Materi Workshop Teknologi Pendidikan Prof Atwi

FOKUS

PROFESI

Atwi Suparman

Disampaikan dalam Workshop Penyusunan Kurikulum Teknologi Pendidikan

I. Mari Kita Menyimak

Kembali Definisi

1. Instructional technology is

the design and

use

of messages

which control the

learning process. (1963).

(Commissions esthablized by The Depratement of Audiovisual Instruction - USA)

 _{Message Design}

Perkembangan Definisi Teknologi

Instruksional

Atwi Suparman

2.

Instructional technology means

the media

born

of the communication revolutions

which can be used for instructional

purposes alongside the teacher, textbook,

and blackboard. (1970)

(Commissions on Instructional Technology, first definition).

 _{Instructional Media}

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3.

Instructional technology is a

systematic way of

designing, carrying out, and evaluating the

whole process of

learning and teaching

in

terms of specific objectives, based on research

on human learning and communication, and

employing a combination of human and non

human resources to bring about more efective

instruction. (1970)

(Commissions on Instructional Technology, second definition)

 _{System Approach for Effective Instruction}

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4.

Educational technology is a

complex,

integrated

process

involving

people,

procedures, ideas, devices, and organization,

for

analyzing problems

and devising,

implementating, evaluating, and

managing

solutions to those problems,

involved in all

aspects of human learning. (AECT 1977)



_{ET for Solving Educational Problems}

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5.

Instructional technology is the

theory and

practice

of

design,

development,

utilization, management, and evaluation of

processes and resources for learning.

(AECT, 1994)

 _{Five Domains of IT}

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Lima Kawasan Teknologi

Pembelajaran



_Design



_Development



_{Utilization (Implementation,}

Diffusions of Innovation).



_{Management (Resource Manag}

and Development Manag).



_Evaluation

6. Educational technology is the study and

ethical practice of

facilitating learning

and

improving performance

by creating, using,

and managing appropriate technological

processes and resources.

(AECT, 2008)

 Elements of IT

 _{Instructional & Non Instructional Solution}

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Elements of The

Definition

Januszweski, Alan and Molenda, Michael.

(2008). Educational Technology: A

Definition with Complementary. New York:

Taylor & Francis Group. (pp. 1-13, 50-77,

81-105, 175-191)

A Visual summary of key elements of the current definition (AECT, 2008) p. 5

Information gathering in analysis beyond the

traditional conceptions of research. It is intended to include quantitative & qualitative research as well as other forms of disciplined inquiry such as theorizing, philosophical analysis, historical

investigations, development projects, fault analyses, system analyses, evaluations.

 _{To prove that media and technology are}

effective tools for instruction

 _{To examine the appropriate applications of}

processes and technologies to the improvement of learning.

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 _{The ethical use of media and on respect for}

intelectual property

 _{In maintaining a high level of professional}

conduct

 _{Commitment to the individidual}

(protection of rights of access to materials and efforts to protect the health and

safety of professionals;

 _{Commitment to society}

 _{Commitment to the profession}

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Helping people to learn

Productive, active use, or

deep

learning

(learning that is based on rich experience and

that can be applied in real world contexts)

Learning is controlled and owned by learners

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 Changes in capabilities that carry over into real world application

 To improve the performance of individual learners, of teacher and designer, and of organizations.

 Please note that this chapter is not about

performance improvment as it is concieved in

business management theory or the field of Human Performance Technology (HPT). In those venues,

people view performance improvement as a process of using all available means to solve performance problems in organization. (p.49)

 Konsep performance improvement dalam HPT lebih luas dari konsep improving performance dalam

Teknologi Pendidikan.

Molenda, Michael and Pershing, James A in Januszweski,

Alan and Molenda, Michael (2008). Educational Technology: A Definition with Complementary. New York: Taylor &

Francis Group. (p.49)

Strategic Planning

Cause Analysis – deficiencies in :

Analysis Design

Developme nt Production

Evaluation & Revision Change



_{Reward structures}



_{Feedback to workers}



_{Working tools}



_{Physical environment}



_{Organizational change}



_{Job redesign}



_{Knowledge management system}



_{Informal learning (from}

experiences)



_{Performance support (job aids,}

manual)

Non Instructional Solutions/

Interventions

(Apart of Human Performance Technology Not Instructional Technology)

There are no processes or resources to

use or manage unless someone first creat

them.

