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18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 1 Using ICT to Fasilitate the Student Active Learning Through Web-Based Course Sahid [email protected] http://www.math.uny.ac.id/sahid Computer Lab, Maths Edu, UNY

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Page 1: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 1

Using ICT to Fasilitate the Student Active Learning Through Web-Based Course

Sahid sahidykyahoocom httpwwwmathunyacidsahid Computer Lab Maths Edu UNY

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 2

Objectives Audiances will bull Realize the availability of new technology (ICT) to

support learning and teaching bull Understand the Student Active Learning concept bull Understand the e-learning concept and its

pedagogical aspects bull Understand how to use ICT to support the Student

Active Learning through web-based course (e-learning) within the framework of long life learning

bull Understand the role of assessment to evaluate the teaching and learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 3

What is ICT bull Information technology refers to the processes

applications and equipment by which we access organize analyze evaluate and present information

bull ICT isnrsquot just about computers itrsquos calculators PDAs digital cameras scanners video cameras MP3 players the internet digital data logginghellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 4

Information and Communication Technology

bull ICT includes all forms of telecommunication systems such as telephones the Internet and the Web

bull ICT includes calculators computers digital cameras digital music devices

bull ICT includes the field of Computer and Information Science

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 6

New Available Technology for Teaching amp Learning

bull PC (including Notebook) bull Mobile devices (Mobile Phone PDA) bull Networking Technology (including Wireless

Technology) bull Internet Application (E-mail HTML XML

MathML PHP JavaScript Java Applet Flash Discussion Forum Instant Messangers CMS LMS Weblog etc)

bull Multimedia Technology (Digital Camera Digital Video Camera Digital Audio ConverterPlayer etc)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 8

Laptops for Learning bull Mobile computing with wireless LAN bull Promote computer use and literacy of students bull Integrate privately owned and operated computing

equipment into campus infrastructure bull Create infrastructure for new methods in teaching

and learning A large number of new student workplaces

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 9

Student experiences of laptops bull 67 say owning a laptop has

facilitated their studies bull 46 use their laptops for

group work regularly or frequently

bull Problems are primarily solved with the help of friends (44) or on onersquos own (34)

bull 42 wish an increased use of laptops in the teaching (Anders Hagstroumlm Project Manager ETH World Swiss Federal Institute of echnology ETH Zurich)

18 Agustus 2006 10

Growth ndash Hypothetical Model of ICT in Education copy

1980 20202000 2040

Computer Based Learning

Single-user tools

Online Learning

Multi-user Virtual Learning Environment

Learning on Demand

Online Compound Learning Systems

Learning Mall

Distributed Electronic Virtual Knowledge Systems

Growth of ICT uses in Education

Time Substitution Transformation Creative destruction

Educational Change

Technological Change

copy 2006 AHW (Piet) van der Zanden

Presenter
Presentation Notes
Which gave me the idea to project such progress and change aspects on the educational sector Behaviorism ndash Cognitivism ndash Constructivism ndash Connectivism13To validate my model I must rely on empirical data The logged activities of the Bb VLE will help me with my hypothesis

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 11

Why ICT bull Technology a major factor in the transition to

a knowledge economy amp information society bull ICT is increasingly used in education and in the

business and leisure industries bull Application of ICT to manage information and

solve problems important set of skills bull Needs to provide students a wide variety of

opportunities to explore how the technology can support them in their learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 12

Curriculum Changes in the Knowledge Economy and Information Society

bull Life long learning skills bull Metacognition skills (the ability to set

studentrsquos own goals planning their own learning and evaluating their success)

bull Transfer of knowledgeskills more active involvement of students

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 13

The Power of ICT in Learning bull Connectivity ndash access to global information amp world full of

learning resources bull Flexibility ndash any time any place independent learner self-

paced learning bull Interactivity ndash assessment feedback across time and place bull Collaboration ndash support collaborative learning (develop

learning community shared experiences) bull Extended opportunities ndash e-content can reinforce and

extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools

bull Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)

Increased efficiency of tracking and monitoring learnersrsquo progress

Presenter
Presentation Notes
Connectivity ndash access to information is available on global scale (world full of learning resources )13Flexibility ndash learning can take place any time any place (Independent learner amp Assisting in self-paced learning )13Interactivity ndash assessment of learning can be immediate and autonomous (Assessment feedback across time and place)13Collaboration ndash use of discussion tools can support collaborative learning beyond the classroom (develop learning community)13Extended opportunities ndash e-content can reinforce and extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools13Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 2: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 2

Objectives Audiances will bull Realize the availability of new technology (ICT) to

support learning and teaching bull Understand the Student Active Learning concept bull Understand the e-learning concept and its

pedagogical aspects bull Understand how to use ICT to support the Student

Active Learning through web-based course (e-learning) within the framework of long life learning

bull Understand the role of assessment to evaluate the teaching and learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 3

What is ICT bull Information technology refers to the processes

applications and equipment by which we access organize analyze evaluate and present information

bull ICT isnrsquot just about computers itrsquos calculators PDAs digital cameras scanners video cameras MP3 players the internet digital data logginghellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 4

Information and Communication Technology

bull ICT includes all forms of telecommunication systems such as telephones the Internet and the Web

bull ICT includes calculators computers digital cameras digital music devices

bull ICT includes the field of Computer and Information Science

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 6

New Available Technology for Teaching amp Learning

bull PC (including Notebook) bull Mobile devices (Mobile Phone PDA) bull Networking Technology (including Wireless

Technology) bull Internet Application (E-mail HTML XML

MathML PHP JavaScript Java Applet Flash Discussion Forum Instant Messangers CMS LMS Weblog etc)

bull Multimedia Technology (Digital Camera Digital Video Camera Digital Audio ConverterPlayer etc)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 8

Laptops for Learning bull Mobile computing with wireless LAN bull Promote computer use and literacy of students bull Integrate privately owned and operated computing

equipment into campus infrastructure bull Create infrastructure for new methods in teaching

and learning A large number of new student workplaces

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 9

Student experiences of laptops bull 67 say owning a laptop has

facilitated their studies bull 46 use their laptops for

group work regularly or frequently

bull Problems are primarily solved with the help of friends (44) or on onersquos own (34)

bull 42 wish an increased use of laptops in the teaching (Anders Hagstroumlm Project Manager ETH World Swiss Federal Institute of echnology ETH Zurich)

18 Agustus 2006 10

Growth ndash Hypothetical Model of ICT in Education copy

1980 20202000 2040

Computer Based Learning

Single-user tools

Online Learning

Multi-user Virtual Learning Environment

Learning on Demand

Online Compound Learning Systems

Learning Mall

Distributed Electronic Virtual Knowledge Systems

Growth of ICT uses in Education

Time Substitution Transformation Creative destruction

Educational Change

Technological Change

copy 2006 AHW (Piet) van der Zanden

Presenter
Presentation Notes
Which gave me the idea to project such progress and change aspects on the educational sector Behaviorism ndash Cognitivism ndash Constructivism ndash Connectivism13To validate my model I must rely on empirical data The logged activities of the Bb VLE will help me with my hypothesis

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 11

Why ICT bull Technology a major factor in the transition to

a knowledge economy amp information society bull ICT is increasingly used in education and in the

business and leisure industries bull Application of ICT to manage information and

solve problems important set of skills bull Needs to provide students a wide variety of

opportunities to explore how the technology can support them in their learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 12

Curriculum Changes in the Knowledge Economy and Information Society

bull Life long learning skills bull Metacognition skills (the ability to set

studentrsquos own goals planning their own learning and evaluating their success)

bull Transfer of knowledgeskills more active involvement of students

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 13

The Power of ICT in Learning bull Connectivity ndash access to global information amp world full of

learning resources bull Flexibility ndash any time any place independent learner self-

paced learning bull Interactivity ndash assessment feedback across time and place bull Collaboration ndash support collaborative learning (develop

learning community shared experiences) bull Extended opportunities ndash e-content can reinforce and

extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools

bull Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)

