SEAMEO SEAMOLEC

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SEAMEO SEAMOLEC

SOUTHEAST ASIAN MINISTERS OF EDUCATION ORGANIZATION REGIONAL

OPEN LEARNING CENTRE

JULY 2014 - JUNE 2015

ANNUAL

REPORT

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Credits

Copyright © 2015 PRM SEAMOLEC

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

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

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SEAMOLEC - ANNUAL REPORT 2015

KRA-1 :

Enhanced Program Excellence and Relevance

• Research and Development...

• Training/Workshop...

• Staff Development...

• ICT Development...

KRA-2 :

Enhanced Quality and Eficiency Management of SEAMOLEC ... 29

KRA-3 :

Enhanced Financial Visibility ... 31

KRA-4 :

Increase Access to Market SEAMOLEC

Programs ... 37

KRA-5 :

Strengthened and Increased Linkages with National, Regional and International Institutions ... 41

a. Promoting Technical and Vocational Education and Training ...

• Trilateral Cooperation Between Indonesia - Myanmar - Germany to Improve Capacity Building of Myanmar Teachers and Instructors ...

• Digital Angklung Competition: Development and

Performance ...

52

61

b. Reforming Teacher Education through Inter Centre Collaboration (ICC) ...

• SEA Online Course Development (SOCD) between SEAMOLEC, Center for Development and Empowerment of Teachers and Education (PPPPTK), and SEAMEO Centres ...

• ICC Between SEAMOLEC-BIOTROP; SEAMOLEC- VOCTECH; SEAMOLEC - BIOTROP - SEAMEO VOCTECH, and SEAMOLEC - QITEP in Language - QITEP in Math-QITEP 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 ...

63

69

77

79

c. Harmonizing Higher Education and Research ...

• School/University Partnership

- Cambodia ...

• Students Mobility

- Cambodia ...

d. 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 ...

142 142 145

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SEAMOLEC - ANNUAL REPORT 2015

Foreword

IV

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 computer-based 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 in-country 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

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SEAMOLEC - ANNUAL REPORT 2015

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”.

As one of the challenging issues of distance learning these days, SEAMOLEC always improve its internal management in

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

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.

Foreword

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Enhanced Program

Excellence and Relevance

KRA-

1 Research and Development

Training/Workshop

Staff Development

ICT Development

KR

A-1

KEY RE

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Research and Development

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s c i e n t i f i c p a p e r s f r o m 2 0 1 1 - 2 0 1 3 . B y t h e e n d o f 2 0 1 4 e x p e c t e d t h e S E A M O L E C o n l i n e j o u r n a l l a u n c h e d w i t h t h e n e w e s t s c i e n t i f i c p a p e r s c o l l e c t i o n .

F i g u r e 1 . T h e t w o v o l u m e s o f p r i n t e d J o u r n a l s

F i g u r e 2 . T h e S c h e m e o f S E A M O L E C O n l i n e J o u r n a l

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Figure 3. The Homepage of Online Journal

F i g u r e 4 . T h e l i s t o f a v a i l a b l e J o u r n a l s

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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.

T h e m a t e r i a l s a n d a c t i v i t i e s p r o v i d e d i n o n l i n e w o r k s h o p a r e a s f o l l o w :

a. 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.

b. 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.

c. 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.

d. 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 • Discussion on participants’ experience in doing

PBL

• Watching video lecturer on issues and challenges

in PBL

• Discussion on the possibility of students doing PBL

2. Project Based Learning Across Subject • 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 rep-licate the project

• Discussion on idea of PBL across subject

3. 21st Century Skills in PBL • Watching video lecturer promoting 21st century

skills through PBL

• Discussion on the effective instruction that

contrib-ute to students engagement

• Discussion on authentic assessment

• Creating Project Idea (Assignment)

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4. Integrating Edmodo (and other technology tools) in PBL

• 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

5. Final Task • 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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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.

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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.

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. Research Theme Title Institution

1. Class Action Research in ODL

Upaya Peningkatan Kompetensi Pengetahuan Teks Deskriptif Melalui Suplemen Quiz Edmodo Pada Siswa Kelas VII.8 Di SMP Negeri 3 Malang

SMP Negeri 3 Malang

Meningkatkan Keaktifan Dan Prestasi Belajar Siswa Melalui Penerapan On Going assessment Pada Mata Kuliah Bahasa Inggris Pendidikan Jarak Jauh Politeknik Elektronika Negeri Surabaya

Politeknik Elektronika Negeri Surabaya

Integrasi Intensif ICT-Based Audio dan Video dalam Web-Based Hybrid Learning melalui Edmodo untuk Meningkatkan Listening Skill Peserta Didik

SMA Negeri 1 Prambanan

Peningkatan Prestasi Belajar Rumus Dan Fungsi Microsoft Excel Melalui Demonstrasi Online Berbasis E-Learning Guru Berbantuan Game “SODAKU” Dan Kartu Remi Dengan Teknik “SICERDAS” Pada Siswa Kelas VIIIE SMP Negeri 2 Klaten Tahun Pelajaran 2013/2014

SMP Negeri 2 Klanten

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Peningkatan Hasil Pembelajaran Materi Pokok Meneladani Perjuangan Rasulullah SAW. Di Madinah Melalui Multimedia Interaktif Dan Webblog Di Kelas X Olimpiade SMA 3 SEMARANG Tahun Pelajaran 2013/2014 Semester II

