SEAMEO SEAMOLEC
ANNUAL
REPORT
2015
JULY 2014 - JUNE 2015
SEAMEO SEAMOLEC
SOUTHEAST ASIAN MINISTERS OF
EDUCATION ORGANIZATION REGIONAL
OPEN LEARNING CENTRE
ANNUAL REPORT
JULY 2014 - JUNE 2015
Credits
Writers
Ith Vuthy, M.Sc, MA.
Dr. Ir. Paristiyanti M.Sc, MA.
Anti Rismayanti
Timbul Pardede
Muhammad Andriansyah, MT.
Cahya Kusuma Ratih
Reinaldo Rhesky
Nurhajati
Dona Octanary
Abdul Rizal Adompo
Aggry Tiharapitra
Umy Kurniati
Puryanto
Haritz Cahya Nugraha
Dewi Sopiah
Elvin Khoirunnisa
Sena Lingga Putra
Advisors
Dr. Ir. Gatot Hari Priowirjanto
Ith Vuthy, M.Sc, MA.
Dr. Ir. Paristiyanti M.Sc, MA.
Editor
Muhammad Andriansyah, MT.
Layout Designer
Ndaru Rifa’i A
Copyright © 2015 PRM SEAMOLEC
Contents
SPECIAL PROGRAM
a.
CONTENTS
•
•
b.
Foreword ......................................... IV
Enhanced Program Excellence and 1
KRA-1 :
Relevance
• Research and Development.....
• Training/Workshop..................
• Staff Development..................
• ICT Development....................
Promoting Technical and Vocational Education and
Training ...........................................................................
KRA-2 :
Enhanced Quality and Eficiency
Management of SEAMOLEC .............. 29
KRA-3 :
KRA-4 :
Enhanced Financial Visibility ............... 31
KRA-5 :
Strengthened and Increased Linkages
with National, Regional and International
Institutions ......................................... 41
Reforming Teacher Education through Inter Centre
Collaboration (ICC) ..........................................................
•
•
2
20
24
25
•
•
c.
Increase Access to Market SEAMOLEC
Programs .......................................... 37
SEA Online Course Development (SOCD) between
SEAMOLEC, Center for Development and Empowerment of
Teachers and Education (PPPPTK), and SEAMEO Centres ...
ICC Between SEAMOLEC-BIOTROP; SEAMOLECVOCTECH; SEAMOLEC - BIOTROP - SEAMEO VOCTECH,
and SEAMOLEC - QITEP in Language - QITEP in MathQITEP in Science ...............................................................
ICC Between SEAMOLEC and SEN: Initiation for Children
with Special Needs ............................................................
ICC Between SEAMOLEC, QITEP in Science, and RETRAC:
Applying Inquiry-based on Science Subjects Through
Information and Communication Technology ........................
Harmonizing Higher Education and Research ...................
•
•
d.
Trilateral Cooperation Between Indonesia - Myanmar Germany to Improve Capacity Building of Myanmar Teachers
and Instructors ...................................................................
Digital Angklung Competition: Development and
Performance .....................................................................
School/University Partnership
Cambodia .................................................................
Myanmar ...................................................................
Philippines .................................................................
Thailand ....................................................................
Vietnam ....................................................................
China ........................................................................
Japan .......................................................................
Korea ........................................................................
Students Mobility
Cambodia .................................................................
Japan .......................................................................
China ........................................................................
Adapting 21st Century Curriculum ...................................
•
•
•
SEA Digital Class: 21st Century Education ...........................
Implementation of Digital Simulation......................................
Magis Camp Program : Collaboration between SEAMOLEC
and Goethe Institut of Indonesia & Thailand ........................
SEAMOLEC - ANNUAL REPORT 2015
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52
61
63
63
69
77
79
82
82
86
89
92
100
107
111
111
129
132
132
142
142
145
150
II
Foreword
FOREWORD
It is my great pleasure
to convey the SEAMOLEC’s
Annual Report information to all
of you. Open and Distance Learning
(ODL) is a two-way communication channel
between lecturer/teacher and student. As increasingly
sophisticated interactive communications technologies
became available, however human being were adopted by
ODL educators. Currently, the most popular media are computerbased communication including electronic mail (e-mail), Bulletin
Board Systems (BBSs), Internet; telephone-based audio-video
conferencing; etc. is a low-cost solution for transmitting visuals
as well as audio. ODL system hopefully could be artiicially
develop teaching and learning interaction and re-integrate it
back into instruction process. Simply we offer our learners an experiences as
much like conventional, face-to face instruction, via intact classroom and live,
two-way audio-visual interaction. Hopefully, our method provide access for
learning when the source of information and lear ners are separated by time
and distance, or both.
The Southeast Asian Ministers of Education Organization (SEAMEO) recognizes
that conventional school and higher education alone will not be able to meet
growing educational needs in the region and beyond. In the last decade, the
number of distance education and open learning programs offered by both
public and private institutions has increased as a viable solution to address
these needs. As an inter-governmental organization dedicated to promote
regional cooperation in education, science and culture, SEAMEO has taken
steady steps to make use of its resources and further strengthen its capacity
to promote distance education and open learning in the region. Overall, within
the Organization, the SEAMEO Centres have initiated activities to promote
open and distance
learning through incountry and regional
training courses, research,
learning materials development
and making available their training
courses in their areas of expertise.
Southeast Asian Ministers of Education
Organization Regional Open Learning Centre
(SEAMOLEC) does it efforts to reach own
vision and mission and ind out the latest and
open source technology to serves all educational
institutions in Indonesia and Southeast Asia region.
SEAMOLEC’s Annual Report which is providing the
detail information of our continuing development in
order to support Open Distance Learning (ODL) in
Indonesia as well as Southeast Asian countries. In
term of ODL, we utilize the availability of Information,
Communication and Technology (ICT) for addressing
the needs and demand of knowledge and skills,
thus learning process become more lexible to reach
various type of target group of learners.
During the iscal year of July 2014-June 2015,
SEAMOLEC has conducted numerous successful
programs which is aligned with the vision and
mission of our organization. As the centre of open
and distance learning in the region, SEAMOLEC has
support to educate and promote the implementation
of open and distance learning. SEAMOLEC carries
out its assigned tasks, among others, through
SEAMOLEC - ANNUAL REPORT 2015
IV
Foreword
training and workshop programs, research. We had also conduct
evaluation of our programs in order to re-model and improve our
tools and approach methods to lead us becoming better Open
Distance Learning (ODL).
Follow the development of educational issues, an emerging trend
of distance learning nowadays is about Data Driven Learning
and Assessment. It mean student at anywhere, whenever could
choose different disciplines learning by making and creating rather
than from the simple consumption of content. This will be particular
value to the area of instructional design since professionals will now
be required to design courses that facilitate the creative process
so that students “can learn and create together integrating content
and product centered activities as part of their instruction”.
establishing accountable working system and conducive working
environment. Staff development is routinely carried out, in house
as well as sending staff to relevant training units. We are always
innovate the best formulation to improve our resources and best
practices.
As our inal words, my sincere thanks to all of SEAMOLEC staff,
partners, stakeholders as we will collaborate for the next iscal year,
it is most appropriate to take our efforts one step higher than ever
before.
Director,
Dr. Gatot Hari Priowirjanto
As one of the challenging issues of distance learning these
days, SEAMOLEC always improve its internal management in
All of these accomplishments were a
relection of joint efforts of all SEAMOLEC
staff as well as partners, and of course
supported by The Ministry of National
Education of The Republic of Indonesia,
SEAMEO Members & Secretariat, and
SEAMOLEC’s Governing Board Members,
which always guide and support us. May
I take this opportunity to congratulate and
thank them for their signiicant contribution
to the development of SEAMOLEC.
V
SEAMOLEC - ANNUAL REPORT 2015
KRA-1
KEY RESULT AREA
Research and Development
Training/Workshop
Staff Development
ICT Development
KRA- 1
Enhanced Program
Excellence and Relevance
KRA - 1
Research and Development
SEAMOL EC
h as to ac c om m odate
Min istr y of Edu c ation
a nd Cu l t u re (M o E C) S t ra t e g i c Plan n in g sin c e f u n de d
by t h e Go ve rn m e n t o f I n d o n e s ia th rou gh th e MoEC.
The S t ra t e g i c P l a n n i n g s t a t e s t hat SEA MO LEC sh ou ld
deve l o p 8 M o d e l s o f I CT- b a s ed O D L f or Sou th e ast
As i a n i n 2 0 1 4 .
am ou n te d to 33 an d wh ic h pas s es r ecei ved total ed
30. T h e re se arc h ac tiv itie s car r i ed out for 6 months
or 1 se m e ste r.
T h e ac tiv itie s in th is tim e f rame wer e:
•
•
SEA M OL E C a l s o h a s t o fa c i l i tate th e re se arc h an d
deve l o p m e n t (R & D)wi t h 1 0 0 s c i e n tif ic pape rs in 2014
r el a t e d t o t h e d e ve l o p m e n t of I CT-base d distan c e
l ea rn i n g m a t e ri a l s , d e ve l o p m e n t of sof tware /h ardware
to s u p p o rt d i s t a n c e e d u c a t ion , de v e lopm e n t of
di s t a n c e l e a rn i n g m o d e l s , c l a s sroom ac tion re se arc h ,
ex p e ri m e n t a l l y re s e a rc h o f d i s t an c e le arn in g m e th od,
a nd q u a l i t a t i ve re s e a rc h i n t h e im ple m e n tation of
di s t a n c e e d u c a t i o n . S E A M OLEC prov ide s gran ts
f o r l e c t u re rs a n d s t u d e n t s o n th e le v e l of D iplom a
4, S 1 (B a c h e l o r De g re e ) a n d S2 ( Maste r D e gre e ) to
co n d u c t re s e a rc h i n a b o ve t o p i c s.
I n ad d i t i o n , t o i n ve n t t h e I CT- b ase d O D L in n ov ation ,
R&D Di vi s i o n h a s fa c i l i t a t e d t h e re se arc h ac tiv itie s
o f S E A M OL E C s t a ff i n u s i n g E d m odo as aplatf orm f or
co n d u c t i n g o n l i n e t ra i n i n g o f p rof e ssion al de v e lopm e n t
f o r t e a c h e rs i n S o u t h e a s t A s i an re gion an d be y on d.
Sta g e s o f R & D i n 2 0 1 4 b e gan with de v e lopin g
g ui d e l i n e s
fo r
submitting
proposal,
e v alu atin g
pr op o s a l , g u i d e l i n e s fo r re p ort writin g, e v alu atin g
r ep o rt a n d g u i d e l i n e s o n wri t i n g th e sc ie n tif ic pape r.
D ev e l o p m e n t o f g u i d e l i n e s an d in stru m e n ts we re
f a ci l i t a t e d b y M a l a n g S t a t e U n i ve rsity, State Ele c tron ic
Po l yt e c h n i c o f S u ra b a ya , Su rabay a I n stitu te of
Tec h n o l o g y, S a n a t a D a rm a U n i ve rsity, an d I n don e sia
O pe n U n i ve rs i t y (U T ).
June 2014 – June 2015
SEA M OL E C h o l d a g ra n t p ro g ra m f or th e 3rd y e ar sin c e
201 2 . T h i s g ra n t p ro g ra m a i m s to im prov e th e qu ality
o f d i s t a n c e l e a rn i n g i n I n d o n e s ia. T h e gran t program
w a s a t t e n d e d b y l e c t u re rs , s t u d e n ts an d te ac h e rs. I n
201 4 S E A M OL E C p ro vi d e g ra n t s to 100 re se arc h e rs.
Rec e i p t o f p ro p o s a l s o p e n e d on 2 stage s. I n th e
f i r s t s t a g e , t h e p ro p o s a l s re c e iv e d am ou n te d to 161.