Increased efficiency of tracking and monitoring learnersrsquo progress

Presenter
Presentation Notes
Connectivity ndash access to information is available on global scale (world full of learning resources )13Flexibility ndash learning can take place any time any place (Independent learner amp Assisting in self-paced learning )13Interactivity ndash assessment of learning can be immediate and autonomous (Assessment feedback across time and place)13Collaboration ndash use of discussion tools can support collaborative learning beyond the classroom (develop learning community)13Extended opportunities ndash e-content can reinforce and extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools13Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 3: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 3

What is ICT bull Information technology refers to the processes

applications and equipment by which we access organize analyze evaluate and present information

bull ICT isnrsquot just about computers itrsquos calculators PDAs digital cameras scanners video cameras MP3 players the internet digital data logginghellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 4

Information and Communication Technology

bull ICT includes all forms of telecommunication systems such as telephones the Internet and the Web

bull ICT includes calculators computers digital cameras digital music devices

bull ICT includes the field of Computer and Information Science

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 6

New Available Technology for Teaching amp Learning

bull PC (including Notebook) bull Mobile devices (Mobile Phone PDA) bull Networking Technology (including Wireless

Technology) bull Internet Application (E-mail HTML XML

MathML PHP JavaScript Java Applet Flash Discussion Forum Instant Messangers CMS LMS Weblog etc)

bull Multimedia Technology (Digital Camera Digital Video Camera Digital Audio ConverterPlayer etc)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 8

Laptops for Learning bull Mobile computing with wireless LAN bull Promote computer use and literacy of students bull Integrate privately owned and operated computing

equipment into campus infrastructure bull Create infrastructure for new methods in teaching

and learning A large number of new student workplaces

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 9

Student experiences of laptops bull 67 say owning a laptop has

facilitated their studies bull 46 use their laptops for

group work regularly or frequently

bull Problems are primarily solved with the help of friends (44) or on onersquos own (34)

bull 42 wish an increased use of laptops in the teaching (Anders Hagstroumlm Project Manager ETH World Swiss Federal Institute of echnology ETH Zurich)

18 Agustus 2006 10

Growth ndash Hypothetical Model of ICT in Education copy

1980 20202000 2040

Computer Based Learning

Single-user tools

Online Learning

Multi-user Virtual Learning Environment

Learning on Demand

Online Compound Learning Systems

Learning Mall

Distributed Electronic Virtual Knowledge Systems

Growth of ICT uses in Education

Time Substitution Transformation Creative destruction

Educational Change

Technological Change

copy 2006 AHW (Piet) van der Zanden

Presenter
Presentation Notes
Which gave me the idea to project such progress and change aspects on the educational sector Behaviorism ndash Cognitivism ndash Constructivism ndash Connectivism13To validate my model I must rely on empirical data The logged activities of the Bb VLE will help me with my hypothesis

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 11

Why ICT bull Technology a major factor in the transition to

a knowledge economy amp information society bull ICT is increasingly used in education and in the

business and leisure industries bull Application of ICT to manage information and

solve problems important set of skills bull Needs to provide students a wide variety of

opportunities to explore how the technology can support them in their learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 12

Curriculum Changes in the Knowledge Economy and Information Society

bull Life long learning skills bull Metacognition skills (the ability to set

studentrsquos own goals planning their own learning and evaluating their success)

bull Transfer of knowledgeskills more active involvement of students

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 13

The Power of ICT in Learning bull Connectivity ndash access to global information amp world full of

learning resources bull Flexibility ndash any time any place independent learner self-

paced learning bull Interactivity ndash assessment feedback across time and place bull Collaboration ndash support collaborative learning (develop

learning community shared experiences) bull Extended opportunities ndash e-content can reinforce and

extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools

bull Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)

Increased efficiency of tracking and monitoring learnersrsquo progress

Presenter
Presentation Notes
Connectivity ndash access to information is available on global scale (world full of learning resources )13Flexibility ndash learning can take place any time any place (Independent learner amp Assisting in self-paced learning )13Interactivity ndash assessment of learning can be immediate and autonomous (Assessment feedback across time and place)13Collaboration ndash use of discussion tools can support collaborative learning beyond the classroom (develop learning community)13Extended opportunities ndash e-content can reinforce and extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools13Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 4: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 4

Information and Communication Technology

bull ICT includes all forms of telecommunication systems such as telephones the Internet and the Web

bull ICT includes calculators computers digital cameras digital music devices

bull ICT includes the field of Computer and Information Science

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 6

New Available Technology for Teaching amp Learning

bull PC (including Notebook) bull Mobile devices (Mobile Phone PDA) bull Networking Technology (including Wireless

Technology) bull Internet Application (E-mail HTML XML

MathML PHP JavaScript Java Applet Flash Discussion Forum Instant Messangers CMS LMS Weblog etc)

bull Multimedia Technology (Digital Camera Digital Video Camera Digital Audio ConverterPlayer etc)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 8

Laptops for Learning bull Mobile computing with wireless LAN bull Promote computer use and literacy of students bull Integrate privately owned and operated computing

equipment into campus infrastructure bull Create infrastructure for new methods in teaching

and learning A large number of new student workplaces

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 9

Student experiences of laptops bull 67 say owning a laptop has

facilitated their studies bull 46 use their laptops for

group work regularly or frequently

bull Problems are primarily solved with the help of friends (44) or on onersquos own (34)

bull 42 wish an increased use of laptops in the teaching (Anders Hagstroumlm Project Manager ETH World Swiss Federal Institute of echnology ETH Zurich)

18 Agustus 2006 10

Growth ndash Hypothetical Model of ICT in Education copy

1980 20202000 2040

Computer Based Learning

Single-user tools

Online Learning

Multi-user Virtual Learning Environment

Learning on Demand

Online Compound Learning Systems

Learning Mall

Distributed Electronic Virtual Knowledge Systems

Growth of ICT uses in Education

Time Substitution Transformation Creative destruction

Educational Change

Technological Change

copy 2006 AHW (Piet) van der Zanden

Presenter
Presentation Notes
Which gave me the idea to project such progress and change aspects on the educational sector Behaviorism ndash Cognitivism ndash Constructivism ndash Connectivism13To validate my model I must rely on empirical data The logged activities of the Bb VLE will help me with my hypothesis

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 11

Why ICT bull Technology a major factor in the transition to

a knowledge economy amp information society bull ICT is increasingly used in education and in the

business and leisure industries bull Application of ICT to manage information and

solve problems important set of skills bull Needs to provide students a wide variety of

opportunities to explore how the technology can support them in their learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 12

Curriculum Changes in the Knowledge Economy and Information Society

bull Life long learning skills bull Metacognition skills (the ability to set

studentrsquos own goals planning their own learning and evaluating their success)

bull Transfer of knowledgeskills more active involvement of students

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 13

The Power of ICT in Learning bull Connectivity ndash access to global information amp world full of

learning resources bull Flexibility ndash any time any place independent learner self-

paced learning bull Interactivity ndash assessment feedback across time and place bull Collaboration ndash support collaborative learning (develop

learning community shared experiences) bull Extended opportunities ndash e-content can reinforce and

extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools

bull Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)

Increased efficiency of tracking and monitoring learnersrsquo progress

Presenter
Presentation Notes
Connectivity ndash access to information is available on global scale (world full of learning resources )13Flexibility ndash learning can take place any time any place (Independent learner amp Assisting in self-paced learning )13Interactivity ndash assessment of learning can be immediate and autonomous (Assessment feedback across time and place)13Collaboration ndash use of discussion tools can support collaborative learning beyond the classroom (develop learning community)13Extended opportunities ndash e-content can reinforce and extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools13Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 5: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 6

