Southeast Asian Countries TRAININGWORKSHOP

S E A M O L E C A n n u a l R e p o r t J u l y 2 0 0 4 – June 2005 1 8 i n st i t u t i on i n t h e r eg i on . Th e r e s ou r c e p e r s on s f or t h e t rai n i n g w o rk sh o p w er e 2 p e r s on s f r o m S EA M OL E C an d 5 p e r s on s f r om U S M . Du ri n g t h e t rai n i n g , an i n d i vi d u al an d g r ou p c on su l t at i on wa s p r ovi d ed f o r p art i ci p an t s i n i n t en si fyi n g t h e w ri t i n g o f s el f - l ea rn i n g m a t e r i al s m od u l e . Th e p a rt i ci p an t s we r e d i vi d ed i n t o t w o g r o u p s a n d ea ch g r ou p wa s a cc o m p an i ed b y on e i n st ru ct o r t o f aci l i t at e an d a ssi s t t h e p a rt i ci p an t s i n ca r r yi n g ou t t h ei r a s si g n m en t s an d d i sc u s si n g t h e p r ob l e m s en c ou n t e r ed . A t t h e en d o f t h e t r ai n i n g al l p ar t i ci p an t s w e r e ab l e t o wri t e at l e as t on e l ea rn i n g a ct i v i t y of a m od u l e an d p r e s en t e d t h ei r m od u l e i n f r on t of t h e cl as s . In t h e cl o si n g c e r em on y, c e rt i fi cat e s o f p art i ci p at i on w e r e aw ar d ed t o b ot h p a rt i ci p an t s an d i n s t ru ct o r s. b. T h e U se o f I CT i n T e ac h in g M at h. , Sc i en c e, a n d E n g l is h fo r S ec o nd a r y Sc h oo l T e a c he r s Vi et n am , 4 - 1 3 No ve m be r 20 04 an d M a l ay s i a, 24 N ov em be r t o 3 D ec e m b e r 2 00 4 This training is a part of “Strengthening ICT in Schools and SchoolNet Project in ASEAN Setting” sponsored by the Japan A S EA N S ol i d ari t y F u n d t h r ou g h A S E A N F ou n d at i on . Th e m ai n ob j e ct i v e o f t h e t rai n i n g i s t o t rai n t ea c h e r s t o e xp l o r e an d d e m on s t r at e h o w ICT c an b e u s ed i n s ch o ol s an d i m p r o v e t h e q u al i t y o f t ea ch i n g . Th e r e w e r e 3 1 s en i o r t ea ch e rs an d 4 s ch o ol ad m i n i st rat o r s at t en d i n g t h e t rai n i n g i n Han oi an d 1 2 s en i or t e a ch e r s an d 4 s ch o ol ad m i n i st ra t o r s at t en d i n g t h e P en an g t r ai n i n g . Th e p a rt i ci p an t s f r om My an m a r w ou l d n ot ab l e a t t en d t h e t rai n i n g d u e t o t h ei r i n t e rn al p r ob l em . Th e r e sp e ct i v e Mi n i st r y o f Ed u c at i on d i d t h e s el e ct i on o f t h e t r ai n i ng p a rt i ci p an t s . In st ru ct o r s an d t rai n i n g fa ci l i t at o r s we r e f r om S EA M OL E C S o e ka rt awi , A n u n g H ar y on o , R i sm a yan t i , U N E S C O C ed ri c Wa ch h ol z an d Ti n s i ri S i ri b od h i , N IE- S i n g ap o r e P. W on g an d Li m C. Pi n g , U K Ma ri l yn J e ff e r y , an d A S EA N F ou n d at i on Gu s m an Yah ya . Th e t r ai n i n g act i vi t i es c on si st of 4 0 t h e o ry an d 6 0 p r act i c e i n u si n g ICT f o r t ea ch i n g . P a rt i ci p an t s h a d i n d i vi d u al , p ai r , an d g ro u p p ra ct i c e s . R e su l t o f e val u at i o n sh ow e d t h a t t h e t r a i ni n g wa s a b l e t o m e et t h e ob j e ct i v e s o f t h e t rai n i n g , i .e . t r ai n i n g p ar t i ci p an t s w er e a b l e t o e xp l o r e an d u s e IC T f or i m p r ovi n g t h ei r t ea ch i n g . S E A M O L E C A n n u a l R e p o r t J u l y 2 0 0 4 – June 2005 1 9 In t e rm s of o r g an i z i n g t h e t rai n i n g , s u c h as p re p a ra t i