Pr op o s a l s t h a t p a s s t h e s e l ec tion am ou n ts to 70
pr op o s a l s . I n t h e s e c o n d s t a ge proposals re c e iv e d
2
SEAMOLEC - ANNUAL REPORT 2015
•
Re v ie w of proposals u sing the i ns tr ument of the
gu ide lin e s
Se le c t th e ac c e ptable pr opos al s bas ed on the
in stru m e n t
T h e proposal c om e s f rom the B andung Ins ti tute
of Te c h n ology, State Ele ctr oni cs P ol ytechni cs of
Su rabay a, Malan g State Uni ver s i ty, Yogyakar ta
State Un iv e rsity, Tru n ojoyo Uni ver s i ty, Uni ver s i ty
Stu de n t N ation I n te rn ational , B andung Technol ogy
I n stitu te an d th e oth e r f rom the r es ear ch conducted
in v oc ation al sc h ools
T h e th e m e s of th e proposals ar e:
•
•
•
•
•
Re se arc h an d D e v e lopment of IT-bas ed ODL
Le arn in g Mate rials
Re se arc h an d D e v e lopm e nt of S oftwar e / Har dwar e
f or O D L Sy ste m
D e v e lopm e n t of O D L Model s
Classroom ac tion re se arch
Q u alitativ e re se arc h about R egul ati on and
I m ple m e n tation of O pen Di s tance E ducati on
Program ( N e wspape rs) I n Indones i a and AS E AN
Cou n trie s
T h e R& D D iv ision of SEA MO LEC s ucces s ful l y col l ected
100sc ie n tif ic pape rs c on sist of 24 s ci enti fi c paper s
on c lassroom ac tion re se arch, 31 s ci enti fi c paper s
on de v e lopm e n t O f O D L in s tr ucti onal mater i al s , 15
sc ie n tif ic pape rs on de v e lop ment of ODL l ear ni ng
m ode l, 21 sc ie n tif ic pape r s on devel opment Of
sof tware /h ardware f or O D L sys tem, 7 s ci enti fi c paper s
on e x pe rim e n tal re se arc h an d 2 s ci enti fi c paper s on
qu alitativ e re se arc h on th e i mpl ementati on of ODL.
T h e c om ple te list as sh own i n Appendi x 1 (Li s t of
Sc ie n tif ic Pape rs) .
O n 2014 also SEA MO LEC devel op two vol umes of
prin te d an d on lin e jou rn al with enti tl ed “Tr ans for mi ng
Te ac h in g an d Le arn in g th rough ICT Opti mi z ati on”
an d “ Re se arc h in Edu c ation Technol ogy: P edagogy &
Te c h n ology ” . A t le ast th e re wi l l be 36 s ci enti fi c paper s
u ploade d to th is site . T h e paper s col l ecti ons ar e the
KRA - 1
sci enti f i c pa per s fro m 2 0 1 1 - 2 0 1 3 . B y t h e e n d of 2014 e x pe c te d th e SEA MO LEC on lin e jou rn al lau n c hed wi th the
new es t s ci enti f i c p a p e rs c o l l e c t i o n .
Fi g ure 1. T h e two volu me s of prin te d Jou rn als
Fi g ure 2 . T h e Sc h e me of SEAMOLEC On lin e Jou rn al
SEAMOLEC - ANNUAL REPORT 2015
3
KRA - 1
Figure 3. The Homepage of Online Journal
Figu re 4. T h e list of available Jou rn als
4
SEAMOLEC - ANNUAL REPORT 2015
KRA - 1
In the field of Models Development, SEAMOLEC was succesfully facilitated11 Models, i ccccccc.e:
1. Online Professional Development of 21st Project-based Learning Model (cross subject)
2. 21st Project-based Learning Model (cross subject) in SILN Moscow
3. 21st Project-based Learning Model (cross subject) in SILN Cairo
4. 21st Project-based Learning Model (cross subject) in Thailand Vocational Colleges
5. 21st Project-based Learning Model (cross subject) in Cambodia
6. 21st Project-based Learning Model (cross subject) in SILN Davao Philippines
7. 21st Project-based Learning Model (cross subject) in Vietnam
8. 21st Project-based Learning Model (cross subject) in SILN Kuala Lumpur
9. 21st Project-based Learning Model (cross subject) in SILNKinabalu
10. 21st Project-based Learning Model (cross subject) in Myanmar
11. 21st Project-based Learning Model (cross subject) in LAO PDR
The development of the model divided into two kinds of methods which are by conducting online workshop session during
3 months and face to face workshop.
The online workshop conducted in order to give perspectives about the concept of 21st Project-based Learning (PBL)
Model to all participants of the program as well as to brief them how to connect and collaborate with other participants
in the workshop to conduct the PBL together and applying with their students. The participants mostly quite new to PBL
concept and they came from out of SEAMOLEC partners. Since the online learning environment was used Edmodo and so
SEAMOLEC gain the participants mostly from the Edmodo communities provided.
There were four main topics covered in this online training ended by one final task. The details of the topic and tasks will be
elaborated in the section discussing online training activities. This phase was required to get a mutual understanding among
participants about issues and challenges in PBL, PBL across subject, 21 century skills in PBL as well as integrating Edmodo
in PBL. This was also the first stage of planning the PBL pilot project. The participants had to join the virtual class in www.
edmodo.com as a teacher and joined the class “Online Activities of 21st Century PBL” with the class code “fspeed”. Each
group were facilitated assisted by facilitators to ensure active participation and in-depth understanding about issues and
challenges in PBL, PBL across subject, 21st century skills in PBL as well as integrating Edmodo in PBL. This online workshop
strongly suggested the participants to build collaboration with other participants with different schools and different subjects
and create a mutual understanding in designing a project to be conducted together among teachers and schools.
Th e m a ter i a l s a n d a c t i vi t i e s p ro vi d e d i n o n l i n e work sh op are as f ollow:
a.
b.
c.
d.
Video based lecturer
The video based lecturers were used as an opening to online discussion forum. It contained some introductory materials and
explanation to the topic. Participants were required to watch the video prior to joining the online discussion.
Reading material
The reading materials were used as secondary information for participants who need a more in-depth understanding of the topic or
those who did not join the previous training on introduction to 21st century project based learning. By doing so, new participants
could catch up with all the information needed to successfully accomplish the online training.
Online discussion
This online discussion forum was a place for the participants to demonstrate their understanding toward the topic at hand. In addition,
participants were also encouraged to share knowledge and experiences of their teaching practices at schools which might be useful
and inspiring for other participants.
Assignment
Two assignments were given during this six-week online workshop to show the milestones of participants’ understanding towards
the topics being discussed. The irst assignment were given after the third topic, assigning participants to start writing their project
idea, the second assignment were given as the inal task to design the complete project plan. Both assignments were scored and
reviewed by the tutors using a previously given rubric. In this manner, participants could map some points that need to be emphasized
in successfully reaching their goals.
SEAMOLEC - ANNUAL REPORT 2015
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KRA - 1
Figure 5. The Strategy of Online Workshop
The online workshop covered four main topics which were spread in periods. The topics and the tasks are described on the advanced
organizer as follow
No.
Topic
Task
Registration & Introduction
1.
Issues and Challenges in PBL
•
•
•
2.
Project Based Learning Across Subject
•
•
•
3.
21st Century Skills in PBL
•
•
•
•
6
SEAMOLEC - ANNUAL REPORT 2015
Discussion on participants’ experience in doing
PBL
Watching video lecturer on issues and challenges
in PBL
Discussion on the possibility of students doing PBL
Watching video lecturer on integrating multi subject
in PBL
Video based discussion on a project topic, the
subject integrated in the topic and the idea to replicate the project
Discussion on idea of PBL across subject
Watching video lecturer promoting 21st century
skills through PBL
Discussion on the effective instruction that contribute to students engagement
Discussion on authentic assessment
Creating Project Idea (Assignment)
KRA - 1
4.
Integrating Edmodo (and other technology tools)
in PBL
•
•
•
5.
Final Task
•
•
•
Watching video lecturer on embedding technology
into PBL
Discussion on planning a strategy for PBL with
technology
Exploring some technology tools that can be
embedded into Project Idea
Finalizing Project Idea (Assignment)
Sharing Project Idea
Finding Project Partner
This online training was started with a registration process followed by introduction of each participants in edmodo. This was important
to ensure that the participants know each other’s background and could see some possibilities of conducting collaboration in the future.
Topic 1
The irst topic discussing the issues and challenges in PBL. It was initiated with a discussion on the participants’ background knowledge on
PBL and experiences in doing such activities. At this stage, most of the participants did not know well about project based learning, some
have done some projects with their students but was not sure whether it was categorized as PBL or not.
Then, participants were invited to watch a video lecturer on issues and challenges in PBL followed by a discussion on the possibility to
conduct PBL in the participants’ context. Although it was admitted that implementing PBL would be a hard work for the teachers, most of
the participants had positive response toward the implementation of PBL. Some concerns occurred regarding the time required and the
integration of PBL with the school/national curriculum.
Figure 6. Screenshot from discussion in Topic 1
Topic 2
The second topic was discussing the project based learning across subject. In this topic participants were invited to watch video on
thing to consider when incorporating multiple subjects in PBL. Some examples of PBL across subject were presented to be analyzed
and evaluated together in the online discussion. Through the discussion, participants gained more ideas on how to design PBL across
subjects. However, there were some participants who were still in doubt if it was possible for them to collaborate with other teachers, even
from the same school.
SEAMOLEC - ANNUAL REPORT 2015
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KRA - 1
Figure 7. Screenshot from discussion in Topic 2
Topic 3
The third topic was the 21st century skills in PBL. Again, participants were invited to watch video lecturer explaining some 21st century skills
that could be fostered while conducting project based learning. In the online discussion, participants were to identify some 21st century
skills being fostered in the sample projects prompted in the video. Interesting discussion occurred on variety of activities that could be
arranged in the PBL which could be valuable for students, not only in gaining content knowledge but also some important life skills.
To end the third topic, participants were asked to write a short description on their project ideas. They were encouraged to communicate,
share and discuss their project ideas to other participants. Some participants received rewarding feedback from others and were able to
revise and igure out a clear and doable project idea. Finally, they submitted their project idea to get feedback from the online tutors.
Figure 8. Screenshot from discussion in Topic 3
8
SEAMOLEC - ANNUAL REPORT 2015
KRA - 1
Topic 4
The fourth topic was discussing the integration of technology tools into project based learning. Some tech tools which could be valuable
to assist the students during the project implementation were introduced and discussed. Having had some discussion on integration of
technology tools, participants were asked to look at their project idea and add some tech tools which could be embedded into their project
ideas.
Figure 9. Screenshot from discussion on Topic 4
Final Assignment
As the inal assignment, participants were asked to create a complete project plan using the template provided. Before submitting the
project plan, they were asked to ind partner either from the same schools or from different schools to collaborate during the implementation
process. Once they found their partner, they could start discussing their project idea and share the roles of each teachers. Finally, they
submitted their project plan to be reviewed by the online tutors. There are some requirements for the participants to be able to pass the
online training and get the certiicate. The requirements are as follow:
Having inished the inal assignment on the project plan, all participants moved to the second stage of the training, that is the implementation
of the project plan. They were asked to implement the project plan that they have design and collaborate with their school partners. The
participants were given some templates for implementation report on weekly basis and output report. At this stage, online tutor kept guiding
the participants by monitoring and providing suggestions and or solutions to some problems that they encountered during the project
implementation. Participants were encouraged to share the progress of their projects to other members of the group in the attempt to
motivate each other and provided opportunities to learn from each other.
SEAMOLEC - ANNUAL REPORT 2015
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KRA - 1
The following are several project ideas created by the participants:
1.
In this project students from different country collaborate to make campaign against global warming in the
form of Video and upload in you tube
2.
Students conduct a survey in the campus to determine the common ailments of the students’ for the
irst quarter of the school year. Students will then conduct an interview from the teachers handling Health
subject and school nurse/physician to verify the causes of these ailments. Students also collaborate with
the school physician/nurse for the tips on proper hygiene. Students create or download a video on exercise
routine in coordination with the physical education teachers. Students then collaborate in compiling the
gathered information for inal presentstion.
3.
Students can turn waste energy intopotential energy,ind the waste water from the air conditioner into
drinking water. Students can collaborate with various subjects including Geography, Chemistry, Physics,
Mathematics to be able to design a waste water pipe from the water conditioner is wasted into drinking
water.
4.
Students investigate what the advantages and disadvantages of industrialization for their environment and
social life are and what they should do to minimize the negative impact of such industrialization. They work
collaboratively to make a lyer about those things in hope that the surrounding community would greatly
beneit and well informed about the impact of industrialization near their neighborhood.
5.
The students is going to learn about global warming, human activities that can affect global warming and
ways to reduce its effects. The students also is expected to do something positive about global warming
and make a difference in their community by doing real actions. The students will share their indings, ideas
and their real actions through articles, posters and website. The students are going to learn to collaborate
with students in other country through email exchanges, web, google hang out and edmodo. They are
going to ind the similiarities and differencies that they can learn from another country to reduce the effect of
global warming.
6.
