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Japan International Corporation Agency
Directorate General of Higher Education of Republic of Indonesia
Report of Training
Higher Education Training on Developing Education Contents for
Mobile Learning for Indonesia
Compiled by: Lipur Sugiyanta & Wahyu Catur Wibowo
State University of Jakarta and University of Indonesia
Complete List of Participants Lipur Sugiyanta (State University of Jakarta)
Wahyu Catur Wibowo (University of Indonesia) Maman Fathurrohman (University of Sultan Ageng Tirtayasa)
Dwi Hendratmo Widyantoro (Institute of Technology Bandung) Mery Napitupulu (Tadulako University)
Muhammad Salman Saefuddin (University of Indonesia) Sri Wahjuni (Institute of Agriculture Bogor) Asra (University of Pendidikan Indonesia)
Yohanes Budi Sulistioadi (University of Mulawarman) Kusno Adi Sambowo (University of Sebelas Maret)
Metta Santi Putri (Polytechnic of Batam) Sri Suning Kusumawardani (University of Gadjah Mada)
Maximilian Marthen Jospehus Kapa (University of Nusa Cendana) Hans Fredrik Wowor (University of Sam Ratulangi)
Kita-Kyushu and Saga, Japan September 3, 2007 to September 29, 2007
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PARTICIPANTS
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Foreword
We would like to express our sincere gratitude to all of JICA and program organizers and staff both in Indonesia and in Japan (Prof. Kohei Arai, Prof. Hiranaka Eiji, Ms. Eka, Mr. Masatoyo Kubo, Ms. Ono Yasuko) and all the staff and lecturers both in Kitakyushu and Saga (Mr. Mitsutake - Saga International Office, Prof. Terayama, Prof. Minamoto, and Prof. Ohtsuki). The training preparation and all the introduction to Japan classes were very excellent in taking us into deeper understanding of Japan, its people, economy, cultures, and educational systems. We really owe to Prof. Kohei Arai and all the professors and lecturers which touch us excellently and provided us with all the course materials. We would also like to express our great appreciation. The four week-program can be concluded as a wonderful experience of the mixture of the Japanese culture of handwork and persistence to deliver the best in every aspect of the work and the notion of innovation. Once again we would like to thank the hospitality of everyone related to this program, which had made our program a wonderful experience. We wish the motto of JICA "For the better future for all" can turn into reality by the foundation of friendship and understanding among all parties which has been established during the four week-training. Last but not least once again we appreciate the hospitality of the Saga University and Saga Prefectural Government for hosting us during this training. June 10, 2008 Lipur Sugiyanta (State University of Jakarta) Wahyu Catur Wibowo (University of Indonesia) Maman Fathurrohman (University of Sultan Ageng Tirtayasa) Dwi Hendratmo Widyantoro (Institute of Technology Bandung) Mery Napitupulu (Tadulako University) Muhammad Salman Saefuddin (University of Indonesia) Sri Wahjuni (Institute of Agriculture Bogor) Asra (University of Pendidikan Indonesia) Yohanes Budi Sulistioadi (University of Mulawarman) Kusno Adi Sambowo (University of Sebelas Maret) Metta Santi Putri (Polytechnic of Batam) Sri Suning Kusumawardani (University of Gadjah Mada) Maximilian Marthen Jospehus Kapa (University of Nusa Cendana) Hans Fredrik Wowor (University of Sam Ratulangi)
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Contents
Foreword ............................................................................................................ iii
Contents ............................................................................................................. iv
1. Introduction .................................................................................................... 1
2. Course Objectives ............................................................................................ 1
3. The Essential Fact ............................................................................................ 2
4. Contents of Training Curriculum ....................................................................... 3
a. General ........................................................................................................... 3
b. Program Outline ............................................................................................. 3
c. The Curriculum Implementation .................................................................... 4
5. Follow Up or Future Action Plan ....................................................................... 6
a. Lipur Sugiyanta ............................................................................................... 6
b. Y Budi Sulistioadi .......................................................................................... 11
c. Maman Fathurrohman ................................................................................. 17
d. Metta Santi Putri .......................................................................................... 20
e. Muhammad Salman Saefuddin .................................................................... 24
f. Wahyu C. Wibowo ……………………………………………………………………………………………...248
6. Group Action Plan .......................................................................................... 32
7. Conclusion and Suggestion ............................................................................. 35
8. Appendix ....................................................................................................... 36
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1. Introduction
The Japanese Government extends official development assistance (ODA) to developing countries to support self-help efforts that will lead to economic progress and a better life for the citizens of those countries. Since its foundation in 1974, the Japan International Cooperation Agency (JICA) has implemented Japan's technical cooperation under the ODA programme. Currently, JICA conducts such activities as training, dispatch of experts, provision of equipment, project-type technical cooperation, development study, dispatch of cooperation volunteers (JOCV), survey and administration of capital grant aid programmes. The training programme for overseas participants is one of JICA's fundamental technical cooperation activities for developing countries. Participants come from overseas in order to obtain knowledge and technology in a wide variety of fields. Kyushu International Center (JICA KYUSHU) is one of JICA domestic centers located in Kitakyushu City to conduct various JICA schemes of training programmes and others in Kyushu area. JICA KYUSHU’s training programmes cover a wide variety of specialities from agriculture to mechatronics with special priorities on 1) industrial technology, 2) environmental issues, 3) health and medicine. JICA KYUSHU also conducts briefing, general orientation of Japanese life and culture, Japanese language training and programme orientation. Country Focused Training Course in Higher Education Training on Developing Education Content for Indonesia is designed to provide instructors with knowledge and skill of remote education contents development which can be utilized to enhance the capacity building in this domain.
2. Course Objectives
The objectives of the JICA training programme are: (1) to contribute to the development of human resources who will promote the
advancement of developing countries, and (2) to contribute to the promotion of mutual understanding and friendship.
Especially for training of “Higher Education Training on Developing Education Content for Indonesia”, participants will be provided with the knowledge and techniques to improve their ability to solve existing problems in the above-titled area through gaining the knowledge and skill to develop the contents of remote education by themselves.
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3. The Essential Fact
Course Title (No.) Higher Education Training on Developing Education Content for Indonesia
Duration September 3, 2007 – September 29, 2007
Deadline for Application July 3, 2007
*for acceptance of JICA Indonesia office
Number of Participants 14
Language English
Target Group National University and Polytechnic
Course Objectives Participants will be provided with the knowledge and techniques to improve their ability to solve existing problems in the above-titled area through gaining the knowledge and skill to develop the contents of remote education by themselves.
Training Institution Saga University
Address: 1 Honjo, Saga-shi, Saga, 840-8502, Japan TEL: 81-952-28-8965 FAX: 81-952-28-8650 (81: country code for Japan, 952: area code) URL : http://www2.saga-u.ac.jp/en/index.htm
Accommodations Kyushu International Center (JICA KYUSHU), JICA for the first 1 week Address: 2-2-1 Hirano, Yahata Higashi-ku, Kitakyushu-shi, Fukuoka, 805-8505 Japan TEL: 81-93-671-6311 FAX: 81-93-671-0979 (81: country code for Japan, 93: area code) URL: http://www.jica.go.jp/branch/kic_e/kic_top_e.html
E-mail: [email protected] And hotels in Saga City arranged by JICA
Allowances & Expenses The Government of Japan provides the following allowances and covers the following expenses through JICA in accordance with relevant laws and regulations.
