Blended Learning Syam 28 05 2013 B

L/O/G/O

Syamsul Arifin

Anytime-Anywhere-Anything-Anyone

development of

Blended Learning
syamp3ai@its.ac.id;hp:081-2354-2233
www.edutechsyam.com; http://p3ai.its.ac.id

Paradigms Shift

Yesterday:Student Relationship With Information
Challenge : How to Get Information

Paradigms Shift

Today: Student Relationship With Information
Challenge : How to Filter Information

The history of technology in education

Courtesy from YouTube

Education 3.0-A Paradigm Shift

Web Base Education
Education 4.0
Education 3.0
Education 2.0
Education 1.0
• Mostly READ Web
• Limited number of
authors
• Millions of users
• Limited interactivity
• Static info and home
pages
• Owning content

• HTML, portals
• Web forms
• Directories
(taxonomy)
• Ex:Britanica Online

Web 1.0
Information Web
Web Learning 1.0
(reading)

~ 2000

• Mostly READ-WRITECOMMUNICATE Web
• Millions of authors
• Billions of users
• Great interactivity
(blogs, wikis, etc)
• Sharing content
• XML, RSS

• Web applications
• Tagging
• Ex: Wikipedia

Web 2.0
Social Web
Collaborative RMM
Web Learning 2.0

~ 2010

• Mostly MOBILE &
PERSONAL Web
• Focus on individual
user
• Integrated ondemand dynamic
content
• Semantic web and
content objects
• Widgets, mashups,

metadata, dynamic
web services,
ontology
• User behavior
• Active user
engagement

• Mostly SELFLEARNING, SELFORGANISING Web
• Focus on individual
user, Subject domain,
Level of Knowledge
• Internet as a
universal world
computer
• Web as a universal
knowledge base.

Web 3.0
Semantic Web
Personalized

Web Learning 3.0

Web 4.0
Intelligent Web
Learning 4.0

~ 2020

~ 2030

Development of m-Learning

Ways of Learning
Educational Environment

Distance Learning
F2F

F2F Indoor

(Electronic Supported
Collaborative Learning)

F2F
Outdoor

Off-line

On-line

(Computer Base
Learning / CBT)
Module CD/DVD
Multimedia

Vicom /
Telecom

Syamsul Arifin, 2013

e-Learning

m-Learning

Video
Streaming

10 NEGARA PENGGUNA INTERNET TERBESAR
Jml Penduduk (Jt)

PERANCIS

INGGRIS

Pengguna Internet (Jt)

65,63

52,2

63,04

67,4

2,2

193,94

47,7

88,4

45,6

101,2

79,5

1200

313,84

70,1

538

3,7

4,2

137

254

1340

2,3

2,8

67,9

127,37

22,1

83

142,5

INDIA

CINA

83,6

55

81,3

BRAZIL

USA

2,2

248,64

RUSIA

JEPANG

% Pengguna Internet dunia

79,6

52,7

INDONSIA

JERMAN

% Penetrasi Pengguna Internet dari Jml penduduk

11,4
5,7

10,2

40,1
22,4

Sumber:
detikCom
15/04/2013
15:11 wib
Fino YK,
detikInet

L/O/G/O

What is e-Learning ?

Anytime-Anywhere-Anything-Anyone

development of

Blended Learning
www.edutechsyam.com

What is eLearning?
Pembelajaran yang menggunakan TIK (ICT) secara
efektiv & terintegrasi ; kurikulum, bahan
ajar,metodologi, kolaborasi & komunikasi antara
mahasiswa, dosen, universitas, dan stakeholders.
Digital
Curriculum

Improved
Learning
Methods

Professional
Development
eLearning
eLearning
ingredients
Environments

Technology

Connectivity

Knowledge Communities in Higher Education

INTERNET
Mailing List

Discussion Groups
Email

Website

Newsgroup

Center of Excellence

Community of Interest

Research Group

Chat

Knowledge Center

Structure of an LMS

eLearning: Stages of Evolution
Source: Blackboard + Intel

EXPLORATORY

SUPPORTED

INSTITUTIONAL GROWTH

- eLearning system - 20%+ of Profs post
is unsupported
material/instructions
experiment
- Students able to
read lecture notes
online for some
courses
- eLearning
supported but not in
wide usage

Phase I

Phase 2

STRATEGIC
- 100% WiFi
- 50%+ courses
delivered w/ online
content
- Student starts to
work in virtual
teams