New Available Technology for Teaching amp Learning

bull PC (including Notebook) bull Mobile devices (Mobile Phone PDA) bull Networking Technology (including Wireless

Technology) bull Internet Application (E-mail HTML XML

MathML PHP JavaScript Java Applet Flash Discussion Forum Instant Messangers CMS LMS Weblog etc)

bull Multimedia Technology (Digital Camera Digital Video Camera Digital Audio ConverterPlayer etc)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 8

Laptops for Learning bull Mobile computing with wireless LAN bull Promote computer use and literacy of students bull Integrate privately owned and operated computing

equipment into campus infrastructure bull Create infrastructure for new methods in teaching

and learning A large number of new student workplaces

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 9

Student experiences of laptops bull 67 say owning a laptop has

facilitated their studies bull 46 use their laptops for

group work regularly or frequently

bull Problems are primarily solved with the help of friends (44) or on onersquos own (34)

bull 42 wish an increased use of laptops in the teaching (Anders Hagstroumlm Project Manager ETH World Swiss Federal Institute of echnology ETH Zurich)

18 Agustus 2006 10

Growth ndash Hypothetical Model of ICT in Education copy

1980 20202000 2040

Computer Based Learning

Single-user tools

Online Learning

Multi-user Virtual Learning Environment

Learning on Demand

Online Compound Learning Systems

Learning Mall

Distributed Electronic Virtual Knowledge Systems

Growth of ICT uses in Education

Time Substitution Transformation Creative destruction

Educational Change

Technological Change

copy 2006 AHW (Piet) van der Zanden

Presenter
Presentation Notes
Which gave me the idea to project such progress and change aspects on the educational sector Behaviorism ndash Cognitivism ndash Constructivism ndash Connectivism13To validate my model I must rely on empirical data The logged activities of the Bb VLE will help me with my hypothesis

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 11

Why ICT bull Technology a major factor in the transition to

a knowledge economy amp information society bull ICT is increasingly used in education and in the

business and leisure industries bull Application of ICT to manage information and

solve problems important set of skills bull Needs to provide students a wide variety of

opportunities to explore how the technology can support them in their learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 12

Curriculum Changes in the Knowledge Economy and Information Society

bull Life long learning skills bull Metacognition skills (the ability to set

studentrsquos own goals planning their own learning and evaluating their success)

bull Transfer of knowledgeskills more active involvement of students

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 13

The Power of ICT in Learning bull Connectivity ndash access to global information amp world full of

learning resources bull Flexibility ndash any time any place independent learner self-

paced learning bull Interactivity ndash assessment feedback across time and place bull Collaboration ndash support collaborative learning (develop

learning community shared experiences) bull Extended opportunities ndash e-content can reinforce and

extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools

bull Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)

Increased efficiency of tracking and monitoring learnersrsquo progress

Presenter
Presentation Notes
Connectivity ndash access to information is available on global scale (world full of learning resources )13Flexibility ndash learning can take place any time any place (Independent learner amp Assisting in self-paced learning )13Interactivity ndash assessment of learning can be immediate and autonomous (Assessment feedback across time and place)13Collaboration ndash use of discussion tools can support collaborative learning beyond the classroom (develop learning community)13Extended opportunities ndash e-content can reinforce and extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools13Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 6: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 8

Laptops for Learning bull Mobile computing with wireless LAN bull Promote computer use and literacy of students bull Integrate privately owned and operated computing

equipment into campus infrastructure bull Create infrastructure for new methods in teaching

and learning A large number of new student workplaces

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 9

Student experiences of laptops bull 67 say owning a laptop has

facilitated their studies bull 46 use their laptops for

group work regularly or frequently

bull Problems are primarily solved with the help of friends (44) or on onersquos own (34)

bull 42 wish an increased use of laptops in the teaching (Anders Hagstroumlm Project Manager ETH World Swiss Federal Institute of echnology ETH Zurich)

18 Agustus 2006 10

Growth ndash Hypothetical Model of ICT in Education copy

1980 20202000 2040

Computer Based Learning

Single-user tools

Online Learning

Multi-user Virtual Learning Environment

Learning on Demand

Online Compound Learning Systems

Learning Mall

Distributed Electronic Virtual Knowledge Systems

Growth of ICT uses in Education

Time Substitution Transformation Creative destruction

Educational Change

Technological Change

copy 2006 AHW (Piet) van der Zanden

Presenter
Presentation Notes
Which gave me the idea to project such progress and change aspects on the educational sector Behaviorism ndash Cognitivism ndash Constructivism ndash Connectivism13To validate my model I must rely on empirical data The logged activities of the Bb VLE will help me with my hypothesis

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 11

Why ICT bull Technology a major factor in the transition to

a knowledge economy amp information society bull ICT is increasingly used in education and in the

business and leisure industries bull Application of ICT to manage information and

solve problems important set of skills bull Needs to provide students a wide variety of

opportunities to explore how the technology can support them in their learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 12

Curriculum Changes in the Knowledge Economy and Information Society

bull Life long learning skills bull Metacognition skills (the ability to set

studentrsquos own goals planning their own learning and evaluating their success)

bull Transfer of knowledgeskills more active involvement of students

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 13

The Power of ICT in Learning bull Connectivity ndash access to global information amp world full of

learning resources bull Flexibility ndash any time any place independent learner self-

paced learning bull Interactivity ndash assessment feedback across time and place bull Collaboration ndash support collaborative learning (develop

learning community shared experiences) bull Extended opportunities ndash e-content can reinforce and

extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools

bull Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)

Increased efficiency of tracking and monitoring learnersrsquo progress

Presenter
Presentation Notes
Connectivity ndash access to information is available on global scale (world full of learning resources )13Flexibility ndash learning can take place any time any place (Independent learner amp Assisting in self-paced learning )13Interactivity ndash assessment of learning can be immediate and autonomous (Assessment feedback across time and place)13Collaboration ndash use of discussion tools can support collaborative learning beyond the classroom (develop learning community)13Extended opportunities ndash e-content can reinforce and extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools13Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 7: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 9

Student experiences of laptops bull 67 say owning a laptop has

facilitated their studies bull 46 use their laptops for

group work regularly or frequently

bull Problems are primarily solved with the help of friends (44) or on onersquos own (34)

bull 42 wish an increased use of laptops in the teaching (Anders Hagstroumlm Project Manager ETH World Swiss Federal Institute of echnology ETH Zurich)

18 Agustus 2006 10

Growth ndash Hypothetical Model of ICT in Education copy

1980 20202000 2040

Computer Based Learning

Single-user tools

Online Learning

Multi-user Virtual Learning Environment

Learning on Demand

Online Compound Learning Systems

Learning Mall

Distributed Electronic Virtual Knowledge Systems

Growth of ICT uses in Education

Time Substitution Transformation Creative destruction

Educational Change

Technological Change

copy 2006 AHW (Piet) van der Zanden

Presenter
Presentation Notes
Which gave me the idea to project such progress and change aspects on the educational sector Behaviorism ndash Cognitivism ndash Constructivism ndash Connectivism13To validate my model I must rely on empirical data The logged activities of the Bb VLE will help me with my hypothesis

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 11

Why ICT bull Technology a major factor in the transition to

a knowledge economy amp information society bull ICT is increasingly used in education and in the

business and leisure industries bull Application of ICT to manage information and

solve problems important set of skills bull Needs to provide students a wide variety of

opportunities to explore how the technology can support them in their learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 12

Curriculum Changes in the Knowledge Economy and Information Society

bull Life long learning skills bull Metacognition skills (the ability to set

studentrsquos own goals planning their own learning and evaluating their success)

bull Transfer of knowledgeskills more active involvement of students

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 13

The Power of ICT in Learning bull Connectivity ndash access to global information amp world full of

learning resources bull Flexibility ndash any time any place independent learner self-

paced learning bull Interactivity ndash assessment feedback across time and place bull Collaboration ndash support collaborative learning (develop

learning community shared experiences) bull Extended opportunities ndash e-content can reinforce and

extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools

bull Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)

