TREN PENELITIAN DAN IMPLEMENTASI DIGITAL ......TREN PENELITIAN DAN IMPLEMENTASI DIGITAL LEARNING DI PERGURUAN TINGGI Harry B. Santoso Head of Digital Library & Distance Learning Lab
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TREN PENELITIAN DAN IMPLEMENTASI DIGITAL LEARNING DI PERGURUAN TINGGI
Harry B. Santoso
Head of Digital Library & Distance Learning Lab
Faculty of Computer Science, Universitas Indonesia
“Let’s put a ding in online learning movement!”
Perkenalan ..
◼ Sarjana bidang Ilmu Komputer, Universitas Indonesia, INDONESIA
◼ Magister bidang Ilmu Komputer, Universitas Indonesia, INDONESIA
◼ Doktor bidang Engineering Education, Utah State University, AMERIKA SERIKAT
Perkenalan ..
◼ Head of Digital Library & Distance Learning Lab http://dl2.cs.ui.ac.id
◼ Editor in Chief Jurnal Sistem Informasi http://jsi.cs.ui.ac.id
◼ Training Manager of Computer Science Center http://pusilkom.ui.ac.id
◼ Director of E-Learning Development ~ Asosiasi Pendidikan Tinggi Informatika dan Ilmu Komputer (APTIKOM) http://www.aptikom.or.id
Penelitian Seputar Online Learning: http://staff.blog.ui.ac.id/harrybs/publikasi
Welcome to Our Lab!http://dl2.cs.ui.ac.id
Professional Contribution
◼ Editor-in-Chief of Jurnal Sistem Informasi (JSI)
◼ General Chair of Internasional Workshop on Big Data and Information Security (IWBIS) 2017
◼ Publicity Co-Chair of International Conference of Informatics and Computing (ICIC)2017
◼ Program Chair of ICACSIS 2014, 2015, & 2016
◼ Program Chair of Developing Online Education (DOED) 2014 & 2016
◼ Organizing Committee of the 1st and 2nd International Conference on Human-Computer Interaction and User Experience
◼ Program Committee of the International Conference on Learning Technologies and Learning Environments (LTLE 2017)
◼ Program Committee of The International Conference on Data and Information Science (ICODIS 2017)
◼ Scientific Committee of Internasional Conference on Innovative Research Across Disciplines (ICIRAD) 2017
Reviewer
◼ REVIEWER of Asia Pacific CHI UX 2015 (@ Symposium)
◼ REVIEWER of American Society for Engineering Education Annual Conference
◼ REVIEWER of ASEE/IEEE Frontiers in Education Annual Conference
◼ REVIEWER @ Journal of Educators Online and @ International Review of Research in Open and Distance Learning (invited)
◼ REVIEWER (Mitra Bebestari) of The Indonesian Journal on Computing (Indo-JC), Fakultas Informatika, Universitas Telkom, Bandung, Indonesia
◼ REVIEWER (Mitra Bebestari) of Jurnal Buana Informatika (JBI), Universitas Atma Jaya Yogyakarta, Indonesia
◼ REVIEWER (Editorial Team) of Jurnal Sains dan Teknologi, Universitas Pendidikan Ganesha, Bali, Indonesia
◼ REVIEWER (Mitra Bebestari) of Jurnal Ilmiah KURSOR, Jurusan Teknik Informatika, Fakultas Teknik, Universitas Trunojoyo, Jawa Timur, Indonesia
Research Interests
◼ Online Learning/Computer Assisted-Instruction
◼ Human-Computer Interaction/User Experience
◼ Metacognition/Self-Regulated Learning
◼ Engineering/Computer Science Education
SCOPUS ID: 55396730800
Masuk dalam 35 penulis terproduktif untuk artikel terindex SCOPUS di Universitas Indonesia per 24 September 2018
H-indeks: 6 dengan Jumlah Dokumen: 58
ORCID ID: 0000-0003-0459-0493
Google Scholar IDhttps://scholar.google.com/citations?user=c5LxBaMAAAAJ
H-indeks: 11 dengan Jumlah Citations: 290+
Researchgate IDhttps://www.researchgate.net/profile/Harry_Santoso2
SINTA Ristekdikti
Tercatat ada di ranking 890 di level nasional menurut SINTA Kemenristekdikti per 24 September 2018
SINTA Score: 18,74
Buku yang diterbitkan UI-Press (2017)
14
Survey untuk mengetahui persepsi para pengajar tentang online education research
di Indonesia telah dilakukan terhadap 69 responden yang merupakan para pengajar
di berbagai institusi.