The activities and theories related to the whole complex process involved in

creating instructional materials, learning environments, and larger

teaching-learning systems

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It refers to the theories and practices related to bring learners into contact with

learning conditions and resources

It refers to the theories and practices related to bring learners into contact with

learning conditions and resources

Selection of appropriate processes and resources.

Selection of appropriate processes and resources.

The learner’s encouter with the learning

resources takes place within some environment following some procedures, often under the guidance of an instructor, the planning in conduct

of which can fit under the label of utilization The learner’s encouter with the learning

resources takes place within some environment following some procedures, often under the guidance of an instructor, the planning in conduct

of which can fit under the label of utilization

Diffusion process

Educational technology program management

activities tend to

directed to one of four

objects

: managing projects, managing

resources, managing performance of people, or

managing programs.



_{Managing projects is a well-understood}

management function within the field of

educational technology. The projects in

question typically entail

the design and

development of instructional materials and

systems

.

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

_{Managing resources :}



_{Multiple tasks related to instructional}

information to ensure that a

collection of

learning resources

is developed,

maintained, and made available as

needed.



_{Multiple tasks related to a combination of}

medium and method

of usage that is

employed to present instructional

information to a learner.



_{How the information for learning is}

stored, transfered, or processed.

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

_{Managing the performance of people.}



_{Personnel management includes}

ensuring that there are enough people

with the right skills to do the work at

the right time and for the lowest cost

with the necessary resources



_{Every facet of an organization in terms}

of quality is intendeed

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

_{Managing program}



_{Programs are mission driven, have}

greater duration, and usually

contain multiple projects



_Marketing



_{Managing change}



_{Program evaluation}

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

_Suitability

_for

_and

_{compatibility with}

their intended purposes.



_The

_simplest

_{and most}

_{benign (ramah)}

solutions to a problem

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

_{The use of processes}

_{that have some}

claim of worthy results, based on

research or at least reflective

development.



_{The use of resources,}

_{hardware and}

software

entailed in teaching.

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

_{A series of activities directed toward a}

specified result



_{Educational technologist often employ}

specialized

process

to design, develop,

and produce learning resources

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

_{People, tools, technologies, and}

materials

designed to help learners



_{Including high-tech ICT systems}

_,

community resources, digital media,

analog/traditional media

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7. The field of instructional design and technology (also known as instructional technology) encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non-instructional processes and resources

intended to improve learning and performance in a variety of setting, particulary educational institutions and the workplace.

(Reiser, Robert A. and Dempsey, Jhon V. Trends and Issues In Instructional Design and Technology, (third edition). New York: Pearson. 2012. p. 5)

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Atwi Suparman

Definisi Lain

(Tidak Resmi)

1. KKNI (Kerangka Kualifikasi

Nasional Indonesia) dalam

Peraturan Presiden Republik

Indonesia No. 8 tahun 2012.

2. AECT Standard yang berlaku

secara Internasional

Kurikulum Teknologi

Pendidikan di Indonesia

GATS & AFTA, UU SISDIKNAS, REGIONAL CONVENTIONS KESIAPAN INDONESIA

MENERIMA INFLUX TENAGA KERJA ASING DALAM BERBAGAI JENJANG PEKERJAAN DI INDUSTRI/

PERUSAHAAN

REKOGNISI KUALIFIKASI SDM INDONESIA



MENINGKATKAN REKOGNISI dan

PENYETARAAN KUALIFIKASI DI DALAM & LUAR NEGERI

1

 _{Kerangka Kualifikasi Nasional Indonesia (KKNI),}

adalah penjenjangan capaian pembelajaran yang menyetarakan, keluaran bidang pendidikan formal, nonformal, dan informal, atau pengalaman kerja dalam rangka pengakuan kompetensi kerja sesuai dengan struktur pekerjaan di berbagai sektor

 _{Jenjang kualifikasi adalah tingkat capaian}

pembelajaran yang disepakati secara nasional, disusun berdasarkan ukuran hasil pendidikan dan/ atau pelatihan yang diperoleh melalui pendidikan formal, nonformal, informal, atau pengalaman kerja  _{KKNI merupakan perwujudan mutu dan jati diri}

Bangsa Indonesia terkait dengan sistem

pendidikan dan pelatihan nasional yang dimiliki Indonesia

 _{KKNI terdiri dari 9 (sembilan) jenjang kualifikasi,}

dimulai dari Kualifikasi – 1 sebagai kualifikasi terendah dan Kualifikasi – 9 sebagai kualifikasi tertinggi

