Opening; Logo of Tut Wuri Handayani, Logo of M-Edukasi, BPM Pustekkom
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material reference in websitewapsite of M-edukasi. 8. Closing; It is about co-work: care taker, writer, production team, WebsiteWapsite address.
The Excess and Weakness of Mobile Learning Program Application
The excess of mobile learning program, as in the concept of developing the program, is giving benefit of learning material availability that can be accessed every time and has
interesting visualization. The term of M-Learning or Mobile Learning refers to the use of handful ware like PDA, cell phone, laptop and information technology ware which will be
frequently employed in teaching learning activity. In this sense, it will be focused more on cell phone ware. The aims of mobile learning development are: long life learning process,
students can be more active in learning process, saving time because students do not meet to attend the class only to submit assignments. They can send their tasks by mobile phone
appliation directly so that it will increase learning process quality. The architecture of
mobile learning
can utilize infrastructure provided by celluler operator, which is principally
3-tier
application in which there are layer
front-end
,
application server
, and
database server
. Architecture meaning can be seen as follows:
Moving ware can be employed as offline learning media without any connection in server system through celluler operator network or online by employing media
GPRSUMTS3G media to connect with repository system as seen in the picture above. The weakness of development and applcation of mobile learning BPMP is mobileHP which is
supported with flash player is needed.
Picture of
Mobile Learning Architecture
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CONCLUSION AND SUGGESTION Conclusion
M-Edukasi program is part of mobile learning development model in http:www.M- Edukasi.net M-Edukasi.kemdikbud.go.id versi WEB and wap.M-Edukasi.net. WAP is a
learning content program which is developed with mobilehandphone-based model; practical, easy to access, and very useful as learning material for students. The concept of
mobile learning M-Edukasi gives benefit of learning material availability which can be accessed every time with interesting visualization. The models of M-Edukasi development
which will be developed by BPMP Pustekkom are: 1. Product Version Type, 2. Apllication Type, 3. Topic, and 4. Targetuser.
The M-Edukasi content development is elaborated based on; 1. Platform, 2. User Interface Design, 3. Development process, and 4. System Development Components and
Distribution Format.
Suggestion
There is very little effort of moving-ware-based learning content development which can be accessed widely like M-Edukasi program. Most existing contents in market are
dominated by entertainment in education aspect created by other countries that have different culture background. Therefore, it needs to have more attention from the
government in education aspect as well as from private party to see this reality to be able to make moving-ware-based contentapplication development which is more in variety, cheap,
and easy to accessed by the learners.
The model of M-Edukasi program development should be able to give benefit for public. In the future, this program is expected to develop and use for all education level including
Early Age Children Education PAUD. The content development of M-Edukasi program should be able to develop learning
quality. There are 3 things, i.e.: 1 Students and teachers must have access in digital technology and internet in class, school, and education institution; 2 There must be cultural
support from students and teachers; and 3 Teachers must have knowledge and skill in employing means and digital resources to help students achieve academic standard.
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BIBLIOGRAPHY
Arikunto, Suharsimi. 2007. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Consuelo G. Sevilla. 1988. Pengantar Metode Penelitian. Jakarta: Universitas Indonesia
Press. Dick, Walter, Lou Carrey and James O Carey. 2005. The Systematic Design of Instruction.
Boston: Pearson, Allyn and Bacon.
Gagne, Robert M. 2005. Principles of Instructional Design. Belmont, CA :
ThomsonWadsworth. Haryono. 2008. Pengumpulan Data. Makalah disampaikan pada lokakarya penyusunan
instrumen ujicoba MPI. Semarang. ‘ika “a di ah.
. Pengembangan Instrumen Penelitian. Diakses tanggal 25 Januari 2013 di
http: www.fai.umj.ac.id
index.php?option=com_contenttask=viewid=39Itemid=54. Muhammad Takdir. 2010. Teknik Penyusunan Instrumen Penelitian. Diakses pada http:
muhammadtakdir686.blogspot.com201001teknik-penyusunan-instrumen- penelitian.html.