Students are to get inspiration from existing board games like Snakes and Ladders, Monopoly, Card
Games, Etc. They are to use these board games and use Bookkeeping Concepts as a twist to do their
board game.
7.
Project “Every day uses of Computers“ .
We use computers in many different place. And every place have many computer document.
8.
I have plan to design simple project “Save Our Water” using social media.
Referring to the requirements to pass the online training, among the big number of participants, there were only ten participants from batch I
and six participants from batch II who managed to successfully inish the online training and submitted the inal tasks. Moreover, the number
of participants who successfully put the project plan into real class implementation was reduced to only 8 participants.
10
Online Training
Implementation
1.
Akbar mubarrak
1.
Dae Habalo
2.
Amal Elbahey
2.
Nunta Petman
3.
Dae Habalo
3.
Inggy Yuliani
4.
Inggy Yuliani
4.
Maria Ekowati
5.
Maria Ekowati
5.
Resmaleni
6.
Marianne Farrah T. Segui
7.
Nunta Petman
8.
Steven Sutantro
9.
Tugi Hartono
10.
Resmaleni
SEAMOLEC - ANNUAL REPORT 2015
KRA - 1
11.
Alif Karya
12.
Sri Wachyuni Sachria
13.
Florentina Esti
14.
Irina Damnjanović
15.
Fatimah othman
16.
Ani nurleny nandawijaya
Drawing from the implementation of this online training, here are some result of the relection :
Timeline and Advanced Organizer
• Timeline and advanced organizer which were provided at the orientation stage of the training were very helpful in giving guidance to
participants on what they need to do and prepare during the online training. In addition, the timeline and advanced organizer also
helped the tutor in keeping the pace of the training based on the schedule provided.
• Online Discussion
• Short video lecturers played important roles in triggering online discussion. Having watched the video lecturer, participants were eager
to join the discussions, share their ideas, knowledge and experience to each other.
• Raising issues from classroom context and drawing participants’ opinion on this matter were also good strategies to improve
participations during the online discussion.
Assignment
• High number of participations in online discussion did not necessarily in line with the number of assignment submissions. Most
participants who were eager to participate in online discussion refused to submit the assignments due to some reasons.
• The degree of complexity of the assignment need to be adjusted in order to give more opportunities to the participants to be able to
accomplished the online training successfully.
Participants and Online Tutor
• The large number of participants in this online training with a limited number of online tutor made it hard to provide ample opportunities
to all participants to be closely guided by the online tutors.
• If not adding the number of online tutor, there is an urgent need to limit the number of participants in the online training to make sure
that all participants are well guided by the tutor.
• Prompt responses from the online tutor was one of the determining factors in the success of the training
• Self-motivated participants is the key to success in joining the online training
Partnership
• Building partnership took a great effort among the participants to have great commitment to each other.
• Collaboration in partnership provide a different horizon to the teachers as well as the students as they need to be able to harmoniously
work on their project and ensure the success of it.
Face to face workshop in every country was conducted in order to review participants’ comprehension about PBL in cross subject since
they were also introduced to the concept of PBL in last year workshop. It is as the effort to strengthen the idea of involving other subjects
into learning plan in project-based learning activities. During theface to face workshop, participants integrating multi subject in PBL,
designed, discussed and arranged a pilot project, be introduced to some digital tools to support the project, be introduced to some tips in
managing projects, be encouraged to create projects idea suitable for their context, developing the project plan to be implemented during
1 month.
The activities of face to face workshop are described as follows:
1.
Discussion on last year PBL/experience in PBL/Brainstorm on PBL
2.
Discussion on PBL Across Subject
3.
Discussion on PBL in 21st century
4.
Technology and PBL (Presentation)
5.
Exploring Edmodo features to support PBL
SEAMOLEC - ANNUAL REPORT 2015
11
KRA - 1
6.
Exploring Edmodo features to support PBL
7.
Exploring the use of Screencast O-Matic
8.
Exploring the use of Screencast O-Matic
9.
Technology and PBL (hands-on)
10.
MindMapping Pilot Project (Future Garden)
11.
Presentation on Pilot Project – Gallery Walk
12.
Creating Individual project idea*
Finding member of group who want to collaborate in doing PBL*
MindMapping project idea
Rewriting mindmap into project plan template
13.
MindMapping project idea
Rewriting mindmap into project plan template
14.
Introduce digital MindMap* - free mind
Presentation Project Plan
15.
Presentation Project Plan
16.
Wrap up, Post Training
The workshop held in 4 days which is equivalent with 32 hours learning experience. Whereas totally 24 hours learning activities conducted
in classroom (face to face) and 8 hours will be online self-learning by the participants during the workshop. Review and feedback for the
self-assignment delivered in online session by the facilitator team during the face to face workshop as well as after workshop to observe
the progress that have been done by the participants as the follow up activities
Apart from the satisfying result of the workshop, language had become the greatest barrier of the workshop. It is important to consider the
participants’ English Proiciency as the requirement to ensure the maximum result of the workshop. In addition, more examples, cases and
videos related to participants context need to be provided to help participants better understand the concept of Project Based Learning
being introduced in the workshop. Therefore, it is important to conduct an in-depth need analysis and obtain the participants proile before
conducting the workshop.
No.
Title
Institution
Class Action Research in ODL
Upaya Peningkatan Kompetensi Pengetahuan
Teks Deskriptif Melalui Suplemen Quiz Edmodo SMP Negeri 3 Malang
Pada Siswa Kelas VII.8 Di SMP Negeri 3 Malang
2.
Class Action Research in ODL
Meningkatkan Keaktifan Dan Prestasi Belajar
Siswa Melalui Penerapan On Going assessment
Politeknik Elektronika
Pada Mata Kuliah Bahasa Inggris Pendidikan
Negeri Surabaya
Jarak Jauh Politeknik Elektronika Negeri
Surabaya
3.
Class Action Research in ODL
Integrasi Intensif ICT-Based Audio dan Video
dalam Web-Based Hybrid Learning melalui
SMA Negeri 1 Prambanan
Edmodo untuk Meningkatkan Listening Skill
Peserta Didik
Class Action Research in ODL
Peningkatan Prestasi Belajar Rumus Dan Fungsi
Microsoft Excel Melalui Demonstrasi Online
Berbasis E-Learning Guru Berbantuan Game
SMP Negeri 2 Klanten
“SODAKU” Dan Kartu Remi Dengan Teknik
“SICERDAS” Pada Siswa Kelas VIIIE SMP Negeri
2 Klaten Tahun Pelajaran 2013/2014
1.
4.
12
Research Theme
SEAMOLEC - ANNUAL REPORT 2015
KRA - 1
No.
Research Theme
Title
Institution
Class Action Research in ODL
Peningkatan
Hasil
Pembelajaran
Materi
Pokok
Meneladani Perjuangan Rasulullah
SAW. Di Madinah Melalui Multimedia Interaktif
SMA NEGERI 3 Semarang
Dan Webblog Di Kelas X Olimpiade SMA 3
SEMARANG Tahun Pelajaran 2013/2014
Semester II
Class Action Research in ODL
Implementasi Collaborative Online Learning
Untuk Meningkatkan Motivasi dan Hasil Belajar Universitas Pasundan
Matematika Pada Materi Relasi dan Fungsi di Bandung
SMK Negeri 9 Pandeglang
7.
Class Action Research in ODL
Upaya Meningkatkan Aktivitas dan Hasil Belajar
Siswa Kelas VIII SMP Negeri 1 Pagaden Melalui
Pembelajaran Model Cooperative Learning SMP Negeri 1 Pagaden
Model Drill Pada Pembelajaran Matematika
Tahun Pelajaran 2013/2014
8.
Class Action Research in ODL
Penggunaan Problem-Based Learning Dan
Universitas Siswa Bangsa
Blended Learning Untuk Menanamkan Nilai
Internasional
Etika Profesi Guru Pada Mahasiswa Calon Guru
9.
Class Action Research in ODL
Penerapan Pembelajaran Inkuiri Terbimbing
Berbantuan Edmodo Untuk Meningkatkan
Kemampuan
Menyelesaikan
Masalah
SMKN 4 Banjarmasin
Matematika Pada Siswa Kelas X 1 Jurusan
Rekayasa Perangkat Lunak SMK Negeri 4
Banjarmasin Tahun Pelajaran 2013/2014
10.
Class Action Research in ODL
Penerapan Metode Active Knowledge Sharing
Untuk
Pembelajaran Jarak Jauh Berbasis Universitas Trunojoyo
Edmodo
11.
Class Action Research in ODL
Pemanfaatan Media Pembelajaran TV Edukasi
Berbantuan Who Wants To Be The Winner
A Biology Quis Untuk Meningkatkan Prestasi
SMPN 2 Kemalang
Belajar Biologi Materi Pencemaran Lingkungan
Pada Siswa Kelas VIIB SMP Negeri 2 Kemalang
Tahun Pelajaran 2013/2014
12.
Class Action Research in ODL
Analisis Penggunaan E-learning “Schoology”
Sebagai Media Penunjang untuk Meningkatkan
Motivasi Belajar STKIP Surya
13.
Class Action Research in ODL
Pemanfaatan Augmented Reality dalam proses
Institut Teknologi Bandung
pembelajaran pada mata pelajaran Fisika
14.
Class Action Research in ODL
Kelas Maya Untuk Mengatasi Masalah Sertifikasi
Pendidik bagi Guru SMK di SMKN 1 Surabaya
15.
Class Action Research in ODL
Peningkatan Kognitif Mahasiswa dengan
Konstruktivisme Difasilitasi Media Cosmography Universitas Negeri Malang
Learning Management System
Class Action Research in ODL
Pemanfaatan Sistem Learning Virtual Class
Integrasi Audio, Video dan LMS Menggunakan
SMKN Negeri 13
IP Multicast untuk Meningkatkan Capaian
Bandung
Kompetensi Siswa Kelas XI SMK Kimia Analisis
Kota Bandung Pada Topik Titrasi Oksidimetri
5.
6.
16.
STKIP Surya
SMKN 1 Surabaya
SEAMOLEC - ANNUAL REPORT 2015
13
KRA - 1
No.
Title
Institution
Class Action Research in ODL
Perbandingan Metode Pembelajaran Blended
Learning dengan Metode Tatap Muka Pada
Universitas Widyatama,
Prestasi Belajar Mahasiswa Studi Kasus :
Bandung
Mata Kuliah Pengolahan Citra di Universitas
Widyatama
18.
Class Action Research in ODL
Interactive Open and Distance Learning Model
Based on Audience Multi-Choice Feedback
and Istance Assessment Methods Case Study- STMIK AMIK Bandung
Sorting Methods Learning in Algorthm and
Programming
19.
Class Action Research in ODL
Penggunaan digital Game Based Learning pada
Mata Pelajaran Matematika Sub Topik Pola
Barisan dan Deret Ditinjau dari Segi Hasil Belajar
Siswa SMA Negeri 25 Bandung
SMAN 25 Bandung
20.
Class Action Research in ODL
Pemanfaatan Kelas Maya untuk Pembelajaran
Non-Normatif bagi Siswa SMKN 1 Surabaya
SMK Negeri 1 Surabaya
21.
Class Action Research in ODL
Ujian Online Bersama 9 SMK dalam IIVC
(Indonesian International VOC Colaboration)
Institusi 9 SMKN di Indonesia
SMK Negeri 1 Batang
Class Action Research in ODL
Perbandingan Hasil Try Out Konvensional
dengan Try Out Online Menggunakan Aplikasi
SMK Negeri 2 Malang
M-Class Pada Mata Pelajaran Ujian Nasional
Teori Kejuruan
Class Action Research in ODL
Memanfaatkan Alat Komunikasi Digital sebagai
Alat Bantu Pembelejaran dalam Pengembangan
SMKN 8 Malang
Kemampuan Berbicara Inggris Siswa di SMKN 8
dan SMKN 5 Malang
24.
Class Action Research in ODL
Pengunaan Aplikasi M-Class dalam Penerapan
Model Pembelajaran Berbasis Masalah (Problem
Based Learning) untuk Meningkatkan Aktivitas
dan Hasil Belajar Siswa Pada Mata Pelajaran
Produktif TKJ di SMK Negeri 2 Malang Tahun
Pelajaran 2014/2015
25.
Development of ODL
Instructional Materials
Pengembangan Buku Ajar IPS-Sejarah Digital
Berbasis Animasi Sebagai Bahan Ajar PJJ Untuk Universitas Negeri Malang
Siswa SMP Kelas VII
26.