Details:
Round-trip air ticket between an international airport designated by JICA and Japan, accommodation allowance, living allowance, outfit allowance, shipping allowance, expenses for JICA study tours, free medical care for participants who become ill after arrival in Japan (costs related to pre-existing illness, pregnancy and dental treatment are not included), etc.
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4. Contents of Training Curriculum a. General
b. Program Outline
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c. The Curriculum Implementation
L.: Lecture, P. Practice, V. Observation and Visit
Subject Contents Aim Days
L. P. Obs/V
General Orientation
(Introduction of Japan)
Japanese Class To gain basic knowledge of Japanese. 3
(1)Guidance
(2)Overall of e-learning systems
Brief introduction of the course
self introduction of participants
e-learning now
discussions primary intention of the participants
To understand each other participants, current technology for e-learning 0.5
(3)Brief introduction of Moodle
(4)Installation of Moodle, Apache and php
e-learning system to be used in the course together with web browser and internet interface
To get knowledge and experience on using web browser and internet access as well as e-learning system of Moodle
0.5
(5)Excercises on Moodle, apache and php
(6)Excercises on content creations for mathematic with blended learning and network-cameras
Creation of web pages, internet access as well as learning management system which is provided by Moodle
Create e-learning contents of the subjects to Mathematic
Excercises on blended learning and network cameras
To capable to handle internet web browser and learning management systems
To get familiar to Mathematical e-learning contents creations
Also to get knowledge and experience for using blended learning and network cameras
4
4
(7) Excercises on content creations for Object Oriented programming
Creation of the Object Oriented programming contents
To get familiar with object oriented programming contents
3
(8)Discussions for future plans of participants
Future plans have to be created and presented
discussions future cooperative works
To exchange ideas and knowledge on future plans on how to create participant universities' e-learning systems and schemes when they get back to their university
1
Total 5 11
The curriculum was highly balanced between lecturers, site visit, discussion and presentation. The classes on Introduction to Japan were very interesting as it is started with watching related audio visual (video) presentation. The lecturers could motivate us to learn about Japan and its culture, people, economy, history, and educational system. One thing that is different from the stated curriculum is that Japanese politic were not discussed in detail (in a separate lecture).
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The curriculum on E-learning systems, Introduction of Moodle, Installation of Moodle, Apache and php, Excercises on Moodle, Apache and php, Excercises on content creations for mathematic with blended learning and network-cameras, and Excercises on content creations for Object Oriented programming were highly related to the participants interest as well as short term and long term planning. We learn that with the middle size of university population of students and lecturers, Saga has successfully implemented IT into its educational activities and administration. Problems and current solutions are also discussed, for example on the problem faced by the raising price of Internet. The cultural exchange and visit to Japanese castle as well as other activities are encouraging to provide an understanding of the whole picture between the notion of culture, past, present and tomorrow, in which Japan has successfully prove itself to be ‘A Society of Innovation'. We learn that what has been done by other nation has been copied and produced with innovation to provide better product in terms of efficiency and quality and other competitive advantage. We considered that the curriculum has been well balanced to give us with the ammunition to look at our problem from outsider point of view and discuss it with other participants who also faced the same problems in their institution.
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5. Follow Up or Future Action Plan
a. Lipur Sugiyanta
Name : Lipur Sugiyanta Institution : State University of Jakarta Jl. Rawamangun Muka, Jakarta 13220 Phone : (021) 4890046, 4893726, 489 3982, Fax.(021) 489 3726
1. Introduction
State University of Negeri Jakarta (UNJ) was officially declared as the Public University on August 4, 1999, in accordance with Presidential Decree No. 093/1999, after having been existed for 36 years as a Institute of Teacher Training and Education (Institut Keguruan dan Ilmu Pendidikan). Currently, UNJ consists of six faculties, i.e. (1). S1 Mathematics and Basic Sciences, (2). S1 Social Sciences, (3). S1 Education Sciences, (4). S1 Engineering Sciences, (5). S1 Language and Arts, (6). S1 Sport Sciences. Including D3 Study Program of Engineering, D3 Study Program of Basic Sciences, D3 Study Program of Social Sciences and one Post Graduate Program. The six faculties were established at the same time of IKIP formal establishment, while the D3 Study Program Engineering was established recently in 1998. UNJ plays a major role in education, research, and community services, and it is one of the center of excellence in Jakarta. Many of UNJ graduates from various fields have become important keys of regional economic development. It is expected that by 2010 UNJ will have become one of the best universities in Indonesia with excellent academic culture to meet the needs of the nation. In relation to the development strategy and new paradigm of higher education, the key and strategic issues are as follows. UNJ Vision UNJ is developing higher education institutions follow their historical background to produce high skill training educator and non training educator to support national system educational needs, develop education and non education program. UNJ Mission With regard to UNJ vision, some of the missions of UNJ are:
1. to develop science, technology and arts to provide the community at large with services that will be better the quality of their lives,
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2. to improve efficiently and effectively the community services on science, technology and arts,
3. to develop a science-based management capability to foster academic environment which is conducive to the dissemination and development of science, engineering, and arts,
4. to develop the collaboration with national and international institution based on mutual respect and benefit.
University 5 Year Strategic Plan Recently UNJ is the only state university located in Jakarta is has about 13,047 students (2005/2006). This umber is growing, in line with the development and expansion of the university is facilites and services. There are currently 863 academic staffs, among them 5% full professors, and about 50% S2/S3 qualification, from prominent local and overseas universities, and 565 administrative staffs. The university offers 44 study programs in its 29 departments of 6 faculties. Courses on offer include a range of S1 (under-graduate) programs, a number S2 (master) and S3 (Doctorate) programs. Besides, non-degree programmes and diploma courses are also offered, for non-education graduetes who want to work as teachers, certificate courses are available through Akta-5 programs. UNJ campuses are located in East and South Jakarta with total 16,008.74 sqm of land and 28,252 sqm of academic and administration building. One of the UNJ Strategic Plans are to improve management and organization performance through application of total quality of management, management information system, and management autonomy system. For achieve this goal, UNJ has Computer Center Unit. Through this unit, since 2000, UNJ had been develop information system application for academic purpose. This is still continue until now.
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FO
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ATIO
N S
YSTEM
HU
MAN
RESO
URCE IN
F S
YSTEM
ASSET/IN
VEN
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FO
RM
ATIO
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Decision Support System
Management Information System
Data Processing System
Faculty InformatiSystem
Rector InformatiSystem
Depart Informati
Figure 1. UNJ Information System Framework.
2. Existing Condition
1.1 Existing Infrastructure
At the present, there are three main local network connected to Ethernet to support all academic activities, namely:
1. Local network for staff, connecting all computer involved in adminstrative and academic activities. There are academic server, asset/resource server and file server in this network. It also cover local network for computer laboratory, connecting all computers in the laboratories and fully utilize for academic purposes. There is a server to store all practical work. There are also mail server and web server for students and alumni.