SMA NEGERI 3 Semarang

Implementasi Collaborative Online Learning Untuk Meningkatkan Motivasi dan Hasil Belajar Matematika Pada Materi Relasi dan Fungsi di SMK Negeri 9 Pandeglang

Universitas Pasundan Bandung

Upaya Meningkatkan Aktivitas dan Hasil Belajar Siswa Kelas VIII SMP Negeri 1 Pagaden Melalui Pembelajaran Model Cooperative Learning Model Drill Pada Pembelajaran Matematika Tahun Pelajaran 2013/2014

SMP Negeri 1 Pagaden

Penggunaan Problem-Based Learning Dan Blended Learning Untuk Menanamkan Nilai Etika Profesi Guru Pada Mahasiswa Calon Guru

Universitas Siswa Bangsa Internasional

Penerapan Pembelajaran Inkuiri Terbimbing Berbantuan Edmodo Untuk Meningkatkan Kemampuan Menyelesaikan Masalah Matematika Pada Siswa Kelas X 1 Jurusan Rekayasa Perangkat Lunak SMK Negeri 4 Banjarmasin Tahun Pelajaran 2013/2014

SMKN 4 Banjarmasin

Penerapan Metode Active Knowledge Sharing Untuk Pembelajaran Jarak Jauh Berbasis Edmodo

Universitas Trunojoyo

Pemanfaatan Media Pembelajaran TV Edukasi Berbantuan Who Wants To Be The Winner A Biology Quis Untuk Meningkatkan Prestasi Belajar Biologi Materi Pencemaran Lingkungan Pada Siswa Kelas VIIB SMP Negeri 2 Kemalang Tahun Pelajaran 2013/2014

SMPN 2 Kemalang

Analisis Penggunaan E-learning “Schoology” Sebagai Media Penunjang untuk Meningkatkan Motivasi Belajar STKIP Surya

STKIP Surya 13. Class Action Research in ODL Pemanfaatan Augmented Reality dalam proses

pembelajaran pada mata pelajaran Fisika Institut Teknologi Bandung 14. Class Action Research in ODL Kelas Maya Untuk Mengatasi Masalah Sertifikasi

Pendidik bagi Guru SMK di SMKN 1 Surabaya SMKN 1 Surabaya 15. Class Action Research in ODL

Peningkatan Kognitif Mahasiswa dengan Konstruktivisme Difasilitasi Media Cosmography Learning Management System

Universitas Negeri Malang

Pemanfaatan Sistem Learning Virtual Class Integrasi Audio, Video dan LMS Menggunakan IP Multicast untuk Meningkatkan Capaian Kompetensi Siswa Kelas XI SMK Kimia Analisis Kota Bandung Pada Topik Titrasi Oksidimetri

SMKN Negeri 13 Bandung

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Perbandingan Metode Pembelajaran Blended Learning dengan Metode Tatap Muka Pada Prestasi Belajar Mahasiswa Studi Kasus : Mata Kuliah Pengolahan Citra di Universitas Widyatama

Universitas Widyatama, Bandung

Interactive Open and Distance Learning Model Based on Audience Multi-Choice Feedback and Istance Assessment Methods Case Study-Sorting Methods Learning in Algorthm and Programming

STMIK AMIK Bandung

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

Perbandingan Hasil Try Out Konvensional dengan Try Out Online Menggunakan Aplikasi M-Class Pada Mata Pelajaran Ujian Nasional Teori Kejuruan

SMK Negeri 2 Malang

Memanfaatkan Alat Komunikasi Digital sebagai Alat Bantu Pembelejaran dalam Pengembangan Kemampuan Berbicara Inggris Siswa di SMKN 8 dan SMKN 5 Malang

SMKN 8 Malang

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

SMK Negeri 2 Malang

25. Development of ODL Instructional Materials

Pengembangan Buku Ajar IPS-Sejarah Digital Berbasis Animasi Sebagai Bahan Ajar PJJ Untuk Siswa SMP Kelas VII

Pengembangan Bahan Ajar Jarak Jauh Dengan Menggunakan Media Sosial Edmodo Untuk Mata Pelajaran Pengolahan Citra Digital Kompetensi Dasar Melakukan Pengolahan Untuk Memperbaiki Citra (Image Enchacement) Kelas XI SMK-Multimedia

Pengembangan Media Pembelajaran Cross Platform Untuk Mata Pelajaran Bahasa Inggris Di Sekolah Menengah Kejuruan

Pengembangan E-Modul Interaktif “Kesehatan Lingkungan” Untuk Meningkatkan Kesadaran Masyarakat Indonesia Terhadap Kebersihan Lingkungan

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Learning Course Debian Server Fundamental Dengan Remote Server Menggunakan Android Smartphone Dalam Pembelajaran Operating Sostem Jaringan ( OSJAR TEXT ) Sebagai Pengembangan bahan Ajar PJJ

SMK Negeri 8 Malang

Pengembangan Bahan Ajar Mind Mapping berbasis Buku digital untuk mempermudah Pemahaman Siswa Terhadap Pembelajaran Speaking