Development of ODL
Instructional Materials
Pengembangan Bahan Ajar Jarak Jauh
Dengan Menggunakan Media Sosial Edmodo
Untuk Mata Pelajaran Pengolahan Citra Digital
Universitas Negeri Malang
Kompetensi Dasar Melakukan Pengolahan
Untuk Memperbaiki Citra (Image Enchacement)
Kelas XI SMK-Multimedia
27.
Development of ODL
Instructional Materials
Pengembangan Media Pembelajaran Cross
Platform Untuk Mata Pelajaran Bahasa Inggris Di Universitas Negeri Malang
Sekolah Menengah Kejuruan
28.
Development of ODL
Instructional Materials
Pengembangan E-Modul Interaktif “Kesehatan
Lingkungan” Untuk Meningkatkan Kesadaran
Masyarakat Indonesia Terhadap Kebersihan
Lingkungan
17.
22.
23.
14
Research Theme
SEAMOLEC - ANNUAL REPORT 2015
SMK Negeri 2 Malang
Universitas Negeri Malang
KRA - 1
No.
Research Theme
Title
Institution
29.
Development of ODL
Instructional Materials
Learning Course Debian Server Fundamental
Dengan Remote Server Menggunakan Android
Smartphone Dalam Pembelajaran Operating SMK Negeri 8 Malang
Sostem Jaringan ( OSJAR TEXT ) Sebagai
Pengembangan bahan Ajar PJJ
30.
Development of ODL
Instructional Materials
Pengembangan Bahan Ajar Mind Mapping
berbasis Buku digital untuk mempermudah
SMK Negeri 8 Malang
Pemahaman Siswa Terhadap Pembelajaran
Speaking
31.
Development of ODL
Instructional Materials
Pengembangan
Bahasa Inggris
32.
Development of ODL
Instructional Materials
Modul Interaktif Computer
Pengenalan Isyarat Tangan
33.
Development of ODL
Instructional Materials
Generator Quiz Interaktif berbasis Flash untuk
Ebook sebagai penunjang Perkuliahan Terbuka
Jarak Jauh (PTJJ)
34.
Development of ODL
Instructional Materials
Pembelajaran GIS dengan menggunakan Virtual Politeknik Elektronika
Class
Negeri Surabaya
35.
Development of ODL
Instructional Materials
Aplikasi Pembelajaran Menulis Huruf Hijaiyah Politeknik Elektronika
Berbasis Mobile
Negeri Surabaya
36.
Development of ODL
Instructional Materials
Aplikasi Pembelajaran Dan Game Interaktif 7
Gerbang Logika Pada Pelajaran Sistem Digital/
SMP Negeri 2 Klanten
Elektronika Berbasis Program Visual Basic
Untuk Siswa SMP/SMA/SMK
37.
Development of ODL
Instructional Materials
Pengembangan Bahan Ajar Jaringan Komputer
Untuk instalasi Client-Server Dengan Untangle Institut Teknologi Bandung
Berbasis Moodle
38.
Development of ODL
Instructional Materials
Pengembangan Media Puzzle Kancing Buatan
SD Muhammadiyah 9
Berbantuan Quiz Edmodo Untuk Proses
Malang
Pembelajaran Bilangan Siswa Kelas I SD
39.
Development of ODL
Instructional Materials
Pengembangan Model Aplikasi Android untuk
Meningkatkan
Kemampuan
Berkomunikasi
dalam Bahasa Inggris Bagi Mahasiswa Ilmu
Kesehatan
40.
Development of ODL
Instructional Materials
Pengembangan FLAP (Fun Listening Android
Application): M-Learning Model Berbasis Universitas Sanata
Android Sebagai Media Pembelajaran Listening Dharma
Bagi Siswa Kelas X SMAN 1 Sleman
41.
Development of ODL
Instructional Materials
Peningkatan
Kemampuan
Penguasaan
Vocabulary dan Expressions dalam Konteks
Universitas Sanata
dengan Menggunakan Meda Pembelajaran
Dharma
PowerPoint Interaktif pada Siswa Kelas X SMK
Negeri 7 Yogyakarta Tahun Pelajaran 2014/2015
42.
Development of ODL
Instructional Materials
Pengembangan Bahan Ajar Pakematik Membaca
Universitas Sanata
Teks Bahasa Inggris untuk Siswa SMA Berbasis
Dharma
Website
43.
Development of ODL
Instructional Materials
Desain dan Implementasi Antarmuka Game
Akademi Perekam
Simulasi Aplikasi Nuklir sebagai Media
Medis dan Informatika
Pendukung PTJJ (Studi Kasus : Diagnosa
Kesehatan Bandung
Jantung Koroner Menggunakan Tc-Tetrofosmin
Video
Interaktif
Pengajaran Politeknik Elektronika
Negeri Surabaya
Vision
untuk Politeknik Elektronika
Negeri Surabaya
Politeknik Elektronika
Negeri Surabaya
Universitas Sanata
Dharma
SEAMOLEC - ANNUAL REPORT 2015
15
KRA - 1
No.
Title
Institution
Development of ODL
Instructional Materials
Analisis Efektivitas Pengembangan EDU Game
pada platform HTML5
Institut Teknologi Bandung
45.
Development of ODL
Instructional Materials
Pengembangan Mobile Aplikasi Multimedia
Interaktif Berbasis Android Model Simulasi
Untuk Meningkatkan Motivasi Belajar Siswa
Dalam Pembelajaran Pengenalan Alat Musik
Tradisional Jawa Barat
SMA Negeri 6 Bandung
46.
Development of ODL
Instructional Materials
Metode Pengenalan Jenis Binatang Dengan
Berbasis Android Untuk Tingkat Taman
SMPN 9 Bandung
Kanak-Kanak (TK) Dan Sekolah Dasar (SD)
Menggunakan Multimedia
47.
Development of ODL
Instructional Materials
Pengembangan Media M-Learning Berbasis
Android Dengan Pendekatan Multimedia Pada SMAN 12 Bandung
Materi Pupuh Sunda
48.
Development of ODL
Instructional Materials
Pengembangan Media M-Learning Berbasis
Android Dengan Metode Cooperative Learning
Tipe Jigsaw Dalam Mengenal Hewan-Hewan
Purba
SMP Negeri 49 Bandung
49.
Development of ODL
Instructional Materials
Learning Games sebagai Media Edukasi
SEAMEO Recfon
50.
Development of ODL
Instructional Materials
Pengembangan Bahan Ajar Modul Pratikum
Mata Kuliah Pengukuran Listrik di Kampus Politeknik Aceh
Politeknik Aceh Berbasis E-Modul
51.
Development of ODL
Instructional Materials
Modul Problem Based Learning Berbasis Mobile
Technology untuk Mata Kuliah Sistem Informasi Politeknik Kota Malang
Geografis di Politeknik Kota Malang
52.
Development of ODL
Instructional Materials
Pembangunan Pustaka Digital Modul Program
Tlogowaru.js sebagai Perancah Pembelajaran
Polteknik Kota Malang
(Scaffolding) Struktur Data dengan Model
Pembelajaran Problem Based Learning
53.
Development of ODL
Instructional Materials
Pengembangan Media Pembelajaran Interaktif
Berbasis Corel Draw & Flash/SWF Tentang
Apresiasi Seni Rupa Modern Aliran Perspektif SMKN Negeri 8 Malang
untuk Semester 2 Kelas X SMKN 8 Malang
dalam Bentuk EPUB
54.
Development of ODL
Instructional Materials
Pembuatan Applikasi Pembelajaran Biologi
Berbagis 3D Mixed Reality Untuk Siswa SMU Politeknik Elektronika
( Studi Khusus : sistem Perederan Darah Negeri Surabaya
Manusia )
55.
Development Of ODL
Instructional Materials
Pengembangan Media Pembelajaran Digital
Universitas Siswa Bangsa
Worksheet Pada Topik Phytagoras Untuk Kelas
Internasional
VIII SMP
56.
Development of ODL Learning
Model
Pemanfaatan Metode Contextual Teaching And
Learning Untuk Peningkatan Hasil Belajar Pada
Universitas Negeri
Mata Pelajaran Menggambar Konstruksi Kelas
Semarang
XI Teknik Gambar Bangunan SMK Negeri 2
Purwodadi
57.
Development of ODL Learning
Model
Penerapan E-Learning Berbasis Jejaring Sosial
Edmodo Dalam Kelas Bahasa Inggris Intensif
Di Smp Internasional Um: Persepsi Siswa Dan
Hasil Belajar
44.
16
Research Theme
SEAMOLEC - ANNUAL REPORT 2015
Universitas Negeri Malang
KRA - 1
No.
Research Theme
Title
Institution
58.
Development of ODL Learning
Model
Advanced And Integrated School Organizer Politeknik Elektronika
System (ADVISORS)
Negeri Surabaya
59.
Development of ODL Learning
Model
Pembelajaran Solutif Jarak Jauh Distribusi
Konten Multimedia Learning Dengan Konsep Universitas Islam Bandung
Media Center
60.
Development of ODL Learning
Model
E-educomic Sebagai Alternatif Pembelajaran
Online pada Mata Pelajaran Akuntansi di SMKN Universitas Indonesia
3 Bandung
61.
Development of ODL Learning
Model
Interaksi Mahasiswa Pada Online Disscussion
Universitas Siswa Bangsa
Dalam Mata Kuliah Pancasila Fakultas Pendidikan
Internasional
Universitas Siswa Bangsa Internasional
62.
Development of ODL Learning
Model
Penerapan Pembelajaran Berbasis E-Learning
Edmodo Untuk Meningkatkan Hasil Belajar
SMKN 3 Bajarmasin
Siswa Kelas Xa Multimedia Pada Kurikulum
2013 DI SMK NEGERI 3 Banjarmasin
63.
Development of ODL Learning
Model
Model Pembelajaran Olahraga Jarak Jauh Untuk Politeknik Elektronika
Siswa SMA
Negeri Surabaya
64.
Development of ODL Learning
Model
Model Pembelajaran Logika Matematika Untuk Politeknik Elektronika
Siswa Sma Dengan Multimedia Flash
Negeri Surabaya
65.
Development of ODL Learning
Model
Model Pembelajaran Logika Dan Algoritma
Politeknik Elektronika
Pemrograman Untuk Anak SD dan SMP Dengan
Negeri Surabaya
Menggunakan Aplikasi Scratch
66.
Development of ODL Learning
Model
Model Pembelajaran (Bimbingan Belajar)
Politeknik Elektronika
Matematika Jarak Jauh Untuk Siswa Sekolah
Negeri Surabaya
Dasar
67.
Development of ODL Learning
Model
Pengaruh Model Pembelajaran Visual Dengan
Menggunakan Sketch Up Terhadap Hasil Belajar
Universitas 17 Agustus
Mata Pelajaran Menggambar Konstruksi Atap
1945 Semarang
Kelas Xi Teknik Gambar Bangunan SMK Negeri
1 Rembang
68.
Development of ODL Learning
Model
Pengembangan Model Pembelajaran Jarak
Jauh di PDD POLINELA Kabupaten Cianjur
69.
Development of ODL Learning
Model
Potensi Pasar Pendidikan Tinggi Jarak Jauh
Untuk Para Buruh Di Kawasan Industri Di Bekasi STMIK Bina Insani
Jawa Barat Indonesia
70.
Development of ODL Learning
Model
Pengembangan
Pola
Pembelajaran
Technoprenuership dengan Memanfaatkan
SMK Negeri 1 Surabaya
Solusi Berbasis Platform as Service di SMKN
1 Surabaya
71.
Development of ODL System
Pengembangan Media Pembelajaran Interaktif
Matematika Berbasis Web Untuk Siswa SMP Universitas Negeri Malang
Pada Pendidikan Terbuka Dan Jarak Jauh
72.
Development of ODL System
Pembuatan Game Mobile Science Bone
Universitas Brawijaya
Labeling
Pembelajaran
Biologi
“Rangka
Malang
Manusia” Untuk Siswa Sma
73.
Development of ODL System
Penerapan Aplikasi Pembelajaran Interaktif
Berbasis Web Untuk Mata Pelajaran Matematika
Kelas IV Sekolah Dasar
AK Cianjur
Universitas Brawijaya
Malang
SEAMOLEC - ANNUAL REPORT 2015
17
KRA - 1
No.
18
Research Theme
Title
Institution
74.