64% Sudah menyelenggarakan e-Learning
66% Diantaranya sudah menyelenggarakan
e-Learning lebih dari 3 semester
28% Pernah menulis artikel tentang
Online Learning
15
Sembilan kendala utama
dalam melakukan Online
Education Research
Tidak mengetahui teknis penelitian1
Keterbatasan waktu5
Kurangnya SDM untuk melakukan penelitian9
Masalah ketersediaan data3
Kurangnya fasilitas pendukung2
Kurangnya penguasaan teknologi4
Masalah kebijakan institusi7
Tidak ada dukungan keuangan6
Kurang partisipasi dari pengguna online learning8
Experiences related to Online Courses
◼ Delivering Online [Blended] Courses for Graduate Students
◼ At Utah State University
◼ Using Blackboard & Canvas
◼ Delivering Online [Blended] Courses for Undergradute Students
◼ At Universitas Indonesia
◼ Using Moodle
◼ Enrolled in MOOC Providers
◼ Coursera
◼ Udacity
Experience as a Digital Learner
Experience as a Digital Learner
Agenda
◼ How People Learn
◼ New Paradigm of Learning: Student Centered
◼ Online (Blended) Learning
◼ Big Data and Online Learning
◼ Case Studies
◼ Lessons Learned
How People Learn (?)
Bransford, Brown, & Cocking, (eds.). How People Learn. National Academy
Press. Washington, D.C.
Berapa tahun kita
belajar secara
formal?
How People Learn (?)
Bransford, Brown, & Cocking, (eds.). How People Learn. National Academy
Press. Washington, D.C.
Era Disrupsi telah tiba ...
Era Disrupsi telah tiba ...
Era Disrupsi telah tiba ...
“In an interview with The New York Times, Google's Senior Vice President for People Operations Laszlo Bock revealed that the number of degree-less hires has trended upwards as they've stopped asking for transcripts for everybody but the most recent graduates.”
Era Disrupsi telah tiba ...
“A range of technology occupations—from front-end developers to network administrators—don’t require college degrees. Instead, employers are looking for specific skills that evolve rapidly and can be acquired through certificate programs or at coding bootcamps.”
Era Disrupsi telah tiba ...
“Jakarta, CNN Indonesia -- Dinas Perhubungan Jawa Barat resmi melarang transportasi berbasis aplikasi, baik roda dua maupun empat. Larangan itu sudah disepakati oleh Dinas Perhubungan Jawa Barat dengan Wadah Aliansi Aspirasi Transportasi (WAAT) Jawa Barat.”
Revolusi Industri 4.0
Revolusi Industri 4.0
The 10 Skills
The 10 Skills, apa saja?
1. ...
2. ...
3. ...
4. ...
5. ...
6. ...
7. ...
8. ...
9. ...
10. ...
The 10 Skills in 2015 and 2020
The 10 Skills in 2015 and 2020
The 10 Skills in 2015 and 2020
The 10 Skills in 2015 and 2020
Questions to Ponder
Bagaimana implementasi online learning dalam merespon era revolusi industri 4.0?
1. Pemanfaatan teknologi terkini (misal: big data, artificial intelligence, dsb)
2. Optimalisasi online learning dalam membentuk skills set yang diperlukan
Student-Centered Learning (ISTE)What is it?
◼ Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student’s needs and abilities.