SMK Negeri 8 Malang 31. Development of ODL

Instructional Materials

Pengembangan Video Interaktif Pengajaran Bahasa Inggris

Politeknik Elektronika Negeri Surabaya 32. Development of ODL

Modul Interaktif Computer Vision untuk Pengenalan Isyarat Tangan

Generator Quiz Interaktif berbasis Flash untuk Ebook sebagai penunjang Perkuliahan Terbuka Jarak Jauh (PTJJ)

Pembelajaran GIS dengan menggunakan Virtual Class

Aplikasi Pembelajaran Menulis Huruf Hijaiyah Berbasis Mobile

Aplikasi Pembelajaran Dan Game Interaktif 7 Gerbang Logika Pada Pelajaran Sistem Digital/ Elektronika Berbasis Program Visual Basic Untuk Siswa SMP/SMA/SMK

SMP Negeri 2 Klanten

Pengembangan Bahan Ajar Jaringan Komputer Untuk instalasi Client-Server Dengan Untangle Berbasis Moodle

Institut Teknologi Bandung 38. Development of ODL

Pengembangan Media Puzzle Kancing Buatan Berbantuan Quiz Edmodo Untuk Proses Pembelajaran Bilangan Siswa Kelas I SD

SD Muhammadiyah 9 Malang

Pengembangan Model Aplikasi Android untuk Meningkatkan Kemampuan Berkomunikasi dalam Bahasa Inggris Bagi Mahasiswa Ilmu Kesehatan

Universitas Sanata Dharma

Pengembangan FLAP (Fun Listening Android Application): M-Learning Model Berbasis Android Sebagai Media Pembelajaran Listening Bagi Siswa Kelas X SMAN 1 Sleman

Peningkatan Kemampuan Penguasaan Vocabulary dan Expressions dalam Konteks dengan Menggunakan Meda Pembelajaran PowerPoint Interaktif pada Siswa Kelas X SMK Negeri 7 Yogyakarta Tahun Pelajaran 2014/2015

Pengembangan Bahan Ajar Pakematik Membaca Teks Bahasa Inggris untuk Siswa SMA Berbasis Website

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Analisis Efektivitas Pengembangan EDU Game

pada platform HTML5 Institut Teknologi Bandung 45. Development of ODL

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

Metode Pengenalan Jenis Binatang Dengan Berbasis Android Untuk Tingkat Taman Kanak-Kanak (TK) Dan Sekolah Dasar (SD) Menggunakan Multimedia

SMPN 9 Bandung

Pengembangan Media M-Learning Berbasis Android Dengan Pendekatan Multimedia Pada Materi Pupuh Sunda

SMAN 12 Bandung

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

Pengembangan Bahan Ajar Modul Pratikum Mata Kuliah Pengukuran Listrik di Kampus Politeknik Aceh Berbasis E-Modul

Politeknik Aceh 51. Development of ODL

Modul Problem Based Learning Berbasis Mobile Technology untuk Mata Kuliah Sistem Informasi Geografis di Politeknik Kota Malang

Politeknik Kota Malang

Pembangunan Pustaka Digital Modul Program Tlogowaru.js sebagai Perancah Pembelajaran (Scaffolding) Struktur Data dengan Model Pembelajaran Problem Based Learning

Polteknik Kota Malang

Pengembangan Media Pembelajaran Interaktif Berbasis Corel Draw & Flash/SWF Tentang Apresiasi Seni Rupa Modern Aliran Perspektif untuk Semester 2 Kelas X SMKN 8 Malang dalam Bentuk EPUB

SMKN Negeri 8 Malang

Pembuatan Applikasi Pembelajaran Biologi Berbagis 3D Mixed Reality Untuk Siswa SMU ( Studi Khusus : sistem Perederan Darah Manusia )

Politeknik Elektronika Negeri Surabaya 55. Development Of ODL

Pengembangan Media Pembelajaran Digital Worksheet Pada Topik Phytagoras Untuk Kelas VIII SMP

56. Development of ODL Learning Model

Pemanfaatan Metode Contextual Teaching And Learning Untuk Peningkatan Hasil Belajar Pada Mata Pelajaran Menggambar Konstruksi Kelas XI Teknik Gambar Bangunan SMK Negeri 2 Purwodadi

Universitas Negeri Semarang

Penerapan E-Learning Berbasis Jejaring Sosial Edmodo Dalam Kelas Bahasa Inggris Intensif Di Smp Internasional Um: Persepsi Siswa Dan Hasil Belajar

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Advanced And Integrated School Organizer System (ADVISORS)

Politeknik Elektronika Negeri Surabaya 59. Development of ODL Learning

Model

Pembelajaran Solutif Jarak Jauh Distribusi Konten Multimedia Learning Dengan Konsep Media Center

Universitas Islam Bandung 60. Development of ODL Learning

Model

E-educomic Sebagai Alternatif Pembelajaran Online pada Mata Pelajaran Akuntansi di SMKN 3 Bandung

Universitas Indonesia 61. Development of ODL Learning

Model

Interaksi Mahasiswa Pada Online Disscussion Dalam Mata Kuliah Pancasila Fakultas Pendidikan Universitas Siswa Bangsa Internasional

Penerapan Pembelajaran Berbasis E-Learning Edmodo Untuk Meningkatkan Hasil Belajar Siswa Kelas Xa Multimedia Pada Kurikulum 2013 DI SMK NEGERI 3 Banjarmasin