2. Local network of servers, connecting all server computers including web, proxy, e-mail, DNS and mail-list server.
3. Local network for public facility, with its purpose is to support all curricular and co-curricular activities.
The backbone network use fiber optic and microwave. For local connection, ethernet configuration is implemented.
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1.2 Existing Academic Information System
The existing Academic Information System has many problems. These problems can be organized 2 big parts: technical problems and policy/regulations problems. These problems produce many derivatives problems on administrative process, students registrations, students mark process, and so on. Furthermore, it causes inaccurately data that collected from units in UNJ. With this condition, the department head, the dean, and the rector can not make good decision with reference to accurate data and information. These situations are summarized in Table-1. Not all those problems can be solved with computer based information system. It also needs the enhancement on policy and regulations.
1.3 Existing of E-Learning Activities
As part of the integrated information system, UNJ didn’t initiated e-learning development. To achieved the integrated e-learning, many tasks must be conducted with heavy work, including learning materials, changing culture, etc.
For this moment, teaching and learning process are mostly conducted using traditional methods (text books, white board, markers and once in a while transparency with OHP). Few have made use of presentation software in their teaching together with the use of internet as learning resources.
From data statistics 2005, 64% lecturers have inadequate skills to use IT, 58% students have inadequate skill to use IT, and all administrative staff has inadequate ability to use IT. The instructional materials those previously done manually by individual lecturer are stored in their own computer.
3. Problem Identification
UNJ e-learning system had not been implemented. There are some problems that can be resumed into five important aspects:
Table-1. Summarize problems
The Problems The Enhancement
Accurately Data between units Online System and integrated infrastructure of units in UNJ
Delay of pre-academic (teaching/learning) process
Policy/regulation Integrated academic application
Delay of post-academic (teaching/learning) process
Policy/regulation Integrated academic application
Infrastructure Integrated backbone Improve bigger bandwidth for Internet connection
Management aspect Design better functional organization structure Set job description clearly
Culture of lecturers Build new motivation on new education era Enhance academic culture
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4. Action Plan
Aspect Step 1 (07-08) Step 2 (08-09)
Data Aspect Pilot project for 20 lecturers. Indicator: 30% database courses are developed
Training on integrated database management Indicator: all employee have one vision to implement database management Pilot project for 20 lecturers.
Indicator: 90% database courses are developed
Training on development integrated database Indicator: blue book for database development on each units issued
Training on e-learning database development Indicator: all lecturers are able to develop simple database e-learning
Training on development integrated database Indicator: blue book for database development for universities issued
Teaching and Learning Aspect
Assessment on implementation e-learning Indicator: preliminary analysis are mapped and used as feedback for e-learning development
First stage on development e-learning Indicator: some models on e-learning have implemented
Training on how to manage teaching/learning with e-learning Indicator: one understanding using e-learning
Integrate training on using e-learning into new students preparation Indicator: zero
Infrastructure Aspect
Integrate network backbone and academic information system Indicator: single access
Training and improve capability officer for e-learning management Indicator: zero repeatable complaint on using e-learning
Integrate e-learning into LAN portal Indicator: portal with e-learning accessible without complaint
Culture Aspect Investigate e-learning model suitable Indicator: zero ambiguity on what model should be implement
Enhance e-learning system to promote integrated application with others Indicator: some application integrated with web base interface
5. Conclusion
E-learning in UNJ which is planned as part of the integrated information system is expected to support the academic process for either lecturers and students. But since this system is still not implemented yet, many tasks must be investigated and conducted. Action plan is formulated to solve theses steps gradually and it is projected that by the end of 2009, e-learning system in UNJ will be developed and start to be integrated with other applications.
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b. Y Budi Sulistioadi
Name : Y Budi Sulistioadi Organizations : Forestry Faculty
University of Mulawarman Tropical Rain Forest Research Centre (PPHT/Pusrehut) UNMUL
Present Post : Permanent Lecturer Research and Development Staff
Tel/Fax : +62 541 741421 / +62 541 739894 E-Mail : [email protected]
1. Introduction
In this part, participant’s organization, main tasks and roles of the participant will be described in detail. This should give more insight on the general condition of University of Mulawarman and the Tropical Rainforest Research Centre (PPHT/Pusrehut UNMUL).
Forestry Faculty – University of Mulawarman
Tropical Rainforest Research Centre (PPHT)
Mission To provide best educational services in the field of forestry
Mission To manage the Bukit Soeharto Research and Education Forest (BSREF) and to provide research and education services in forestry
Main tasks and progress to date Established in 1962 with 5 faculties (Economic, Social-Politics, Agriculture, Forestry, Education), University of Mulawarman is keep growing up to 11 Faculties to date (incl. Law, Marine - Fisheries, Medical Sciences, Public Health, Engineering, Mathematics and Natural Sciences). It hosts about 1200 lecturers and 500 administrative staffs, and provide educational services to about 8000 students (80% undergraduate, 20% postgraduate – master & a few doctoral students). Along with the development in the field of information system, Unmul starts its services in distance education through internet. In particular to forestry faculty, this department has been leading in university’s
Main tasks and progress to date The University of Mulawarman’s Tropical Rainforest Research Centre (PPHT/Pusrehut) aims at managing the Bukit Soeharto Research and Education Forest (BSREF) for any purposes of research and education, especially those done by Mulawarman University. Started by Japanese International Cooperation Agency (JICA)’s funding initiative on 1981, PPHT/Pusrehut focused its research on rehabilitation of secondary forest and conserving tropical rainforest biodiversity. Bundles of research publications had been produced by the Tropical Rainforest Research Centre during the period of cooperation with JICA. Some of them had also been referred as academic statement for related government regulations, especially those related to forest rehabilitation and reforestation. Continuous services are provided by PPHT
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Forestry Faculty – University of Mulawarman
Tropical Rainforest Research Centre (PPHT)
mission in managing East Kalimantan’s Tropical Rainforest
Unmul especially those related to research and education purposes for students and adults.
Participant’s Role Since work placement and assignment on April 2006, the participant is responsible to provide educational services for several subjects, i.e: aerial photo interpretation, GIS, surveying and mapping, forest hydrology, basic climatology, and watershed management. The tasks include preparing lecturing materials, presentation and assignment, as well as preparing practical assignment for couples of taught subjects. Besides, the participant also responsible for network administration, corporate email and website management. In the near future, the task will include preparing template and system for online learning for students and adults learner outside the university.
Participant’s Role The participant had been assigned as research cooperation and development staff since June 2006, just after accepted as lecturer in University of Mulawarman on April 2006. Basically, the assignments include writing proposals for research cooperation with (mostly) universities abroad, handling all mapping, GIS analysis and remote sensing processes deemed necessary for the work of UNMUL’s Tropical Rainforest Research Centre, as well as managing web content and computer network in the main office building at Samarinda. In the near future, the task will include developing online contents for exposing the activity of the organization is my main task
2. Existing Condition
2.1. Network Infrastructure
University of Mulawarman had been accepted internet and intranet development grant from Dirjen DIKTI of Ministry of National Education in 2006. Through INHERENT project grant, almost the entire units/entity of the University of Mulawarman had been connected internally via fiber optic backbone and externally via VSAT and leased line provided by local internet provider (Telkom). The network scheme could be described as follows:
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As could be seen in the diagram, the core network of the University comprises of a fiber optic network connecting the network control center to each faculties/units. Inside/within the units/faculties, there is a number of wired/wireless LAN provided by each faculty. As per total users of 500 clients, the system provide total of 6 MBps bandwidth distributed to all clients. Due to high number of users and other limitation, user ONLY receives internet connection at approximately 100 KBps at the end user node. This network and internet system mainly used to access international and national journal, communicating with colleagues, submitting online student plan transcript (by student) and tele or video conference with other universities and the ministry, occasionally.