Phase 3

MISSION
CRITICAL
- 80%+ courses
delivered with
online content

TRANSFOR
MATIVE
- 100% courses
delivered online

- Prof conducts
online tests,
tracks students
- Prof‘s hold webinars
progress and
and hold e-polls to
adapts teaching
to monitor and
methods
grade students
- Student knows
- Wide use of online
how they are
assignmnets and
competing among
exams
peers, totally
selfreliant for
success

Phase 4

TIME

Universities must plan and manage these stages

Phase 5

Komponen e-Learning
PEDAGOGICAL/
ANDROGOGICAL

TECHNOLOGI
CAL

INTERFACE
DESIGN

ETHICAL

1. Content Analysis 1. Infrastructure
2. Audience Analysis
planning
3. Goal Analysis
2. Hardware
4. Medium Analysis 3. Software
5. Design approach
6. Organization
7. Methods and
Strategies

1. Page and site
design
2. Content design
3. Navigation
4. Accessibility
5. Usability
testing

1. Social and Political
Influence
2. Cultural Diversity
3. Bias
4. Geographical
diversity
5. Learner diversity
6. Digital Divide
7. Etiquette
8. Legal issues

MANAGEMENT

EVALUATION

RESOURCE
SUPPORT

INSTITUTIONAL

1. E-Learning
Content
Development
2. E-Learning
Maintenance

1. Assessment of
learners
2. Evaluation of
the instruction
& learning
environment

1. Online support
2. Resources

1.Administrative
Affairs
2.Academic affairs
3.Student services

Star
Identifikasi Kebutuhan Belajar
Learning Outcame/Compatancy

Re-Konstruksi
MK

Peta Kompetensi Pembelajaran
Rencana Pembelajaran (RP)

online
Aktivitas Belajar /
Metoda Belajar

Sumber Belajar /
Bahan Kajian
Monitoring

Proses Pembelajaran

Evaluasi (Instructional Research)
End

Desain eLearning

Asesmen

RANCANGAN PEMBELAJARAN
(lesson Plan)
(1)
(2)
(3)
(4)
Materi
Mingg Sub-Learning
Indikat
Outcome
Pembelajar
or
u Kean
(SubKompetensi) [Referensi]
1,2

3

4

Mahasiswa mampu
menjelaskan jenis-jenis
sumber energi fossil,
non-fossil dan
diversifikasi energi.

Pengantar
Konversi Energi :
Sumber energi
fossil dan nonfossil.
[K1_Pengantar.p
pt &
K2_Energy&Sust
ainability.ppt ]

•Ketepatan
membedaka
n jenis-jenis
sumber
energi.
•Jumlah
jenis-jenis
energi yang
mempu
dijelaskan.
•Kerjasama,
•Keaktifitas
dalam tim.

(5)
Aktivitas Pembelajaran Mhs.

[Estimasi waktu]

F2F
Kuliah &
Brainstorming,
Diskusi kelompok,
[TM: 2x(4x50”)]
(Tugas-1: Menyusun
Root Map TKE)
[BT+BM:4x(4x50”)]

Online
 Reading
(textbooks and
online
hypertexts):
Share-ITS
 Discussion
online
(Synchronous
(FB) /
Asynchronous
(Share-ITS)

Partisipan (mhs &
dosen)
Suplemen
(tambahan)
Komplemen
(Pelengkap)
Pengganti
(subtitusi)

(6)
Asesmen

Bentuk
Luaran
Non-Tes :
•Root Map TKE.
•Makalah,
•Slide presentasi.

Bobot

5%

Lingkungan Moodle : SHARE-ITS
Edit course settings
Add a resource
Insert a label
Compose a text page
Compose a web page
Link to a filr or web site
Display a directory
Add an IMS Content Package

Add an activity
Assignments
Advanced uploading of files
Online text
Offline activity
Chat
Choice
Database
Flashcard-Trainer
Forum
Glossary
Lesson
Media
Mobile Learning Object
Mobile-Tag
Quiz
SCORM/AICC
Slideshow
Survey
Wiki

This revised Bloom’s Taxonomy
will assist you as you work to
improve instruction to ensure that
 Standards, lessons, and
assessments are aligned.
 Lessons are cognitively rich.
 Instructional opportunities are
not missed.

