Learning Activities
Flipped Classroom
Wahyuningrum, E. P.
(2015)
Analisis dan Perancangan Desain Instruksional pada Learning Management System Moodle dalam Konteks Flipped Classroom. Skripsi, Fakultas
Ilmu Komputer Universitas Indonesia.
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Project -Based Learning Case Study: Sistem Interaksi
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Project -Based Learning Case Study: Sistem Interaksi
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Ada Tahapan Pengerjaan ➜ Template
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Group Discussion
Case Study: Komputer & Masyarakat
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Enhanced -Guided Notes
Case Study: Fundamental Electronics for Engineers
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Enhanced -Guided Notes
Case Study: Fundamental Electronics for Engineers
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Kolaborasi Menggunakan Wiki @ SCELE
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Kolaborasi Menggunakan Wiki @ SCELE
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Kolaborasi Menggunakan Wiki @ SCELE
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Contoh Diskusi : Pertanyaan Pemicu
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Contoh Tanggapan Mahasiswa
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Contoh Tanggapan Dosen
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Assessment: Sebuah Bahan Refleksi
Berapa banyak tes yang biasa Anda gunakan dalam satu semester?
Bagaimana Anda akan mengimplementasikan formal dan informal assessment dalam Blended Learning course?
Berapa persentase untuk tugas dan ujian
Apa ekspektasi Anda menggunakan Online Assessment?
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Apakah informasi tersebut telah cukup memadai
Sebuah Analogi
Kulkas Anda rusak dan tidak mampu lagi membekukan makanan.
Anda menelepon seseorang yang mampu memperbaikinya.
Dia datang sesuai jadwal dan meminta biaya sesuai perkiraan yang ia hitung.
“ “
bahwa the desired outcome (frozen food) telah tercapai?
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Assessments Develops Online Students’ Marketable Skills
Whatever it is students are going to need to be doing on the job, then that ’s how they need to be assessed for the classroom. I start with the
assumption that the competencies for the class represent marketable skills , and I find that there ’s pretty much always a way to figure out how to
have students do a project that will be
representative of the type of work they would do for an employer
Maureen Colenso, Instructor at Northeast Wisconsin Technical College
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Learning Assessments (1)
Tujuan dilakukannya assessment dalam Blended Learning, sama dengan yang lainnya, mengecek kedalaman dari student learning, yaitu sejauh mana mahasiswa kita mencapai tujuan pembelajaran
“An approach to help teachers find out what students are learning in the classroom and how well they are learning it”
Angelo & Cross, 1993, p. 4
Objective 1 Objective 2 Objective 3
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Learning Assessments (2)
Riley et al. (2014) menyarakan agar para instruktur (dosen) bertanya pada diri sendiri :
How well does your course make connections between learning objectives, course activities, and selection of site tools to accomplish the assignments? How well do face -to-face and out of class time learning activities complement each other ?
Objective 1 Objective 2 Objective 3
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Rule of Thumb
Assessment berhubungan erat dengan learning outcomes
Assessment bervariasi dan terus -menerus (berkelanjutan)
Umpan balik instruktur harus tepat waktu
Umpan balik teman dianjurkan
Kriteria penilaian harus jelas
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Four Typical Online Learning Assessment Mistakes
1 Expecting a bell curve
2 The wrong type of assessment
Performance (authentic) vs. Test assessment
3 Not valid (enough) assessment
4 Poorly written multiple -choice tests
Sebuah asesmen yang valid mengukur apa yang seharusnya diukur Menurut Patty Shank, Ph.D :
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Types of Learning Assessments
FORMAL ASSESSMENTS
➔ Format dibuat dalam bentuk yang sistematis.
➔ Tipe assessment ini berkontribusi pada nilai akhir mahasiswa, misalnya UTS dan UAS
INFORMAL ASSESSMENTS
➔ Secara umum digunakan untuk memberikan kesempatan kepada pengajar untuk melihat sejauh mana kemajuan belajar mahasiswa
➔ Digunakan untuk memfasilitasi mahasiswa agar dapat berlatih mempersiapkan diri menghadapi formal assessment
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Online Assessment Strategies
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Learning Assessment Techniques
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Characteristics of Learning Assessment
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Quizzes / Tests
Cukup efektif untuk materi -materi yang memerlukan pemahaman atas terminologi , misalnya di mata kuliah Human -Computer Interaction.
