eLearning

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e-Learning

• Prof. S. Hartati R. Suradijono, M.A.Ph.D.
• Fakultas Psikologi, Universitas Indonesia

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e-Learning

• the systematic use of networked multimedia
  computer technologies to empower learners,
  improve learning, connect learners to people and
  resources supportive to their needs, and to
  integrate learning with performance and
  individual with organizational goals
• (Goodyear, 2000)

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e-Learning enables more engaging materials to be
created for a range of abilities and preferred
learning styles.
e-Learning offers learners 24/7 access to
materials and support.
e-Learning encourages the development of an
independent learning culture.
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e-Learning - interactive learning that uses
computer and communications technologies to train
or educate (Cummings, 2001)
goal
Learning
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e-learning kritik

• contain a little more than the schedule, a
  brief outline of the course content, Power Point
  slides of the lecturers notes, and sometimes,
  sample of examination papers.
• ( Sam Naidu, 2003)

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Mengapa?

• Melihat belajar sebagai proses transmisi dari
  informasi

Pasif menunggu (disuapi)
TEACHER CENTERED
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• seharusnya
• learning is knowledge construction, not knowledge
  absorption

AKTIF membangun pengetahuan
LEARNER / STUDENT CENTERED
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The Three Dimensions of Learning

• Cognitive
• Knowledge and Skills
• Functionality

• Social
• Communication
• Cooperation
• Sociality

• Emotional
• Feelings and Motivation
• Sensibility

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Dimensions of Learning Affected

• Cognitive
• Reading articles
• Observing animations
• Experiments

• Social
• Profiles
• Video Conferences
• Forums/Glossaries
• Debate

• Emotional
• Continuous assessments
• Competitive aspect
• Variety

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Learner centered

• (Learner)
• Represent knowledge
• Link new information to old
• Monitor their own critical creative thinking,
• Achieve complex learning goals

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Learner centered
(System)

• Foster curiosity intrinsic motivation
• Challenge students with appropriately high
  standards
• Recognize individual differences in learning
• Nurture social interaction interpersonal
  reasoning

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• Dalam e-learning berbasis learner-centered ada
  dua modul yg besar peranannya
• Content module (CM)
• Discussion module (DM)

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Content module (CM)
Motivation (1)

• Build on anticipated outcomes
• Put the L at risk
• Select the right content for each L

• Help L see how their involvement will produce
  outcomes they care about
• If L have something to loose they pay attention
• If its meaningless, or L already know it, its
  not going to be enjoyable

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Motivation (2)
CM

• Use an appealing context
• Have the L perform multiple tasks

• Novelty, suspense, fascinating graphics, humor,
  sound music, animation should be drawn well.
• Real or, authentic tasks is much more interesting
  than having them repeat or mimic one step at a
  time

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Motivation (3)
CM

• Provide intrinsic feedback
• Delay judgment

• Seeing the positive consequences of good
  performance is better feedback than being told
  Yes, that was good.
• If L have to wait for conformation, they will
  typically reevaluate for themselves while the
  tension mounts essentially reviewing and
  rehearsing

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Navigation (1)
CM

• Let L see the boundaries of their universe.
• Let L see how the contents are organized

• How long will it take?
• What does it cover? How hard will it be?
• Sequence of topics in order of recommended study,
  structured listing of topics by discipline, list
  of topics by media, list of topics by
  instructional activities etc.

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Navigation (2)
CM

• Let L see where they are
• Let L go forward
• Let L back up
• Let L correct themselves

• Providing a sense of orientation and position
  (e.g. thermometer)
• Graphical map showing where they have arrived
  with their command to go forward.

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Principles of Multimedia Design (1)
CM

• Multimedia Principle
• Students learn better from words and pictures
  than from words alone
• Spatial Contiguity Principle
• Students learn better when corresponding words
  and pictures are presented near rather than far
  from each other on the screen
• Temporal Contiguity Principle
• Students learn better when corresponding words
  and pictures are presented simultaneously rather
  than successively

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Principles of Multimedia Design (2)
CM

• Coherence Principle
• Students learn better when extraneous material is
  excluded rather than included
• Student learning is hurt when interesting but
  irrelevant words and pictures are added to a
  multimedia presentation
• Student learning is hurt when interesting but
  irrelevant sounds and music are added to a
  multimedia presentation
• Student learning is improved when unneeded words
  are eliminated from a multimedia presentation.