A. Factual Knowledge: basic elements that
students must know to be acquainted with
a discipline or solve a problem in it.
a. Knowledge of terminology
b. Knowledge of specific details and
elements
A. Conceptual knowledge: the
interrelationships among the basic
elements within a larger structure that
enable them to function together
a. Knowledge of classification
b. Knowledge of principles and
generalizations
c. Knowledge of theories, models and
structures
A. Procedural knowledge:
How to do something: methods of
inquiry, and criteria for using skills,
algorithms, techniques and methods
a. Knowledge of subject specific skills and
algorithms
b. Knowledge of techniques and methods
c. Knowledge of criteria for determining
when to use appropriate procedures
A. Metacognitive knowledge: knowledge of
cognition in general as well as awareness
of one’s own cognition
a. Strategic knowledge
b. Cognitive tasks, including appropriate
contextual and conditional knowledge
c. Self-knowledge

1.REMEMBER:
retrieving relevant
knowledge from
long term memory
1. Recognizing
2. Recalling

2.UNDERSTAND:
determining the
meaning of
instructional
messages
1. Interpreting
2. Exemplifying
3. Classifying
4. Summarizing
5. Inferring
6. Comparing
7. Explaining

List

Summarize

Reading
(textbooks and
online
hypertexts)

Tests;
Search on
Internet

Describe

3. APPLY:
carrying out or
using a procedure
in a given situation
Executing
Implementing

4. ANALYZE:
breaking material
into its constituent
parts and detecting
how the parts relate
to one another and
to an overall
structure or purpose
1. Differentiating
2. Organizing
3. Attributing

5. EVALUATE:
making
judgments based
on criteria and
standards
1. Checking
2. Critiquing

6. CREATE:
putting elements
together to form a
novel, coherent
whole or make an
original product
1. Generating
2. Planning
3. Producing

Classify

Order

Rank

Combine

Interpret

Experiment

Explain

Assess

Plan

Reading
(textbooks and
online
hypertexts)

Concept maps

Online tests

Tabulate

Predict

Calculate

Differentiate

Conclude

Compose

Reading
(textbooks and
online
hypertexts)

Discussion;
Communication;
Concept
mapping;
Online
collaboration

Practice;
Resolve wellstructured
problems

Case studies

Reflection

Resolve illstructured
problems

Execute

Construct

Achieve

Action

Actualize

Making up
learning
strategy

Activity record
study

Reflection

Appropriate
Use
Reading (text
books and online hypertexts)

Communication;
brainstorming

*SC SDE (Pat Mohr). Adapted from Lorin W. Anderson, David R. Krathwohl et al (Eds.) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational
Objectives  2001; published by Allyn and Bacon, Boston, MA  2001 by Pearson Education; reprinted by permission of the publisher

Blended Learning Domain
BLENDED LEARNING
F2F Learning

Lab Base

(synchronous):
Knowledge
Domain:
-Factual
-Conceptual
-Procedural
-Metacognitive
Learning
Strategy:
lecture,
Discussions,
Role-model
Authentic
Assessment
Static

(synchronous)
Knowledge
Domain:
-Factual
-Conceptual
-Procedural
-Metacognitive
Learning
Strategy:
Collaboration,
Discussions,
Project base,
Problem base,
Discovery,
Authentic
Assessment
Static

Syamsul Arifin

E-Learning

M-Learning

Synchronous

Asynchronous

Synchronous

Asynchronous

Knowledge
Domain:
-Factual
-Conceptual
-Procedural
-Metacognitive
Learning
Strategy:
Reading,
Discussions,
chatting,
Vicon, Telecon,
Online
Assessment
Dynamic

Knowledge
Domain:
-Factual
-Conceptual
-Procedural
-Metacognitive
Learning
Strategy:
Reading,
Discussions,
Online
Assessment
Dynamic

Knowledge
Domain:
-Factual
-Conceptual
-Metacognitive
Learning
Strategy:
Reading,
Discussions,
Chatting,
Skype,
Facetime,
Online
Assessment
Dynamic

Knowledge
Domain:
-Factual
-Conceptual
-Metacognitive
Learning
Strategy:
Reading,
Discussions,
SMS,email,
Online
Assessment
Dynamic

L/O/G/O

What is Mobile Learning ?

Anytime-Anywhere-Anything-Anyone

development of

Mobile Learning
www.edutechsyam.com

What is Mobile Learning ?
Mobile learning is technology supported
learning
spontaneous, personal, portable,
lightweight, situated, handheld,
instant connectivity, context
sensitivity, informal, pervasive, low
costs,…..

L/O/G/O

Why Use Mobile Learning ?

Anytime-Anywhere-Anything-Anyone

development of

Mobile Learning
www.edutechsyam.com

Belajar dg m-Learning ........
Lebih personal,
informasi & pengetahuan lebih melimpah
untuk diakses kapan saja dan dimana saja,
kecepatan akses,
memungkinkan berkolaborasi dg siapa saja,
mengakomodasi keragaman kebutuhan belajar,
Lebih efektif, efisien, dan menyenangkan.