➔ Persona
➔ Usability Testing
➔ User Experience
➔ Customer J ourney
Dapat digunakan untuk
Self -Assessment
“More ways to be academically dishonest ” (Watson and Sottie, 2010)
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Essays / Academic Prompts
Memerlukan
effort yang lebih besaruntuk menilai Subjektifitas cukup tinggi dalam melakukan
penilaian
➔ Untuk kelas paralel dianjurkan untuk memastikan proses berlangsung setara antar kelas (reliability)
➔ Borang atau rubrik penilaian diperlukan
Cukup tepat digunakan untuk mengecek sejauh mana siswa mampu
mengaplikasikan konsep
yang sudah dipelajari91
Assessment and Feedback Plan
Week # Activities % of Grade Feedback given by Feedback Turnaround
1 Practice Exercise 0 Automated Immediately
Class Discussion 5 Teacher, Peers Throughout the week’s discussion
Online Journal 5 Teacher Within a week
2 Practice Exercise 0 Automated Immediately
Class Discussion 5 Teacher, Peers Throughout the week’s discussion Group Project 10 Teacher, Peers, Guest Within a week
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Preparing an Assignment for Assessment
Yang harus dikomunikasikan kepada mahasiswa meliputi:
■ Nama Tugas
■ Learning Objectives (s) yang berhubungan dengan tugas tersebut
■ Batas waktu pengumpulan
■ Sumber yang direkomendasikan untuk penyelesaian tugas
■ Ekspektasi (jumlah halaman/ kata, jumlah sitasi, dll)
■ Bentuk tugas (individual assignment, group projects)
■ Proses pelaksanaan (mekanisme pengumpulan, pemberian umpan balik, dll)
■ Kriteria Penilaian (informasikan juga rubrik penilaian bila digunakan)
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Contoh Rubrik Partisipasi Kelas Online
Evaluation
Criteria Does not meet any of the Requirements
Partially Meets
Requirements Mostly Meets
Requirements Meets All
Requirements Exceeds Requirements
Quality
Contributions to the online class discussion are well -written, proofread, and directly relevant to the discussion topic0 1-2 3 4 5
Accuracy
All contributions are supported by evidence, if required. Sharing personal experience is essential to this course, however, applying and referencing the salient course readings, cases, and otherliterature is critical.
0 1-2 3 4 5
Timeliness
Contributions are made within the assigned time period.0 1-2 3 4 5
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Contoh Peer Assessment Form
GROUP PROJECT PEER EVALUATION FORM Project #2 – Group A
CRITERIA No. participation
in group meeting Minimal participation in group meeting
Participated in most or all group meetings.
Marginal contribution
Participated in all group meetings.
Completed the assigned deliverables based on his/her role
Participated in all group meetings. Went beyond the assigned deliverables.
Regularly voluntered.
Members Role in Project
Kelly Project Manager
James Researcher
Yelena Writer
Joseph Presenter
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Ketika Online Learning Dilaksanakan (1)
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Mengubah pola pembelajaran 🡪🡪 new learning paradigm!
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Menghemat kertas 🡪🡪 paperless!
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Arahan atau pemicu dari pengajar begitu penting 🡪🡪 motivation!
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Interaksi belajar bisa kapan saja dan di mana saja 🡪🡪 flexibility!
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Ketika Online Learning Dilaksanakan (1)
Data log aktivitas menjadi besar, bahkan sangat besar!
Besarnya data tergantung sejauh mana penggunaan learning management systems di institusi masing -masing
Peluang melakukan analisis proses pembelajaran
dimungkinkan dan bisa lebih detail dibandingkan pembelajaran
konvensional
Open Slides A | 18:30
Enter Chatroom | 20:30
Open Slides B | 10:30
Submit Assignment 2 | 14:00
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Lessons Learned
➔Make sure the students are well -prepared
➔Make sure the students check the LMS regularly
There is no guarantee that students with high ICT literacy will be active online more than their peers
➔Make sure the instructions are clear
➔Make sure the students complete all tasks
➔Provide different forms of learning contents
➔Use ‘chunking’ method for creating learning contents
➔Use the data to better analyze the learning activities and
learning performance
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Journal Writing Experiences (Selected Publications)
➔ International Journal on Advanced Science, Engineering & IT (published, 2017)
➔ The International Review of Research in Open and Distance Learning (published, 2015)
➔ Journal of Pre -College Engineering Education Research (published, 2014)
➔ Journal of Educators Online (published, 2014, 2016, 2018)
➔ MERLOT Journal of Online Learning and Teaching (published, 2014)
➔ International Education Studies (published, 2013, 2017)
➔ International Journal of Engineering Education (published, 2013)
➔ Design and Technology Education: An International Journal (published, 2013)
➔ Journal of STEM Education: Innovations and Research (published, 2013)
➔ Journal of Educational Technology & Society (published, 2012)
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Daftar Pustaka
Cornell University (2018). Blended Learning . Retrived from https://www.cte.cornell.edu/teaching -ideas/teaching - with-technology/blended -learning.html
Griffith University (2018). Getting Started with Blended Learning . Retrieved from
https://www.griffith.edu.au/__data/assets/pdf_file/0004/267178/Getting_started_with_blended_learning_guide.
Futch, L., & Chen, B. (2018). Blended assessments of learning . Retrieved from https://blended.online.ucf.edu/blendkit -course-blendkit -reader -chapter -3/#print Westhuizen, D. (2016). Guidelines for online assessment for educators . Retrieved from http://oasis.col.org/bitstream/handle/11599/2446/2016_vdWesthuizen_Guidelines -Online- Assessment.pdf?sequence=1&isAllowed=y
Allen & Seaman (2013). Changing course: Ten years of tracking online education in the United States . Retrieved from https://files.eric.ed.gov/fulltext/ED541571.pdf
Mayadas, F., & Miller, G. (2014). Definitions of e -Learning courses and programs, version 1.1, developed for discussion within the online learning community https://onlinelearningconsortium.org/updated -e-learning -definitions/
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Question and Answer
Email: [email protected]