2.2. e-Learning Activities
E-Learning environment has been started couple years ago in the University. However, due to insufficient internet resources, the distance learning process had only been focused in one tiny room with capacity of 40 students. Up to now, this room still occasionally used for video or tele conferencing with other universities or ministry of education senior staffs. Along with the development of intranet and internet infrastructure, it is hoped that the scope of “so-called distance learning or now called e-Learning” would be widened and efficiently used in each faculties or units within the University. Up to now, the utilization of the internet and intranet network seems NOT SO EFFICIENT. Most users only used this huge resource just for personal and official communication, while in fact one can use these facilities to conduct online teaching, assignments, etc.
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In practice, NO actual e-learning activities take place for lectures inside the university. Another needs and challenge of e-Learning is providing education services for students stay far away at their own districts is to provide lectures through internet. This method is now being developed and had been conducted in trial version for several lecture subjects.
3. Problem Identification
3.1. Critical Problems for Network and Internet
A number of critical problems were recorded during the implementation of online campus and utilization of advanced network in University of Mulawarman. Mostly are about general infrastructure and the brain ware to keep the entire system up and running, as described in the following table:
Problems Remedial Actions
Power shortage
- 1 x 10 hrs & 1 x 6 hrs power cutoff
every 3 days cycle
Very high internet and intranet traffic
load
Viruses, spams, trojans, un-necessary
down/upload
Less limitation on internet usage
Shortage of skilled and allocated online
content developer
Lack of professional and available
network admin along with specific and
continuous budget for network
maintenance
Less needs in usage of online learning
methods, especially for university
students
Provide alternative power generators
- Diesel power generator
- Seeking alternative from solar cell
Person in charge per nodes
Responsible in raising user’s awareness in
internet usage
Control internet traffic
Train a number of lecturers and staffs for
developing contents
Allocate budget and appoint
professionals for network maintenance
Endorsing internal parties to utilize
online learning method
3.2. Specific Challenges in Forestry and Environmental Education
East Kalimantan posses the largest forest area between all other provinces in Borneo Island. Nevertheless, this potential is rapidly degraded due to aggressive activities of timber extraction, forest conversion, settlement development (in very little portions), development of plantation and mining operations for coal and other minerals. This situation brings a huge challenge in the education of forestry and related environmental sciences. Further, one possible solution is to provide much more information and campaign through various media about the importance of forest ecosystems to human life. In this effort, the university as well as the tropical rain
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forest research centre play important role in providing education and campaign contents on environment and natural resources conservation for wider audiences. One important target is people at their early learning ages (elementary to junior high school), as well as public in adults age. This will be effectively achieved through interactive-online learning method, which could be served in the form of online learning.
4. Action Plan
4.1. Lines of Efforts
According to the problems stated above, it is necessary to immediately start various efforts to develop the e-learning environment in the University, especially in forestry faculty and the research centre. These integrated efforts are described in the following diagram:
4.2. Timeline
Executing these efforts (diagram above) requires various timeline. For network administration, time required depends on the policy of the University (1-6 months). For e-Learning development, it requires shorter time considering skills gained through this training (!). 3 months should be enough to prepare the server, system and some templates. The last item could not be limited by time, since raising other colleagues’ awareness is a continuous effort, which should be done by more people.
5. Conclusion
Considering the existing condition of network infrastructure, e-learning utilization and challenges to be met by the University of Mulawarman, as well as skills and
Propose to University and Units/Faculties to provide professionals for network
maintenance
Provide professionals for network maintenance in the main (univ) and sub nodes (faculties/units)
Establish an ad-interim team for contents development of e-
learning environment
Preparing templates and framework for e-learning
environment
Encourage the use of e-learning environment in regular lectures
and assignment within University
Provide help in building e-learning contents for other lecturer
colleagues
Technical Problems on Network Administration
Development of e-Learning system
Raising awareness and needs of e-Learning
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knowledge gained from this 4 weeks intensive training, the participant concludes the following issues:
Most state universities in Indonesia have been granted internet and intranet
infrastructure
The most problem on this infrastructure is that the maintenance should be done
by universities themselves
Another supporting infrastructure (e.g. power supply, internet provider) could
not 100% continuously support intranet and internet connection of the
universities (some cases in Kalimantan)
E-Learning is still not widely developed for regular lectures and assignment by
most lecturers, this is due to low awareness and needs of using online resources
to support education services
Attractive e-learning environment is needed for environmental education to
broader audiences
Skills and knowledge gained from this training are very useful to support
development of e-learning system and templates for other lecturer colleagues
Still a long way and much efforts towards online university, especially for
University of Mulawarman
University of Mulawarman is open for any cooperation in research and
implementation of various fields
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c. Maman Fathurrohman
Office : Department of Mathematics Education, Sultan Ageng Tirtayasa University.
Indonesia. Jl. Raya Jakarta, Km 4 Pakupatan, Serang, Banten, Indonesia. 42411
Email : [email protected]
1. Introduction
Sultan Ageng Tirtayasa University is one and only state university in Banten Province. This position makes our university become essential part of human resources and education development progress in Banten Province. The University has two major campuses, one is located in Serang city (for Rectorat Building, Administration, and other major organization, Faculty of Education, Faculty of Law, Faculty of Social Politics Studies, Faculty of Agriculture, and Faculty of Economics). And other is in Cilegon City (for Faculty of Engineering, and other related organization).
Figure 1. Location of Major Campuses of Sultan Ageng Tirtayasa University
One of main faculty in this university is Faculty of Education. Whose main goal is to generate high quality teachers and educators for Republic of Indonesia especially for Banten Province. This faculty consists of six departments. Each department directed by each head of department itself. The Head of Department responsible to achieve the goal of faculty by generates teachers and educators relevant to their fields. My Department is Department of Mathematics Education. And I am assigned as Lecturer (in Mathematics and Education) at this department.
2. Existing Condition
Location of Sultan Ageng Tirtayasa
University
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2.1 Existing of Infrastructure E-Learning/ M-Learning, Sultan Ageng Tirtayasa University supported by Internet and Local Area Networks, and also several units and facilities provided by Computer Center on its main campus in Serang City. Especially for Faculty of Engineering in Cilegon City, this faculty has their own facilities for video conference. And for Department of Mathematics (my department), has their own laboratory and facilities that is used for e-Learning/ M-Learning. Until today, is still on going process to develop integrated E-Learning/ M-Learning system. By the way, because of one and other problems, the developing process of this integrated e-learning system is tending to stagnant. 2.2 Existing e-Learning activities Usually, lecturers in this university use their own methods for E-Learning/ M-Learning for their courses. Some of them use their own websites, e-mails, electronic contents (on CD or via network/ internet) to be used by their students.
