

✓ Question learners

✓ Challenge learners

Best Practices: Increasing Teaching Presence

• We are the FACILITATOR

• Inform learners the requirements for participation

• Guide discussions

• Encourage learners to participate

• Respond to learners’ request for help

• Provide feedback and comments to learners

• Be visible

27

Online Facilitator Evaluation

▪ All online tutors will be evaluated based on the following criteria:

▪ Presence

▪ Feedback

▪ Response Time

▪ Conduct

▪ Note: Evaluation will be done at least once throughout the semester

▪ Online tutors will also be subjected to online evaluation by learners

Evaluation by learners

Statement1. My tutor responded to my questions within reasonable time (i.e.

within 48 hours)2. My tutor provided sufficient feedback to postings from me and my

peers3. My tutor posted questions and helpful resources in the forum

4. My tutor was helpful throughout the semester

5. My tutor should continue to be an e-tutor for UT

6. My overall online experience with my tutor has been positive

Important factors in the successful integration of

technology into education include:

• The integration of academic and curricular planning with faculty development

• High-quality, ongoing and sustainable faculty development (e.g., in technology, pedagogy and instructional design that supports learning) and access to appropriate tools and resources

• Faculty involvement that gives faculty reasonable ownership of choices, designs, and the work environment

• Demonstration of institutional commitment to the support of faculty who are taking difficult steps to engage technology and embrace innovation and change, including fair and progressive reward and incentive systems and adequate available time for learning, experimentation, reflection, and re-learning

• Visionary transformational leadership shown by the top mgt level

The integration of technology into instructional

deliveries

• While the delivery modes of instruction seem to have evolved to include more advanced technologies, the primary purpose of higher education remains the need to deliver quality instruction for learners.

• Indonesian researchers found that the innovation of online learning in developing countries, such as Indonesia, has proved a daunting task ( Literacy & Access points)

• Koonts, Li, and Compora (2006) suggested that “careful planning and a systematic design approach…[are] essential to make sure that the needs of the students are continuously being met in an ever-changing environment” (p. 32).

▪ ICDE

✓ Quality Review pada level universitas

✓ Komponen yang dinilai: Aims and Objectives, Curriculum Designincluding Materials Distribution, Teaching, Learning and Assessment, Learning Support and Guidance, Learning Resources, Quality Assurance and Enhancement, Research, Communicating with the Community.

✓ Proses review sangat menekankan pada kebijakan institusi yang terkait dgn prinsip keterbukaan (openness) dan fleksibilitas(flexibility), serta komitmen pada nilai-nilai pendidikan, jalinanhubungan yang baik dengan pemangku kepentingan terutamamahasiswa.

✓ UT menerima ICDE Quality Certificate th 2005, 2010, 2016 dan akankembali direview Desember 2019.

EXTERNAL ASSESSMENT AND ACCREDITATION

23/11/2019 32

▪ ISO 9001:2000/2008/2015

✓ Quality management audits untuk proses bisnis UT, sepertipengembangan dan pendistribusian bahan ajar dan bahan ujian, layanan administrasi akademik, dan layanan mahaiswa.

✓ Certifikat ISO valid selama 3 tahun, dengan surveillance audit setiap 1tahun.

✓ UT telah menerima

✓ISO 9001:2008 sertifikat untuk bidang manajemen danadministrasi akademik

✓ISO 9001:2015 sertifikat untuk bidang layanan bantuan belajaruntuk 39 UPBJJ-UT

✓Pada saat ini, 2019, UT Bersama Distance Higher di Asia (dibawahpendanaan AAOU) sedang melaksanakan pilot run untuk quality review services untuk distance learning

EXTERNAL ASSESSMENT AND ACCREDITATION

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Best Practice

23/11/2019 34

Thank you