KKNI

KUALIFIKASI MANUSIA INDONESIA

Sekolah Menengah Umum

Peraturan Presiden

Republik Indonesia Nomor.8

Tahun 2012 tentang

Kerangka Kualifikasi

Nasional Indonesia

LEVEL 6

(Sarjana S1 dan

D4)

• Mampu mengaplikasikan bidang keahliannya dan

memanfaatkan ilmu pengetahuan, teknologi, dan/atau seni pada bidangnya dalam penyelesaian masalah serta mampu beradaptasi pada situasi yang dihadapi

• Menguasai konsep teoritis bidang pengetahuan tertentu

secara umum dan konsep teoritis bagian khusus dalam bidang pengetahuan tersebut secara mendalam, serta mampu meformulasikan penyelesaian masalah

prosedural

• Mampu mengambil keputusan yang tepat berdasarkan

analisis informasi dan data, dan mampu memberikan

petunjuk dalam memilih berbagai alternatif solusi secara mandiri dan kelompok

• Bertanggung jawab pada pekerjaan sendiri dan dapat

LEVEL 7

(PENDIDIKAN

PROFESI )

• Mampu merencanakan dan mengelola sumberdaya di

bawah tanggung jawabnya, dan mengevaluasi secara komprehensif kerjanya dengan memanfaatkan ilmu pengetahuan, teknologi, dan/atau seni untuk

menghasilkan langkah-langkah pengembangan strategis organisasi.

• Mampu memecahkan permasalahan ilmu

pengetahuan, teknologi, dan/atau seni di dalam bidang keilmuannya melalui pendekatan

monodisipliner.

• Mampu melakukan riset dan mengambil keputusan

strategis dengan akuntabilitas dan tanggung jawab penuh atas semua aspek yang berada di bawah

LEVEL 8

(MAGISTER &

SPESIALIS)

• Mampu mengembangkan pengetahuan, teknologi, dan/atau seni di dalam bidang keilmuannya atau praktek profesionalnya melalui riset, hingga

menghasilkan karya inovatif dan teruji.

• Mampu memecahkan permasalahan ilmu

pengetahuan, teknologi, dan/atau seni di dalam bidang keilmuannya melalui pendekatan inter atau

multidisipliner.

• Mampu mengelola riset dan pengembangan yang

bermanfaat bagi masyarakat dan keilmuan, serta mampu mendapat pengakuan nasional dan

LEVEL 9

(DOKTOR)

• Mampu mengembangkan pengetahuan, teknologi,

dan/ atau seni baru di dalam bidang keilmuannya atau praktek profesionalnya melalui riset, hingga

menghasilkan karya kreatif, original, dan teruji.

• Mampu memecahkan permasalahan ilmu

pengetahuan, teknologi, dan/atau seni di dalam bidang keilmuannya melalui pendekatan inter, multi, dan

transdisipliner.

• Mampu mengelola, memimpin, dan mengembangkan

riset dan pengembangan yang bermanfaat bagi ilmu pengetahuan dan kemaslahatan umat manusia, serta mampu mendapat pengakuan nasional dan

SETIAP PROGRAM STUDI

HARUS MERUMUSKAN

KOMPETENSI

(LEARNING OUTCOMES)

LULUSANNYA

KKNI

Candidates demonstrate the

knowledge necessary to create,

use, assess, and manage

theoretical and practical

applications of educational

technologies and processes.

AECT Standard 1 - Content

Knowledge

AECT Standards, 2012

Version

Indicators:



_{Creating - Candidates demonstrate the}

ability to create instructional materials and

learning environments using a variety of

systems approaches. (p. 81)



_{Using - Candidates demonstrate the ability}

to select and use technological resources

and processes to support student learning

and to enhance their pedagogy. (p. 141)

 _{Assessing/Evaluating - Candidates demonstrate}

the ability to assess and evaluate the effective integration of appropriate technologies and

instructional materials.

 _{Managing - Candidates demonstrate the ability}

to effectively manage people, processes,

physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)

 _{Ethics - Candidates demonstrate the}

contemporary professional ethics of the field as defined and developed by the Association for

Educational Communications and Technology. (p. 284)

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Candidates develop as reflective

practitioners able to demonstrate

effective implementation of

educational technologies and

processes based on contemporary

content and pedagogy.