3. Problem Identification Based on observation, the problems facing by my university is the progress of developing integrated E-Learning system (namely E-nita). There are possible that this problem occurs since there are any lacks of facilities, fund or skills of staffs. The problems maybe occurs because of the perception of lecturers and student plus attitude is tending to not support this learning process. For my department, I am sure there are need socialization and comprehensive guide for E-Learning/ M-Learning which explains the benefits of this learning system for lecturer, student, and department itself. In other side this comprehensive guide should be supported by software and other related facilities that can be used by lecturers and students friendly and easily.
4. Action Plan
Based on information above, and also supported by knowledge, skills and other experiences gained from this JICA training related to mobile learning. I am proposing solution and action plan like below:
No Action Plan(s) Proposed
Year Joint works or supported by
Purpose(s)
1 Socialization: Knowledge, skills, and other experiences related to mobile learning for colleagues and students on formal and informal sharing sessions
2007 Department, Faculty, and or university
Colleagues and student have a broader view about mobile learning and its benefits
2 Develop Comprehensive book (guide) about “How to Develop Effective and Efficient Mobile Learning; Case study in Mathematics Course”
2007-2008 Colleagues, Department, and publisher (if possible)
Set a standard condition or rules about mobile learning especially in our University and
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No Action Plan(s) Proposed
Year Joint works or supported by
Purpose(s)
department
3 Socialization and internal workshop 2007-2008 Department and Faculty
Realization of developing M-Learning and educational contents in my department and faculty
4 Developing essentials Infrastructures for M-Learning which not existed before
2008 University, Dikti (Hibah, Projects, etc), other universities and JICA (if possible)
To gain network and funding (if possible) to develop infrastructures to support M-Learning
5 Socialization and national workshop Joint work with a members of JICA Workshop related to Mobile Learning 2007
6 Share and Spread Knowledge, Ideas, and Skills to other private Universities in Banten Province
Mid and Long-Term Action Plan
Private Universities in Banten Province (Supported by Local Government of Banten Province)
To Share and Spread Knowledge, Ideas, and Skills to other private Universities in Banten Province
7 Developing infrastructures and facilities to make M-Learning better then before
Mid and Long-Term Action Plan
University, Dikti (Hibah, Projects, etc), other universities and JICA (if possible)
To make M-Learning better than before
8 Make a research and evaluation to improve M-Learning in our department and university.
Mid and Long-Term Action Plan
Colleagues, Department, and Dikti (Research Projects, etc)
To find a more suitable M-Learning for our department and university
5. Conclusion
Based on above information and action plans, it is means that knowledge, skills, and experiences from Higher education Training and Developing Educational Contents for Mobile Learning for Indonesia 2007 is useful for our department and university. It is possible about implementing M-Learning in our department and university. We hope if possible, in the future there are still any supports and or other joint works and training with JICA to make a better education in Indonesia especially for Banten Province.
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d. Metta Santi Putri
1. Introduction
Politeknik Batam conducts vocational education, an education directed towards skill implementation in specific field and for its graduates to be able to comprehend the skill in the work field, supervised or unsupervised and gained a managerial responsibility. To achieve its vision and to support its development plan, Politeknik Batam emphasizes on information technology capacity utilization.
Since 2003, Politeknik Batam has started to develop an integrated information system. In general, in 2009, it is projected that these systems has been developed, implemented and integrated into one portal. Figure 1 shows the detail systems in the integrated information system plan.
Portal
Database
1. S
tud
ent
Adm
issio
n IS
2. S
tud
ent
Regis
tratio
n IS
3. C
lass M
onitoring
IS
4. C
ounselin
g IS
5. C
lass E
valu
ation
IS
6. A
lum
ni T
reasury
IS
7. Job P
lace
ment
IS
Academic Administration
8. L
ibra
ry I
S
9. D
igital L
ibra
ry I
S
10.
E-lea
rnin
g IS
11.
Rese
arc
h a
nd
Co
mm
unity
Serv
ice IS
12.
Qualit
y A
ssura
nce IS
Knowledge Management
13.
Pla
nnin
g IS
14.
Fin
ancia
l IS
15.
Asse
t M
an
age
me
nt IS
16.
Hum
an
Resourc
e a
nd
Deve
lopm
ent
IS
Resource
Management
E-m
ail,
Fo
rum
Sin
gle
Accoun
t an
d S
mart
Cam
pu
s
Management and Executive ISHW and
Support
Figure 1. Integrated information system
Up until 2007, part of the planned system that has fully developed is for academic administration including class monitoring and evaluation, student admission and registration and job placement function. While for the other two parts (i.e. knowledge management and resource management), they are still under development. E-learning system falls on this second category.
2. Existing Condition
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2. Existing Infrastructure
At the present, there are four main local network connected to Gigabyte Ethernet to support all activities in Politeknik Batam, namely:
4. Local network for staff, connecting all computer involved in adminstrative and academic activities. There are academic server, asset/resource server and file server in this network.
5. Local network for computer laboratory, connecting all computers in the laboratories and fully utilize for academic purposes. There is a server to store all practical work. There are also mail server and web server for students and alumni.
6. Local network of servers, connecting all server computers including web, proxy, e-mail, DNS and mail-list server.
7. Local network for public facility in Politeknik Batam, with its purpose is to support all curricular and co-curricular activities.
3. Existing of E-Learning Activities
As part of the integrated information system, Politeknik Batam initiated e-learning system in early 2007 and it was planned to be actively accessed for the first semester of 2007-2008 study year. Polytechnic education, which heavily loaded with practical work, requires learning material that has the ability to enhance practical abstraction skill of the students. Providing e-learning material is expected to help students to repeat the learning materials.
The first generation of e-learning system in Politeknik Batam implements Dokeos as the Content Management System (CMS). This decision came after exploration of several similar (freeware) products such as Moodle and other option namely manually developed new CMS. Dokeos offers easy accessibility which play important role especially for the beginner user of e-learning system.
Dokeos was officially introduced by launching the e-learning website on http://polibatam.eleraning.com/dokeos/ and conducting the first training on content development on May 2007. This training covered the basic concept of e-learning and content development for e-learning. For the first year, with development and security consideration in mind, this website is accessible from internal network only.
In the first semester of its implementation, the e-learning system holds about 10 lectures which accounts for approximately 25% of the number of courses in Politeknik Batam. This number is projected to increase to 50% on the second semester.
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Figure 2. One example of a lecture in http://polibatam.elearning.com/dokeos/
For this moment, the e-learning system in Politeknik Batam is the location for lecturers to collect instructional materials that previously done manually by individual lecturer or stored in their own website.
3. Problem Identification
From e-learning system that has been implemented, there are some problems that can be resumed into five important aspects:
1. Lecturer aspect: a. Quality of e-learning content; b. Material management using e-learning system; c. IT literation among the lecturers.
