| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Jumat, 19 Juni 2015
quizstar 4teachers
Jumat, 22 Mei 2015
Irma Damayanti
Blended Learning
Blended learning
environments are where technology and teaching inform instruction—leading to
increased student engagement and academic success. Combining classroom and
virtual instruction optimizes learning. Teachers are equipped with significant
resources to maximize planning and instructional time and differentiate
instruction to accommodate varying proficiency levels.Some people prefer more
academic definitions. Is the definition below useful in your teaching context?
How does it add to the definitions given above?It is our position that blended
learning should be viewed as a pedagogical approach that combines the
effectiveness and socialisation opportunities of the classroom with the
technologically enhanced active learning possibilities of the online
environment, rather than a ratio of delivery modalities. In other words,
blended learning should be approached not merely as a temporal construct but
rather as a fundamental redesign of the instructional model with the following
characteristics:
1.
2.
Increases in interaction between
student-instructor, student-students, student-content, and student-outside
resources
3.
Integrated formative and
summative assessment mechanisms for students and instructor
Dziuban,
C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended learning. EDUCAUSE
Center for Applied Research Bulletin, 7(1), 12.The majority of blended-learning
programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched
Virtual. The Rotation model includes four sub-models: Station Rotation, Lab
Rotation, Flipped Classroom, and Individual Rotation.
1) Rotation model 
a course or subject in which students
rotate on a fixed schedule or at the teacher’s discretion between learning
modalities, at least one of which is online learning. Other modalities might
include activities such as small-group or full-class instruction, group
projects, individual tutoring, and pencil-and-paper assignments. The students
learn mostly on the brick-and-mortar campus, except for any homework
assignments.
2) Flex model
a. Station Rotation — a course or subject in which
students experience the Rotation model within a contained classroom or group of
classrooms. The Station Rotation model differs from the Individual Rotation
model because students rotate through all of the stations, not only those on
their custom schedules.
b. Lab Rotation – a course or subject in which
students rotate to a computer lab for the online-learning station.
c. Flipped Classroom – a course or subject in which
students participate in online learning off-site in place of traditional
homework and then attend the brick-and-mortar school for face-to-face,
teacher-guided practice or projects. The primary delivery of content and
instruction is online, which differentiates a Flipped Classroom from students
who are merely doing homework practice online at night.
d. Individual Rotation – a course or subject in
which each student has an individualized playlist and does not necessarily
rotate to each available station or modality. An algorithm or teacher(s) sets
individual student schedules.
3) A La Carte
model
a course that a student takes entirely
online to accompany other experiences that the student is having at a
brick-and-mortar school or learning center. The teacher of record for the A La
Carte course is the online teacher. Students may take the A La Carte course
either on the brick-and-mortar campus or off-site. This differs from full-time
online learning because it is not a whole-school experience. Students take some
courses A La Carte and others face-to-face at a brick-and-mortar campus.
4) Enriched Virtual
model
a course or subject in which students
have required face-to-face learning sessions with their teacher of record and
then are free to complete their remaining coursework remote from the
face-to-face teacher. Online learning is the backbone of student learning when
the students are located remotely. The same person generally serves as both the
online and face-to-face teacher. Many Enriched Virtual programs began as
full-time online schools and then developed blended programs to provide
students with brick-and-mortar school experiences. The Enriched Virtual model
differs from the Flipped Classroom because in Enriched Virtual programs, students
seldom meet face-to-face with their teachers every weekday. It differs from a
fully online course because face-to-face learning sessions are more than
optional office hours or social events; they are required.
Sources:
Senin, 20 April 2015
E-Learning by Irma Damayanti
A.
Definition of E-learning
E-learning consists of two parts, ie 'e' is an
abbreviation of 'electronica' and 'learning' which means 'learning'. So
e-learning means learning by using electronic devices aid services. So in the
implementation of e-learning use of audio, video or computer device or a
combination of all three.
B.