Development of ODL System
Pembuatan Game Mobile Speech Delayed Kids
Universitas Brawijaya
Terapi Anak “Untuk Menangani Anak Belum
Malang
Lancar Bicara”
75.
Development of ODL System
Rancang Bangun Aplikasi Pembelajaran Huruf Universitas Brawijaya
Braille Pada Perangkat Bergerak
Malang
76.
Development of ODL System
Pengembangan Aplikasi E-Quiz Dengan Metode
Pengacakan Distribusi Unifom Untuk Siswa
SMA
Unive
REPORT
2015
JULY 2014 - JUNE 2015
SEAMEO SEAMOLEC
SOUTHEAST ASIAN MINISTERS OF
EDUCATION ORGANIZATION REGIONAL
OPEN LEARNING CENTRE
ANNUAL REPORT
JULY 2014 - JUNE 2015
Credits
Writers
Ith Vuthy, M.Sc, MA.
Dr. Ir. Paristiyanti M.Sc, MA.
Anti Rismayanti
Timbul Pardede
Muhammad Andriansyah, MT.
Cahya Kusuma Ratih
Reinaldo Rhesky
Nurhajati
Dona Octanary
Abdul Rizal Adompo
Aggry Tiharapitra
Umy Kurniati
Puryanto
Haritz Cahya Nugraha
Dewi Sopiah
Elvin Khoirunnisa
Sena Lingga Putra
Advisors
Dr. Ir. Gatot Hari Priowirjanto
Ith Vuthy, M.Sc, MA.
Dr. Ir. Paristiyanti M.Sc, MA.
Editor
Muhammad Andriansyah, MT.
Layout Designer
Ndaru Rifa’i A
Copyright © 2015 PRM SEAMOLEC
Contents
SPECIAL PROGRAM
a.
CONTENTS
•
•
b.
Foreword ......................................... IV
Enhanced Program Excellence and 1
KRA-1 :
Relevance
• Research and Development.....
• Training/Workshop..................
• Staff Development..................
• ICT Development....................
Promoting Technical and Vocational Education and
Training ...........................................................................
KRA-2 :
Enhanced Quality and Eficiency
Management of SEAMOLEC .............. 29
KRA-3 :
KRA-4 :
Enhanced Financial Visibility ............... 31
KRA-5 :
Strengthened and Increased Linkages
with National, Regional and International
Institutions ......................................... 41
Reforming Teacher Education through Inter Centre
Collaboration (ICC) ..........................................................
•
•
2
20
24
25
•
•
c.
Increase Access to Market SEAMOLEC
Programs .......................................... 37
SEA Online Course Development (SOCD) between
SEAMOLEC, Center for Development and Empowerment of
Teachers and Education (PPPPTK), and SEAMEO Centres ...
ICC Between SEAMOLEC-BIOTROP; SEAMOLECVOCTECH; SEAMOLEC - BIOTROP - SEAMEO VOCTECH,
and SEAMOLEC - QITEP in Language - QITEP in MathQITEP in Science ...............................................................
ICC Between SEAMOLEC and SEN: Initiation for Children
with Special Needs ............................................................
ICC Between SEAMOLEC, QITEP in Science, and RETRAC:
Applying Inquiry-based on Science Subjects Through
Information and Communication Technology ........................
Harmonizing Higher Education and Research ...................
•
•
d.
Trilateral Cooperation Between Indonesia - Myanmar Germany to Improve Capacity Building of Myanmar Teachers
and Instructors ...................................................................
Digital Angklung Competition: Development and
Performance .....................................................................
School/University Partnership
Cambodia .................................................................
Myanmar ...................................................................
Philippines .................................................................
Thailand ....................................................................
Vietnam ....................................................................
China ........................................................................
Japan .......................................................................
Korea ........................................................................
Students Mobility
Cambodia .................................................................
Japan .......................................................................
China ........................................................................
Adapting 21st Century Curriculum ...................................
•
•
•
SEA Digital Class: 21st Century Education ...........................
Implementation of Digital Simulation......................................
Magis Camp Program : Collaboration between SEAMOLEC
and Goethe Institut of Indonesia & Thailand ........................
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II
Foreword
FOREWORD
It is my great pleasure
to convey the SEAMOLEC’s
Annual Report information to all
of you. Open and Distance Learning
(ODL) is a two-way communication channel
between lecturer/teacher and student. As increasingly
sophisticated interactive communications technologies
became available, however human being were adopted by
ODL educators. Currently, the most popular media are computerbased communication including electronic mail (e-mail), Bulletin
Board Systems (BBSs), Internet; telephone-based audio-video
conferencing; etc. is a low-cost solution for transmitting visuals
as well as audio. ODL system hopefully could be artiicially
develop teaching and learning interaction and re-integrate it
back into instruction process. Simply we offer our learners an experiences as
much like conventional, face-to face instruction, via intact classroom and live,
two-way audio-visual interaction. Hopefully, our method provide access for
learning when the source of information and lear ners are separated by time
and distance, or both.
The Southeast Asian Ministers of Education Organization (SEAMEO) recognizes
that conventional school and higher education alone will not be able to meet
growing educational needs in the region and beyond. In the last decade, the
number of distance education and open learning programs offered by both
public and private institutions has increased as a viable solution to address
these needs. As an inter-governmental organization dedicated to promote
regional cooperation in education, science and culture, SEAMEO has taken
steady steps to make use of its resources and further strengthen its capacity
to promote distance education and open learning in the region. Overall, within
the Organization, the SEAMEO Centres have initiated activities to promote
open and distance
learning through incountry and regional
training courses, research,
learning materials development
and making available their training
courses in their areas of expertise.
Southeast Asian Ministers of Education
Organization Regional Open Learning Centre
(SEAMOLEC) does it efforts to reach own
vision and mission and ind out the latest and
open source technology to serves all educational
institutions in Indonesia and Southeast Asia region.
SEAMOLEC’s Annual Report which is providing the
detail information of our continuing development in
order to support Open Distance Learning (ODL) in
Indonesia as well as Southeast Asian countries. In
term of ODL, we utilize the availability of Information,
Communication and Technology (ICT) for addressing
the needs and demand of knowledge and skills,
thus learning process become more lexible to reach
various type of target group of learners.
During the iscal year of July 2014-June 2015,
SEAMOLEC has conducted numerous successful
programs which is aligned with the vision and
mission of our organization. As the centre of open
and distance learning in the region, SEAMOLEC has
support to educate and promote the implementation
of open and distance learning. SEAMOLEC carries
out its assigned tasks, among others, through
SEAMOLEC - ANNUAL REPORT 2015
IV
Foreword
training and workshop programs, research. We had also conduct
evaluation of our programs in order to re-model and improve our
tools and approach methods to lead us becoming better Open
Distance Learning (ODL).
Follow the development of educational issues, an emerging trend
of distance learning nowadays is about Data Driven Learning
and Assessment. It mean student at anywhere, whenever could
choose different disciplines learning by making and creating rather
than from the simple consumption of content. This will be particular
value to the area of instructional design since professionals will now
be required to design courses that facilitate the creative process
so that students “can learn and create together integrating content
and product centered activities as part of their instruction”.
establishing accountable working system and conducive working
environment. Staff development is routinely carried out, in house
as well as sending staff to relevant training units. We are always
innovate the best formulation to improve our resources and best
practices.
As our inal words, my sincere thanks to all of SEAMOLEC staff,
partners, stakeholders as we will collaborate for the next iscal year,
it is most appropriate to take our efforts one step higher than ever
before.
Director,
Dr. Gatot Hari Priowirjanto
As one of the challenging issues of distance learning these
days, SEAMOLEC always improve its internal management in
All of these accomplishments were a
relection of joint efforts of all SEAMOLEC
staff as well as partners, and of course
supported by The Ministry of National
Education of The Republic of Indonesia,
SEAMEO Members & Secretariat, and
SEAMOLEC’s Governing Board Members,
which always guide and support us. May
I take this opportunity to congratulate and
thank them for their signiicant contribution
to the development of SEAMOLEC.
V
SEAMOLEC - ANNUAL REPORT 2015
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KEY RESULT AREA
Research and Development
Training/Workshop
Staff Development
ICT Development
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Enhanced Program
Excellence and Relevance
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Research and Development
SEAMOL EC
h as to ac c om m odate
Min istr y of Edu c ation
a nd Cu l t u re (M o E C) S t ra t e g i c Plan n in g sin c e f u n de d
by t h e Go ve rn m e n t o f I n d o n e s ia th rou gh th e MoEC.
The S t ra t e g i c P l a n n i n g s t a t e s t hat SEA MO LEC sh ou ld
deve l o p 8 M o d e l s o f I CT- b a s ed O D L f or Sou th e ast
As i a n i n 2 0 1 4 .
am ou n te d to 33 an d wh ic h pas s es r ecei ved total ed
30. T h e re se arc h ac tiv itie s car r i ed out for 6 months
or 1 se m e ste r.
T h e ac tiv itie s in th is tim e f rame wer e:
•
•
SEA M OL E C a l s o h a s t o fa c i l i tate th e re se arc h an d
deve l o p m e n t (R & D)wi t h 1 0 0 s c i e n tif ic pape rs in 2014
r el a t e d t o t h e d e ve l o p m e n t of I CT-base d distan c e
l ea rn i n g m a t e ri a l s , d e ve l o p m e n t of sof tware /h ardware
to s u p p o rt d i s t a n c e e d u c a t ion , de v e lopm e n t of
di s t a n c e l e a rn i n g m o d e l s , c l a s sroom ac tion re se arc h ,
ex p e ri m e n t a l l y re s e a rc h o f d i s t an c e le arn in g m e th od,
a nd q u a l i t a t i ve re s e a rc h i n t h e im ple m e n tation of
di s t a n c e e d u c a t i o n . S E A M OLEC prov ide s gran ts
f o r l e c t u re rs a n d s t u d e n t s o n th e le v e l of D iplom a
4, S 1 (B a c h e l o r De g re e ) a n d S2 ( Maste r D e gre e ) to
co n d u c t re s e a rc h i n a b o ve t o p i c s.
I n ad d i t i o n , t o i n ve n t t h e I CT- b ase d O D L in n ov ation ,
R&D Di vi s i o n h a s fa c i l i t a t e d t h e re se arc h ac tiv itie s
o f S E A M OL E C s t a ff i n u s i n g E d m odo as aplatf orm f or
co n d u c t i n g o n l i n e t ra i n i n g o f p rof e ssion al de v e lopm e n t
f o r t e a c h e rs i n S o u t h e a s t A s i an re gion an d be y on d.
Sta g e s o f R & D i n 2 0 1 4 b e gan with de v e lopin g
g ui d e l i n e s
fo r
submitting
proposal,
e v alu atin g
pr op o s a l , g u i d e l i n e s fo r re p ort writin g, e v alu atin g
r ep o rt a n d g u i d e l i n e s o n wri t i n g th e sc ie n tif ic pape r.
D ev e l o p m e n t o f g u i d e l i n e s an d in stru m e n ts we re
f a ci l i t a t e d b y M a l a n g S t a t e U n i ve rsity, State Ele c tron ic
Po l yt e c h n i c o f S u ra b a ya , Su rabay a I n stitu te of
Tec h n o l o g y, S a n a t a D a rm a U n i ve rsity, an d I n don e sia
O pe n U n i ve rs i t y (U T ).
June 2014 – June 2015
SEA M OL E C h o l d a g ra n t p ro g ra m f or th e 3rd y e ar sin c e
201 2 . T h i s g ra n t p ro g ra m a i m s to im prov e th e qu ality
o f d i s t a n c e l e a rn i n g i n I n d o n e s ia. T h e gran t program
w a s a t t e n d e d b y l e c t u re rs , s t u d e n ts an d te ac h e rs. I n
201 4 S E A M OL E C p ro vi d e g ra n t s to 100 re se arc h e rs.
Rec e i p t o f p ro p o s a l s o p e n e d on 2 stage s. I n th e
f i r s t s t a g e , t h e p ro p o s a l s re c e iv e d am ou n te d to 161.