SMKN 3 Bajarmasin 63. Development of ODL Learning

Model

Model Pembelajaran Olahraga Jarak Jauh Untuk Siswa SMA

Model

Model Pembelajaran Logika Matematika Untuk Siswa Sma Dengan Multimedia Flash

Model

Model Pembelajaran Logika Dan Algoritma Pemrograman Untuk Anak SD dan SMP Dengan Menggunakan Aplikasi Scratch

Model

Model Pembelajaran (Bimbingan Belajar) Matematika Jarak Jauh Untuk Siswa Sekolah Dasar

Politeknik Elektronika Negeri Surabaya

Pengaruh Model Pembelajaran Visual Dengan Menggunakan Sketch Up Terhadap Hasil Belajar Mata Pelajaran Menggambar Konstruksi Atap Kelas Xi Teknik Gambar Bangunan SMK Negeri 1 Rembang

Universitas 17 Agustus 1945 Semarang 68. Development of ODL Learning

Model

Pengembangan Model Pembelajaran Jarak

Jauh di PDD POLINELA Kabupaten Cianjur AK Cianjur 69. Development of ODL Learning

Model

Potensi Pasar Pendidikan Tinggi Jarak Jauh Untuk Para Buruh Di Kawasan Industri Di Bekasi Jawa Barat Indonesia Solusi Berbasis Platform as Service di SMKN 1 Surabaya

SMK Negeri 1 Surabaya

71. Development of ODL System

Pengembangan Media Pembelajaran Interaktif Matematika Berbasis Web Untuk Siswa SMP Pada Pendidikan Terbuka Dan Jarak Jauh

Universitas Negeri Malang 72. Development of ODL System

Pembuatan Game Mobile Science Bone Labeling Pembelajaran Biologi “Rangka Manusia” Untuk Siswa Sma

Universitas Brawijaya Malang

Penerapan Aplikasi Pembelajaran Interaktif Berbasis Web Untuk Mata Pelajaran Matematika Kelas IV Sekolah Dasar

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Pembuatan Game Mobile Speech Delayed Kids Terapi Anak “Untuk Menangani Anak Belum Lancar Bicara”

75. Development of ODL System Rancang Bangun Aplikasi Pembelajaran Huruf Braille Pada Perangkat Bergerak

Pengembangan Aplikasi E-Quiz Dengan Metode Pengacakan Distribusi Unifom Untuk Siswa SMA

77. Development of ODL System Pengembangan Aplikasi Media Pembelajaran Bahasa Isyarat Berbasis Web

Pengembangan Serious Games Sebagai Sarana Pembelajaran Sadar Lalu Lintas Sejak Dini Berbasis Web

79. Development of ODL System Konsep Model Penyelenggaraan Sekolah

Menengah Terbuka Jarak Jauh (SMTJJ) STMIK AMIK Bandung 80. Development of Software/

Hardware For ODL System

Pengembangan Net- Find Sebagai Alternatif Sumber Belajar Untuk Matakuliah Komunikasi Data Dan Jaringan Komputer Berbasis Mobile Website Di Jurusan Teknik Elektro Universitas Negeri Malang

81. Development of Software/

Hardware For ODL System Sistem Penentuan Bobot Soal Ujian Pada Ptjj

82. Development of Software/ Hardware For ODL System

Pembuatan Bahan Ajar Sistem Digital Untuk

Pendidikan Tinggi Jarak Jauh Berbasis Moodle Universitas Trunojoyo 83. Development of Software/

Responsive Design Pada Sistem Pengelola Pendidikan Jarak Jauh Dosenjaga

Politeknik Elektronika Negeri Surabaya 84. Development of Software/

Pengembangan Media Pembelajaran Berbasis Android Untuk Kimia SMA Pada Materi Hidrokarbon Dan Minyak Bumi

Universitas Negeri Yogyakarta

Pengembangan Media Mobile Learning “Chem Edu” Berbasis Android Pada Materi Ikatan Kimia Dan Bentuk Molekul Sebagai Media Pembelajaran Kimia SMA Berdasarkan Kurikulum 2013

Pengembangan Software Pendukung PTJJ Rancang Bangun Sistem Pembelajaran E-Learning Virtual Class Integrasi Audio, Video, Dan LMS Menggunakan IP Multicast

Institut Teknologi Bandung

Spesific Purpose E-Learning for Dance Course (SPEL-DC) sebagai Alternatif Pembelajaran Jarak Jauh untuk Seni Tari

Universitas Indonesia 88. Development of Software/

Hardware For ODL System Sistem Informasi Simulasi Digital AK Cianjur 89. Development of Software/

Pengembangan Aplikasi Analisis Butir Soal Pada Sistem Ujian Online Bersama SMK Kota Bandung untuk Mata Pelajaran Matematika, B. Inggris, dan B. Indonesia

SMK Negeri 13 Bandung

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Meningkatkan Efektivitas Sistem PTJJ Elektronika Dasar dengan Optimized Bootstrap Responsive Moodle untuk Desktop dan Mobile Gadget

Rancang Bangun Aplikasi Bahasa Isyarat Augmented Reality Bagi Tuna Rungu Berbasis Android Mobile