ISTE - International Society for Technology in Education
https://www.iste.org/
Traditional vs. Online Learning
◼ Is it still relevant asking about traditional vs. online learning nowadays?
◼ Why do some people confront traditional vs. online learning?
◼ Many research findings revealed NO SIGNIFICANT DIFFERENCE
“No Significant Difference”
◼ “Differences Between Traditional and Distance Education Academic Performances: A meta-analytic approach” by Mickey Shachar and Yoram Neumann (2003)
http://www.irrodl.org/index.php/irrodl/article/view/153/234
◼ “An Investigation of Traditional Education vs. Fully Online Education in IT” by Johnathan Yerby and Kevin Floyd
http://sais.aisnet.org/2013/YerbyFloyd.pdf
◼ “Is Identical Really Identical? An Investigation of Equivalency Theory and Online Learning” by Ruth Lapsley, Brian Kulik, Rex Moody, and J. B. (Ben) Arbaugh
http://www.thejeo.com/Archives/Volume5Number1/LapsleyetalPaper.pdf
Why do we need Online (Blended) Learning?
◼ Making Thinking Visible (to Instructor)
◼ Making Teaching Visible (to Management)
What is ACTIVE LEARNING?
“Active learning is generally defined as any instructional method that engages students in the learning process.” (Prince, 2004)
“The evidence for the effectiveness of active learning…”
Active Learning Methods
◼ Collaborative Learning
◼ Problem-Based Learning
◼ Project-Based Learning
◼ Group Discussion
◼ Note-Taking Strategies
◼ Etc.
Can you mention another one?
Questions to Ponder
Apakah Online (Blended) Learning yang terbaik untuk konteks pembelajaran kita?
What is Online Learning?
◼ Allen dan Seaman (2013) menyatakan bahwa online coursesadalah yang minimal 80% matakuliahnya disampaikan secara online.
◼ Mayadas dan Miller (2014) mengemukakan dua categoripengertian e-Learning: di level matakuliah dan di level program studi.
◼ Di level MATAKULIAH: (1) Traditional Classroom Course; (2) Synchronous Distributed Course; (3) Web-Enhanced Course; (4) “Emporium” Course; (5) Hybrid Course; dan (6) Online Course.
◼ Di level PROGRAM STUDI: (1) Traditional ClassroomProgram; (2) Multi-Format Program; (3) Blended Program; dan (4) Online Program.
What is Blended Learning?
“Blended learning or ‘hybrid learning,’ is learning that combines the best of online learning and face-to-face instruction for the purpose of enhancing learning.
‘Flipping the classroom’ or ‘inverted teaching’ are also forms of blended learning, as course content is moved out of the classroom to an online format allowing for class time to be more interactive.”Source: https://www.cte.cornell.edu/teaching-ideas/teaching-with-technology/blended-learning.html
The Percentage
◼ The Sloan Consortium [a professional organization dedicated to post secondary online learning] defines Blended Learning:
30% - 70% of the instruction is delivered online
Kendatipun demikian, persentase tersebut tidak dapat mencakupseluruh konfigurasi atau desain Blended Learning
Tipe 1
Week 1 Week 2 Week 3 Week 16
In Class Online Online In Class
Tipe 2
Week 1 Week 2 Week 16
Online Online Online
In Class In Class In Class
Mengapa (perlu) Blended Learning?
◼ Adanya fleksibilitas untuk siswa dan instruktur
◼ Kesempatan bertanya
◼ Kesempatan membagi waktu: tuntutan tridarma PT
◼ Siswa lebih menyukai mata kuliah yang memiliki komponenonline (ECAR, 2012).
◼ Adanya faktor budaya, khususnya di Indonesia
◼ Lebih ‘nyaman’ ketemu dosen langsung dalam konteksonline course
Mengapa (perlu) Blended Learning?