Increased efficiency of tracking and monitoring learnersrsquo progress

Presenter
Presentation Notes
Connectivity ndash access to information is available on global scale (world full of learning resources )13Flexibility ndash learning can take place any time any place (Independent learner amp Assisting in self-paced learning )13Interactivity ndash assessment of learning can be immediate and autonomous (Assessment feedback across time and place)13Collaboration ndash use of discussion tools can support collaborative learning beyond the classroom (develop learning community)13Extended opportunities ndash e-content can reinforce and extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools13Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 8: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 10

Growth ndash Hypothetical Model of ICT in Education copy

1980 20202000 2040

Computer Based Learning

Single-user tools

Online Learning

Multi-user Virtual Learning Environment

Learning on Demand

Online Compound Learning Systems

Learning Mall

Distributed Electronic Virtual Knowledge Systems

Growth of ICT uses in Education

Time Substitution Transformation Creative destruction

Educational Change

Technological Change

copy 2006 AHW (Piet) van der Zanden

Presenter
Presentation Notes
Which gave me the idea to project such progress and change aspects on the educational sector Behaviorism ndash Cognitivism ndash Constructivism ndash Connectivism13To validate my model I must rely on empirical data The logged activities of the Bb VLE will help me with my hypothesis

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 11

Why ICT bull Technology a major factor in the transition to

a knowledge economy amp information society bull ICT is increasingly used in education and in the

business and leisure industries bull Application of ICT to manage information and

solve problems important set of skills bull Needs to provide students a wide variety of

opportunities to explore how the technology can support them in their learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 12

Curriculum Changes in the Knowledge Economy and Information Society

bull Life long learning skills bull Metacognition skills (the ability to set

studentrsquos own goals planning their own learning and evaluating their success)

bull Transfer of knowledgeskills more active involvement of students

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 13

The Power of ICT in Learning bull Connectivity ndash access to global information amp world full of

learning resources bull Flexibility ndash any time any place independent learner self-

paced learning bull Interactivity ndash assessment feedback across time and place bull Collaboration ndash support collaborative learning (develop

learning community shared experiences) bull Extended opportunities ndash e-content can reinforce and

extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools

bull Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)

Increased efficiency of tracking and monitoring learnersrsquo progress

Presenter
Presentation Notes
Connectivity ndash access to information is available on global scale (world full of learning resources )13Flexibility ndash learning can take place any time any place (Independent learner amp Assisting in self-paced learning )13Interactivity ndash assessment of learning can be immediate and autonomous (Assessment feedback across time and place)13Collaboration ndash use of discussion tools can support collaborative learning beyond the classroom (develop learning community)13Extended opportunities ndash e-content can reinforce and extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools13Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 9: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 11

Why ICT bull Technology a major factor in the transition to

a knowledge economy amp information society bull ICT is increasingly used in education and in the

business and leisure industries bull Application of ICT to manage information and

solve problems important set of skills bull Needs to provide students a wide variety of

opportunities to explore how the technology can support them in their learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 12

Curriculum Changes in the Knowledge Economy and Information Society

bull Life long learning skills bull Metacognition skills (the ability to set

studentrsquos own goals planning their own learning and evaluating their success)

bull Transfer of knowledgeskills more active involvement of students

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 13

The Power of ICT in Learning bull Connectivity ndash access to global information amp world full of

learning resources bull Flexibility ndash any time any place independent learner self-

paced learning bull Interactivity ndash assessment feedback across time and place bull Collaboration ndash support collaborative learning (develop

learning community shared experiences) bull Extended opportunities ndash e-content can reinforce and

extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools

bull Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)

Increased efficiency of tracking and monitoring learnersrsquo progress

Presenter
Presentation Notes
Connectivity ndash access to information is available on global scale (world full of learning resources )13Flexibility ndash learning can take place any time any place (Independent learner amp Assisting in self-paced learning )13Interactivity ndash assessment of learning can be immediate and autonomous (Assessment feedback across time and place)13Collaboration ndash use of discussion tools can support collaborative learning beyond the classroom (develop learning community)13Extended opportunities ndash e-content can reinforce and extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools13Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 10: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 12

Curriculum Changes in the Knowledge Economy and Information Society

bull Life long learning skills bull Metacognition skills (the ability to set

studentrsquos own goals planning their own learning and evaluating their success)

bull Transfer of knowledgeskills more active involvement of students

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 13

The Power of ICT in Learning bull Connectivity ndash access to global information amp world full of

learning resources bull Flexibility ndash any time any place independent learner self-

paced learning bull Interactivity ndash assessment feedback across time and place bull Collaboration ndash support collaborative learning (develop

learning community shared experiences) bull Extended opportunities ndash e-content can reinforce and

extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools

bull Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)

Increased efficiency of tracking and monitoring learnersrsquo progress

Presenter
Presentation Notes
Connectivity ndash access to information is available on global scale (world full of learning resources )13Flexibility ndash learning can take place any time any place (Independent learner amp Assisting in self-paced learning )13Interactivity ndash assessment of learning can be immediate and autonomous (Assessment feedback across time and place)13Collaboration ndash use of discussion tools can support collaborative learning beyond the classroom (develop learning community)13Extended opportunities ndash e-content can reinforce and extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools13Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 11: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 13

The Power of ICT in Learning bull Connectivity ndash access to global information amp world full of

learning resources bull Flexibility ndash any time any place independent learner self-

paced learning bull Interactivity ndash assessment feedback across time and place bull Collaboration ndash support collaborative learning (develop

learning community shared experiences) bull Extended opportunities ndash e-content can reinforce and

extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools

bull Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)

Increased efficiency of tracking and monitoring learnersrsquo progress

Presenter
Presentation Notes
Connectivity ndash access to information is available on global scale (world full of learning resources )13Flexibility ndash learning can take place any time any place (Independent learner amp Assisting in self-paced learning )13Interactivity ndash assessment of learning can be immediate and autonomous (Assessment feedback across time and place)13Collaboration ndash use of discussion tools can support collaborative learning beyond the classroom (develop learning community)13Extended opportunities ndash e-content can reinforce and extend classroom-based learning networked communication provides virtual communities for studentsteachers to practice advanced tools13Motivation ndash multimedia resources can make learning fun (ICT can simulate authentic problem situations)13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 12: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 14

ICT amp Curriculum bull ICT as a Subject Content

ndash Within Specialized Subjects (eg Computer Science Information Technology Management)

ndash Integrated with Other Subjects (eg Computer applications for mathematics engineering economics etc)

bull ICT as a Tool ndash For Academic Information Management ndash As Learning Tool ndash As Teaching Tool

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 13: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 15

Learning Paradigm Change

Teacher is hellip a sage on the stage

Teacher is hellip a guide on my side

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 14: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 16

Goals of Education (David Perkins)

Acquisition and retention of knowledge and skills

Understanding of ones acquired knowledge and skills

Active use of ones acquired knowledge and skills (Transfer of learning Ability to apply ones learning to new settings Ability to analyze and solve novel problems)

Cognitive Scale

Low Order Medium Order High Order

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 15: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 17

Learning Pyramid

10 Reading

20 Audio - Visual

30 Demonstration

50 Discussion groups

75 Practice by doing

90 Teach others

Immediate use of learning

Students Receive information

Students Apply their Learning

Students are Increasingly active

and challenged Experience is

increasingly practical and

multi-sensory

Studentrsquos recall rate

National Training Laboratories in Bethel Maine

5 Listening

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 16: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta

