MAXIMIZING LEARNING OPPORTUNITIES THROUGH

GROUP 41. HAMID DARMADI2. M.RIDHO RONAS3. YOSEPH JIMMY4. NURSIATI

POSTGRADUATE PROGRAM OF ENGLISH EDUCATION FACULTY

TANJUNGPURA UNIVERSITYKALIMANTAN BARAT

E – Learning

Creativity

Problem

Solving

Analysis

Evaluation

• Donald (2002) argues that disciplines have different cultures and different ways of thinking and we would argue that helping students to learn to think like a physicist rather than to think about physics is a key aspiration for flexible, tailored E-learning environments.

HOW???

HOW???

1. Enabling the students to access relevant materials on the internet.2. Assist the students to interact with the object of their study.

3. Assist understanding and support connections between theory and practice.

4. Create materials that transmit information.

5. Provide access to the thinking of experts.

THE EMERGENCE OF A SOCIETY OF LIFELONG LEARNERS

DEVELOPMENT IMPROVEMENT

http://www2.dir.state.tx.us/pubs/retired/bpr2010/Pages/rpt_elearning.aspx

Chapter 4

E-Learning : an Educational Revolution

T E L L (Technology-Enhanced EFL learning)

T E L L (Technology-Enhanced EFL learning)

CHAPTER 4

E-Learning : an Educational

Revolution

Members1. MAHIN RIDLO RONAS

(SUB TOPIC 1-2)2. HAMID DARMADI

(SUB TOPIC 3-4)3. JIMI

(SUB TOPIC 5-6)4. NURSIATI

(SUB TOPIC 7-8)

Chapter 4 : E-Learning : an Educational Revolution

Sub topic 1: Access to more knowledge than ever beforeSub topic 2: New earning skills for the twenty- first CenturySub topic 3: Maximizing learning opportunities through

e-learningSub topic 4: The emergence of a society of lifelong learnersSub topic 5: The internet generationSub topic 6: The Implication of globalization for culture

identitySub topic 7: Inclusive education through e- LearningSub topic 8: Removing time and location limitation

Revolution of the Knowledge Conception

Something some people might have

Before Internet

Era

Something which every one should able to find

After Internet

era

Internet for E-learning

Internet• Changing the

Knowledge Conception

Online Learning

(E-Learning)Huge Changes

What is learnt

Who is able to learn

E Learning Impacts

E-Learning

To Lecturers: The way how

to teach

To Learners: The Way how

to learn

Sub topic 1: Access to more knowledge than ever before

WWW (world wide Web)

Personal Computer

Huge information

Fast, massive info worldwide at fingertips

Sub topic 2: New skills for the 21st century

Students should develop on three knowledge areas

Global awarness

Civic litracy and financial

Economic and business literacy

The Success path in Education Revolution

The learners will focus on 2 skills

Skills 1:• Problem Solving• Critical thinking • Self directional

Skills 2:• Information and• communication• technologies

literacy

THE INTERNET GENERATION

Definition :The internet Generation is the people who have grown up in an environment in which they are constantly exposed to computer-based technology. It has been suggested that their methods of learning are different from those of previous generations.

*Teenagers growing up as the part of the internet generation

*Teenageers become a force for social transformation :

-easy access to broadly based learning

-easy access to specialist learning

*The Comparison to the Previous Generation

-Creating, learning and thinking differently

-Acting, working and shopping differently

THE IMPLICATION OF GLOBALIZATION FOR CULTURAL IDENTITY

Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology.

Technology creates better possibilities but risk of loss of the richness and uniqueness of cultural identity

• Barrier for learners in underdevloped n impoverished nations :• -The cost of technology• -The access to technology• -The culture of any particular soceity or community * different values * Freedom of expression

The problems concerning the access to technology is the gap in Education and technology

• TO CLOSE THE GAP IN EDUCATION AND TECHNOLOGY A COUNTRY’S TECHNOLOGICAL EVOLUTION FOLLOWS 3 PROGRESSIVE STAGES :

• 1. ADOPTION OF THE TECHNOLOGY• 2. ADAPTATION OF THE TECHOLOGIES TO LOCAL

NEEDS• 3. CREATION OF NEW TECHNOLOGIES THEMSELVES

Things to be concerned in implementing the technology and

e-learning :

• Technology can not be isolated from its social and environmental context such as :

• -language competence• -Cultural background• -learning style

Early studies of cultural aspects of educational technology in multiculturalClassroom (particularly minority group)

• -Computers lead to positive changes• * fostering informal environment• *Visual imagenary is useful for learners who prefer to

work with concentrate images as a way of understanding and remembering (African-American children)

• *Pairs and groups of three at the computers are matched the prefernece for group-solving problem and personal interaction (Puerto Ricn, Mexican American and African-American Childrn)

Example of other Barriers :

• -Native American Children prefer private practice before public demonstartion of learning

• -Avoid working on the computers if the computer monitor is visible to other students.

INCLUSIVE EDUCATION THROUGH E-LEARNING

Benston (1988) believed that technist thinking equated to ‘the right control the world view’ and describe it as a ‘male norm’.

Turkle (1984) identified two general styles of computer mastery in her study of gender in US classrooms in the early 1980s. She believed that there are hard approach and soft approach.

GENDER

In the UK, studies have shown that the percentage of adults using the Internet decreases with age, from 86 per cent for 16 to 24 years old to 12 per cent for over 65s (UK, 2001).

If there is a strong cultural emphasis on respecting the elders and hierarchy of work relations, then pressure to use technology in the workplace can result in shift of expertise from old to young and from senior to junior.

Seniors

There are many other groups of learners with special needs and circumstances that will prevent them from exploiting learning opportunities online.

72 % of unskilled workers have not used pc, mobile phone or digital tv to access internet (cabinet office, 2004)

79% of people receiving benefits lack basic practical information and communications technology skills (DfES, 2003)

44 % of people who do not use the internet see no reason or need to use it (ONS, 2005)

Those are a challenge for educational system to exploit the flexibility of e – learning by using content that is suitable with their needs.

Learners with special needs

REMOVING TIME AND LOCATION LIMITATIONS

Experiments on access to education by choice have included credit and voucher schemes, which represent the funds that the state would normally allocate for each student’s education.

These schemes are designed to enable students or their parents to choose any mix of schooling that suits their needs.

In other cases credits might be ‘spent’ entirely with one education provider.

Learning credits and the free movement of students

Optimal access to e-learning requires that the delivery technology is available at any time, in a flexible manner throughout the learner’s physical environment rather than in a fixed location such as a computer lab or classroom.

Once the students, tutors and so on get used to the technology, they often start to build on its use and within a short time accessing the learning resources may be moved into other places.

Wireless technologies

The types of community ventures and contexts have ranged from classroom groups, trough groups sharing a particular disadvantage to groups of universities sharing resources to provide e-learning on a wider basis.

Consortium based E-learning

Gardner, J. and Holmes, B. 2006. E-Learning: Concepts and practice. London. SAGE Publications

references