◼ Bagi UNIVERSITAS
◼ Strategi untuk membuat alokasi sumber daya
◼ Bagi MANAJEMEN FAKULTAS
◼ Memonitor kondisi kelas secara online
◼ Bagi DOSEN
◼ Memfasilitasi dosen untuk menawarkan inovasi pembelajaran
◼ Bagi MAHASISWA
◼ Mendapatkan alternatif desain instruksional dalam belajar
Flipped Classroom
Wahyuningrum, E. P. (2015). Analisis dan Perancangan Desain Instruksional pada Learning Management
System Moodle dalam Konteks Flipped Classroom. Skripsi, Fakultas Ilmu Komputer Universitas Indonesia.
Project-Based LearningCase Study: Sistem Interaksi
Project-Based LearningCase Study: Sistem Interaksi
Ada Tahapan Pengerjaan→ Templates
Group DiscussionCase Study: Komputer & Masyarakat
Enhanced-Guided NotesCase Study: Fundamental Electronics for Engineers
Kolaborasi Menggunakan Wiki @ SCELE
Kolaborasi Menggunakan Wiki @ SCELE
Kolaborasi Menggunakan Wiki @ SCELE
Our Research
◼ Measuring User Experience of the Student Centered e-Learning Environment
◼ Pedagogical Agent in Online Learning
◼ Mobile Learning Application
◼ Personalized Learning
◼ Augmented Reality for Learning
User Experience of SCELE
UI, Usability and UX
Usability answers the question, “Can
the user accomplish their goal?” In the
case of our camera shopper, from the
perspective of the site’s design, she did
accomplish the goal, being very
satisfied with the result.
User Experience answers the question,
“Did the user have as delightful an
experience as possible?” The store
portion of the experience canceled out the
online portion.
JARED SPOOL,
User Interface
Engineering (UIE)
A Study about UX Measurement
Introduction to the Study
◼ Although user experience measurements have been used to evaluate any products, there is still limited effort to evaluate learning management systems.
◼ Any evaluation effort to measure their usability are usually taken from students’ perspectives.
◼ This issue is critical because the quality of learning management systems usage will affect students’ learning performance while learning online.
◼ The purposes for this current study were:
◼ to understand students’ user experience while using a learning management system in Computer Science education;
◼ to apply multi-methods approach in evaluating students’ user experience; and
◼ to provide recommendations for improving a learning management system.
Participants & Context of the Study
◼ Two hundred thirteen Computer Science students at a university in Indonesia participated and completed the Indonesian UEQ. They were informed about the purposes and methods of the study.
◼ Participants have been using SCELE for years.
◼ Instructors use SCELE to facilitate teaching and learning activities outside the classroom.
◼ They can upload learning materials, post questions on discussion forums, and set up quizzes and assignments.
◼ The current study uses the UEQ and open-ended questions to evaluate user experience of the students while using SCELE.
Findings
◼ The findings from open-ended questions:
◼ First, regarding the benefits of using SCELE for learning, among 290 responses gathered, most respondents stated that SCELE helps them to assess learning materials (26%).
◼ Second, regarding the challenges while using SCELE, it was revealed that among 189 responses, user willingness to access was the most challenging one (15%).
◼ Third, regarding the most important features of SCELE, 25% of 308 responses stated that discussion forum is the most important feature.
◼ Fourth, regarding the least important features of SCELE, 23% of 209 responses revealed that message (inbox) is the least important feature on SCELE.
Please read:http://thejeo.com/Archives/Volume13Number1/SantosoSchreppKartonolsalUtomoPriyogi.pdf
Pedagogical Agent on SCELEProviding a new learning experience
Pedagogical Agent on SCELEProviding a new learning experience
Pedagogical Agent on SCELEProviding a new learning experience
Pedagogical Agent on SCELEProviding a new learning experience
Pedagogical Agent on SCELEProviding a new learning experience
Mobile Learning Application
Personalized Learning
Augmented Reality for Learning
Augmented Reality for Learning
Self-Monitoring Tool
Ide “Integrasi” Digital Learning & Digital Library
◼ Learning Object Repository dalam Learning Management System
◼ kemungkinan adanya sumber ajar yang digunakan difakultas-fakultas yang berbeda (mengurangi duplikasi)
◼ sumber daya digital tidak hanya untuk bahan penelitian dosen, tetapi juga sebagai pendukung proses belajar mengajar
◼ menumbuhkan semangat berbagi
◼ Kegiatan Belajar-Mengajar perlu diarahkan untuk:
◼ menumbuhkan curiosity
◼ menumbuhkan personal objectives
Contoh Diskusi: Pertanyaan Pemicu
Contoh Tanggapan Mahasiswa
Contoh Tanggapan Dosen
Ketika Online Learning Dilaksanakan ...