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Indicators:

 _{Creating - Candidates apply content pedagogy}

to create appropriate applications of processes and technologies to improve learning and

performance outcomes. (p. 1)

 _{Using - Candidates implement appropriate}

educational technologies and processes based on appropriate content pedagogy. (p. 141)

 _{Assessing/Evaluating - Candidates demonstrate}

an inquiry process that assesses the adequacy of learning and evaluates the instruction and

implementation of educational technologies and processes (p. 116-117) grounded in reflective

practice.



_{Managing - Candidates manage}

appropriate technological processes and

resources to provide supportive learning

communities, create flexible and diverse

learning environments, and develop and

demonstrate appropriate content

pedagogy. (p. 175-193)



_{Ethics - Candidates design and select}

media, technology, and processes that

emphasize the diversity of our society as a

multicultural community. (p. 296)

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Candidates facilitate learning (p. 41)

by creating, using, evaluating, and

managing effective learning

environments. (p. 1)

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AECT Standard 3

Indicators:

 _{Creating - Candidates create instructional design}

products based on learning principles and research-based best practices. (pp. 8, 243-245, 246)

 _{Using - Candidates make professionally sound}

decisions in selecting appropriate processes and

resources to provide optimal conditions for learning (pp. 122, 169) based on principles, theories, and

effective practices. (pp. 8-9, 168-169, 246)

 _{Assessing/Evaluating - Candidates use multiple}

assessment strategies (p. 53) to collect data for informing decisions to improve instructional

practice, learner outcomes, and the learning environment. (pp. 5-6)

 _{Managing - Candidates establish mechanisms (p.}

190) for maintaining the technology infrastructure (p. 234) to improve learning and performance. (p. 238)

 _{Ethics - Candidates foster a learning environment}

in which ethics guide practice that promotes

health, safety, best practice (p. 246), and respect for copyright, Fair Use, and appropriate open

access to resources. (p. 3)

 _{Diversity of Learners - Candidates foster a learning}

community that empowers learners with diverse backgrounds, characteristics, and abilities. (p. 10)

Lanjutan Lanjutan

Candidates design, develop, implement,

and evaluate technology-rich learning

environments within a supportive

community of practice.

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AECT Standard 4

Indicators:

 _{Collaborative Practice - Candidates collaborate}

with their peers and subject matter experts to analyze learners, develop and design

instruction, and evaluate its impact on learners.

 _{Leadership - Candidates lead their peers in}

designing and implementing technology-supported learning.

 _{Reflection on Practice - Candidates analyze}

and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their



_{Assessing/Evaluating - Candidates design}

and implement assessment and

evaluation plans that align with learning

goals and instructional activities.



_{Ethics - Candidates demonstrate ethical}

behavior within the applicable cultural

context during all aspects of their work

and with respect for the diversity of

learners in each setting.

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Candidates explore, evaluate, synthesize,

and apply methods of inquiry to enhance

learning (p. 4) and improve performance

(pp. 6-7).

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Indicators:



_{Theoretical Foundations - Candidates}

demonstrate foundational knowledge of

the contribution of research to the past

and current theory of educational

communications and technology. (p. 242)



_{Method - Candidates apply research}

methodologies to solve problems and

enhance practice. (p. 243)



Assessing/Evaluating - Candidates apply

formal inquiry strategies in assessing and

evaluating processes and resources for

learning and performance. (p. 203)



_{Ethics - Candidates conduct research and}

practice using accepted professional (p.

296) and institutional (p. 297) guidelines

and procedures.

Lanjutan Lanjutan

Standard 1 Content Knowledge

Standard 2 Content Pedagogy

Standard 3 Learning Environments

Standard 4 Professional Knowledge & Skills

Standard 5 Research

Diversity of

Learners X

Collaborative

Practice X

Leadership X

Reflection on

Practice X

Theoretical

Foundations X

Method X

Tips dalam Pengembangan Kurikulum

TP

1. Mengacu pada kompetensi lulusan yang diharapkan (nasional dan internasional)

2. Menggunakan sumber daya (SDM dan sarana-prasarana) terbaik yang dimiliki atau dapat disediakan oleh lembaga pendidikan

penyelenggara.

3. Menentukan daftar mata kuliah dengan

mengacu pada kawasan teknologi pendidikan yang diturunkan dari definisi TP terbaru.

4. Merancang strategi pembelajaran yang

memfasilitasi interaksi pembelajaran secara intensif.

5. Menetukan penilaian hasil belajar yang valid, reliable, dan usable untuk mengukur

Semoga

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