2. Students aspect: a. Access location; b. Utilization of e-learning system; c. Unsupervised learning habit.
3. Management aspect: a. Organizational b. Help desk.
4. Infrastructure aspect: a. Point of access; b. Production facility;
5. Polytechnic education aspect: a. Course characteristic; b. Advance identification of e-learning practical material production
4. Action Plan
Aspect Phase 1 (07-08)
Phase 2 (08-09)
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Aspect Phase 1 (07-08)
Phase 2 (08-09)
Lecturer Aspect Pilot project for 20 lecturers. Indicator: 50% e-learning courses are developed
Training on e-learning content management Indicator: all lecturers are able to implement e-learning for their course
Pilot project for 20 lecturers. Indicator: 100% e-learning courses are developed
Training on e-learning content development Indicator: all lecturers are able to develop at least a simple e-learning content
Students Aspect Assessment on capability using e-learning Indicator: students capability are mapped and used as feedback for e-learning development
Integrate training on using e-learning into new students preparation Indicator: zero
Training on how to to use e-learning Indicator: zero repeatable complaint on using e-learning
Infrastructure Aspect
Integrate e-learning into academic information system Indicator: single access on e-learning
Recruit officer for e-learning management Indicator: zero repeatable complaint on using e-learning
Integrate e-learning into Politeknik Batam’s portal Indicator: zero complaint on accessing e-learning from Politeknik Batam area
Polytechnic Education Aspect
Course mapping and investigate e-learning model suitable for each course Indicator: zero ambiguity on what model should be implement for specific course
Promote Politeknik Batam’s e-learning system among other Polytechnic institution Indicator: at least two paper on Politeknik Batam’s e-learning model in both international or national seminar
5. Conclusion
E-learning in Politeknik Batam as part of the integratedinformation system is expected to support the academic process for either lecturers and students. But since this system is still in a very early stage, it still encountering many problems. Action plan is formulated to tackle theses problems and it is projected that by the end of 2009, e-learning system in Politeknik Batam will be fully developed and integrated.
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e. Muhammad Salman Saefuddin
Title : Action Plan for E-Learning Development at Faculty of Engineering, University of Indonesia
1. Introduction
Over the past few years, education has been affected by rapid developments in the use of ICT as the driving force of e-learning. It is timely to consider the need to support the implementation of e-learning within the universities or higher education institution. The purpose of this action plan is to outline the key outcomes and actions
for e-learning in Faculty of Engineering University of Indonesia. It also describes the problem identification to achieve the goals.
It is important to be mentioned that the term “E-Learning” can cover a spectrum of
activities from supporting learning to blended learning (the combination of traditional and e-learning practices), to learning that is delivered entirely online. Whatever the technology, however, learning is the vital element. E-Learning is no longer simply associated with distance or remote learning, but forms part of a conscious choice of the best and most appropriate ways of promoting effective learning. 2. Existing Condition
2.1 Existing of Infrastructure The network infrastructure of our institution is implemented using Leased Line connection provided in cooperation with PT.Telkom Indonesia (Indonesia’s Public Telco Company). The available bandwidth currently is around 40 MB in total which is shared to the whole university (13 faculties). The network policy in term of security, bandwidth limitation, IP addressing scheme is organized by the University. However, each faculty also has its own resources (hardware, software and technical staff) to manage and utilize its daily IT related activities. Mostly the operating system for the end-user is still using Microsoft Windows and its related applications. The servers and some stations in the research center are using both Linux and Windows environment. Now, our institution is just starting to shift to become a digital campus. Academic information system is being developed to provide online services to staff and students. In the near future, it is essential to organize all the information relating to the research, publications and also teaching resources. So it could be shared to the communities to establish a knowledge based society.
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2.2 Existing of E-Learning Activities Actually the development of e-learning at the University is already being started. It can be described into 3 broad phases as follows:
Phase I - Start-up The university is already passed this phase, established an enabling bandwidth infrastructure (now up to 40Mbps) and solid foundation, and is being raise the awareness of the potential of e-learning across the institution. The web based Academic information system is fully established to monitor and manage the courses. Now, it is time to move to the phase II which is the “transition” phase. Phase II – Transition In this phase, exploiting the infrastructure has to be established to gain the knowledge, skills and awareness in e-Learning. Furthermore, lecturers also have to be encouraged in using e-learning to enhance the student learning experience. An e-learning system called “SCeLe” is already developed and still being improved by the university which is first initiated by the Faculty of Computer Science. This e-learning system is expected to improve the student learning environment such as: making learning materials more accessible and pedagogically interesting; providing facilities for improved monitoring of student progress; facilitating collaborative learning; providing enhanced opportunities for formative feedback on progress; helping to focus and intensify student preparation for classroom activities; facilitating student acquisition of essential knowledge and skills and providing learners with more flexibility in how and when they learn. Phase III - Development This phase will focus on adding to, and enhancing, well established e-learning practices. By Phase III e-learning should no longer be seen as a distinct activity separate from traditional teaching and learning practices.
3. Problem Identification
o E-learning implementation needs cultural change of the lecturer. Moving from
the traditional teaching model to more blended learning. It is still considered as the extra workload, since the lecturer must have a strong commitment to regularly maintain and manage their own e-learning website.
o E-learning has been criticised for being technology led, with a focus on providing
materials, but has relatively recently focused more on the learner and enabling students and other users to develop more independence in learning and to share resources. This change matches the developments in pedagogy and the
increasing need to support diversity and flexibility in higher education. o The common problem in developing countries is related to the limited resources
of bandwidth. So it is very important to build a system with a light and
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bandwidth efficient teaching materials. For example: Video Streaming lecturer has to meet the most optimum and efficient bit-rate to be streamed smoothly in the limited bandwidth environment. So all the users still have opportunities to access the rich and good quality information resources.
4. Action Plan
Activities Objective Responsibility Proposed
Target Dates
E-Learning Dissemination
a. Identify skills and expertise required to develop an eLearning culture
Consider regional/national events to promote and disseminate good practice in relation to eLearning issues
Academic Affairs, Information System Unit
August 2008
Staff Development
To review the capacity to deliver eLearning
To ensure that academic, administrative and support staff have the capacity to contribute effectively to the development of an e-Learning community and can meet the University's corporate objectives for e-Learning
To encourage innovative curriculum design for eLearning
To develop skills in the delivery of eLearning support
Academic Affairs December 2008
E-Learning system development
b. Maintain momentum of eLearning system development
c. Improving the number of courses will have a web based presence
d. To ensure that the ICT infrastructure provides a high quality, scalable and reliable service through its networks, servers, and robust project management protocols
Dean, Academic Affairs
December 2008
Establishing the Institution Policy related to e-Learning
e. To determine the most appropriate method of funding eLearning activities for long term sustainability
f. Faculties to confirm eLearning targets g. Faculties to indicate how agreed
eLearning targets will be met h. Faculties to identify key staff
responsible for promoting eLearning targets
Head of Departments, Dean and Academic Affairs
June 2009
Academic Administration
i. To ensure the most equitable and sustainable employment arrangements/workload models for e-Learning delivery for academic staff
j. To provide Statement of Intent regarding commitment to new contractual arrangements for academic staff
Dean, Head of Departments, Director of Human Resources
August 2009
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Quality Assurance
k. To ensure that e-learning system meets the academic standards and quality assurance of the university
Dean, Head of Departments, Quality Assurance unit
December 2009
5. Conclusion
It is known that E-Learning can cover a spectrum of activities from supporting learning to blended learning (the combination of traditional and e-learning practices), to learning that is delivered entirely online. Whatever the technology, however, learning is the vital element. e-Learning is no longer simply associated with distance or remote learning, but forms part of a conscious choice of the best and most appropriate ways of promoting effective learning.