92. Experimental Research

Implementasi Multimodal Learning Melalui Pembelajaran Kooperatif Tipe Think Pair Share (TPS) Berbasis Web Untuk Meningkatkan Motivasi Dan Prestasi Belajar Peserta Didik

Universitas Negeri Yogyakarta 93. Experimental Research

Implementasi Multimodal Learning Tipe Group Investigation Berbasis Pendidikan Jarak Jauh Terhadap Peningkatan Motivasi Belajar Kimia

Universitas Negeri Yogyakarta 94. Experimental Research The Use Of Facebook To Improve Student’s

Writing Skill: A Study At USBI

Persepsi Siswa Terhadap Penggunaan Concept Cartoon Dalam Peningkatan Pemahaman Konsep Pada Pembelajaran Matematika

Menumbuhkembangkan Motivasi Belajar Matematika Dan sikap Cinta Lingkungan Di Kalangan Siswa SMAN 1 Keumala Melalui Pembelajaran Matematika Hijau Dengan Media Facebook

SMA Negeri 1 Keumala

97. Experimental Research Pengaruh Ragam Presentasi Multimedia

Pembelajaran Interaktif Terhadap Hasil Belajar STIKOM Bali 98. Experimental Research ODL

Implementasi Multimodal Learning Melalui Pembelajaran Kooperatif Tipe Student Team Achievement Division ( STAD ) Berbasis Web Untuk Pendidikan Terbuka Dan Jarak Jauh Kimia Di SMA/MA

99. Qualitative Research on The Implementation of ODL

Regulasi Dan Pelaksanaan Program Pendidikan Terbuka Jarak Jauh (PTJJ) Di Indonesia Dan Beberapa Negara Asean

Universitas Padjajaran 100. Qualitative Research on The

Implementation of ODL

Persiapan Pelaksanaan Program PTJJ Di Wilayah Jawa Barat:Hasil Penyuluhan Mengenai Pengaturan PTJJ Di Tingkat Menengah

Universitas Padjajaran

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Training and Workshop

T

he custom-designed training programs and new initiatives as responses to the changing needs and new challenges

have been encouraged to increase responsiveness and relevance of the training services to various clients in the region. Continuous creative efforts in developing new initiatives have been a must to forge the training program ahead and signify excellent services of the Centre.

In the beginning of the year in 2015, SEAMOLEC has developed “SEA Digital Class” training program. SEA Digital Class focusing on the system development of national assessment periodical tryout and the utilization communication technology (Web Conference). There also two others training program as the core of training programs, such as:

1. SEA EduNet 2.0, with five competences:

• Virtual Class Management

• Lecturing Video Development

• Digital Book Multimedia-based Development

• Visual Animation Presentation

2. Digital Simulation. This training is designed for regular training and Master Trainer certification.

The training program also conducted based on client needs and collaboration program: 1. Basic Korean Language

2. Technopreneur Curriculum Integration 3. School Development Plan

4. Accreditation Improvement Assistance 5. ICT-based German Language Learning 6. Internet Network System

7. Web Development

8. Online Course Development

9. ICT Integration on Teaching and Learning 10. SEA Digital Library

11. Game-based Learning for Autistic Children

12. Applying Inquiry-based on Science Subjects through ICT

SEAMOLEC training program participated by teachers, lecturers, staff, technicians, and students in Indonesia and from the other SEA countries. During the period of June 2014 until July 2015, the series of training programs had been carried out by SEAMOLEC as follows :

A. National Trainings

No. Date Training Venue Participants

institution Total

1 June 4-5, 2014 Digital Class Development SMKN 2 Malang, East

Java Vocational School 80

2 June 18 -21, 2014 Basic Korean Language SEAMOLEC School 17 3 June 23-27, 2014 SEA Digital Class SMK Warga Solo, Central

4 June 23-27, 2014 Digital Book Multimedia-based Development

SMK Tunas Harapan, Pati,

Central Java School 70

5 June 27-30, 2014 Digital Book Multimedia-based

Development Temanggung, Central Java School 45

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No. Date Training Venue Participants institution Total

6 July 16-20, 2014 Digital Book Multimedia-based Development

SMKN 5 Banjarmasin,

South Kalimantan Vocational School 77 7 August 5-7, 2014 Digital Simulation (Certification) Bandung, West Java Vocational School 65 8 August 6-8, 2014 Digital Simulation (Certification) SEAMOLEC Vocational School 32 9 August 25-27, 2014 Digital Simulation (Certification) SMKN 1 Kalasan, DI

Yogyakarta Vocational School 30 10 September 1-3, 2014 Digital Simulation (Certification) Semarang, Central Java Vocational School 66 11 September 15–19, 2014 Digital Simulation (Certification) SMKN 3 Denpasar,

Denpasar, Bali Vocational School 25 12 September 15–17, 2014 Technopreneur Curriculum

Integration

Univ. Bina Darma, Palembang, South Sumatera

Higher Education 15 13 September 26–28, 2014 SEA Digital Class SMK Umar Fatah,

Rembang, Central Java School 39 14 October 27-29, 2014 School Development Plan Sigli, Aceh School 17 15 November 4-7, 2014 Digital Simulation (Certification) SMKN 57 Jakarta Vocational School 75 16 November 18-20, 2014 Digital Simulation (Certification) Samarinda, East