Pr op o s a l s t h a t p a s s t h e s e l ec tion am ou n ts to 70
pr op o s a l s . I n t h e s e c o n d s t a ge proposals re c e iv e d
2
SEAMOLEC - ANNUAL REPORT 2015
•
Re v ie w of proposals u sing the i ns tr ument of the
gu ide lin e s
Se le c t th e ac c e ptable pr opos al s bas ed on the
in stru m e n t
T h e proposal c om e s f rom the B andung Ins ti tute
of Te c h n ology, State Ele ctr oni cs P ol ytechni cs of
Su rabay a, Malan g State Uni ver s i ty, Yogyakar ta
State Un iv e rsity, Tru n ojoyo Uni ver s i ty, Uni ver s i ty
Stu de n t N ation I n te rn ational , B andung Technol ogy
I n stitu te an d th e oth e r f rom the r es ear ch conducted
in v oc ation al sc h ools
T h e th e m e s of th e proposals ar e:
•
•
•
•
•
Re se arc h an d D e v e lopment of IT-bas ed ODL
Le arn in g Mate rials
Re se arc h an d D e v e lopm e nt of S oftwar e / Har dwar e
f or O D L Sy ste m
D e v e lopm e n t of O D L Model s
Classroom ac tion re se arch
Q u alitativ e re se arc h about R egul ati on and
I m ple m e n tation of O pen Di s tance E ducati on
Program ( N e wspape rs) I n Indones i a and AS E AN
Cou n trie s
T h e R& D D iv ision of SEA MO LEC s ucces s ful l y col l ected
100sc ie n tif ic pape rs c on sist of 24 s ci enti fi c paper s
on c lassroom ac tion re se arch, 31 s ci enti fi c paper s
on de v e lopm e n t O f O D L in s tr ucti onal mater i al s , 15
sc ie n tif ic pape rs on de v e lop ment of ODL l ear ni ng
m ode l, 21 sc ie n tif ic pape r s on devel opment Of
sof tware /h ardware f or O D L sys tem, 7 s ci enti fi c paper s
on e x pe rim e n tal re se arc h an d 2 s ci enti fi c paper s on
qu alitativ e re se arc h on th e i mpl ementati on of ODL.
T h e c om ple te list as sh own i n Appendi x 1 (Li s t of
Sc ie n tif ic Pape rs) .
O n 2014 also SEA MO LEC devel op two vol umes of
prin te d an d on lin e jou rn al with enti tl ed “Tr ans for mi ng
Te ac h in g an d Le arn in g th rough ICT Opti mi z ati on”
an d “ Re se arc h in Edu c ation Technol ogy: P edagogy &
Te c h n ology ” . A t le ast th e re wi l l be 36 s ci enti fi c paper s
u ploade d to th is site . T h e paper s col l ecti ons ar e the
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sci enti f i c pa per s fro m 2 0 1 1 - 2 0 1 3 . B y t h e e n d of 2014 e x pe c te d th e SEA MO LEC on lin e jou rn al lau n c hed wi th the
new es t s ci enti f i c p a p e rs c o l l e c t i o n .
Fi g ure 1. T h e two volu me s of prin te d Jou rn als
Fi g ure 2 . T h e Sc h e me of SEAMOLEC On lin e Jou rn al
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Figure 3. The Homepage of Online Journal
Figu re 4. T h e list of available Jou rn als
4
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In the field of Models Development, SEAMOLEC was succesfully facilitated11 Models, i ccccccc.e:
1. Online Professional Development of 21st Project-based Learning Model (cross subject)
2. 21st Project-based Learning Model (cross subject) in SILN Moscow
3. 21st Project-based Learning Model (cross subject) in SILN Cairo
4. 21st Project-based Learning Model (cross subject) in Thailand Vocational Colleges
5. 21st Project-based Learning Model (cross subject) in Cambodia
6. 21st Project-based Learning Model (cross subject) in SILN Davao Philippines
7. 21st Project-based Learning Model (cross subject) in Vietnam
8. 21st Project-based Learning Model (cross subject) in SILN Kuala Lumpur
9. 21st Project-based Learning Model (cross subject) in SILNKinabalu
10. 21st Project-based Learning Model (cross subject) in Myanmar
11. 21st Project-based Learning Model (cross subject) in LAO PDR
The development of the model divided into two kinds of methods which are by conducting online workshop session during
3 months and face to face workshop.
The online workshop conducted in order to give perspectives about the concept of 21st Project-based Learning (PBL)
Model to all participants of the program as well as to brief them how to connect and collaborate with other participants
in the workshop to conduct the PBL together and applying with their students. The participants mostly quite new to PBL
concept and they came from out of SEAMOLEC partners. Since the online learning environment was used Edmodo and so
SEAMOLEC gain the participants mostly from the Edmodo communities provided.
There were four main topics covered in this online training ended by one final task. The details of the topic and tasks will be
elaborated in the section discussing online training activities. This phase was required to get a mutual understanding among
participants about issues and challenges in PBL, PBL across subject, 21 century skills in PBL as well as integrating Edmodo
in PBL. This was also the first stage of planning the PBL pilot project. The participants had to join the virtual class in www.
edmodo.com as a teacher and joined the class “Online Activities of 21st Century PBL” with the class code “fspeed”. Each
group were facilitated assisted by facilitators to ensure active participation and in-depth understanding about issues and
challenges in PBL, PBL across subject, 21st century skills in PBL as well as integrating Edmodo in PBL. This online workshop
strongly suggested the participants to build collaboration with other participants with different schools and different subjects
and create a mutual understanding in designing a project to be conducted together among teachers and schools.
Th e m a ter i a l s a n d a c t i vi t i e s p ro vi d e d i n o n l i n e work sh op are as f ollow:
a.
b.
c.
d.
Video based lecturer
The video based lecturers were used as an opening to online discussion forum. It contained some introductory materials and
explanation to the topic. Participants were required to watch the video prior to joining the online discussion.
Reading material
The reading materials were used as secondary information for participants who need a more in-depth understanding of the topic or
those who did not join the previous training on introduction to 21st century project based learning. By doing so, new participants
could catch up with all the information needed to successfully accomplish the online training.
Online discussion
This online discussion forum was a place for the participants to demonstrate their understanding toward the topic at hand. In addition,
participants were also encouraged to share knowledge and experiences of their teaching practices at schools which might be useful
and inspiring for other participants.
Assignment
Two assignments were given during this six-week online workshop to show the milestones of participants’ understanding towards
the topics being discussed. The irst assignment were given after the third topic, assigning participants to start writing their project
idea, the second assignment were given as the inal task to design the complete project plan. Both assignments were scored and
reviewed by the tutors using a previously given rubric. In this manner, participants could map some points that need to be emphasized
in successfully reaching their goals.
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Figure 5. The Strategy of Online Workshop
The online workshop covered four main topics which were spread in periods. The topics and the tasks are described on the advanced
organizer as follow
No.
Topic
Task
Registration & Introduction
1.
Issues and Challenges in PBL
•
•
•
2.
Project Based Learning Across Subject
•
•
•
3.
21st Century Skills in PBL
•
•
•
•
6
SEAMOLEC - ANNUAL REPORT 2015
Discussion on participants’ experience in doing
PBL
Watching video lecturer on issues and challenges
in PBL
Discussion on the possibility of students doing PBL
Watching video lecturer on integrating multi subject
in PBL
Video based discussion on a project topic, the
subject integrated in the topic and the idea to replicate the project
Discussion on idea of PBL across subject
Watching video lecturer promoting 21st century
skills through PBL
Discussion on the effective instruction that contribute to students engagement
Discussion on authentic assessment
Creating Project Idea (Assignment)
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4.
Integrating Edmodo (and other technology tools)
in PBL
•
•
•
5.
Final Task
•
•
•
Watching video lecturer on embedding technology
into PBL
Discussion on planning a strategy for PBL with
technology
Exploring some technology tools that can be
embedded into Project Idea
Finalizing Project Idea (Assignment)
Sharing Project Idea
Finding Project Partner
This online training was started with a registration process followed by introduction of each participants in edmodo. This was important
to ensure that the participants know each other’s background and could see some possibilities of conducting collaboration in the future.
Topic 1
The irst topic discussing the issues and challenges in PBL. It was initiated with a discussion on the participants’ background knowledge on
PBL and experiences in doing such activities. At this stage, most of the participants did not know well about project based learning, some
have done some projects with their students but was not sure whether it was categorized as PBL or not.
Then, participants were invited to watch a video lecturer on issues and challenges in PBL followed by a discussion on the possibility to
conduct PBL in the participants’ context. Although it was admitted that implementing PBL would be a hard work for the teachers, most of
the participants had positive response toward the implementation of PBL. Some concerns occurred regarding the time required and the
integration of PBL with the school/national curriculum.
Figure 6. Screenshot from discussion in Topic 1
Topic 2
The second topic was discussing the project based learning across subject. In this topic participants were invited to watch video on
thing to consider when incorporating multiple subjects in PBL. Some examples of PBL across subject were presented to be analyzed
and evaluated together in the online discussion. Through the discussion, participants gained more ideas on how to design PBL across
subjects. However, there were some participants who were still in doubt if it was possible for them to collaborate with other teachers, even
from the same school.
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Figure 7. Screenshot from discussion in Topic 2
Topic 3
The third topic was the 21st century skills in PBL. Again, participants were invited to watch video lecturer explaining some 21st century skills
that could be fostered while conducting project based learning. In the online discussion, participants were to identify some 21st century
skills being fostered in the sample projects prompted in the video. Interesting discussion occurred on variety of activities that could be
arranged in the PBL which could be valuable for students, not only in gaining content knowledge but also some important life skills.
To end the third topic, participants were asked to write a short description on their project ideas. They were encouraged to communicate,
share and discuss their project ideas to other participants. Some participants received rewarding feedback from others and were able to
revise and igure out a clear and doable project idea. Finally, they submitted their project idea to get feedback from the online tutors.
Figure 8. Screenshot from discussion in Topic 3
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Topic 4
The fourth topic was discussing the integration of technology tools into project based learning. Some tech tools which could be valuable
to assist the students during the project implementation were introduced and discussed. Having had some discussion on integration of
technology tools, participants were asked to look at their project idea and add some tech tools which could be embedded into their project
ideas.
Figure 9. Screenshot from discussion on Topic 4
Final Assignment
As the inal assignment, participants were asked to create a complete project plan using the template provided. Before submitting the
project plan, they were asked to ind partner either from the same schools or from different schools to collaborate during the implementation
process. Once they found their partner, they could start discussing their project idea and share the roles of each teachers. Finally, they
submitted their project plan to be reviewed by the online tutors. There are some requirements for the participants to be able to pass the
online training and get the certiicate. The requirements are as follow:
Having inished the inal assignment on the project plan, all participants moved to the second stage of the training, that is the implementation
of the project plan. They were asked to implement the project plan that they have design and collaborate with their school partners. The
participants were given some templates for implementation report on weekly basis and output report. At this stage, online tutor kept guiding
the participants by monitoring and providing suggestions and or solutions to some problems that they encountered during the project
implementation. Participants were encouraged to share the progress of their projects to other members of the group in the attempt to
motivate each other and provided opportunities to learn from each other.
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The following are several project ideas created by the participants:
1.
In this project students from different country collaborate to make campaign against global warming in the
form of Video and upload in you tube
2.
Students conduct a survey in the campus to determine the common ailments of the students’ for the
irst quarter of the school year. Students will then conduct an interview from the teachers handling Health
subject and school nurse/physician to verify the causes of these ailments. Students also collaborate with
the school physician/nurse for the tips on proper hygiene. Students create or download a video on exercise
routine in coordination with the physical education teachers. Students then collaborate in compiling the
gathered information for inal presentstion.
3.
Students can turn waste energy intopotential energy,ind the waste water from the air conditioner into
drinking water. Students can collaborate with various subjects including Geography, Chemistry, Physics,
Mathematics to be able to design a waste water pipe from the water conditioner is wasted into drinking
water.
4.
Students investigate what the advantages and disadvantages of industrialization for their environment and
social life are and what they should do to minimize the negative impact of such industrialization. They work
collaboratively to make a lyer about those things in hope that the surrounding community would greatly
beneit and well informed about the impact of industrialization near their neighborhood.
5.
The students is going to learn about global warming, human activities that can affect global warming and
ways to reduce its effects. The students also is expected to do something positive about global warming
and make a difference in their community by doing real actions. The students will share their indings, ideas
and their real actions through articles, posters and website. The students are going to learn to collaborate
with students in other country through email exchanges, web, google hang out and edmodo. They are
going to ind the similiarities and differencies that they can learn from another country to reduce the effect of
global warming.
6.
Students are to get inspiration from existing board games like Snakes and Ladders, Monopoly, Card
Games, Etc. They are to use these board games and use Bookkeeping Concepts as a twist to do their
board game.
7.
Project “Every day uses of Computers“ .
We use computers in many different place. And every place have many computer document.
8.