Digital Natives vs. Digital Immigrants
Digital Native Learners

Digital Immigrant Teachers

Lebih suka menerima informasi dengan
cepat dari berbagai sumber multimedia.

Lambat memilih dan mengendalikan
informasi dari sember informasi yang
terbatas

Memilih memproses informasi secara
paralel dan mengerjakan tugas ganda.

Memilih memproses informasi secara
tunggal dan berurut dari sumber yang
terbatas.

Memilih memproses informasi gambar,
suara dan video sebelum teks.

Memilih memproses informasi berupa teks
kemudian gambar, suara dan video.

Lebih memilih akses secara acak melalui
hyperlink informasi multimedia.

Lebih memilih menyediakan informasi yg
linier, logic dan serial.

Lebih memilih untuk berinteraksi / jaringan
bersamaan dengan banyak orang lain.

Lebih memilih untuk bekerja secara
independen daripada dari pada dalam
jaringan dan berinteraksi.

Lebih suka belajar "just-in-time".

Lebih memilih untuk mengajar "just-incase" (pada saat ujian).

Memilih kepuasan instan dan manfaat
instan.

Memilih kepuasan ditangguhkan dan
manfaat ditangguhkan.

Memilih pembelajaran yang relevan,
langsung bermanfaat dan menyenangkan.

Lebih memilih untuk mengajarkan sesuai
panduan kurikulum dan tes standar.

Use of personal devices for m-Learning

Devices of Mobile Learning

m-Learning platform development trends

m-Learning stages of capabilities

L/O/G/O

Why we chose m-learning ?

Anytime-Anywhere-Anything-Anyone

development of

Mobile Learning
www.edutechsyam.com

10 NEGARA PENGGUNA INTERNET TERBESAR
Jml Penduduk (Jt)

PERANCIS

INGGRIS

Pengguna Internet (Jt)

65,63

52,2

63,04

67,4

2,2

193,94

47,7

88,4

45,6

101,2

79,5

1200

313,84

70,1

538

3,7

4,2

137

254

1340

2,3

2,8

67,9

127,37

22,1

83

142,5

INDIA

CINA

83,6

55

81,3

BRAZIL

USA

2,2

248,64

RUSIA

JEPANG

% Pengguna Internet dunia

79,6

52,7

INDONSIA

JERMAN

% Penetrasi Pengguna Internet dari Jml penduduk

11,4
5,7

10,2

40,1
22,4

Sumber:
detikCom
15/04/2013
15:11 wib
Fino YK,
detikInet

Commonly used social media tools in 2012

Frequency of participating in Facebook activities

Junco, R. (2012). Computers in Human Behavior Too much face and not enough books : The relationship between multiple indices of
Facebook use and academic performance. Computers in Human Behavior, 28(1), 187–198. doi:10.1016/j.chb.2011.08.026

L/O/G/O

How to Use Mobile Learning ?

Anytime-Anywhere-Anything-Anyone

development of

Mobile Learning
www.edutechsyam.com

Frame model of m-Learning

DA
(Device Aspect)

LA
Device
Usability

(Learning
Aspect)

Mobile
Learning
Social
Technology

Interaction
Learning

SA
(Social Aspect)

A general classification of m-learning systems

The components of mobile devices

Sumber:Clark N. Quinn, 2012

A mobile technologies classification

The Four C’s of Mobile

L/O/G/O

Research on m-learning, why not ?

Anytime-Anywhere-Anything-Anyone

development of

Mobile Learning
www.edutechsyam.com

Model Research Adoption of m-Learning
Watched
three video
clips:

1. what
mobile
learning,
2. mobile
learning
institute,

3. mobile
devices for
academic
uses.
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory
of planned behavior. Computers & Education, 59(3), 1054–1064. doi:10.1016/j.compedu.2012.04.015

Model Research Using of M-learning
Attitudinal Constructs

Behavioral Intention

Attitudinal Beliefs
Attitude
Perceived Ease
of Use

EU-1

AT-1
AT-2

EU-2

Perceived
Usefulness

EU-3

AT-3

H10

1. Accessing
course
information,
2. Communicating
with lector,
3. Discussing
about course
content with
other students,
4. Accessing
course
contents(texts,
audio, audiovisual,
5. Collaborating
on course projects
with other
students,
6.Taking a test or
exam.