Kalimantan Vocational School 45 17 November 25-28, 2014 Digital Simulation (Certification) Bontang, East Kalimantan Vocational School 52 18 November 25-28, 2015 Digital Simulation (Certification) Padang Lawas, North

Sumatera Vocational School 44 19 December 2-5, 2014 Digital Simulation (Certification) SMKN 2 Malang, East

20 December 2-5, 2014 Digital Simulation (Certification) SMKN 3 Pandeglang,

Banten Vocational School 73 21 December 8-10, 2014 Digital Simulation (Certification) SMKN 6 Palu, Central

Sulawesi Vocational School 45 22 December 17-19, 2014 Digital Book Multimedia-based

Development

International University Batam, Riau Island

School/Higher

Education 26 23 December 10-13, 2014 Digital Simulation (Certification) SMKN 3 Tegal, Tegal,

Central Java School 35

24 December 10-13, 2015 Digital Simulation (Certification) SMKN 1 Manado, North

Sulawesi School 40

25 December 10-13, 2016 Digital Simulation (Certification) STIKES Lombok Timur,

Lombok Island, NTB School 40 26 December 18-20, 2014 Digital Book Multimedia-based

Development

STIKES Budi Luhur,

Cimahi, West Java Higher Education 31 27 December 19-21, 2014 Digital Simulation (Certification) UNSUR Cianjur, West Java Vocational School 32 28 January 28, 2015 SEA Digital Class SMKN 2 Probolinggo, East

29 January 25-26, 2015 SEA Digital Class Bandung, West Java School 70 30 February 23-26, 2015 Internet Network System QITEP in Science,

Bandung, West java

Teacher Training Institutions 30

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No. Date Training Venue Participants institution Total

31 February 27-28, 2015 SEA Digital Class SMKN 1 Ajibarang,

Banyumas, Central Java School 13 32 March 12-16, 2015

Inter Center Collaboration: ICT Integration on Teaching and Learning

Karo, North Sumatera School 74 33 March 18-21, 2015 Accreditation Improvement

Assistance

Singaperbangsa State University, Karawang, West Java

Higher Education 40 34 March 18-19, 2015 SEA Digital Class Cimahi, West Java School 101 35 March 15-16, 2015 ICT-based German Language

Learning

Malang State University,

Malang, East Java Higher Education 41 36 March 19,2015 Digital Book Multimedia-based

Development

SMKN 13 Bandung, West

37 March 30-31, 2015 Online Course Development Padjajaran University,

Bandung, West Java Higher Education 38 April 8 -10,2015 SEA Online Course

Development (Batch-1) SEAMOLEC 39 April 8-9, 2015 Online Course Development for

Nursery

Hotel Savoy Homan,

Bandung, West Java Higher Education 37 40 20-22 April 2015

Inter Center Collaboration: Digital Book Multimedia-based Development

SEAMEO BIOTROP, Bogor, West Java

Teacher Training Institutions 31 41 April 8 -10,2015 SEA Online Course

Development (Batch-2) Park Hotel, Jakarta SEAMEO Centres 40 42 May 7, 2015 Online Course Development UPN Veteran Jakarta Higher Education 63 43 May 4-7, 2015 SEA Digital Class Kediri, East Java School 45 44 May 4-7, 2015 SEA Digital Class South Tangerang, Banten School 43 45 May 11-14, 2015 SEA Digital Class Kuningan, West Java School 55 46 May 25-28, 2015 SEA Digital Class Semarang, Central Java School 48

T h e To t a l N u m b e r o f N a t i o n a l Tr a i n i n g A l u m n i 2 . 1 5 1

B. Regional Trainings

1. The 21st Century Project Based Learning Model (Across Subject) Face to Face Workshop

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N o . D a t e Ve n u e Pa r t i c i p a n t s I n s t i t u t i o n To t a l

5 . O c t o b e r 2 8 - 3 0 , 2 0 1 4 I n d o n e s i a n S c h o o l i n C a i r o S c h o o l 1 7 6 . N o v 3 - 5 , 2 0 1 4 L a o P D R S c h o o l 2 1 7 . N o v 1 2 - 1 4 , 2 0 1 4 V i e t n a m S c h o o l 7 5 8 . N o v 1 7 - 1 9 , 2 0 1 4 I n d o n e s i a n S c h o o l , D a v a o , P h i l i p p i n e s S c h o o l 1 6 9 . N o v 1 8 - 2 0 , 2 0 1 4 I n d o n e s i a n S c h o o l , S i n g a p o r e S c h o o l 2 0 T h e To t a l N u m b e r o f Tr a i n i n g A l u m n i 2 6 1

2. SEA EduNet 2.0

N o . D a t e Ve n u e Pa r t i c i p a n t s

I n s t i t u t i o n To t a l

1 . M a y 2 6 - 3 0 , 2 0 1 4 C e n t r a l L u z o n S t a t e U n i v e r s i t y o f M u n o z ,

P h i l p p i n e s H i g h e r E d u c a t i o n 2 0 2 . M a y 1 8 - 2 2 , 2 0 1 4 T h e E m a n u e l H o t e l , C o t a b a t o , P h i l i p p i n e s S c h o o l 3 8 3 . J u n e 2 3 - 2 7 , 2 0 1 4 S E A M E O S E N , M e l a k a - M a l a y s i a H i g h e r E d u c a t i o n 2 5 4 . N o v e m b e r 1 8 - 2 1 , 2 0 1 4 U n i v e r s i t y o f Te c h o l o g y Ya t a n a r p o n C y b e r