18

The Dalersquos Cone of Learning

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 17: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 19

The Seven Principles for Good Practice in Undergraduate Education

1 Encourages Student-Faculty Contact 2 Develops Reciprocity amp Cooperation Among

Students 3 Uses Active Learning Techicques 4 Gives Prompt Feedback 5 Emphasizes Time on Task 6 Communicates High Expectations 7 Respects Diverse Talents and Ways of Learning

(Chickering amp Gamson 1987)

Presenter
Presentation Notes
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members But how can students and faculty members improve undergraduate education Many campuses around the country are asking this question To provide a focus for their work we offer seven principles based on research on good teaching and learning in colleges and universities 13Good practice in undergraduate education 131 encourages contact between students and faculty 132 develops reciprocity and cooperation among students 133 encourages active learning 134 gives prompt feedback 135 emphasizes time on task 136 communicates high expectations and 137 respects diverse talents and ways of learning 13131 Encourages Contact Between Students and Faculty 13Chickering and Gamson wrote that according to decades of educational research frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement Faculty concern helps students get through rough times and keep on working Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans In what ways has technology been used in your courses and at your institution that makes such contact between you and your students more productive satisfying or frequent 13Electronic correspondence with students 13Keeping in touch with students as they develop 13E-mail can help maintain a lasting bond 13Hints for making e-mail work even better 13On-line office hours 13Getting to know students 13Keeping in touch with students on internships 13E-mail to link students faculty and others (eg librarians) 13Telephones and Voice Mail 13Connecting with faculty and other experts elsewhere 13Making it easier to submit assignments 13Feedback on assignments 13E-mail as part of a strategy for teaching a course rich in faculty-student contact 13Use of computer-based work to strengthen face-to-face contact 13Lists of class members advisees online 13Other Strategies to Increase Connectedness 13PS Context can make a difference - compare these responses from different institutions 13132 Develops Reciprocity and Cooperation Among Students 13Learning is enhanced when it is more like a team effort than a solo race wrote Chickering and Gamson Good learning like good work is collaborative and social not competitive and isolated Working with others often increases involvement in learning Sharing ones own ideas and responding to others reactions sharpens thinking and deepens understanding In what ways has technology been used in your courses or at your institution that enables or encourages cooperation among students inside or outside the classroom 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13133 Encourages Active Learning 13Learning is not a spectator sport Students do not learn much just sitting in classes listening to teachers memorizing pre-packaged assignments and spitting out answers They must talk about what they are learning write about it relate it to past experiences and apply it to their daily lives Many of the other principles such as student-student collaboration can also advance active learning In what ways has technology been used in your courses or at your institution that directly or directly encourages active learning 13Students using computers to do what professionals do with computers 13Active Learning in the Classroom Extended Research 13A choice of supplementary materials online 13Online Research for Texts and Artifacts Related to the Topic under Study 13Laboratory Experiments 13Extended Research Outside of the Classroom 13Analysis of Real World Case Studies 13Support for Work on Projects 13Links with Professionals in the Field 13Simulations Games and Tours 13Active Learning to Put Pieces Together 13Explaining How to Apply What Has Been Taught 13Tests That Provide Quick Feedback 13Interacting with Lectures 13Rewriting (Rethinking) Student Work 13Faculty Communicating Online to Encourage Active Learning 13Going Beyond the Individual Course to Achieve Understanding 13134 Gives Prompt Feedback 13The fourth principle is giving prompt feedback about their ability and work at the start of a program as it goes on and as it is ending Knowing what you know and dont know focuses learning Students need appropriate feedback on performance to benefit from courses When getting started students need help in assessing existing knowledge and competence In classes students need frequent opportunities to perform and receive suggestions for improvement At various points during college and at the end students need chances to reflect on what they have learned what they still need to know and how to assess themselves 13In what ways has technology been used in your courses or at your institution that directly or directly improves feedback to students 13Speeding and enriching the Homework Cycle 13Assessment and Large Courses 13Feedback Built into the Homework Itself 13Staff Feedback to Students During Discussion 13Using Technology to Encourage Student Feedback to Other Students During Class Meetings 13Staff Feedback About the Discussion Given Later On 13Feedback fromto students in which comments are anonymous 13Feedback that Draws on What the Whole Class has Done or Said 13Feedback Can Take the Form of Altered Teaching 13Learning Contracts and Feedback 13Assessment Before and After 13Rubrics 13Electronic Portfolios 13Informal Feedback from Faculty (see also Principle 1 Faculty-Student Contact) 13Feedback from Peers 13Quick Quizzes to motivate students 13Feedback from Simulations 13Visibility and Meaning for Grades 13Surveys to help reshape the course as it unfolds 13Helping Faculty See Patterns in Student Work Over Time 13Advising 13PS Faculty Need to Allocate Time for Assessment 13135 Emphasizes Time on Task 13Time plus energy equals learning There is no substitute for time on task Learning to use ones time well is critical for students and professionals alike Students need help in learning effective time management Allocating realistic amounts of time means effective learning for students and effective teaching for faculty How an institution defines time expectations for students faculty administrators and other professional staff can establish the basis of high performance for all Technology can play several very different roles a) creating materials and processes that attract students to spend more time in their studies b) reducing wasted time (eg commuting time standing in lines waiting for books) and c) helping communicate to students how much time and energy you and your institution expect them to invest in their work In what ways has technology been used in your courses or at your institution that directly or directly results in students spending more time and energy in their studies 13The Impact of Online Assignments on the Timing of and Time Taken by Homework 13Computer Tools Can Sometimes be Used to Do the Work Faster 13Efficiency in Discussion (see also 1 Faculty-Student Contact) 13Other Ways of Saving Classroom Time 13Saving Commuting Time 13Electronic Reserves 13Helping Students Plan their Use of Time 13If the Material Helps a Student Learn Faster and Better It Can Save Time 13Building Pacing into Materials and Assignments 13Laptops 13Institutional Practices That Avoid Student Down Time 13Student Time is Limited like Faculty Time Sohellip 13PS Technology Sometimes can Save Faculty Time Too 13136 Communicates High Expectations 13Expect more and you will get more High expectations are important for everyone -- for the poorly prepared for those unwilling to exert themselves and for the bright and well motivated Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts Expectations are communicated not only by what students hear you say but also by the nature of assignments In what ways has technology been used in your courses or at your institution that directly or indirectly communicated high expectations to all your students 13Explaining Assessment Standards Can Communicate High Expectations (see also 4 Prompt Feedback) 13Using Rubrics to Communicate High Expectations 13Learning Contracts 13Finding a Meaningful Audience Can Communicate High Expectations 13Real World Standards Can Communicate High Expectations Especially If Articulated with Curriculum and Internal Assessment 13Accountability for Getting the Materials 13Using Faculty-Student Contact (Principle 1) to Communicate High Expectations 13Using Other Students to Communicate High Expectations 13Using Librarians to Communicate High Expectations 13If Technology Enables Students to Do More Expectations Can Be Increased 13Use Materials to Communicate High Expectations 13Using Equipment and Infrastructure to Communicate High Expectations 13High Expectations Apply To Process as Well as Outcomes 13For Distance Education Setting High Expectations in Orientation Meetings 13137 Respects Diverse Talents and Ways of Learning 13There are many roads to learning People bring different talents and styles of learning to college Brilliant students in the seminar room may be all thumbs in the lab or art studio Students rich in hands-on experience may not do so well with theory Students need the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learn in new ways that do not come so easily 13Students are different from one another In different ways each of them needs the opportunity to show their talents and learn in ways that work for them Then they can be pushed to learning in new ways that do not come so easily In what ways has technology been used in your courses or at your institution that directly or indirectly help all students learn despite their differences andor in ways that take advantage of their differences 13Assignments that Give Students a Choice 13Sometimes Even a Choice Not to Come to Class 13Disabilities 13Flexibility in Time 13Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources 13Some Students Learn Better If They Do It First and then Learn About It 13Helping Students Identify Their Own Strengths and Weaknesses 13Tailoring Resources to an Unusual Group of Students 13A Mix of Communication Media Can Open Conversation to More Kinds of Students 13Dealing with Differences 13Helping students learn from their differences 13Some materials and forms of assessment may be more open to students of varied talents than are others 13PS Faculty Have Diverse Talents and Ways of Teaching 1313While each practice can stand alone on its own when all are present their effects multiply Together they employ six powerful forces in education 13activity (2) expectations (3) cooperation (4) interaction (5) diversity and (6) responsibility13Good practices hold as much meaning for professional programs as for the liberal arts They work for many different kinds of students -- white black Hispanic Asian rich poor older younger male female well-prepared underprepared But the ways different institutions implement good practice depend very much on their students and their circumstances 1313We address the teachers how not the subject-matter what of good practice in undergraduate education We recognize that content and pedagogy interact in complex ways We are also aware that there is much healthy ferment within and among the disciplines What is taught after all is at least as important as how it is taught In contrast to the long history of research in teaching and learning there is little research on the college curriculum We cannot therefore make responsible recommendations about the content of good undergraduate education That work is yet to be done This much we can say An undergraduate education should prepare students to understand and deal intelligently with modern life What better place to start but in the classroom and on our campuses What better time than now 1313Teachers and students hold the main responsibility for improving undergraduate education But they need a lot of help College and university leaders state and federal officials and accrediting associations have the power to shape an environment that is favorable to good practice in higher education 1313What qualities must this environment have 13gtA strong sense of shared purposes 13gtConcrete support from administrators and faculty leaders for those purposes 13gtAdequate funding appropriate for the purposes 13gtPolicies and procedures consistent with the purposes 13gtContinuing examination of how well the purposes are being achieved 1313There is good evidence that such an environment can be created When this happens faculty members and administrators think of themselves as educators Adequate resources are put into creating opportunities for faculty members administrators and students to celebrate and reflect on their shared purposes Faculty members receive support and release time for appropriate professional development activities Criteria for hiring and promoting faculty members administrators and staff support the institutions purposes Advising is considered important Departments programs and classes are small enough to allow faculty members and students to have a sense of community to experience the value of their contributions and to confront the consequences of their failures 1313States the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways The most important is through the allocation of financial support States also influence good practice by encouraging sound planning setting priorities mandating standards and reviewing and approving programs Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions 1313These sources of support and influence can encourage environments for good practice in undergraduate education by 13gt setting policies that are consistent with good practice in undergraduate education 13gt holding high expectations for institutional performance 13gt keeping bureaucratic regulations to a minimum that is compatible with public accountability 13gt allocating adequate funds for new undergraduate programs and the professional development of faculty members administrators and staff 13gt encouraging employment of under-represented groups among administrators faculty members and student services professionals and 13gt providing the support for programs facilities and financial aid necessary for good practice in undergraduate education 13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 18: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 20

