Yang penting apa? Input Learn how to learn now Output Change tomorrow Proses up to you
21st century learners and 21st century learning What kinds of communication spaces have existed through time? How has knowledge and information been shared? How has schooling changed? Modes of Communication: Interpersonal, Interpretive, and Presentational What can we ask students to create to show what they know and are able to do?
PERLU INOVASI MODEL PEMBELAJARAN BERBASIS NETWORK AGAR TUMBUH KOLABORASI SHARING, DAN PEER REVIEW Gathering Information Digital Storytelling Cell Phone activity Audio and Video Conferencing Assessment Video Streaming Collaborative Projects Collaborative Space: Wikis Blogs Podcasts
MODEL PEMBELAJARAN Berpusat kepada Guru Seimbang Guru-Siswa Berpusat kepada Siswa
Top-Down, Teacher Delivered, "Direct" Instruction The Audio Tutorial Approach is a mastery learning model relevant for those working with large lecture classes or wishing to develop independent study materials. Relevant for most fields, including linguistics, languages, and performance arts; originally designed for sciences. The Audio Tutorial Approach The Personalized System of Instruction is a mastery learning model, emphasizing independent study and proctored-testing. Relevant for those instructors wishing to develop self-paced teaching resources (e.g., web modules). The Personalized System of Instruction In Goal-Based Scenarios, instructors develop a motivational goal for learners that requires the application of certain skills and competencies. Relevant for most fields. Goal-Based Scenarios
Blend, from "Direct" to "Social" Case-Based Teaching can be used to engage students in critical thinking and decision making about realistic problems in a discipline. Relevant for most fields; used extensively in law, business, medicine, education, architecture, and engineering. Case-Based Teaching In Guided Design models, students work independently on mastery learning materials (typically outside of class), then apply this knowledge to authentic problems within class. Relevant for instructors wishing to spend less class time on basic course facts and concepts, opting instead for discussion and application to more elaborate problems. Guided Design
"Social" Models, Student-Teacher Negotiated Anchored Instruction prescribes learning through realistic problems and allows students to experience the same professional dilemmas faced by experts in a given field. Relevant for most fields; originally designed for mathematics. Anchored Instruction Cognitive Apprenticeship involves instructors in outlining, then modeling expert-like processes for students. Students apply the processes on their own, utilizing teacher-developed scaffolds. Students discuss their reasoning processes with other learners. Relevant for some fields (e.g., writing, mathematics). Cognitive Apprenticeship Cooperative Learning involves students in collaborative or team- based tasks (e.g., group problem solving, paper writing, projects). Students are responsible for their own and for their teammates' understanding. Relevant for any discipline; valuable for promoting reasoning and critical thinking. Cooperative Learning
Blend of "Social" and "Radical" Constructionist; Project-Based Models suggest students learn about topics by developing materials or completing a design task (e.g., Web pages, videos, models). This "learning by creating" approach is applicable to engineering, architecture, history, social sciences, and other fields where students interpret and re- present information in varied forms (i.e., two or three interpretations of the same event, two or three solutions or designs for the same problem). Constructionist; Project-Based Models
Bottom-Up Models, Student- Centered, "Radical" Problem-Based Learning engages student teams in advanced problem solving. Teams are responsible for problem analysis, research, and solutions. Instructors coach teams as needed. Relevant for most fields; used extensively in medicine and business. Problem-Based Learning Learning Environments support students on authentic problem-solving tasks through extensive resources, tools, and scaffolds. Relevant for any field with complex problems or any instructor wishing to engage learners in critical thinking. Learning Environments
IMPLIKASI Perubahan Gaya Belajar (Learning Style) Perubahan Peran Guru (Teacher Role) Perubahan Lingkungan Belajar (Learning Environment) (1)seizing new ways of learning, (2)facilitating collaboration and (3)creating and sharing of knowledge
AKTIVITAS Belajar (Learn) Menikmati belajar mandiri yang menyenangkan Berbagi (Share) Berkomunikasi, bertukar pengalaman belajar dan berbagi dengan sejawat Berlatih (Practice) Asyik berlatih, melakukan atau mempraktekkan sesuatu
how to form CoP (Communities of Practice) under social networks to support the collaborative learning model Collaborative services for mobile learning social network framework
A three-layer mobile learning network- based collaborative services As shown in Figure 2, the first level represents Interest Similarity Degree Network which is calculated by the collaborate service to provide a recommendation list of learning partners who have similar interests with Jeff. Forexample, there’re four people, Stephen, Indy, Irene and Felix, who have similar interests with Jeff, and their similarity degrees are 0.9, 0.7, 0.8 and 0.5 respectively. Among all, Stephen with 0.9 has the highest similarity degree with Jeff. The second level represents Facebook Social Network, indicating the willingness of the two people to build up friendship through Facebook. For example, the recommendation list will be provided to Jeff, and he will take the initiative to make contact and interaction with people in the list. If both of them are willing to build up friendship with each other, the edge will be marked as 1, and 0 on the contrary. The third level represents Mobile Learning Network which is formed by the interaction of each other through mobile devices. For example, when Jeff collects some website resources about studying abroad in the US on the Internet, he wants to find a partner so that they can share experiences with each other. He has an iPod with him, so he connects to the platform we designed and gets a recommendation list through the learning partner recommendation mechanism. The list includes Stephen, Indy, Irene, and Felix, and because Felix only has 0.5 similarity degree, so Jeff decides to leave him out and contacts with the other three. He then logs in Facebook with his iPod to invite them to become his friends. Due to Indy doesn’t have the reciprocal intention, only Stephen and Irene accept Jeff’s invitation and become his friends, and thus the Facebook Social Network is formed. From then on, Jeff interacts with Stephen and Irene through mobile devices. At the time when Jeff goes abroad to the US, he shares his experiences with his friends and thus the mobile learning network is formed.
BELAJAR KINI (digital native)(digital imigrant)(digital tourist) Freedom of action learningMotivation and involvement Pembelajaran Millennium Sekarang; Lancar menggunakan media, Lebih kolektif & belajar berbagi, Lebih realistis & kontekstual, Lebih non-linear Lebih terampil menggunakan simbol Banyak mengekstrak informasi dari gambar Virtual-Generation (V-Generation) Suka game komputer Masyarakat virtual
APA TINDAKAN KITA? Peluang TIK kita manfaatkan untuk: mengembangkan model-model pembelajaran inovatif Tantangan TIK kita hindari: budaya instan, konsumtif, sikap negatif dan destruktif Marilah kita memanfaatkan Twitter, Facebook dan Friendster untuk hal-hal yang positif, untuk saling berbagi Informasi dan untuk mengembangkan keterampilan berfikir tingkat tinggi Memanfaatkan internet secara sehat & beretika (nettiquette) (a) tidak bersentuhan dengan pornografi, (b) tidak melakukan plagiasi, dan (c) tidak terus menerus main games/online
Dr. Purwanto firstname.lastname@example.org email@example.com firstname.lastname@example.org HP : 08129950845