The
History of E-learning
The term "e-learning"
has only been in existence since 1999, when the word was first utilized at a
CBT systems seminar. Long before the internet was launched, distance courses
were being offered to provide students with education on particular subjects or
skills. In the 1840′s Isaac Pitman taught his pupils shorthand via
correspondence. This form of symbolic writing was designed to improve writing
speed and was popular amongst secretaries, journalists, and other individuals who
did a great deal of note taking or writing. Pitman, who was a qualified
teacher, was sent completed assignments by mail and he would then send his
students more work to be finished using the same system.
In 1924, the first testing
machine was invented. This device allowed students to tests themselves. Then,
in 1954, BF Skinner, a Harvard Professor, invented the “teaching machine”,
which enabled schools to administer programmed instruction to their students.
It wasn’t until 1960 however that the first computer based training program was
introduced to the world. This computer based training program (or CBT program)
was known as PLATO-Programmed Logic for Automated Teaching Operations. It was
originally designed for students attending the University of Illinois, but
ended up being used in schools throughout the area.
C.
Indonesia Higher Education E-learning
Management Strategy
E-learning is a learning technology is
relatively new in Indonesia. Indonesia is located between 6 º and 11 º N
latitude and 95 º to 141 º BT BT is the largest archipelagic country in the
world that lies between two continents, Asia and Australia with the number of
17,000 islands that stretch more or less along the 3200 miles from east to west
and 1100 miles of North to South. These geographical conditions more or less
become an obstacle in the dissemination of education and training services
using conventional methods (face to face) to all citizens.
The main vehicle in the development of human
resources is education and training. But when watching the situation geography,
socio-economic and cultural diversity of Indonesia, it is clear that it was not
adequate anymore (not practical) when only relying on the ways of traditional
solutions alone. Therefore, various alternative strategies relating to the
problem needs to explored, studied and applied. As the development of
globalization there are many people aware about this especially for those whose
profession is a teacher.
D. The
Advantages and Disadvantages of e-Learning
.
E.Types of E- Learning
There are a number of types of
e-learning that depend on the amount of physical interaction. Entirely online
e-learning occurs without any face-to face interaction. Course work and
materials are distributed electronically through email, websites, online forums
and/or CDs or DVD-ROMs. Combined learning uses a combination of
Internet-directed instruction, as well as face-to-face interaction. Most
traditional colleges and universities use combined learning as students learn
in physical classrooms, with instruction augmented by online lessons. For those
learning for personal accomplishment, e-learning can also use a combination of
e-learning types, as they can be entirely self-directed, or they can use the
assistance of an expert in their selected field.
F. Location
Because the only requirements for
e-learning (in most cases) requires a computer with Internet access or a
CD/DVD-ROM drive, e-learning students can learn from home, libraries, Internet
cafes or any other location that has Internet access. This is why e-learning is
a preferred option for those who work full time or part time and cannot afford
to travel to a physical school. The ease of location with e-learning also makes
it preferable to stay-at-home parents with young or special-needs children. E-learning
can also save money in that e-learners do not have to pay for gas, vehicle
repair or parking validation if they choose to remain at home while taking
courses online. Ease of location is also beneficial to students who are
home-schooled, as they can gain social interaction through online
communications as well as educational materials.
G. Pace
Another benefit to e-learning is that
it is self-directed, meaning that the e-learner sets the pace of her learning.
Unlike traditional methods of education, e-learning allows a student to pace
her educational needs with her comfort level. This is especially true when a
person chooses to use e-learning for personal accomplishment. For those seeking
a professional degree, there may be requirements and course work that must be
completed by a certain time, but these deadlines are usually more flexible than
the requirements made at traditional learning institutions.
F. Drawbacks
The most controversial aspect of
e-learning is for those who are seeking professional degrees. Some online
learning institutions may not meet the academic standards set forth by private
accreditation organizations. Accreditation standards are used to confirm a
learning institution’s academic quality. This does not mean that an online
institution that is not accredited has poor academic quality, but it can cause
problems when an e-learner seeks to transfer credits from an online institution
to a traditional educational facility. Another drawback to e-learning is that
it can be difficult for individuals who are not primarily self-motivated. While
self-directed learning has been appropriately praised for its versatility, it
can be a trap for those who need the external motivations physical classrooms
and instructors can provide.