What is Active Learning bull Involving students directly and actively in

the learning process itself bull Involving students practicing important

skills and in applying new knowledge bull Students are given the opportunity to take

a more interactive relationship with the subject matter of a course encouraging them to generate rather than simply to receive knowledge

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 19: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 21

What is Active Learning

bull Emphazing more on developing students higher order thinking skills

bull Greater emphasis is placed on students exploration of attitudes and values

bull Teachers facilitate rather than dictate the studentsrsquo learning

Presenter
Presentation Notes
What is active learning exactly13In the studies summarized by Hattie the term lsquoactive learningrsquo means involving students practicing important skills and in applying new knowledge Lessons usually contained the following elements131) Reviews of previous learning132) Showing how the teacher showing how to do it explaining this and thinking out loud to show the process133) Controlled practice where the class do it as a class or as individuals but the teacher checks closely and continually to decide whether students are ready for individual work The meaning of the work is stressed as are the process how they should do it and the product what they should create134) Students doing it themselves individually this is the heart of it of course135) Students work being checked this includes the students checking their own and each otherrsquos work This takes place during the lesson and as soon as possible136) Homework assignments of about 15 minutes including some review questions137) Structured reviews reviews at the end of the lesson asking students lsquowhat have we learnedrsquo and agreeing and summarizing this Reviews at the beginning of every lesson to review the last Reviews each week and each month to review previous topics13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 20: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 22

Active Learning Engaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material Students may be involved in talking and listening to one another or writing reading and reflecting individually

Active Learning occurs when teaching provides students with opportunities to learn independently and from one from one another another

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 21: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 23

Constructivism Learning is a lsquomeaning-makingrsquo process

Existing concepts knowledge and experience

New learning

Links that create understanding This new concept is similar tohellip is related tohellip is becausehellip

building on previous knowledge and skills

Presenter
Presentation Notes
Constructivism Learning is a lsquomeaning-makingrsquo process13What happens in a studentrsquos brain when you ask them a question that requires them to recall something you have successfully taught them They go to a part of their brain where the information is stored encoded in a lsquoconstructrsquo which is a network of interconnected brain cells (neurons) The learner then decodes this construct to answer your question Everything we know is in the form of these constructs all of which we have made ourselves13However new learning is not understood unless it is connected to existing concepts knowledge and experience For example a student may be able to parrot off a textbook definition of a relational database without understanding what this means It is the long red links between concepts and experiences that lsquoexplainrsquo this new concept rather like a dictionary definition explains one concept in terms of another13These explaining links can only be created by the learner (Itrsquos their brain after all) These links are made stronger if they13involve recent vivid experience Eg active engrossing multisensory experience which is important to the learner13are used often eg used repeatedly by the learner to explain to describe to reason and to make sense of what has happened13The activities in this Standardrsquos Unit pack are intended to do just this13Note that any activity will not do We need to set activities that require the learner to make constructs of important concepts and then connections between these constructs This requires the learner to reason as well as have direct experience (Many students do not bother to make constructs when they are just listening because of this lack of reasoning)13But relevant activity is not enough We also we need to get our students to think about this experience so they really do learn from it We need to get them to explain it to themselves to each other and to you This reflection is the active meaning-making process in action it gets the students to form concepts to improve them and to create those long red explaining links that make the subject lsquomake sensersquo1313Well if Active Learning works why donrsquot more teachers use it 13We tend to teach the way we were taught ourselves rather than in the way that works best13We know too much and rather enjoy explaining So when you set activities listen carefully to learners as they work this can be even more enjoyable and less hard work than explaining and the feedback is very informative13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 22: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 24

Active Learning =

Activity-based Learning bull Reading Writing Sketching Drawing bull Solving problems Trubleshooting bull Answering questions bull Formulating questions of their own bull Discussing bull Explaining Interpreting Critiquing bull Debating Brainstorming bull Group working bull Case studies bull hellip Students are making their own choices and taking up responsibility of their learning process

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 23: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 25

Collaborative Learning bull a subset of active learning activities that

engage students in interacting with one another while learning and applying the course material

bull Usually it involves breaking the class into small groups (of 2 or 3 students) and teacher posing a question often of a conceptual nature and allowing each group to discuss a possible answer for a period of a minute or two Heshe then seeks answers at random

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 24: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 26

Benefits of Active and Collaborative Learning

bull Interaction student-faculty student-student bull Academic achievement (ie grades more

material learned mastery learning) bull Communication skills bull Higher-level thinking skills bull Teamwork bull Attitude towards the subject and motivation to

learn enjoy the class more

In addition to the obvious advantages of information retention

Presenter
Presentation Notes
Research has shown that active learning is an exceptionally effective teaching technique13Regardless of the subject matter when active learning is compared to traditional teaching13methods (such as lecture) students learn more material retain the information longer and enjoy13the class more Active learning allows students to learn in the classroom with the help of the13instructor and other students rather than on their own13