External Beliefs Constructs

UF-1
UF-3

Normative Beliefs
Instructor
Readiness

IR-1

Subjective
Norm
SN-1

IR-2

Student
Readiness

IR-3

SN-2
SN-3

SR-1
SR-2
SR-3

Control Beliefs

Perceived Selfefficacy

Perceived
Behavioral Control

SE-1
BC-1

SE-2

Learning
autonomy

SE-3
LA-1
LA-2
LA-3

IT-1
IT-2
IT-3

UF-2

H11

Using
M-Learning
(Facebook)

BC-2

BC-3

Intention

Lesson Plan of Fuzzy System Course

F2F 1

2

3

4

FB 1

5

A-1

2

3

10

A-2

7

8

9

10

4

5

4

5

A-1

• Diskusi konsep system
fuzzy
• Review & resume journal
• Melihat Video dan
memberikan komentar
• Quis

A-1

7

A-2

A-2

9

7

9

10

• Diskusi & Quis
• Melihat link video
Tutorial MATLAB di
YouTube & membuat
program strudi kasus
sederhana.

A-3

12 13 14 15 16 17 18

A-3

Studi Kasus (dipilih secara mandiri) &
diskusi dlm JIGSAW

8

8

10

12 13 14 15 16 17 18
Perancangan Sistem Fuzzy dalam
berbagai aplikasi teknik & non-teknik.

• Kuliah ceramah &
diskusi
• Presentasi hasil
program MATLAB
sederhana

Video
Fuzzy Appl
(resume)

3

Article
Resume

Gol Setting

2

9

Prosedure & Analisis
Pengembangan
Arsitektur Sistem
Fuzzy.

Kuliah ceramah & diskusi
Quis (lisan)

eL 1

8

A-2

12 13 14 15 16 17 18

12 13 14 15 16 17 18
• Diskusi & Quis(bisa menyertakan
attachment & link web)
• Diskusi kelompok (bisa menyertakan
attachment & link web)
• Unggah progress hasil pengembangan
hasil rancangan
(teks,foto,video,audio,dll)

A-3

SURVEY-2

Fakta & Konsep Sistem
Fuzzy dlm teori &
aplikasinya.

7

Presentation
and plenary
discussion

A-1

work and
discussions on
collaborativegr
oups

5

work and
discussion
groups

4

forming
groups &
proposing
cases

3

SURVEY-1

2

Video
Tutorial
(Case)

1

A-3

Messages INBOX
(and threads)

Pokes

Events

Shared
items

Applications

Photos & Videos
(with tagging)

Posted items
(text and URLs)

facebook

Groups

Social Networking Tools in Education

The Wall

facebook

m-Learning (facebook)

m-Learning (facebook)

Description of the survey results
Chart diskripsi variabel2 berpengaruh pd niat penggunaan mLearning
4,4

1:Sangat tdk setuju, 2:Tidak setuju, 3:Ragu-ragu, 4:Setuju, 5:Sangat setuju
4,3

4,2

4,1

4

3,9

3,8

3,7

3,6

3,5
Ease of Use
(EU)

Usefulness
(UF)

Attitude (AT)

Instructor
Student
Readiness (IR) Readiness (SR)
Skor Variabel

Subjective
Norm (SN)

Self-efficacy
Learning
Behavioral
(SE)
Autonomy (LA) Control (BC)

Rerata

Responden : 40 mhs peserta MK Sistem Fuzzy (smt-6), semester genap 2013, JTF-ITS

Intention (IT)

e-Learning Vs m-Learning
Chart diskripsi variabel2 berpengaruh pd niat penggunaan eLearning Vs m-Learning
4,4

1:Sangat tdk setuju, 2:Tidak setuju, 3:Ragu-ragu, 4:Setuju, 5:Sangat setuju
4,3
4,2
4,1
4
3,9
3,8
3,7

3,6
3,5
3,4
Ease of Use
(EU)

Usefulness
(UF)

Attitude (AT)

Instructor
Student
Readiness (IR) Readiness
(SR)
e-Learning

Subjective
Norm (SN)

Self-efficacy
(SE)

Learning
Autonomy
(LA)

Behavioral Intention (IT)
Control (BC)

m-Learning

Responden : 40 mhs peserta MK Sistem Fuzzy (smt-6), semester genap 2013, JTF-ITS

Paradigm Shift in b-Learning
Education 1.0…………..………Education 2.0………………....Education 3.0

High

Controlled Learning by Teacher

Low

Low

Self Regulated Learning

High

High

Level of Instructional Design

Low

Low

Technology in Educational

High

Low

Information Access

High

Syamsul Arifin, 2013

L/O/G/O

Terimakasih
Syamsul Arifin

Anytime-Anywhere-Anything-Anyone

development of

Blended Learning
syamp3ai@its.ac.id; hp:081-2354-2233
www.edutechsyam.com; http://p3ai.its.ac.id