H. Cost
E-learning has also been praised as a
lower-cost option for those seeking additional education. Costs for individual
classes and learning institutions vary depending on location, degree or type of
program, and area of study. Online universities generally charge the same way traditional
universities do, by charging per credit hour. But also like traditional
universities, scholarships, grants, and student loans are available as well.
See the Resources list below for sites with information about e-learning costs
by discipline and degree desired.
Bibliography :
4 .http://www.optimussourcing.com/learninghintsandtips/the-advantages-and-disadvantages-of-elearning
Senin, 06 April 2015
Computer Assisted Language Learning and Teaching (CALL)
by: Irma Damayanti
A. What is CALL?
Computer Assisted Language Learning (CALL) may be defined as
the search for and study of
applications of the computer in language teaching and learning (Levy, 1997, p.1).
B. A brief history of CALL
CALL's
for the first time can be traced back to the 1960s. Up until the late 1970s
CALL projects were confined majorly to universities, where computer programs
were developed on large mainframe computers. The PLATO project, initiated at
the University of Illinois in 1960, is an important landmark in the early
development of CALL (Marty 1981). In the late 1970s, the arrival
of the personal computer (PC)
brought computing within the range of a wider audience, resulting in a boom in
the development of CALL programs and a flurry of publications. Early CALL
favoured an approach that drew heavily on practices associated with programmed instruction. This was
reflected in the term Computer Assisted Language Instruction (CALI), which
originated in the USA and was in common use until the early 1980s, when CALL
became the dominant term. There was initially a lack of imagination and skill
on the part of programmers, a situation that was rectified to a considerable
extent by the publication of an influential seminal work by Higgins & Johns
(1984), which contained numerous examples of
alternative approaches to CALL. Throughout the 1980s CALL widened its scope,
embracing the communicative approach
and a range of new technologies. CALL has now established itself as an
important area of research in
higher education
C. Types of CALL Programs
CALL
programs/materials include (from ICT4LT Module 1.4):
- CALL-specific software: applications designed to develop and
facilitate language learning, such as CD-ROMs, web-based interactive language
learning exercises/quizzes (see CD-ROM
examples for language learning)
-
Generic software: applications
designed for general purposes, such as word-processors (Word),
presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spreadsheet (Excel), that
can be used to support language learning (see examples of using Excel for language learning &
teaching) *Also see Microsoft
Office Online Templates)
-
Web-based learning programs: online
dictionaries, online encyclopedias, online concordancers, news/magazine sites,
e-texts, web-quests, web publishing, blog, wiki, etc.
- Computer-mediated communication (CMC) programs: synchronous -
online chat; asynchronous - email, discussion forum, message board
D. How Is It Connected To Constructivism?
The design of CALL materials generally takes into consideration principles of language pedagogy and methodology,
which may be derived from different second language learning theories (e.g. behaviourist, cognitive, constructivist).
Constructivist-based instruction often includes providing the learner with skills or support (e.g. modelling, coaching, scaffolding) and
encouraging the learner to actively construct his or her own personal learning experience.
The teacher’s role is to aid the learner in this construction rather than simply providing that information to her or him (Bowers et al., 2010).
The current philosophy of CALL puts a strong emphasis on student-centred materials that allow learners to work on their own.
Such materials usually embody two important features: interactive learning and individualised learning.
E. USES OF CALL IN ENGLISH LANGUAGE TEACHING
This section gives a brief overview of how CALL has
been used or can be used for the purpose of language learning and teaching. The
use of CALL can be divided as follows:
(1) Computer as Drill and Practice,
(2) Computer as Tutor
(3) Computer as Simulation / Problem Solving,
(4) Computer as Game,
(5) Computer as Tool for ELT teachers and learners
(6) Applications of Internet for ELT.
CALL
is very needed it this era of education, because all human resources should
know how technology works in their life.
Sources:
Langganan:
Postingan (Atom)