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 25: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 27

Why it works bull Individual students may get stuck on a problem

and give up whereas groups of students tend to keep going

bull Students become exposed to alternative problem-solving strategies

bull Students are much less fearful of generating and answering questions among themselves than individually and directly to the instructor in class

bull As McKeachie says students learn best what they teach

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 26: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 29

The best answer to the question What is the most effective method of teaching is that it depends on the goal the student the content and the teacher But the next best answer is students teaching other students Wilbert J McKeachie Author of Teaching tips Strategies research and theory for for college and university teachers Houghton-Mifflin (1998)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 27: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 30

Implementation of Active Learening

bull PBL (Problem-Based Learning)

bull PBL (Project-Based Learning)

bull Peer Instruction

bull Web-based Simulations

Presenter
Presentation Notes
Peer Instruction131048708Students learn a great deal by explaining their ideas to others 131048708They develop skills when they work collaboratively with others giving and receiving feedback and evaluating their own learning 1313

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 28: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 31

Problem Solving Includes bull Posing clarifying and answering questions

bull Posing clarifying and solving problems

bull Posing clarifying and accomplishing tasks

bull Posing clarifying and making decisions

bull Using higher-order critical and wise thinking to do all of the above

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 29: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 32

Project-Based Learning (PBL) bull Students work individually or in teams

over a period of time bull Students produce a product

performance or presentation bull PBL is learner centered

ndash Teacher is ldquoguide on the siderdquo ndash Teacher is not ldquosage on the stagerdquo

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 30: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 33

ICT-Based PBL Empowers Students and Teachers

bull Teacher is immersed in an exciting learning environment designed to actively engage students

bull Teacher as a ldquoguide on the siderdquo is both a teacher and learner learning from and sharing with students

bull Students engage in projects that they help to define are intrinsically motivated and do activities where they can see the results

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 31: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 34

E-Learning Using Web in Learning Resourceful Links to other web sites that are

relevant to the course topic(s) Instructional A combination of contents and

learning activities Integral Using Web for classroom teaching and

learning functions ndash Posting syllabus online ndash Posting lecture notes online ndash Including additional resources ndash Using Web-based conferencing for discussion or other

activities Fully online Using the Web to delivery a course

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 32: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 35

Why use the Web bull Expand classroom boundaries

ndash More information ndash Higher accessibility ndash Enhanced interactivity and interaction

bull New teaching paradigm ndash Student-centred approach ndash Constructivist approach ndash Active authentic cooperative learning

bull Individualization of Instruction Students have widely varying interests abilities talents and rates of learning

bull Bonus Your teaching portfolio

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 33: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 36

What is E-Learning

bull Learning that use ICT (Web) bull The focus is on learning activity

ldquoe-Learning exploits interactive technologies and communication systems to improve the learning experience It has the potential to transform the way we teach and learn across the board It can raise standards and widen participation in lifelong learning It cannot replace teachers and lecturers but alongside existing methods it can enhance the quality and reach of their teachingrdquo

(Towards a Unified e-Learning Strategy DfES 2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 34: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 37

e-mail calendar

tools web pages

Administration

E-Learning Framework

web resources electronic

files documents

digital audio video etc

e-Enhanced

assessment tools

discussion tools

student submission of materials

e-Enabled

collaborative working

tools asynchronous

chat video conferencing

portal

e-Essential

Student learning through

acquiring skills

constructing knowledge and understanding

participation and interaction

(Center for Learning and Teaching 2003 httpwwwwlvacukceltoltips3whathtml)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 35: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 38

A model of learning activity design (JISCrsquos Effective Practice with e-Learning Guide 2004 p15)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 36: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 39

A model of effective practice with e-learning

(JISCrsquos Effective Practice with e-Learning Guide 2004 p49)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 37: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 40

bull media are well matched to learning objectives bull active learning is supported through feedback bull an appropriate balance is achieved across the range bull methods are matched to study logistics and resources

Students need learning that is efficient and enjoyable in a supportive environment

Adapted from Diana Laurillard Open University UK

Media forms Methodstechnologies Narrative Lecture video book CD Web Interactive Tutorial Library CD Web Communicative Seminar group online conference Adaptive Laboratory field trip simulation Productive Essay product animation Weblogs Wiki

Presenter
Presentation Notes
Media forms are supported through different learning methods and technologies some of them ICT-based 13The efficiency and enjoyment of study will be optimised if media fit the learning objectives if the choice of method for each medium is well matched to study logistics such as time or place constraints access to equipment etc and if an appropriate balance is achieved across the range It would not be good design for example to offer everything through screen-based study using ICT methods

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 38: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 41

Media amp Effectiveness of Learning Based on research conducted by Edgar Dale in the 1960s The least effective method the top of the cone involves learning from information presented through verbal symbols ie listening to spoken words The most effective method the bottom of the cone involves direct purposeful learning experiences such as hands-on or field experiences

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 39: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 43

What is the lsquoappropriate balancersquo How best to distribute study time by guided collaborative individual modes and across the five media forms

Consider efficiency of study time

Learning Activity

Media Forms

Lecturer Student Self Total Normal ICT Normal ICT Normal ICT

Attend Passive Narrative

Attend Active Interactive

Discuss Communicative

Practice Adaptive Articulate Productive

Sub-total 100

Total

Presenter
Presentation Notes
Consider how 100 hours of academic study time might be distributed13Suppose the bulk of time is spent on self-study with a total 40 hours contact time with either lecturers or other students13For university study time is likely to be spent in different proportions 13on acquisition of ideas (30 hours) 13on active exploration (20 hours) 13on discussion and negotiation (20 hours) 13on practice (10 hours) and 13on production and articulation of their own ideas (20 hours)13These proportions may change for different contexts but once set there is an optimisation to be carried out for the distribution of media types across the three different modes of study (guided collaborative or individual)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 40: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 49

How can we build E-Learning system bull Plan instructional activities bull Design a web site bull Use Learning Management System (LMS) ndash

choose Commercial or Free ndash Pay WebCT BlackBoard etc ndash Free Moodle Manhattan Claroline Dokeos LON-

CAPA etc bull Use some authoring tools MS Word LaTeX PDF

Maker MS FrontPage MS Power Point Dreamweaver etc

bull Use some assessmentsurvey software Hot Potatoes PHPSurvey etc

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 41: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 50

Designing a web site bull Analyze the audience bull Analyze the content bull Define objectives bull Storyboard it bull Use a tool (or tools) to develop the site

(eg HTML editor web-based conferencing)

bull Testing and evaluation bull Revise the objective content

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 42: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 51

Flowchart of Developing Web-based Course

Managing Communications

Instructional Analysis

Managing Students

Program Mapping

Developing amp Preparing Learning Object Materials (LOMs)

Apply for Web-based Class

Log in to the Class

Arranging LOMs

Configuring the Class Tools

Uploading LOMs

Managing Class Calendars

Managing Assignments Assessment

Monitoring amp Evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 43: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 52

Selecting of E-Learning Tool bull Quality of product bull Extent and complexity of multimedia design ie use of

media bull Interactivity bull Overall ease of use - navigation aesthetics bull Collaborative capabilities bull Content delivery - tone of program bull Implementation costs bull Administration and management structure bull Security and monitoring facilities bull Open-standards based bull Scalable bull Application sharing

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 44: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 53

What do you need

bull Time and effort to plan a course bull Online teaching skills coaching bull Instructional technology support

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 45: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 54

Resources available on campus bull Units

ndash Academic Technologies for Learning (ATL) ndash Faculty-based Centers (eg Engineering TLC) ndash Technical Resource Group

bull Technical Support bull Consultation on project planning

instructional design and evaluation

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 46: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 55

Resources available on campus bull Tools for building an educational web site

ndash WebCT WebBoard FirstClass etc (pay) ndash Moodle Manhattan Claroline Dokeos etc