Moh. Nazir. 2005. Metode Penelitian. Bogor: Ghalia Indonesia. Mukminan. 2007. Penelitian Uji Coba. Makalah disampaikan pada lokakarya penyusunan
instrumen uji coba online dan offline MPI. Semarang. Purwanto. 2008. Metodologi Penelitian Kuantitatif untuk Psikologi dan Pendidikan.
Yogyakarta: Pustaka Pelajar. Romiszowski, A. J. 1981. Designing Instructional System. London: Kogan Page, Ltd.
Suharsimi Arikunto. 1998. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Sudjana. 1996. Metode Statistik. Bandung: Tarsito. Singgih Santoso. 2005. Mengusai Statistik di Era Informasi dengan SPSS 12. Jakarta: Elex
Media Komputindo. Samsudi. 2005. Disain Penelitian Pendidikan. Semarang: Universitas Negeri Semarang
Press
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The Integration of Open Meeting Facility OMF into Online Tutorial OT
Dodi Sukmayadi, Herawati
Faculty of Education Universitas Terbuka dodisyut.ac.id, heraut.ac.id
Abstract
One delivery method provided by Indonesia Universitas Terbuka UT including its faculty of education FKIP-UT is online tutorial OT. OT is an alternative for students to support their
learning achievement. As is currently implemented, OT consists of several initiating materials aims to invoke student interest to participate actively in OT. OT also facilitates students with
forum discussion and three assignments. This article describes the result of the study on the process of integration of open meeting facility OMF already provided in the existing OT.
OMF is provided by Moodle as a means of student interaction in web-based learning or OT. The study was to develop a model of designing and integrating OMF into OT. Besides, the
study aims to determine patterns of student interaction with tutors, and among students, as well as students interaction with the materials provided. The study is also to know the model
of evaluation to be applied during the implementation processes which utilizes OMF. The study was conducted at science education department, faculty of education of UT. The result
showed that the integration of the web-based open meetings was successfully implemented in OT. One of the important advantages of this integration is facilitating intensive learning
for student who lives in remote areas and abroad. The study found that the integration did had huge potential as efficient substitute for face to face tutorial mostly expected by the
students.
KeyWords: FKIP-UT, online tutorial, delivery methods, open meeting facility OMF, ICT
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Introduction
Information and communication technology ICT has continued to grow, and web –based
learning has as well continued to expand. The number of internet users in Indonesia is estimated 48 million users including approximately 46.000 schools have linked with internet
connection. While the dominant learning environment in early until higher education continues to be the face to face classroom, the statistics cited are evidences of increased
efforts to provide online courses and programs at colleges and universities to meet student needs for flexible access of education. The ever expanding ICT is expected to provide major
support in the effort to improve the quality of Indonesia human resources. Indonesia has huge differences in term of geographical condition and population distribution as well as in
the level of highest education achieved. Therefore,
the eed to disse i ate ICT s utilization in education is particularly urgent. The dissemination of ICT is to accelerate educational
equity and to improve the quality of education through 1 supporting the government intention to implement 12 years compulsory basic education; 2 developing distance
education program; 3 providing solutions for a miscellaneous educational problems relating to ICT; 4 providing equitable learning opportunities; 5 improving the quality of education;
and 6 improving the quality of human resources.
Universitas Terbuka UT including its faculty of education FKIP-UT is the only one universities in Indonesia which fully implements distance education DE. DE means students
learn most of the time in a distance from their instructor. They are connected with the instructor through instructional media which are expected to provide interaction as much as
necessary. One interactive learning process in FKIP-UT was delivered through online tutorial OT. In this way, FKIP-UT can provide learning process or support for the students who live
in various parts of Indonesia. OT is a learning support for student to solve learning problems especially in understanding subject matter area. The purpose of OT is to elaborate and
discuss essential concepts which are considered difficult to understand. OT is especially useful for students who have internet access either individually or through public facilities. In
an OT, students can communicate and interact with their tutor at any place and at any time. OT as is currently implemented lasts for 8 weeks in a semester. During OT activities, tutor
should p o ide i itiatio s of the ate ial as ell as dis ussio s sessio , a d assignments to be done by students. To implement OMF, OT is using software called
Moodle, a Learning Management System LMS freely available Open Source in http:moodle.org. Several advantages of Moodle are simple, efficient, compatible with any
browser, easy to install, available at various languages, available for various facilities chat, forum, journal, and quiz, and
–as is needed by the study reported in this paper- is equipped with OMF open meeting or web conference.