on an d i m p l em en t at i on , i t wa s al s o c on si d e r ed v e ry g o od a s i n d i cat ed b y ei t h e r e val u at i on d on e b y e v en t o rg an i z e r S EA M O L E C o r b y i n d ep en d en t e val u at i on A S E A N F ou n d at i on . Th e ou t p u t of t h i s t r ai n i n g was 5 1 p a rt i ci p an t s wh o a r e ski l l fu l i n t h e u s e o f b a si c ICT i n t h ei r t ea ch i n g , i n cl u d i n g t h e cap ab i l i t y i n op e ra t i n g c om p u t e r i n t h e d ai l y u s e , kn owl e d g e i n m a n a g e m en t of IC T i n s ch o ol s , an d vi rt u a l en vi r on m en t su c h a s j a v a a p p l et s r e s ou r ce s t o b e i m p l em en t ed i n t h ei r t ea ch i n g a n d l ea rn i n g p r o c e ss . T a b l e - 1 L i s t o f S E A M O L E C T r a i n i n g P r o g r a m N a t i o n a l N o D a t e V e n u e M F Partici pant’s N a t i o n a l i t y P a c k a g i n g S e l f - l e a r n i n g M a t e r i a l f o r e - L e a r n i n g 1 1 4 - 1 8 S e p t e m b e r 2 0 0 4 U d a y a n a U n i v e r s i t y , B a l i M : 1 3 F : 1 I n d o n e s i a n 2 2 9 N o v e m b e r – 3 D e c e m b e r 2 0 0 4 P a d a n g S t a t e U n i v e r s i t y , P a d a n g M : 1 0 F : 5 I n d o n e s i a n S e l f - l e a r n i n g M a t e r i a l s D e v e l o p m e n t 3 5 - 8 O c t o b e r 2 0 0 4 L a m b u n g M a n g k u r a t U n i v e r s i t y , B a n j a r b a r u M : 1 2 F : 3 I n d o n e s i a n 4 6 - 9 O c t o b e r 2 0 0 4 U n i v e r s i t a s I s l a m S u m a t e r a U t a r a , M e d a n M : 2 3 F : 2 I n d o n e s i a n 5 7 - 1 0 D e c e m b e r 2 0 0 4 M e d a n S t a t e U n i v e r s i t y , M e d a n M : 1 5 F : 9 I n d o n e s i a n 6 7 - 1 1 D e c e m b e r 2 0 0 4 T a d u l a k o U n i v e r s i t y , P a l u M : 1 7 F : 6 I n d o n e s i a n B a s i c I C T f o r T e a c h i n g a n d L e a r n i n g 7 1 1 - 1 5 O c t o b e r 2 0 0 4 B a n d i k l a t T a r a k a n , E a s t K a l i m a n t a n M : 2 1 F : 3 I n d o n e s i a n P r o f e s s i o n a l D e v e l o p m e n t o f A c a d e m i c S t a f f i n H i g h e r E d u c a t i o n 8 6 - 9 J u n e 2 0 0 5 S E A M O L E C , J a k a r t a M : 2 3 F : 2 I n d o n e s i a n S u b T o t a l M : 1 3 4 F : 3 1 T o t a l 1 6 5 S E A M O L E C A n n u a l R e p o r t J u l y 2 0 0 4 – June 2005 2 0 T a b l e - 2 L i s t o f S E A M O L E C T r a i n i n g P r o g r a m S o u t h e a s t A s i a n C o u n t r i e s N o D a t e V e n u e D a t e M F Partici pant’s N a t i o n a l i t y 1 S e l f - l e a r n i n g M a t e r i a l D e v e l o p m e n t U S M , M a l a y s i a 2 7 S e p t - 2 O c t 2 0 0 4 M : 1 4 F : 9 I n d o n e s i a n a n d M a l a y s i a n 2 T h e U s e o f I C T i n T e a c h i n g M a t h , S c i e n c e , a n d E n g l i s h f o r S e c o n d a r y S c h o o l T e a c h e r s f o r C a m b o d i a , L a o P D R , a n d V i e t n a m H O U , V i e t n a m 4 - 1 3 N o v 2 0 0 4 M : 2 6 F : 9 C a m b o d i a n , L a o t i a n , V i e t n a m e s e 3 T h e U s e o f I C T i n T e a c h i n g M a t h , S c i e n c e , a n d E n g l i s h f o r S e c o n d a r y S c h o o l T e a c h e r s f o r I n d o n e s i a , M a l a y s i a , P h i l i p p i n e s , a n d T h a i l a n d S E A M E O R E C S A M M a l a y s i a 2 4 N o v - 3 D e c 2 0 0 4 M : 1 1 F : 5 I n d o n e s i a n , M a l a y s i a n , F i l i p i n o a n d T h a i S u b T o t a l M : 5 1 F : 2 3 T o t a l 7 4