I have plan to design simple project “Save Our Water” using social media.
Referring to the requirements to pass the online training, among the big number of participants, there were only ten participants from batch I
and six participants from batch II who managed to successfully inish the online training and submitted the inal tasks. Moreover, the number
of participants who successfully put the project plan into real class implementation was reduced to only 8 participants.
10
Online Training
Implementation
1.
Akbar mubarrak
1.
Dae Habalo
2.
Amal Elbahey
2.
Nunta Petman
3.
Dae Habalo
3.
Inggy Yuliani
4.
Inggy Yuliani
4.
Maria Ekowati
5.
Maria Ekowati
5.
Resmaleni
6.
Marianne Farrah T. Segui
7.
Nunta Petman
8.
Steven Sutantro
9.
Tugi Hartono
10.
Resmaleni
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11.
Alif Karya
12.
Sri Wachyuni Sachria
13.
Florentina Esti
14.
Irina Damnjanović
15.
Fatimah othman
16.
Ani nurleny nandawijaya
Drawing from the implementation of this online training, here are some result of the relection :
Timeline and Advanced Organizer
• Timeline and advanced organizer which were provided at the orientation stage of the training were very helpful in giving guidance to
participants on what they need to do and prepare during the online training. In addition, the timeline and advanced organizer also
helped the tutor in keeping the pace of the training based on the schedule provided.
• Online Discussion
• Short video lecturers played important roles in triggering online discussion. Having watched the video lecturer, participants were eager
to join the discussions, share their ideas, knowledge and experience to each other.
• Raising issues from classroom context and drawing participants’ opinion on this matter were also good strategies to improve
participations during the online discussion.
Assignment
• High number of participations in online discussion did not necessarily in line with the number of assignment submissions. Most
participants who were eager to participate in online discussion refused to submit the assignments due to some reasons.
• The degree of complexity of the assignment need to be adjusted in order to give more opportunities to the participants to be able to
accomplished the online training successfully.
Participants and Online Tutor
• The large number of participants in this online training with a limited number of online tutor made it hard to provide ample opportunities
to all participants to be closely guided by the online tutors.
• If not adding the number of online tutor, there is an urgent need to limit the number of participants in the online training to make sure
that all participants are well guided by the tutor.
• Prompt responses from the online tutor was one of the determining factors in the success of the training
• Self-motivated participants is the key to success in joining the online training
Partnership
• Building partnership took a great effort among the participants to have great commitment to each other.
• Collaboration in partnership provide a different horizon to the teachers as well as the students as they need to be able to harmoniously
work on their project and ensure the success of it.
Face to face workshop in every country was conducted in order to review participants’ comprehension about PBL in cross subject since
they were also introduced to the concept of PBL in last year workshop. It is as the effort to strengthen the idea of involving other subjects
into learning plan in project-based learning activities. During theface to face workshop, participants integrating multi subject in PBL,
designed, discussed and arranged a pilot project, be introduced to some digital tools to support the project, be introduced to some tips in
managing projects, be encouraged to create projects idea suitable for their context, developing the project plan to be implemented during
1 month.
The activities of face to face workshop are described as follows:
1.
Discussion on last year PBL/experience in PBL/Brainstorm on PBL
2.
Discussion on PBL Across Subject
3.
Discussion on PBL in 21st century
4.
Technology and PBL (Presentation)
5.
Exploring Edmodo features to support PBL
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6.
Exploring Edmodo features to support PBL
7.
Exploring the use of Screencast O-Matic
8.
Exploring the use of Screencast O-Matic
9.
Technology and PBL (hands-on)
10.
MindMapping Pilot Project (Future Garden)
11.
Presentation on Pilot Project – Gallery Walk
12.
Creating Individual project idea*
Finding member of group who want to collaborate in doing PBL*
MindMapping project idea
Rewriting mindmap into project plan template
13.
MindMapping project idea
Rewriting mindmap into project plan template
14.
Introduce digital MindMap* - free mind
Presentation Project Plan
15.
Presentation Project Plan
16.
Wrap up, Post Training
The workshop held in 4 days which is equivalent with 32 hours learning experience. Whereas totally 24 hours learning activities conducted
in classroom (face to face) and 8 hours will be online self-learning by the participants during the workshop. Review and feedback for the
self-assignment delivered in online session by the facilitator team during the face to face workshop as well as after workshop to observe
the progress that have been done by the participants as the follow up activities
Apart from the satisfying result of the workshop, language had become the greatest barrier of the workshop. It is important to consider the
participants’ English Proiciency as the requirement to ensure the maximum result of the workshop. In addition, more examples, cases and
videos related to participants context need to be provided to help participants better understand the concept of Project Based Learning
being introduced in the workshop. Therefore, it is important to conduct an in-depth need analysis and obtain the participants proile before
conducting the workshop.
No.
Title
Institution
Class Action Research in ODL
Upaya Peningkatan Kompetensi Pengetahuan
Teks Deskriptif Melalui Suplemen Quiz Edmodo SMP Negeri 3 Malang
Pada Siswa Kelas VII.8 Di SMP Negeri 3 Malang
2.
Class Action Research in ODL
Meningkatkan Keaktifan Dan Prestasi Belajar
Siswa Melalui Penerapan On Going assessment
Politeknik Elektronika
Pada Mata Kuliah Bahasa Inggris Pendidikan
Negeri Surabaya
Jarak Jauh Politeknik Elektronika Negeri
Surabaya
3.
Class Action Research in ODL
Integrasi Intensif ICT-Based Audio dan Video
dalam Web-Based Hybrid Learning melalui
SMA Negeri 1 Prambanan
Edmodo untuk Meningkatkan Listening Skill
Peserta Didik
Class Action Research in ODL
Peningkatan Prestasi Belajar Rumus Dan Fungsi
Microsoft Excel Melalui Demonstrasi Online
Berbasis E-Learning Guru Berbantuan Game
SMP Negeri 2 Klanten
“SODAKU” Dan Kartu Remi Dengan Teknik
“SICERDAS” Pada Siswa Kelas VIIIE SMP Negeri
2 Klaten Tahun Pelajaran 2013/2014
1.
4.
12
Research Theme
SEAMOLEC - ANNUAL REPORT 2015
KRA - 1
No.
Research Theme
Title
Institution
Class Action Research in ODL
Peningkatan
Hasil
Pembelajaran
Materi
Pokok
Meneladani Perjuangan Rasulullah
SAW. Di Madinah Melalui Multimedia Interaktif
SMA NEGERI 3 Semarang
Dan Webblog Di Kelas X Olimpiade SMA 3
SEMARANG Tahun Pelajaran 2013/2014
Semester II
Class Action Research in ODL
Implementasi Collaborative Online Learning
Untuk Meningkatkan Motivasi dan Hasil Belajar Universitas Pasundan
Matematika Pada Materi Relasi dan Fungsi di Bandung
SMK Negeri 9 Pandeglang
7.
Class Action Research in ODL
Upaya Meningkatkan Aktivitas dan Hasil Belajar
Siswa Kelas VIII SMP Negeri 1 Pagaden Melalui
Pembelajaran Model Cooperative Learning SMP Negeri 1 Pagaden
Model Drill Pada Pembelajaran Matematika
Tahun Pelajaran 2013/2014
8.
Class Action Research in ODL
Penggunaan Problem-Based Learning Dan
Universitas Siswa Bangsa
Blended Learning Untuk Menanamkan Nilai
Internasional
Etika Profesi Guru Pada Mahasiswa Calon Guru
9.
Class Action Research in ODL
Penerapan Pembelajaran Inkuiri Terbimbing
Berbantuan Edmodo Untuk Meningkatkan
Kemampuan
Menyelesaikan
Masalah
SMKN 4 Banjarmasin
Matematika Pada Siswa Kelas X 1 Jurusan
Rekayasa Perangkat Lunak SMK Negeri 4
Banjarmasin Tahun Pelajaran 2013/2014
10.
Class Action Research in ODL
Penerapan Metode Active Knowledge Sharing
Untuk
Pembelajaran Jarak Jauh Berbasis Universitas Trunojoyo
Edmodo
11.
Class Action Research in ODL
Pemanfaatan Media Pembelajaran TV Edukasi
Berbantuan Who Wants To Be The Winner
A Biology Quis Untuk Meningkatkan Prestasi
SMPN 2 Kemalang
Belajar Biologi Materi Pencemaran Lingkungan
Pada Siswa Kelas VIIB SMP Negeri 2 Kemalang
Tahun Pelajaran 2013/2014
12.
Class Action Research in ODL
Analisis Penggunaan E-learning “Schoology”
Sebagai Media Penunjang untuk Meningkatkan
Motivasi Belajar STKIP Surya
13.
Class Action Research in ODL
Pemanfaatan Augmented Reality dalam proses
Institut Teknologi Bandung
pembelajaran pada mata pelajaran Fisika
14.
Class Action Research in ODL
Kelas Maya Untuk Mengatasi Masalah Sertifikasi
Pendidik bagi Guru SMK di SMKN 1 Surabaya
15.
Class Action Research in ODL
Peningkatan Kognitif Mahasiswa dengan
Konstruktivisme Difasilitasi Media Cosmography Universitas Negeri Malang
Learning Management System
Class Action Research in ODL
Pemanfaatan Sistem Learning Virtual Class
Integrasi Audio, Video dan LMS Menggunakan
SMKN Negeri 13
IP Multicast untuk Meningkatkan Capaian
Bandung
Kompetensi Siswa Kelas XI SMK Kimia Analisis
Kota Bandung Pada Topik Titrasi Oksidimetri
5.
6.
16.
STKIP Surya
SMKN 1 Surabaya
SEAMOLEC - ANNUAL REPORT 2015
13
KRA - 1
No.
Title
Institution
Class Action Research in ODL
Perbandingan Metode Pembelajaran Blended
Learning dengan Metode Tatap Muka Pada
Universitas Widyatama,
Prestasi Belajar Mahasiswa Studi Kasus :
Bandung
Mata Kuliah Pengolahan Citra di Universitas
Widyatama
18.
Class Action Research in ODL
Interactive Open and Distance Learning Model
Based on Audience Multi-Choice Feedback
and Istance Assessment Methods Case Study- STMIK AMIK Bandung
Sorting Methods Learning in Algorthm and
Programming
19.
Class Action Research in ODL
Penggunaan digital Game Based Learning pada
Mata Pelajaran Matematika Sub Topik Pola
Barisan dan Deret Ditinjau dari Segi Hasil Belajar
Siswa SMA Negeri 25 Bandung
SMAN 25 Bandung
20.
Class Action Research in ODL
Pemanfaatan Kelas Maya untuk Pembelajaran
Non-Normatif bagi Siswa SMKN 1 Surabaya
SMK Negeri 1 Surabaya
21.
Class Action Research in ODL
Ujian Online Bersama 9 SMK dalam IIVC
(Indonesian International VOC Colaboration)
Institusi 9 SMKN di Indonesia
SMK Negeri 1 Batang
Class Action Research in ODL
Perbandingan Hasil Try Out Konvensional
dengan Try Out Online Menggunakan Aplikasi
SMK Negeri 2 Malang
M-Class Pada Mata Pelajaran Ujian Nasional
Teori Kejuruan
Class Action Research in ODL
Memanfaatkan Alat Komunikasi Digital sebagai
Alat Bantu Pembelejaran dalam Pengembangan
SMKN 8 Malang
Kemampuan Berbicara Inggris Siswa di SMKN 8
dan SMKN 5 Malang
24.
Class Action Research in ODL
Pengunaan Aplikasi M-Class dalam Penerapan
Model Pembelajaran Berbasis Masalah (Problem
Based Learning) untuk Meningkatkan Aktivitas
dan Hasil Belajar Siswa Pada Mata Pelajaran
Produktif TKJ di SMK Negeri 2 Malang Tahun
Pelajaran 2014/2015
25.
Development of ODL
Instructional Materials
Pengembangan Buku Ajar IPS-Sejarah Digital
Berbasis Animasi Sebagai Bahan Ajar PJJ Untuk Universitas Negeri Malang
Siswa SMP Kelas VII
26.
Development of ODL
Instructional Materials
Pengembangan Bahan Ajar Jarak Jauh
Dengan Menggunakan Media Sosial Edmodo
Untuk Mata Pelajaran Pengolahan Citra Digital
Universitas Negeri Malang
Kompetensi Dasar Melakukan Pengolahan
Untuk Memperbaiki Citra (Image Enchacement)
Kelas XI SMK-Multimedia
27.
