Elearning on the spot

  • UAS ONLINE Metopen MPI FITK UIN Suka
  • UAS ONLINE Metopen MPI FITK UIN Suka
  • UAS ONLINE Metopen MPI FITK UIN Suka
  • UAS ONLINE Metopen MPI FITK UIN Suka
  • UAS ONLINE Filsafat Umum MPI FITK UIN Suka
  • UAS ONLINE Filsafat Umum MPI FITK UIN Suka
  • UAS ONLINE Filsafat Umum MPI FITK UIN Suka
  • UAS ONLINE Filsafat Umum MPI FITK UIN Suka
  • UAS ONLINE Filsafat Umum MPI FITK UIN Suka

Elearning untuk Lombok

Lombok … Deep condolences to all the people who have suffered due to this earthquake. We are with and, thus, pray for you.

Gempa Lombok sedikit banyak berpengaruh pada proses perkuliahan. Dalam keadaan sedih seperti saat ini tentu saja keluarga ingin berkumpul untuk saling menguatkan, utamanya untuk saling meyakinkan bahwa sanak keluarga yang menjadi korban gempa dalam keadaan selamat. Sementara itu di waktu yang berdekatan, kuliah akan segera dimulai. Meninggalkan keluarga yang disayangi tentu saja berat, tetapi di saat yang sama mereka mesti meneruskan kuliah –tidak boleh ditinggalkan demi masa depan.

Untuk menjembatani keadaan yang dilematis ini, kami bermaksud menawarkan pengadaan elearning bagi UIN Mataram dan perguruan tinggi lainnya terdampak gempa yang memungkinkan kuliah jarak jauh terkontrol dengan baik dengan seperangkat standar mutu dan penjaminan mutu. Disain Elearning ini mampu mengendalikan interaksi dosen-mahasiswa dan mahasiswa-mahasiswa yang bisa diakses lewat HP Android di mana saja pada real time saat itu pula, atau bahkan di waktu yang berbeda sekalipun. Dengan cara seperti ini, mahasiswa yang sedang berada dalam lingkungan keluarganya masing-masing tidak akan ketinggalan dengan progress perkuliahan.

Kebutuhan yang diperlukan adalah:

No Item Biaya
1 Pengadaan Server Elearning 20.000.000
2 Instalasi & Setting Elearning 15.000.000
3 Modul Elearning 7.000.000
4 Pelatihan Elearning 20.000.000
T O T A L Rp. 62.000.000

Prakiraan dana ini adalah untuk satu perguruan tinggi. Semua ini bisa dipersiapkan/dilakukan sebelum perkuliahan semester gasal ini dimulai. Sehingga nantinya ketika semesteran sudah mulai, mahasiswa sudah bisa memulai/mengikuti proses perkuliahan sekalipun mereka masih berkumpul dengan sanak keluarga yang lokasinya jauh dari kampus.

Yang kami perlukan sekarang adalah dukungan resource dari para pihak untuk memfasilitasi ide ini bisa terwujud. Mohon berkenan Bapak/Ibu bisa mem-forward info ini ke pihak-pihak yang berwenang sehingga ide mulia ini bisa segera terealisir. Syukur alhamdulillaah kalau Bapak/Ibu justru bisa mengeksekusi ide ini menjadi kenyataan.

Terima kasih atas perhatiannya. Mohon maaf jika tidak berkenan.

Salam, R. Zain, team leader NCIE, HP/SMS/WhatsApp: 08562583961, https://ncie.or.id

Repeated Elearning Training at UIN Jambi

It is not that easy to come back to the same institution to do the same training though for different audiences. Majority of institution I have visited inclined to think that elearning training could be done only once for all periods. It all relies on the manager commitment to speeding up implementing elearning as a current model for teaching and learning at the university. If the manager had been eager to speed it up, he or she surely realizes that the training should have been conducted repeatedly. For this reason, UIN Jambi, a special credit to its LPM director in supportive of Mr. Rector, is of exemplary role for consistently carrying out the training every year since 2015.

A total number of some 300 lecturers had undertaken the training of which 70% have been modelling their teaching and learning with elearning. Those lecturers had been refreshed their elearning pedagogic skills to make sure their elearning competence falls within the LPM quality assurance. As a result, UIN Jambi elearning is among the best three higher education institutions after UIN Banjarmasin and STAIN Parepare, in modelling current teaching and learning at higher education whose teaching and learning traffics hits the top three ranks within the MORA higher education.

Other MORA higher education should have looked at UIN Jambi to learn how effective its elearning implementation is in spite of the fact that demographically the institution location is far from the center of power in Jakarta. In short, implementing elearning is not a matter of demographic location but of commitment. Bravo UIN Jambi.

Implementing elearning at the faculty level

A year ago we came to the IAIN Raden Intan (UIN then) twice, by May and Novemeber 2016, to effortlessly convinced the high ranking staffs to implement elearning. And yes they did it well, at least can be seen from the traffic of its elearning at http://elearning.radenintan.ac.id. Among other elearnings available from out clients, it has the highest number of users, about 26,000.