3. Future Agenda of Training

S t a rt i n g J an u a r y 2 0 0 5 , S E A M O L E C h a s a p ol i cy on i t s c o r e t rai n i n g . Th e t r ai n i n g i s b asi c al l y cl u st e r ed i n t o t h e t h r e e m ai n t op i c s: 1 . T rai n i n g on S el f - L ea rn i n g Mat e ri al s D e v el op m en t 2 . T rai n i n g on t h e U s e o f IC T i n In st ru c t i on 3 . T rai n i n g on t h e M an ag em en t of Op en an d Di st an c e L ea rn i n g Th e t rai n i n g on t h e U s e o f IC T i n In st ru ct i o n m ay t h en b e b r o k en i n t o el e m en t a r y - i n t e r m e d i at e an d a d v a n c e l ev el s. Wh i l e t rai n i n g on t h e m an ag e m en t o f OD L c an b e b r o k en i n t o c om p on en t s o f “ODL and issues trends of ODL”. S E A M O L E C A n n u a l R e p o r t J u l y 2 0 0 4 – June 2005 2 1

C. SEMINARMEETINGCONFERENCE

In t h e F i s cal Y e a r 2 0 0 4 - 2 0 0 5 , S EA M O L EC c on d u ct e d s om e s em i n a r s n at io n a l a nd i nt e rn a t io n a l , m e e t i n g s , an d c on f e r en c e . S E AMOLEC al so h a s p a rt i ci p at e d i n v a ri ou s s em i n a r w o rk sh op an d m e et i n g .

1. Seminar

a. In te r n at i on a l S em i n ar o n O p e n a nd D i st a nc e Le a r n i ng f or Su st a i n ab l e D ev e l op m e nt J a k ar t a, 2- 3 S ept e m b e r 2 0 04 Th e ag en d a w a s fol l ow e d b y t h e ru n - d o wn o f sp ea k e r s f ro m al l o v er t h e w o rl d . On t h e l i st t h e r e w e r e i n cl u d ed t wo k ey - n ot e sp ea k e r s, M r . S h el d on S h a ef f e r f r om U N ES C O Ban g k o k a n d M r . R ei d e r R ol l f ro m IC D E , N o rw ay . Th e s em i n a r w as at t en d ed b y 1 5 0 p a rt i ci p an t s. Th ey ca m e f r om J ap an , In d i a, P ap u a N e w G u i n ea, i n t e rn at i on al i n st i t u t i on s, et c. T h e r e w e r e 2 0 p ap e r s p r e s en t ed on t h e s e m i n ar . b. N at i on a l s e m i n a r on O pe n a n d Di s t a nc e Le a r n in g i n T im e of Cr i s is J ak a rt a, 2 8 F e br u a ry 20 0 5 S E A M O L EC st a rt ed i t s fi r st a ct i vi t y i n 2 0 0 5 b y c on d u ct i n g a on e- d ay s em i n a r o n “ Op en an d Di st a n c e O D L i n Ti m e o f Crises” at Di rectorate Gen eral of Higher Education of MONE, J ak a rt a on 2 8 F eb r u ar y 2 0 0 5 . Th i s i s al so m e an t t o c el e b rat e t h e ei g h t S EA M O L E C an n i ve r sa r y . Ba si cal l y, t h e s em i n a r i s t o fi n d ou t i d ea s f o r h el p i n g ed u c at i on al n e ed s d u ri n g t h e c r i se s p a rt i cu l arl y t h e p o s t - T su n a m i r e c o v er y p r og r am . Th e s em i n a r wa s o f fi ci al l y op en ed b y t h e Di r e ct o r G en e ral o f Hi g h e r Ed u cat i o n Mi n i st r y o f N at i on al Ed u cat i on o f In d on e si a MO N E , M r . S at ry o S . B r od j on eg o r o . It wa s at t en d ed b y ab ou t 5 0 p a rt i ci p an t s. Th e f i r st p an el c o n si st ed o f t h r e e s p e ak e r s , t h ey w e r e Mr . S at ri o S . Br o d j on eg o r o Di r e ct o r G en er al o f Hi g h e r E d u cat i on , M ON E , M r. Hi ran a ka J ICA , an d M s . S u r at i n ah U n i v e r si t as T e rb u k a . Th e s e c on d p an el w as wi t h an d M r. Gat ot Pri y o Han d ok o Di r e ct o ra t e o f V oc at i on al Ed u cat i on o f M O N E , Mr .