Development of ODL
Instructional Materials
Pengembangan Media Pembelajaran Cross
Platform Untuk Mata Pelajaran Bahasa Inggris Di Universitas Negeri Malang
Sekolah Menengah Kejuruan
28.
Development of ODL
Instructional Materials
Pengembangan E-Modul Interaktif “Kesehatan
Lingkungan” Untuk Meningkatkan Kesadaran
Masyarakat Indonesia Terhadap Kebersihan
Lingkungan
17.
22.
23.
14
Research Theme
SEAMOLEC - ANNUAL REPORT 2015
SMK Negeri 2 Malang
Universitas Negeri Malang
KRA - 1
No.
Research Theme
Title
Institution
29.
Development of ODL
Instructional Materials
Learning Course Debian Server Fundamental
Dengan Remote Server Menggunakan Android
Smartphone Dalam Pembelajaran Operating SMK Negeri 8 Malang
Sostem Jaringan ( OSJAR TEXT ) Sebagai
Pengembangan bahan Ajar PJJ
30.
Development of ODL
Instructional Materials
Pengembangan Bahan Ajar Mind Mapping
berbasis Buku digital untuk mempermudah
SMK Negeri 8 Malang
Pemahaman Siswa Terhadap Pembelajaran
Speaking
31.
Development of ODL
Instructional Materials
Pengembangan
Bahasa Inggris
32.
Development of ODL
Instructional Materials
Modul Interaktif Computer
Pengenalan Isyarat Tangan
33.
Development of ODL
Instructional Materials
Generator Quiz Interaktif berbasis Flash untuk
Ebook sebagai penunjang Perkuliahan Terbuka
Jarak Jauh (PTJJ)
34.
Development of ODL
Instructional Materials
Pembelajaran GIS dengan menggunakan Virtual Politeknik Elektronika
Class
Negeri Surabaya
35.
Development of ODL
Instructional Materials
Aplikasi Pembelajaran Menulis Huruf Hijaiyah Politeknik Elektronika
Berbasis Mobile
Negeri Surabaya
36.
Development of ODL
Instructional Materials
Aplikasi Pembelajaran Dan Game Interaktif 7
Gerbang Logika Pada Pelajaran Sistem Digital/
SMP Negeri 2 Klanten
Elektronika Berbasis Program Visual Basic
Untuk Siswa SMP/SMA/SMK
37.
Development of ODL
Instructional Materials
Pengembangan Bahan Ajar Jaringan Komputer
Untuk instalasi Client-Server Dengan Untangle Institut Teknologi Bandung
Berbasis Moodle
38.
Development of ODL
Instructional Materials
Pengembangan Media Puzzle Kancing Buatan
SD Muhammadiyah 9
Berbantuan Quiz Edmodo Untuk Proses
Malang
Pembelajaran Bilangan Siswa Kelas I SD
39.
Development of ODL
Instructional Materials
Pengembangan Model Aplikasi Android untuk
Meningkatkan
Kemampuan
Berkomunikasi
dalam Bahasa Inggris Bagi Mahasiswa Ilmu
Kesehatan
40.
Development of ODL
Instructional Materials
Pengembangan FLAP (Fun Listening Android
Application): M-Learning Model Berbasis Universitas Sanata
Android Sebagai Media Pembelajaran Listening Dharma
Bagi Siswa Kelas X SMAN 1 Sleman
41.
Development of ODL
Instructional Materials
Peningkatan
Kemampuan
Penguasaan
Vocabulary dan Expressions dalam Konteks
Universitas Sanata
dengan Menggunakan Meda Pembelajaran
Dharma
PowerPoint Interaktif pada Siswa Kelas X SMK
Negeri 7 Yogyakarta Tahun Pelajaran 2014/2015
42.
Development of ODL
Instructional Materials
Pengembangan Bahan Ajar Pakematik Membaca
Universitas Sanata
Teks Bahasa Inggris untuk Siswa SMA Berbasis
Dharma
Website
43.
Development of ODL
Instructional Materials
Desain dan Implementasi Antarmuka Game
Akademi Perekam
Simulasi Aplikasi Nuklir sebagai Media
Medis dan Informatika
Pendukung PTJJ (Studi Kasus : Diagnosa
Kesehatan Bandung
Jantung Koroner Menggunakan Tc-Tetrofosmin
Video
Interaktif
Pengajaran Politeknik Elektronika
Negeri Surabaya
Vision
untuk Politeknik Elektronika
Negeri Surabaya
Politeknik Elektronika
Negeri Surabaya
Universitas Sanata
Dharma
SEAMOLEC - ANNUAL REPORT 2015
15
KRA - 1
No.
Title
Institution
Development of ODL
Instructional Materials
Analisis Efektivitas Pengembangan EDU Game
pada platform HTML5
Institut Teknologi Bandung
45.
Development of ODL
Instructional Materials
Pengembangan Mobile Aplikasi Multimedia
Interaktif Berbasis Android Model Simulasi
Untuk Meningkatkan Motivasi Belajar Siswa
Dalam Pembelajaran Pengenalan Alat Musik
Tradisional Jawa Barat
SMA Negeri 6 Bandung
46.
Development of ODL
Instructional Materials
Metode Pengenalan Jenis Binatang Dengan
Berbasis Android Untuk Tingkat Taman
SMPN 9 Bandung
Kanak-Kanak (TK) Dan Sekolah Dasar (SD)
Menggunakan Multimedia
47.
Development of ODL
Instructional Materials
Pengembangan Media M-Learning Berbasis
Android Dengan Pendekatan Multimedia Pada SMAN 12 Bandung
Materi Pupuh Sunda
48.
Development of ODL
Instructional Materials
Pengembangan Media M-Learning Berbasis
Android Dengan Metode Cooperative Learning
Tipe Jigsaw Dalam Mengenal Hewan-Hewan
Purba
SMP Negeri 49 Bandung
49.
Development of ODL
Instructional Materials
Learning Games sebagai Media Edukasi
SEAMEO Recfon
50.
Development of ODL
Instructional Materials
Pengembangan Bahan Ajar Modul Pratikum
Mata Kuliah Pengukuran Listrik di Kampus Politeknik Aceh
Politeknik Aceh Berbasis E-Modul
51.
Development of ODL
Instructional Materials
Modul Problem Based Learning Berbasis Mobile
Technology untuk Mata Kuliah Sistem Informasi Politeknik Kota Malang
Geografis di Politeknik Kota Malang
52.
Development of ODL
Instructional Materials
Pembangunan Pustaka Digital Modul Program
Tlogowaru.js sebagai Perancah Pembelajaran
Polteknik Kota Malang
(Scaffolding) Struktur Data dengan Model
Pembelajaran Problem Based Learning
53.
Development of ODL
Instructional Materials
Pengembangan Media Pembelajaran Interaktif
Berbasis Corel Draw & Flash/SWF Tentang
Apresiasi Seni Rupa Modern Aliran Perspektif SMKN Negeri 8 Malang
untuk Semester 2 Kelas X SMKN 8 Malang
dalam Bentuk EPUB
54.
Development of ODL
Instructional Materials
Pembuatan Applikasi Pembelajaran Biologi
Berbagis 3D Mixed Reality Untuk Siswa SMU Politeknik Elektronika
( Studi Khusus : sistem Perederan Darah Negeri Surabaya
Manusia )
55.
Development Of ODL
Instructional Materials
Pengembangan Media Pembelajaran Digital
Universitas Siswa Bangsa
Worksheet Pada Topik Phytagoras Untuk Kelas
Internasional
VIII SMP
56.
Development of ODL Learning
Model
Pemanfaatan Metode Contextual Teaching And
Learning Untuk Peningkatan Hasil Belajar Pada
Universitas Negeri
Mata Pelajaran Menggambar Konstruksi Kelas
Semarang
XI Teknik Gambar Bangunan SMK Negeri 2
Purwodadi
57.
Development of ODL Learning
Model
Penerapan E-Learning Berbasis Jejaring Sosial
Edmodo Dalam Kelas Bahasa Inggris Intensif
Di Smp Internasional Um: Persepsi Siswa Dan
Hasil Belajar
44.
16
Research Theme
SEAMOLEC - ANNUAL REPORT 2015
Universitas Negeri Malang
KRA - 1
No.
Research Theme
Title
Institution
58.
Development of ODL Learning
Model
Advanced And Integrated School Organizer Politeknik Elektronika
System (ADVISORS)
Negeri Surabaya
59.
Development of ODL Learning
Model
Pembelajaran Solutif Jarak Jauh Distribusi
Konten Multimedia Learning Dengan Konsep Universitas Islam Bandung
Media Center
60.
Development of ODL Learning
Model
E-educomic Sebagai Alternatif Pembelajaran
Online pada Mata Pelajaran Akuntansi di SMKN Universitas Indonesia
3 Bandung
61.
Development of ODL Learning
Model
Interaksi Mahasiswa Pada Online Disscussion
Universitas Siswa Bangsa
Dalam Mata Kuliah Pancasila Fakultas Pendidikan
Internasional
Universitas Siswa Bangsa Internasional
62.
Development of ODL Learning
Model
Penerapan Pembelajaran Berbasis E-Learning
Edmodo Untuk Meningkatkan Hasil Belajar
SMKN 3 Bajarmasin
Siswa Kelas Xa Multimedia Pada Kurikulum
2013 DI SMK NEGERI 3 Banjarmasin
63.
Development of ODL Learning
Model
Model Pembelajaran Olahraga Jarak Jauh Untuk Politeknik Elektronika
Siswa SMA
Negeri Surabaya
64.
Development of ODL Learning
Model
Model Pembelajaran Logika Matematika Untuk Politeknik Elektronika
Siswa Sma Dengan Multimedia Flash
Negeri Surabaya
65.
Development of ODL Learning
Model
Model Pembelajaran Logika Dan Algoritma
Politeknik Elektronika
Pemrograman Untuk Anak SD dan SMP Dengan
Negeri Surabaya
Menggunakan Aplikasi Scratch
66.
Development of ODL Learning
Model
Model Pembelajaran (Bimbingan Belajar)
Politeknik Elektronika
Matematika Jarak Jauh Untuk Siswa Sekolah
Negeri Surabaya
Dasar
67.
Development of ODL Learning
Model
Pengaruh Model Pembelajaran Visual Dengan
Menggunakan Sketch Up Terhadap Hasil Belajar
Universitas 17 Agustus
Mata Pelajaran Menggambar Konstruksi Atap
1945 Semarang
Kelas Xi Teknik Gambar Bangunan SMK Negeri
1 Rembang
68.
Development of ODL Learning
Model
Pengembangan Model Pembelajaran Jarak
Jauh di PDD POLINELA Kabupaten Cianjur
69.
Development of ODL Learning
Model
Potensi Pasar Pendidikan Tinggi Jarak Jauh
Untuk Para Buruh Di Kawasan Industri Di Bekasi STMIK Bina Insani
Jawa Barat Indonesia
70.
Development of ODL Learning
Model
Pengembangan
Pola
Pembelajaran
Technoprenuership dengan Memanfaatkan
SMK Negeri 1 Surabaya
Solusi Berbasis Platform as Service di SMKN
1 Surabaya
71.
Development of ODL System
Pengembangan Media Pembelajaran Interaktif
Matematika Berbasis Web Untuk Siswa SMP Universitas Negeri Malang
Pada Pendidikan Terbuka Dan Jarak Jauh
72.
Development of ODL System
Pembuatan Game Mobile Science Bone
Universitas Brawijaya
Labeling
Pembelajaran
Biologi
“Rangka
Malang
Manusia” Untuk Siswa Sma
73.
Development of ODL System
Penerapan Aplikasi Pembelajaran Interaktif
Berbasis Web Untuk Mata Pelajaran Matematika
Kelas IV Sekolah Dasar
AK Cianjur
Universitas Brawijaya
Malang
SEAMOLEC - ANNUAL REPORT 2015
17
KRA - 1
No.
18
Research Theme
Title
Institution
74.
Development of ODL System
Pembuatan Game Mobile Speech Delayed Kids
Universitas Brawijaya
Terapi Anak “Untuk Menangani Anak Belum
Malang
Lancar Bicara”
75.
Development of ODL System
Rancang Bangun Aplikasi Pembelajaran Huruf Universitas Brawijaya
Braille Pada Perangkat Bergerak
Malang
76.
Development of ODL System
Pengembangan Aplikasi E-Quiz Dengan Metode
Pengacakan Distribusi Unifom Untuk Siswa
SMA
Unive