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Principles of Multimedia Design (2)
CM

• Modality Principle
• Students learn better from animation and
  narration than from animation and on-screen text
  that is student learn better when words in a
  multimedia message are presented as a spoken text
  rather than printed text.
• Redundancy Principle
• Student learn better from animation and narration
  than from animation, narration, and text.

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Discussion module (DM)
GOAL

• Online Collaboration

To create a community of inquiry where students
are fully engaged in collaboratively constructing
meaningful and worthwhile knowledge.
reflection
through process
discourse
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Community of inquiry in higher education is to
stimulate and facilitate critical discourse and
reflection
Creating and sustaining this community is framed
by the three core elements of a community inquiry
Social presence
Cognitive presence
Teaching presence
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Social presence reflects the ability to connect
with members of a community of learners on a
personal level.
Cognitive presence the process of constructing
meaning through collaborative inquiry
Teaching presence the crucial integrating force
that structures and leads the educational process
in a constructive, collaborative , and sustained
manner.
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Social presence
The goal is to create a climate of trust and
belonging that will support interaction and
questioning a predisposition
Principles Establish a climate that will create
a community of inquiry.
Example Introducing and share personal and
professional interest discuss formal expectation
of the course in small groups create a chat
room for informal communication etc.
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Cognitive presence
The process of inquiry that moves from problem
definition to exploration of relevant content and
ideas, integrating those ideas into a meaningful
structure or solution, and then directly or
vicariously testing the validity or usefulness of
the outcome.
Principles Establish critical reflection and
discourse that will support systematic inquiry.
Example
Providing permanent record that students can use
to reflect upon small groups discussion, or
brainstorming teacher respond and model
respectful discourse teacher establish a
friendly environment and reinforce the guidelines
for discourse (e.g. length of message).
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Lesson Learned
kelebihan
Dosen/Fasilitator

• Dapat memantau proses belajar kemajuan
  individual terekam feedback
• Dapat mengakomodasi 3 macam learning styles
  auditory, visual, dan kinesthetic.
• Dapat mengakomodasi kecepatan belajar pemelajar
  lambat s/d cepat.
• Mengembangkan berbagai learning dan soft skills
  Mhsw
• Menjadikan Mhsw bertanggung jwb atas proses
  belajarnya sendiri
  self-regulating learner

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Lesson Learned
Tantangan
Dosen/Fasilitator

• Pelaksanaan e-learning disamakan dengan kelas
  tatap muka
• Disain pembelajaran yg digunakan tidak mengacu
  pada kerangka teoritik yg khusus untuk
  pengembangan sebuah courseware
• Kurang memahami karakteristik (/-) dari berbagai
  mode text, gbr., animasi, video/film
  penggunaannya dlm mencapai tujuan pembelajaran
  tdk maksimal

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Lesson Learned
Tantangan
Dosen/Fasilitator

• Kurang menguasai teknologi (gap-tek)
• takut.., melihat komputer hanya sbg tool
  (word, excel, SPSS, dll.)
• Persepsi salah e-l mengurangi wibawa D,
  membatasi tatap muka social skills M ,
  nyontek norma akademik
• Berlebihan magic-box, cocok utk semua tujuan
  pembelajaran, self-motivating,

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Lesson Learned
Tantangan
Dosen/Fasilitator

• Tidak mendisain keseluruhan lingkungan
  pembelajaran (learning environment) tetapi
  langsung masuk ke content.
• Disain pembelajaran tidak berbasis pendekatan
  learner centered
• Disain pembelajaran cenderung berupa electronic
  pages akibatnya mahal, membosankan

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Lesson Learned
kelebihan
Pemelajar/Mahasiswa

• Self-pace motivasi
• Learner-control dlm navigasi rasa ingin
  tahu
• Memiliki links yg kaya tidak membatasi
  kedalaman pemahaman (kualitas kuantitas)
• Learning dan soft skills berfikir kritis,
  memecahkan masalah, komunikasi (arguing/debating),
  dll.

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tantangan
Lesson Learned
Pemelajar/Mahasiswa

• Terbiasa spoon-fed shg. selalu mencari/menunggu
  perintah perlu structure menolak
  learner ctrl .
• motivasi , rasa ingin tahu
• Lost in cyberspace karena keterampilan regulasi
  diri rendah
• Aksesibilitas ke sistem e-learning terbatas
  motivasi
• Interface system kurang ramah motivasi
• Sumber belajar off-line terbatas

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terima kasih
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terima kasih