C i t y, M a n d a l a y, M y a n m a r H i g h e r E d u c a t i o n 3 0 5 . D e c e m b e r 1 6 - 2 0 , 2 0 1 4 K i e n G i a n g , V i e t n a m S c h o o l 1 7 6 . A p r i l 6 - 1 0 , 2 0 1 5 R e g i o n a l P o l y t e c h n i c I n s t i t u t e Te c h o S e n

Ta k e o C a m b o d i a H i g h e r E d u c a t i o n 4 1 T h e To t a l N u m b e r o f Tr a i n i n g A l u m n i 1 9 5

3. Development of SEA Digital Library

1 . J u n e 2 - 5 , 2 0 1 4 S E A M E O V O C T E C H , B r u n e i D a r u s s a l a m S E A M E O C e n t r e 1 6

4. Serious Game for Autistic Children

1 . S e p t e m b e r 1 - 4 , 2 0 1 4 S E A M E O S E N , M a l a y s i a S E A M E O C e n t r e 2 5

5. Applying Inquiry-Based on Science Subjects through ICT

1 . N o v e m b e r 3 - 7 , 2 0 1 4 S E A M E O R E T R A C , H o C h i M i n h C i t y, V i e t

-n a m S c h o o l 5 0

The Total Number of Regional Training Alumni is 547.

From the total of 64 training programs, 46 training program were conducted in Indonesia, while 18 training programs were conducted in the region. Out of the 2689 participants, 547 participants were from the SEA region (22%).

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Staf Development

S

taff development is always implemented to enchance SEAMOLEC human resources capacities and improve quality

services to the clients. In FY 2014/2015, the Centre focuses on three main priorities, such as:

1. Leadership and Managerial Development 2. PRM Staff Development

3. Finance Staff Developmentv

The staff development programs participated by SEAMOLEC staffs in the year under review from July 2014 – June 2015 were as follows:

26-27 August 2014 BIOTROP, Bogor

West Java

• Relanica Miretnawati (Training oficer)

• Elvin Khoirunisa (Secretary to Director)

2 PAASCH School

Conference 16-18 October 2014 Singapore • Haritz Cahya Nugraha (R&D oficer)

3 AAOU Conference 2014 27-30 October 2014 Hong Kong • _• Aline Almandha (Secretary to Director)

Anti Rismayanti (R&D Manager)

4 2nd International

Conference ARD 2014 17-18 November 2014 Philippines

• Haulia (Intern student)

• Kadek Restu (Intern student)

5 Leadership Workshop 15-16 December 2014 BIOTROP, Bogor

West Java

• Edy Susanto (Administration oficer)

• Jaka Pitana (PRM oficer)

6 TOT CISCO CCNA 2-13 February 2015 Yogyakarta

• Reynaldo (IT Network Manager)

• Betuah Anugerah (Intern student)

• Haidar (Internship Student)

7 Test of Proiciency in Korea

(TOPIK) 17-31 March 2015

IKC&S Central

Jakarta • Arie Susanty(Training oficer)

8 The 8th Habit Leadership 25-27 March 2015 QITEP in Language

Jakarta • Umy Kurniaty (Finance oficer)

9 ISO Conference 12-14 May 2015 VOCTECH Brunei

Darussalam

• M. Andriansyah (PRM Manager)

• Arie Susanty (Training oficer)

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Information and Communication Technology

(ICT) Development

T

his fiscal year, SEAMOLEC has developed SEA

Online Course Management Application (SOCMA) and web-conferencing system based on WebEx. SOCMA is developed to provide information for online training and able to determine training providers from SEAMEO Centres or other institutions. Meanwhile, WebEx is utilized to provide synchronous discussions/ meetings on the web through Internet connection.

1. Online Course Management Application (SOCMA) Development

In 2015, 16 SEAMEO Centres are providing online trainings to extend SEAMEO services in providing educations and trainings for more people in South East Asia. To facilitate online trainings and its potential participants, a single application is needed for all Centres, which has many features like searching for suitable online trainings and registering participants into appropriate online trainings. As requested by SEAMEO Secretariat, SEAMOLEC developed an application namely SEA Online Course Management Application or SOCMA. Through this SOCMA, all SEAMEO Centres can provide trainings information as well as promote their own trainings and also other training in their

networks/partners. SOCMA can be accessed on http://

socma.seamolec.org/.

SOCMA Features

a. Potential Participants / Users

Figure 1. SOCMA Main Interface

When users access SOCMA, they can search for available online training by defining training providers and then choose

the suitable training. When pressing the view button, it will display detail information of the training. Users can choose, whether they can join or they can look for other trainings. When they decided to join, they have to register themselves within this system. This registration process is only done once, when they want to join for other trainings, they only need to login into this system. After they registered into one training, Edmodo Group Code will be sent to their email. Then user can access SEAMEO Centres online course in Edmodo using the group code.