This week, 19-20 Sept 2017, we come back to the Raden Intan to implement its elearning at the faculty level. Had we ever considered low budget as primary hindrance to implementing elearning? We should have learnt from Fakultas Syariah of the Raden Intan then for it had only a little budget which could only cover a local resource person but had shown convincing approach by inviting NCIE resource person for which it had to provide roundtrip airfare, hotel and of course a bit higher payment. This is all done since they know how fruitful elearning bears for our ‘millennial’ students, a generation born some time in 1990’s.

Again, we are just wondering if the way we teach our students has not changed yet while the students we teach are of millennial generation, a generation that always has a mobile gadget on hand almost all the time. Elearning comes to renew lecturer’s pedagogic skill, a skill that is up to date to current development of ITs.

Back to STAIN Parepare

I would like to start my expression by saying “no change can be done over night” which is “tidak ada perubahan bisa dilakukan satu malam.” If you are eager to the change, you’ve got to be cautious by yourself that it requires patience and compassion. To me, being patient means not hasty, bear thing calmly [diam menghanyutkan] and remain unwavering when faced with adversity, e.g. critique albeit it is bullying sometime. I know it is bitter but the fruit being patient bore is sweet. While compassion would mean that you have strong desire to arrive at the goal you set up for the change to take effect. Having these two characters combined would lead to the fruit of the change albeit it is bitter in the process.

Devising elearning to be a part of current teaching and learning methodology is not that simple. Elearning is of new age experienced currently by young generation called millennial, born some time in 1980’s, while the teacher who wants to use it is of old generation. This shows us that teacher’s mindset is of internal challenge to make use of elearning. If the teacher owns pro-change mindset, he or she is eager to make use of the elearning. In contrast, if the teacher is of status quo, elearning is of no use. It may be regarded as not the essence of the teaching and learning process. The wise thing to uphold would be that teacher who happens to be a part of old generation has to adapt to millennial generation to guarantee his or her teaching and learning model is acceptable. Thus, elearning is unavoidable for current model of teaching and learning.

I came to STAIN PAREPARE two years ago to introduce the lecturers how useful elearning was and convinced them the effectivity elearning would bear to attain at the teaching and learning objective. Unlike over 25 higher education institutions I ever visited, STAIN PAREPARE showed its eagerness to employ the elearning. It is a sort of high tech institution that the employment of technology is not only confined to administrative stuff but more importantly is to teaching and learning process as a core value of higher education. This time, I am coming back to this remote but among mainstream institution to convince its young lecturers of the significance of the elearning. Even though the institution is still STAIN which has low budget, its success in devising technology to teaching and learning is well above well known UINs let alone IAINs.

Again, my message for those implementing elearning at the higher education is to have patience and strong compassion. More particularly, learn how STAIN PAREPARE successfully makes use of it despite low budget.

Blended Learning: Hybrid of Conventional and Electronic Learning

Pengalaman mengimplementasikan elearning bersama tim NCIE di Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Sunan Kalijaga sejak 2010, untuk mata kuliah yang jumlah pertemuannya dipersyaratkan 14 kali dapat dikelola dengan pertemuan kelas sebanyak 11 kali dan 3 kali pertemuan elearning seperti tergambarkan pada tabel 1.

Distribusi pertemuan kelas jatuh pada pertemuan ke-1, 2, 3 dan 4 dimana elearning difungsikan sebagai pendamping kelas untuk pengayaan materi ajar bagi mahasiswa yang mampu dan untuk remedial bagi mahasiswa yang belum tuntas memahami topik pertemuan yang dibawakan dosen di kelas. Lalu pada pertemuan ke-5 diselingi pertemuan elearning dimana mahasiswa mendiskusikan topik di elearning selama 1 minggu.

Dilanjutkan pertemuan kelas pada pertemuan ke-6, 7, 8 dan 9 dimana elearning difungsikan sebagai pendamping kelas untuk pengayaan materi ajar bagi mahasiswa yang mampu dan untuk remedial bagi mahasiswa yang belum tuntas memahami topik pertemuan yang dibawakan dosen di kelas. Lalu pada pertemuan ke-10 diselingi dengan pertemuan elearning dimana mahasiswa mendiskusikan topik di elearning selama 1 minggu.

Dilanjutkan dengan pertemuan kelas pada pertemuan ke 11, 12, dan 13 dimana elearning difungsikan sebagai pendamping kelas untuk pengayaan materi ajar bagi mahasiswa yang mampu dan untuk remedial bagi mahasiswa yang belum tuntas memahami topik pertemuan yang dibawakan dosen di kelas. Lalu diselingi pertemuan elearning pada pertemuan ke-14 dimana mahasiswa mendiskusikan topik di elearning selama 1 minggu disamping dosen dan mahasiswa bersama-sama melakukan review terhadap 13 pertemuan yang sudah dilakukan.