However, developing E-Learning is not just building the software tools and providing the network infrastructure. The success of e-learning development needs cultural changes and leadership support. Effective e-learning implementation will depend on teachers having the opportunity to explore ICT and to become confident and capable users of it; being supported by leaders at all levels of the system and having access to a wide range of relevant, high-quality educational content.
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f. Wahyu C. Wibowo
Name : Wahyu C. Wibowo Organizations : Faculty of Computer Science
University of Indonesia University of Indonesia Office of Information Development And Services
Present Post : Lecturerer Staff Tel/Fax : +62 21 7864319 / +62 21 7863415 E-Mail : [email protected]
1. Introduction
This report contains the picture of current e-learning activities in University of Indonesia,
analysis of its existence, and proposed activities to enhance and boost e-learning in order to improve the quality of education.
e-Learning activity in the University of Indonesia is started at the Faculty of Computer Science (cs-ui) in 2005. The limited number of staff and students but with the high demand of information technology resources in the country has encouraged cs-ui to extend its strength beyond the faculty by using information technology for learning. Cs-ui envisions
that taking advantage of information technology for learning could help the nation's problems of digital divide and eventually improve the nation competitiveness. Cs-ui has a long list of achievements in terms of research, services and educations. This is an asset to the Nation and collaboration with other higher education institutions could disseminate the relevance and quality of education, and in return, the collaborative institution can accelerate the improvement of their relevance and quality of education. To materialize the idea, cs-ui establishes a student-centered e-Learning environment by adopting and modifying moodle. The environment is called SCeLE. SCeLE has integration with University of Indonesia single-sign on system for authentication and it is also integrated with the university digital library system.
SCeLE has been used as a complement to the face-to-face lecturing approach by providing a one-stop area for announcement, discussion, assignment and assessment. Experiments to measure the effectiveness of e-Learning are also conducted by selecting some sessions of a number of subjects delivered through SCeLE. SCeLE is also used for distance learning programs in collaboration with focal point institutions.
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In terms of contents, SCeLE is still dominated by powerpoint slides. Integration of powerpoint slides and sound are introduced in distance learning programs collaborated with focal points.
The success of cs-ui in applying SCeLE has motivated University of Indonesia administration to adopt it at the university level in order to improve its education quality. The adoption is now producing scele.ui.edu for delivering e-learning materials for all faculties in the university.
2. Current e-Learning Implementation
2.1 Existing of Infrastructure
To operate SCeLE, a number of information technology staff are employed to administer students, lectures, courses, software and hardware infrastructures. The cs-ui SCeLE server is powered by Linux operating system and runs apache web server. The server is connected to university network system that supports 100 Gbps bandwidth to the internet.
2.2 Existing of E-Learning Activities
As afore mentioned, SCeLE is mostly used as a complement to the face-to-face class lectures. Lectures are encouraged to use SCeLE to improve student-lecturer communication and to facilitate the management of course and assignment materials. Table 2.1 shows the number of subjects that use SCeLE in cs-ui:
Table 2.1 Number of SCeLE-mediated Subjects
YEAR SEMESTER #SUBJECTS
2005-2006 1 11
2005-2006 2 72
2006-2007 1 51
2006-2007 2 73
2006-2007 3 (summer) 6
2006-2007 Matriculation 3
2007-2008 1 68
2007-2008 Seminar 1
2007-2008 Special Subjects 3
288
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3. Problem Identification
Although the use of SCeLE is claimed as successful, cs-ui still encounters some obstacles on content development. The effectiveness of the e-Learning materials are still questioned. The pile of powerpoint slides shows that SCeLE is just another place to put lecture materials other than the lecturers' homepage. SCeLe is still serving no more than a learning
management device where invocation of multimedia is still very low. For student-centered learning activities, this mode of learning is definitely not supportive.
In University of Indonesia, the establishment of a university-wide e-Learning environment is still underway. The euphoria is still concentrated in providing the e-learning infrastructure such as setting up the e-learning server and adoption of moodle. More preparations should be performed to administer hundreds or thousands of subjects, students, and lecturers for 13 faculties and more than 250 study programs. The ability of moodle database (MySql) to give good performance in a mass utilization must also be studied and measured well. The server storage space and the cpu performance must also be calculated and measured well to support differs number of subject uploads and student accesses. Finally, to be successful in providing student-centered learning environment, contents creation should be given more attention and priorities.
4. Action Plan
The action plan described here will mainly propose measures for University of Indonesia in adopting student-centered learning environment. This will not discuss specific improvement steps in the Faculty of Computer Science since the unit is included in the university administration. Our plan can be organized into three categories: Infrastructures, Content Development, and Training. a. Infrastructures
University of Indonesia has already possessed a massive and fast network infrastructure. Therefore, it is only requiring the establishment of hardware (servers, storage backups) and learning softwares. This should however be done through careful plan and evaluation since it will be used by a large number of lecturers, students, and subjects. A study should be carried out to forecast the server load and to measure the ability of database management system of the learning software to handle the high load. The study should also include evaluation of the chosen learning software on the intricacies of its setup and administration system and on the ability to support pedagogical aspects of learning. The recommendation of the study will then becomes the directing policy for establishing the hardware and software infrastructure. We plan to propose this study to the university.
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b. Content Development
The university needs to establish a multimedia center to allow lecturers develop their course contents. This center should be equipped with audio and video capturing support, authoring softwares, and technical support staff. This center should also provide class rooms with video capture support that enable recording of class sessions. The records can then be placed in the university library for viewing. We plan to propose the establishment of this center to the university.
c. Training A scheduled training program should be planned on the use of the learning software to lecturers of the university. This will encourage them to take advantage of the learning facility for their courses. The training will also alleviate the burden of the lecturers in apprehending the features of the learning software and in return will improve the quality of materials and teaching. We plan to develop syllabus for this training program and propose the training program along with the syllabus to the learning management body of the university.
5. Conclusion
The JICA training program has opened up wider understanding of the details implementation of a mobile learning environment. The knowledge gathered during a one-month program is really useful for implementing or improving a mobile learning system. I would like to express my sincere gratitude to the JICA for enabling me to come to Japan and learn the advances in learning management and contents development.