◼ Mengubah pola pembelajaran → new learning paradigm!
◼ Menghemat kertas → paperless!
◼ Arahan atau pemicu dari pengajar begitu penting →motivation!
◼ Interaksi belajar bisa kapan saja dan di mana saja → flexibility!
◼ Data log aktivitas menjadi besar, bahkan sangat besar!
◼ Besarnya data tergantung sejauh mana penggunaan learning management systems di institusi masing-masing
◼ Peluang melakukan analisis proses pembelajaran dimungkinkan dan bisa lebih detail dibandingkan pembelajaran konvensional
Lessons Learned
◼ Make sure the students are well-prepared
◼ Make sure the students check the LMS regularly
◼ There is no guarantee that students with high ICT literacy will be active online more than their peers
◼ Make sure the instructions are clear
◼ Make sure the students complete all tasks
◼ Provide different forms of learning contents
◼ Use ‘chunking’ method for creating learning contents
◼ Use the data to better analyze the learning activities and learning performance
REFLECTIONSeven Principles For Good Practice in Undergraduate Education by Arthur W. Chickering and Zelda F. Gamson
1. Encourages contact between students and faculty
2. Develops reciprocity and cooperation among students.
3. Encourages active learning.
4. Gives prompt feedback.
5. Emphasizes time on task.
6. Communicates high expectations.
7. Respects diverse talents and ways of learning.
Journal Writing Experience (Selected Publications)
◼ International Journal on Advanced Science, Engineering & IT (published, 2017)
◼ The International Review of Research in Open and Distance Learning (published, 2015)
◼ Journal of Pre-College Engineering Education Research (published, 2014)
◼ Journal of Educators Online (published, 2014, 2016, 2018)
◼ MERLOT Journal of Online Learning and Teaching (published, 2014)
◼ International Education Studies (published, 2013, 2017)
◼ International Journal of Engineering Education (published, 2013)
◼ Design and Technology Education: An International Journal (published, 2013)
◼ Journal of STEM Education: Innovations and Research (published, 2013)
◼ Journal of Educational Technology & Society (published, 2012)
Daftar Pustaka
◼ Cornell University (2018). Blended Learning. Retrived from https://www.cte.cornell.edu/teaching-ideas/teaching-with-technology/blended-learning.html
◼ Griffith University (2018). Getting Started with Blended Learning. Retrieved from https://www.griffith.edu.au/__data/assets/pdf_file/0004/267178/Getting_started_with_blended_learning_guide.pdf
◼ Futch, L., & Chen, B. (2018). Blended assessments of learning. Retrieved from https://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-3/#print
◼ Westhuizen, D. (2016). Guidelines for online assessment for educators. Retrieved from http://oasis.col.org/bitstream/handle/11599/2446/2016_vdWesthuizen_Guidelines-Online-Assessment.pdf?sequence=1&isAllowed=y
◼ Allen & Seaman (2013). Changing course: Ten years of tracking online education in the United States. Retrieved from https://files.eric.ed.gov/fulltext/ED541571.pdf
◼ Mayadas, F., & Miller, G. (2014). Definitions of e-Learning courses and programs, version 1.1, developed for discussion within the online learning communityhttps://onlinelearningconsortium.org/updated-e-learning-definitions/
Question and Answer
Email: harrybs@cs.ui.ac.id
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