Figure 2. SOCMA Features for Users

b. Training Administrator

Each SEAMEO Centre as training provider will get administrator account. Each training provider is possible to have more than one administrator account. As an administrator, he has to provide training information. Administrator also has authority to edit or remove his own training. When administrator wants to activate his previous training, he can easily to do that by providing new training date, facilitators’ data, and also Edmodo Group Code.

Figure 3. SOCMA Features for Training Information Management

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Beside managing training information, Administrator can also view participants’ data for each course. Administrator also has to give information manually to the system whether participants joined their Edmodo courseand whether participants completed their course. Furthermore this information will be used by SEAMEO Secretariat to determine the SEAMEO Centres online course participations rate. This participant’s data also available in Microsoft Excel format that can be downloaded by Administrator.

Figure 4. SOCMA Features for Participants Data c. Super Admin

Super Admin has higher authority than Administrator; he can manage all features within SOCMA. Currently, SEAMOLEC is Super Admin for this application. Furthermore it will be delivered to SEAMEO Secretariat, so it can get well information regarding SEAMEO Centres online trainings and their participants. There are three main features of Super Admin:

1. Managing all training providers/administrators, 2. Managing all users,

3. Managing all trainings.

Super Admin can modify or delete either administrator or user account. Super Admin is the only one who can give access as administrator/provider in SOCMA. Super Admin can also manage all training information and its participants’ data.

Figure 5.Screenshot of Super Admin Interface on Managing Online Training Information

Implementation of SOCMA

SOCMA has been introduced in SEA Online Course Development (SOCD) Workshop for SEAMEO Centres in Jakarta in April 2015 and utilized by 16 SEAMEO Centres duringthe workshop. Several feedbacks from workshop participants are noted and

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until now this application is still being developed. However, SOCMA is considered as a simple application that has been fulfilling its main function. It will be used as a single platform to inform all scheduled of SEAMEO Centres’ online trainings for potential participants. It can also provide trainings’ log and its participants/alumnus data for SEAMEO Centres.

2. Web Conferencing by WebEx

Web conferencing is a two-way intveractive communication delivered using Internet technologies

that allows people at different location to meetdirectlyonline. A basic web conference setup has a camera and a microphone. Video from the camera and audio from the microphone is converted into a digital format and transmitted to a receiving location using a coding and decoding device, often referred to as a “codec”. At that receiving location is another codec device that decodes the receiving digital stream into a form that can be seen and heard on monitors. At the same time, video and audio from cameras and microphones at the received location is sent back to the original location.

For distance education, web conferencing provides quality access to students who could not travel to or could afford to relocate to a traditional campus. Web conferences can also

be recorded and made available in a variety of ways, e.g., DVDs, streaming video.

User can use web conferencing when:

• a live conversation is needed;

• visual information is an important component of the

conversation;

• the parties of the conversation not able physically come

to the same location;

• the expense or time of travel is a consideration.

Examples of how web conferencing can benefit for distance education:

• Guest lecturer invited into a class from another

institution.

• Researcher collaborates with colleagues at other

institutions on a regular basis.

• Thesis defense at another institution.

• Administrators from different parts of campus need to

collaborate on administrator issues such as a campus strategic plan.

• Researcher needs to meet with a review committee

about a grant.

• Student interviews with an employer in another city.

Implementation of SOCMA

SOCMA has been introduced in SEA Online Course Development (SOCD) Workshop for SEAMEO Centres in Jakarta in April 2015 and utilized by 16 SEAMEO Centres duringthe workshop. Several feedbacks from workshop participants are noted and until now this application is still being developed. However, SOCMA is considered as a simple application that has been fulfilling its main function.

It will be used as a single platform to inform all scheduled of SEAMEO Centres’ online trainings for potential participants. It can also provide trainings’ log and its participants/alumnus data for SEAMEO Centres.

This fiscal year, SEAMOLEC is using WebEx for web conferencing system. The WebEx is utilized for many programs, such as Digital Classroom Piloting Project in Bandung City, Online training of Digital Simulation at 25 Quality Assurance Institute of Education (Lembaga Penjamin Mutu Pendidikan) in Indonesia, Health seminars by Philippines and STIKES Budi Luhur with 5 Health Vocational School in Indonesia, and also Seminars of Writing Scientific Journal by Lembaga Ilmu Pengetahuan Indonesia with 15 location in Indonesia. WebEx is a web conferences application developed by Cisco that allows users to collaborate through images, video, and sound anywhere anytime more easily. WebEx is a paid service web conferences, which has 3 types of users (moderator, participant and speaker/presenter). To conduct this web conferencing, the moderator should invite and inform all participants the link or room of web conferences, room password, and materials that will be discussed through email.

SEAMEO SEAMOLEC

SEAMEO SEAMOLEC

JULY 2014 - JUNE 2015

ANNUAL

REPORT

Credits

Copyright © 2015 PRM SEAMOLEC

Advisors

Editor

Layout Designer

Writers

SEAMOLEC - ANNUAL REPORT 2015

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SEAMOLEC - ANNUAL REPORT 2015

Foreword

IV

SEAMOLEC - ANNUAL REPORT 2015

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.

Foreword

Enhanced Program

Excellence and Relevance

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Research and Development

Training/Workshop

Staff Development

ICT Development

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KEY RE

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Research and Development

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Training and Workshop

T

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Staf Development

S

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Information and Communication Technology

(ICT) Development

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Enhanced Quality and Efficiency