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6. Group Action Plan Background The advance of information era can not be avoided by every nation including Indonesia. The country faces several problems that can be solved by Information Technology (IT) but at the same time can be a big hurdle to the advancement of the technology. The nation spreads over 3 time zones with over 17.000 island, more than 100 ethnic groups can have positive and negative impact on the IT development. More over, the gap of the rich and the poor, the educated and un-educated, urban and sub-urban, the western and the eastern part of the nation create problems and opportunity for the society to utilize IT to achieve a better situation in the future. In education side, especially for higher education, the level and the quality of each university in Indonesia is vary accordingly. This situation has direct impact on the condition of their respective IT environment. Although every university acknowledge the important of IT, but in reality the implementation, the management and the role of IT is quite different. Several ways to overcome these situations are to have better information sharing among universities, research collaboration to name a view. In this case the importance of distance learning can be under valued. The Need of Mobile Learning Mobile phones are by far the dominant mobile platform. There are estimated to be 2 billion mobile phones in the world today. This is more than three times the number of personal computers (PCs), and today’s most sophisticated phones have the processing power of a mid-1990s PC. More than 150 billion SMS messages were sent every month in Indonesia in 2004. And Indonesia is now the one of world’s fastest growing mobile phone market at more than 60% per year [16]. In fact, there are more people in Indonesia using mobile phones than using conventional landline phones. The explosive growth of mobile phone use in both industrialized and developing nations has yet to be fully exploited by HCI (Human Computer Interaction) researchers. Mobile phones still suffer from tedious input techniques, poor form factors, low resolution, unreadable fonts, and confusing user interfaces. Besides improving these problems, however, is the opportunity for HCI researchers to rethink computing on an entirely new platform apart from the desktop. A venue for which this “rethinking” may be particularly appropriate is Indonesia. With the proliferation of mobile phones, Indonesian students may have opportunities for computerized education for the first time in their lives. Another potential benefit of mobile learning in Indonesia is for the delivery of medical and health information and education, particularly to rural areas. Volunteer physicians, PTT medical doctor and co-assistant medical doctor could use phones to store and retrieve medical histories without needing to have bulky, power-hungry laptops on hand. Also, Indonesia in rural areas whose phones have connectivity may be able to gain information about symptoms and their treatments, enabling better informed diagnosis and treatment. Infrastructure Problem
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Directorate of Higher Education of the Ministry of Education is in the progress of creating the blueprint of distance learning system. The design itself is pretty good. But the main problem which is not yet touched upon is the problem of infrastructure. The design is based on assumption that the infrastructure has already been laid. In reality the biggest problem for every university in Indonesia is how to have adequate infrastructure such as bandwidth, studio etc., to run the distance learning system. Table I shows the comparison of the IT situation in most universities in Indonesia with sample two universities in Japan visited by the participants. It can be seen that the situation in Indonesia is far from ideal. Table II shows the current stage of the bandwidth availability of the universities from where the participants of JICA Saga training program for the Republic of Indonesia 2005 originated from. The problems faced by Indonesian universities are abundance and complex. Once these problems can be solved then we can move on with the need of improvement of content etc. Table I. Rough comparison of IT situation between most of universities in Indonesia and sample 2 universities in Japan
Point of Interests Japan (sample 2 univ.) Indonesia
Status of Institution Semi autonomous Semi autonomous
IT Funding 90% Government 30%-80% Government
IT investment Billion Yen Thousand-Million Yen
Procurement Mostly outsourcing Mostly in house
Bandwidth Government Sponsored Very Expensive
Electric power supply Practically no problem Practically big problem
IT staff Small Small
Government IT Strategy for Higher Education
Available Partially available or N/A
Possible Design and Solution With the universities sprawl across many islands, the possible infrastructure design is provided via satellite links, with terrestrial or optical fiber connection in each island like Java, Sumatera, and Sulawesi. This design could be cheaper alternatives to other method of connection. This satellite link will be mainly for downlink with uplink can be provided with terrestrial. The investment on infrastructure is very high, especially the price of bandwidth. For comparison with the same dollar amount, 45 Mbps in Indonesia can buy up to 600 Mbps in China or 155 Mbps in Thailand and The Philippines. With this situation it is almost impossible for each university to acquire large bandwidth to support the distance learning. One possible solution is the have the Ministry of Education to provide some kind of subsidize scheme for bandwidth. If the universities working together in a group, let us said The Indonesia EduNet, then economically it is possible to create a large user group and and politically it is possible to have a strong pressure group. Other possibility is to
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have international collaboration scheme like what has been done in ITB, Unibraw, Syiah Kuala and Sam Ratulangi with SOI Asia Project, also ITS with PREDICT Project.
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7. Conclusion and Suggestion Conclusion The training program ‘Higher Education Training on Developing Education Contents for Mobile Learning for Indonesia’ has been planned, executed, and evaluated in a thoroughly manner, in which the participants have been brought into the deeper thought of action plan - both short term and long term. We also would like to learn a lot from things we learn and see during our stay in Japan, in which `the society of innovation' has been capable of turning the society into the Internet Mobility supported society, which always produce better quality and more efficient products. The most important matter we learned from this course is the new perspective how to bring up achievement in Japanese Universities and institutions particularly in information Technology deployment. We have leaned from seeing the practices in Japan, and plan to bring the benefit of IT in to government and university for the benefit of as many people as possible. We would like to once again express our gratitude and hospitality of everybody who has made this program and enjoyable and unforgettable 4 weeks our lives. Hopefully we will be blessed with courage, motivation and energy to turn our plan into reality. Suggestion The whole program is very beneficial for us to have the benchmark and standard in mind of the implementation of IT in higher education institutions. It would be more beneficial if those presentation conducted in Japanese could be translated fully in English to make the full understanding of the whole concept. It would also better if the participants are informed about the background of the institutions, companies, and facilities before the site visit, to enhance the participants understanding. The reason is because the language barrier prevent (if the host spoke in Japanese) the comprehensiveness of the participants understanding. We suggest that for future participants coming into training at Saga University, a day trip to Nagasaki Museum and remains of Atomic bomb, an arranged trip would be very useful, as it provides us with the lesson of the past, present, and tomorrow - for the sake of humanity. The 1945 atomic bomb was such an even which should not be happening again in the future, as the pain will be long lasting to the history of planet earth. Man made catastrophe should not be experience by any body in the future, if friendship, humanity, and understanding is the main platform of the future. As the person who has learned about IT and the role of Internet we are firmed that the Internet will be the main equalizer of every single person in the world in the future. Therefore IT should be planned, taught, implemented and disseminated to as many people as possible, particularly for those in higher education. It would be beneficial if JICA could also support the long term maintenance and application of those we learn and gain during our stay in Japan as a JICA trainee. In the future, more collaboration could hopefully be established between Indonesia and Japan.
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8. Appendix
No Photograph Name & Age Present Post
1.
Lipur Sugiyanta State University of Jakarta
2.
Wahyu Catur Wibowo University of Indonesia
3.
Maman Fathurrohman University of Sultan Ageng Tirtayasa
4.
Dwi Hendratmo Widyantoro
Institute of Technology Bandung
5.
Mery Napitupulu Tadulako University
6.
Muhammad Salman Saefuddin
University of Indonesia
7.
Sri Wahjuni Institute of Agriculture Bogor
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No Photograph Name & Age Present Post
8.
Asra University of Pendidikan Indonesia
9.
Yohanes Budi Sulistioadi
University of Mulawarman
10.
Kusno Adi Sambowo University of Sebelas Maret
11.
Metta Santi Putri Polytechnic of Batam
12.
Sri Suning Kusumawardani
University of Gadjah Mada
13.
Maximilian Marthen Jospehus Kapa
University of Nusa Cendana
14.
Hans Fredrik Wowor University of Sam Ratulangi