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This paper describes the integration of OMF in FKIP- UT s OT. The pape egi ith a
definition of OMF, and then, proceed to describe how to integrate OMF with OT and how to use OMF as well as how the interaction and the perception of the student in utilizing OMF in
an OT.
Video conferencing as interactive media
In education, including in distance education DE, interactivity is the most important part in learning process. Interactive learning process is believed as an added value to improve the
quality of education. According to Moore 1991, there are three types of essential interactions in DE. They are learner
–content interaction, learner-instructor interaction and learner
– learner interaction. Learner–content interaction is defined as the non–human interaction the student has with the subject matter. These include interaction with course
content, lessons, learning activities, videos, assignment, websites, and projects. Learner- instructor interaction is defined as the human interaction consisting of two way
communication between the learner and the instructor. Learner-learner interaction is defined as the human interaction consisting of two way communication between the learner
and other learners. The last two types of interaction may be facilitated via email and discussion board. Meanwhile, Bates 1995 mentioned two interaction types, i.e. individual
interaction or isolated interaction interaction between learner and subject matter and social interaction interaction between two more other people.
One feature of i te a ti it i DE is that it is e diffi ult a d e e pe si e i te s of
the effort and the cost to design of high quality media to create interactivity between learner and content Padmo, 1997. One interactive media which fits with such is video
conferencing VC. VC is a set of interactive telecommunication technologies which allow two or more people in different locations to interact via audio or video simultaneously. In
technical terms, VC is basically using audio and video streaming compressed in real time system. The emergence of compressed video technology provides opportunities to
implement VC at a lower. The technology is getting cheaper and the number of instructors can be reduced drastically compared with the face to face tutorial, for example Padmo:
1997. VC needs to be equipped with several hardware and software. The hardware components required are computer, web camera, microphone for audio input, and LAN or
internet. Meanwhile, its software components are server, web based software, free open source software including OMF.
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Open Meeting and the Feature
OMF as described by Googlecode is a free browser-based software that allows you to set up almost instantly a conference in the Web. To optimize OMF, we can among others use
microphone or webcam, share documents on the white board, and share our screen or
eeti gs otes. The a e all a aila le as hosted se i e, so that ea h pa ti ipa t a download and install a package on hisher server with no limitations in usage or users.
OMF feature in online tutorial using Moodle consists of: 1.
Single Sign On from Moodle To access in open meeting, students can be sign up into OMF directly.
2. Use different room types: Conference max 16 participants, Audience max 32
participants, Webinar max 150 participants
Integrate Recording we have made into Moodle directly.
Control default moderator settings from Moodle Moodle teachers are always moderator in the conference rooms.
3. Audio and video conferencing
Open meeting have four modes of audio video conferencing which users can select during a conference session.
audio + video
audio only
video only
fig. only Users can change videoaudio, multiple camera resolutions 4:3, 16:9 or 3:2 and various
input devices.
Fig. 1. Selection of mode of audiovideo conferencing
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4. File explorer
Users can upload and download various types of file format. Each rooms has its own file explorer, and every user have private drive file explorer which can contain their
own files and the same files as those owned by the tutor. Every user has as well as public drive file explorer to facilitate the conferencediscussion.
5. Moderating system
During a conference, the moderator can adjust the user permission to every user individually.
AllowDeny moderation
AllowDeny to draw on white board
AllowDeny screen-sharingrecord screen
AllowDeny Remote Control Screen
Give exclusive audio to others or self
Re- Start Audio, Video or Device settings
Fig. 3. Moderating system