(free) ndash Web authoring programs (eg DreamWeaver

FrontPage Netscape Composer LaTeX) bull Why do you need these tools

ndash Use web conferencing ndash Create online interactive materials

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 47: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 56

Action Plan bull Case Scenario bull State the rationales bull List the instructional objectives bull Identify the ways to use the Web

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 48: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 57

Donrsquot forget bull The Web is just one of the instructional

technologies bull Follow the good teaching principles as

guidelines for using the Web in your teaching

bull Be clear about your objectives be creative when planning your course

bull Acquire necessary skills bull Resources for further information

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 49: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 58

Strategic Planning Overview

Where are we now

(Audit Analysis Research)

Where do we want to be

(Vision

Strategic Targets)

The Strategic Gap Too big to jump

The Plan is the Bridge Over the Gap

The Plan is made up of Projects in Stages over 3 to 5 years The Projects are assessed against Strategic Targets prioritized and budgeted

The Plan is regularly evaluated and refined

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 50: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 59

Planning for learning technologies

Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

Active learning in a supportive environment Methods suited to logistical needs

Reliable cheap networking Helpdesk support

Balance of media forms Provision for feedback

Customisable learning activities Workload planning

Collaboration Migration of best practice

Research on learning Reward for excellence

Quality standards for ICT Use feedback to build knowledge

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 51: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 60

Planning for learning technologies Meeting studentsrsquo needs

Technical infrastructure

Course design

Resource planning

Staff development

Quality assurance

External partnerships

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 52: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 61

How to measure new learning results

bull New assessment methods bull Measure ability of knowledge reproduction measure ability to apply knowledge in realistic settings

bull Closed format Open formats (portfolio performance assessment etc)

bull Summative assessment Formative assessment

Presenter
Presentation Notes
Perlu perubahan hellip

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 53: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 62

Authentic Instruction and Authentic Assessment

bull Instruction is authentic when it closely conforms to what we want students to learn to do

bull Assessment is authentic when it closely conforms to having students do what we are preparing them to do

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 54: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 63

Authentic Instruction and Authentic Assessment for

bull Agricultural Age Hands-on informal learn by doing

bull Industrial Age Factory-like educational systems

bull Information Age ndash Learning in and being assessed in an open

computer high connectivity environment ndash Learning to learn to take responsibility for onersquos

own learning and to become a lifelong learner

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 55: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 64

Assessment (Authentic Assessment)

bull Formative Assessment providing feedback to help improve quality of a project

bull Summative assessment after project is completed

bull Long term ldquoresidual impactrdquo assessment and use in onersquos portfolio

bull Use of rubrics bull Intermediate goals milestones bull Self assessment bull Peer assessment

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 56: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 65

Formative assessment methods and Bloomrsquos taxonomy

David A McConnell David N Steer Kathie D Owens (2003)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 57: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 66

Critical thinking question stems

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 58: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 67

Good teaching is hellip hellipgood teaching

ldquoGood technology in the hands of poor teachers can do more harm than goodrdquo

Howeverhellip

Good teaching may overcome a poor choice in the use of technology but technology will never save

bad teaching usually it makes it worse AW Bates (1995) Technology Open Learning and Distance Education

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 59: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 68

Thank You

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 60: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 69

References bull Anders Hagstroumlm (2004) Impact of Information and Communication

Technology on Student Learning and Curriculum Development (Power Point downloaded from Internet)

bull Aziza Ellozy (2006) Active learning revitalizing the classroom (PDF downloaded from Internet)

bull Bryn Jones (2005) ICT Integration Guidebook ndash 2005 available at httpictpdnet

bull Diana Laurillard (2000) Mainstreaming Learning Technologies The role of practice policy and partnership Open University UK

bull Ellen SJOER Wim VEEN (2005) ldquoActive learning for net generation studentsrdquo Fifth International Workshop on Active Learning in Engineering Education Delft-Amsterdam the Netherlands June 8-911 2005 (MS Word doc downloaded from Internet)

bull Piet van der Zanden (2006) Educational and Managerial Parameters Growth Diffusion Uses of the Blackboard VLE Blackboard European Users Conference 2006 (Power Point downloaded from Internet)

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References
Page 61: Using ICT to Fasilitate the Student Active Learningstaff.uny.ac.id/sites/default/files/tmp/ICT4Active... ·  · 2012-02-29Using ICT to Fasilitate the Student Active Learning Through

18 Agustus 2006 Sarasehan Dosen Jurusan Teknik Informatika FTI UII Yogyakarta 70

References bull Anonymous Active Learning Foucs

httpwwwacueducteactivelearningfocushtm bull David A Cook and Denise M Dupras (2004) ldquoA Practical Guide To Developing

Effective Web-based Learningrdquo J Gen Intern Med 2004 June 19(6) 698ndash707 bull David A McConnell David N Steer Kathie D Owens (2003) Assessment And

Active Learning Strategies For Introductory Geology Courses Journal of Geoscience Education v 51 n 2 March 2003 p 205-216

bull Geoff Petty (2004) Active Learning Works the evidence httpwwwgeoffpettycomdownloadsWORDActiveLearningWorksdoc

bull JISC (2004) Efective Practice with e-Learning A good practice guide in designing for learning Bristol HEFCE httpwwwjiscacukelearning_pedagogyhtml

bull Tracy Chao (2000) Using the Web Strategically in Your Teaching (Power Point downloaded from Internet)

  • Using ICT to Fasilitate the Student Active Learning
  • Objectives
  • What is ICT
  • Information and Communication Technology
  • New Available Technology for Teaching amp Learning
  • Laptops for Learning
  • Student experiences of laptops
  • Growth ndash Hypothetical Model of ICT in Education copy
  • Why ICT
  • Curriculum Changes in the Knowledge Economy and Information Society
  • The Power of ICT in Learning
  • ICT amp Curriculum
  • Slide Number 15
  • Goals of Education(David Perkins)
  • Learning Pyramid
  • The Dalersquos Cone of Learning
  • The Seven Principles for Good Practice in Undergraduate Education
  • What is Active Learning
  • What is Active Learning
  • Active Learning
  • Constructivism Learning is a lsquomeaning-makingrsquo process
  • Active Learning = Activity-based Learning
  • Collaborative Learning
  • Benefits of Active and Collaborative Learning
  • Why it works
  • Slide Number 29
  • Implementation of Active Learening
  • Problem Solving Includes
  • Project-Based Learning (PBL)
  • ICT-Based PBL Empowers Students and Teachers
  • E-Learning Using Web in Learning
  • Why use the Web
  • What is E-Learning
  • E-Learning Framework
  • Slide Number 38
  • Slide Number 39
  • Slide Number 40
  • Media amp Effectiveness of Learning
  • Slide Number 43
  • How can we build E-Learning system
  • Designing a web site
  • Flowchart of Developing Web-based Course
  • Selecting of E-Learning Tool
  • What do you need
  • Resources available on campus
  • Resources available on campus
  • Action Plan
  • Donrsquot forget
  • Strategic Planning Overview
  • Slide Number 59
  • Slide Number 60
  • How to measure new learning results
  • Authentic Instruction and Authentic Assessment
  • Authentic Instruction and Authentic Assessment for
  • Assessment(Authentic Assessment)
  • Formative assessment methods and Bloomrsquos taxonomy
  • Critical thinking question stems
  • Slide Number 67
  • Slide Number 68
  • References
  • References

Smart engagement for smart solutions: innovative methods of involving users in developing ICT for active and healthy ageing

Smart engagement for smart solutions: innovative methods of involving users in developing ICT for active and healthy ageing

Healthcare
CIP ICT Policy Support Programme …active and healthy ageing and wider digital inclusion – ICT-based digital literacy – main target are “social inclusion agents” • TN –

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