Pertemuan elearning biasanya mendiskusikan topik-topik menarik dan kontesktual yang muncul di kelas di mana mahasiswa dipersyaratkan minimal sekali menanggapi topik yang dibawakan oleh dosen dan minimal dua kali merespon tanggapan mahasiswa lainnya. Disamping itu, mahasiswa juga diwajibkan mengerjakan empat quiz secara online di elearning yang jatuh setelah pertemuan kelas ke-3, 7, 10 dan 13. Mahasiswa juga dipersyaratkan untuk mengerjakan UTS secara online setelah paruh pertama semester selesai dan UAS secara online setelah paruh terakir semester selesai.

Tabel 1. Distribusi pertemuan kelas dan elearning

dalam blended learning model NCIE

Minggu Jenis Pertemuan Topik dan Kegiatan Keterangan
1 Kelas Sesuai topik Elearning mendampingi pertemuan kelas untuk pengayaan dan remedial
2 Kelas Sesuai topik Elearning mendampingi pertemuan kelas untuk pengayaan dan remedial
3 Kelas Quiz Online ke-1 Elearning mendampingi pertemuan kelas sekaligus evaluasi secara online
4 Kelas Sesuai topik Elearning mendampingi pertemuan kelas untuk pengayaan dan remedial
5 Elearning Diskusi Online ke-1 Elearning mengganti pertemuan kelas untuk diskusi online selama 1 minggu
6 Kelas Sesuai topik Elearning mendampingi pertemuan kelas untuk pengayaan dan remedial
7 Kelas Quiz Online ke-2 Elearning mendampingi pertemuan kelas sekaligus evaluasi secara online
UTS ONLINE UTS sesuai jadwal dan dilakukan di elearning
8 Kelas Sesuai topik Elearning mendampingi pertemuan kelas untuk pengayaan dan remedial
9 Kelas Quiz Online ke-3 Elearning mendampingi pertemuan kelas untuk pengayaan dan remedial
10 Elearning Diskusi Online ke-2 Elearning mengganti pertemuan kelas untuk diskusi online selama 1 minggu
11 Kelas Sesuai topik Elearning mendampingi pertemuan kelas untuk pengayaan dan remedial
12 Kelas Sesuai topik Elearning mendampingi pertemuan kelas untuk pengayaan dan remedial
13 Kelas Quiz Online ke-4 Elearning mendampingi pertemuan kelas sekaligus evaluasi secara online
14 Elearning Diskusi Online ke-3 Elearning mengganti pertemuan kelas untuk diskusi online selama 1 minggu
UAS ONLINE UAS sesuai jadwal dan dilakukan di elearning

Foto Pelatihan

  • Dr. Zainal A. Ahmad, Elearning Trainer
  • Workshop on Elearning Pedagogic Skills Fakultas Hukum Universitas Janabadra
  • Elearning training at Melbourne Uni
  • MoU Universitas Janabadra dan NCIE
  • NCIE Team
  • Refreshing Elearning Universitas Janabadra
  • Kerjasama NCIE dan IAIN Ternate
  • Workshop on Elearning IAIN Antasari Banjarmasin
  • Workshop on Elearning Universitas Muhammadiyah Parepare
  • Workshop on Elearning DUAL MODE Diktis Kemenag
  • Workshop on Elearning UIN Suska Pekanbaru
  • Workshop on Elearning IAIN Palangkaraya
  • Workshop on Elearning UIN Raden Fatah Palembang
  • Workshop on Elearning Pasca Sarjana IAIN JAMBI
  • Workshop on Elearning UNIVERSITAS JANABADRA
  • Workshop on Elearning STAIN CURUP
  • Workshop on Elearning UIN Ar-Raniry Aceh
  • Workshop on Elearning IAIN JAMBI

Bengkulu

Bengkulu … I’m coming there soon.

On 20-21 August 2016, STAIN CURUP is to run training on elearning for its lecturers. While the budget is so limited that it does not meet the NCIE plan, the STAIN is excited to welcome us owing to the fact that its lecturers have to adapt to the current innovation in learning media we are bringing about. That’s what elearning is. Likewise, we are showing that a limited budget is not an obstacle given that money is not of our commitment. Instead, implementing elearning in a right way is of our tirelessly effort.

We know that among Indonesian lecturers particularly those of Islamic higher education is long held knowledge that elearning is simply assumed to be an electronic learning media by which a lecturer can upload learning materials and a student can download those materials. We are coming to Bengkulu to offer, and therefore, upgrade the local lecturers’ knowledge that elearning is more than that of their previous assumption. Elearning would include activity ranging from learning plan, action and evaluation.

Planning …Yes it is by design that within one semester which is of a class meeting, an elearning meeting and a blended meeting.

Action … A varius learning activity, i.e. dialogue, discussion, assignment, exam and peer-assessment is of fruitful learning experience a student hardly makes in a conventional class meeting.

Evaluation … A lecturer makes evaluation in progress through which a student can follow his/her mark from a variety of evaluation types. More importantly a student can get feedback almost instantly soon after evaluation finished, a learning feature hardly possible in regular class. Thus he/she knows how well he/she made the exam from time to time.