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MODEL PEMBELAJARAN INOVATIF

MODEL PEMBELAJARAN INOVATIF. Dr. Purwanto. Yang penting apa?. Input Learn how to learn now. Out put Change tomorrow. Proses up to you. 21st century learners and 21st century learning What kinds of communication spaces have existed through time?

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MODEL PEMBELAJARAN INOVATIF

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  1. MODELPEMBELAJARAN INOVATIF Dr. Purwanto

  2. Yang penting apa? • Input Learn how to learn now • Output • Change • tomorrow • Proses • up to you

  3. 21st century learners and 21st century learning • What kinds of communication spaces have existed through time? • How has knowledge and information been shared? • How has schooling changed? • Modes of Communication: Interpersonal, Interpretive, and Presentational • What can we ask students to create to show what they know and are able to do?

  4. DIGITAL LITERACIES

  5. MODEL PEMBELAJARAN

  6. PERLU INOVASI MODEL PEMBELAJARAN BERBASIS NETWORK AGAR TUMBUH KOLABORASI SHARING, DAN PEER REVIEW Gathering Information Digital Storytelling Cell Phone activity Audio and Video Conferencing Assessment Video Streaming Collaborative Projects Collaborative Space: Wikis Blogs Podcasts

  7. A mind map for “Web Tools for Educators”

  8. MODEL PEMBELAJARAN • Berpusat kepada Guru • Seimbang Guru-Siswa • Berpusat kepada Siswa

  9. Top-Down, Teacher Delivered, "Direct" Instruction • The Audio Tutorial Approachis a mastery learning model relevant for those working with large lecture classes or wishing to develop independent study materials. Relevant for most fields, including linguistics, languages, and performance arts; originally designed for sciences. • The Personalized System of Instruction is a mastery learning model, emphasizing independent study and proctored-testing. Relevant for those instructors wishing to develop self-paced teaching resources (e.g., web modules). • In Goal-Based Scenarios, instructors develop a motivational goal for learners that requires the application of certain skills and competencies. Relevant for most fields.

  10. Blend, from "Direct" to "Social" • Case-Based Teachingcan be used to engage students in critical thinking and decision making about realistic problems in a discipline. Relevant for most fields; used extensively in law, business, medicine, education, architecture, and engineering. • In Guided Designmodels, students work independently on mastery learning materials (typically outside of class), then apply this knowledge to authentic problems within class. Relevant for instructors wishing to spend less class time on basic course facts and concepts, opting instead for discussion and application to more elaborate problems.

  11. "Social" Models, Student-Teacher Negotiated • Anchored Instructionprescribes learning through realistic problems and allows students to experience the same professional dilemmas faced by experts in a given field. Relevant for most fields; originally designed for mathematics. • Cognitive Apprenticeshipinvolves instructors in outlining, then modeling expert-like processes for students. Students apply the processes on their own, utilizing teacher-developed scaffolds. Students discuss their reasoning processes with other learners. Relevant for some fields (e.g., writing, mathematics). • Cooperative Learninginvolves students in collaborative or team-based tasks (e.g., group problem solving, paper writing, projects). Students are responsible for their own and for their teammates' understanding. Relevant for any discipline; valuable for promoting reasoning and critical thinking.

  12. Blend of "Social" and "Radical" • Constructionist; Project-Based Modelssuggest students learn about topics by developing materials or completing a design task (e.g., Web pages, videos, models). This "learning by creating" approach is applicable to engineering, architecture, history, social sciences, and other fields where students interpret and re-present information in varied forms (i.e., two or three interpretations of the same event, two or three solutions or designs for the same problem).

  13. Bottom-Up Models, Student-Centered, "Radical" • Problem-Based Learningengages student teams in advanced problem solving. Teams are responsible for problem analysis, research, and solutions. Instructors coach teams as needed. Relevant for most fields; used extensively in medicine and business. • Learning Environmentssupport students on authentic problem-solving tasks through extensive resources, tools, and scaffolds. Relevant for any field with complex problems or any instructor wishing to engage learners in critical thinking.

  14. Personal Learning Environment (PLE) for Sarah in 2008.

  15. Kolb’s Learning Styles

  16. Experiential Learning Resources

  17. Everyone is a learner and a teacher AS PRODUCER AS PUBLISHER AS USER/AUDIENCE AS REVIEWER

  18. Student Process

  19. Teacher Process

  20. PART OF MAINSTREAM INTERNET USE

  21. DIFFERENT KINDS OF USER INVOLVEMENT IN WEB 2.0

  22. IMPLIKASI • Perubahan Gaya Belajar (LearningStyle) • Perubahan Peran Guru (TeacherRole) • Perubahan Lingkungan Belajar (LearningEnvironment) seizing new ways of learning, facilitating collaboration and creating and sharing of knowledge

  23. AKTIVITAS • Belajar(Learn) Menikmati belajar mandiri yang menyenangkan • Berbagi (Share) Berkomunikasi, bertukar pengalaman belajar dan berbagi dengan sejawat • Berlatih (Practice) • Asyik berlatih, melakukan atau mempraktekkan sesuatu

  24. Accessing Learning Sources

  25. how to form CoP (Communities of Practice) undersocial networks to support the collaborative learning model Collaborative services for mobile learning social network framework

  26. A three-layer mobile learning network-based collaborative services As shown in Figure 2, the first level represents Interest Similarity Degree Network which is calculated by thecollaborate service to provide a recommendation list of learning partners who have similar interests with Jeff. Forexample, there’re four people, Stephen, Indy, Irene and Felix, who have similar interests with Jeff, and theirsimilarity degrees are 0.9, 0.7, 0.8 and 0.5 respectively. Among all, Stephen with 0.9 has the highest similaritydegree with Jeff. The second level represents Facebook Social Network, indicating the willingness of the two peopleto build up friendship through Facebook. For example, the recommendation list will be provided to Jeff, and he willtake the initiative to make contact and interaction with people in the list. If both of them are willing to build upfriendship with each other, the edge will be marked as 1, and 0 on the contrary. The third level represents MobileLearning Network which is formed by the interaction of each other through mobile devices. For example, when Jeff collects some website resources about studying abroad in the US on the Internet, he wants tofind a partner so that they can share experiences with each other. He has an iPod with him, so he connects to theplatform we designed and gets a recommendation list through the learning partner recommendation mechanism. Thelist includes Stephen, Indy, Irene, and Felix, and because Felix only has 0.5 similarity degree, so Jeff decides to leavehim out and contacts with the other three. He then logs in Facebook with his iPod to invite them to become hisfriends. Due to Indy doesn’t have the reciprocal intention, only Stephen and Irene accept Jeff’s invitation andbecome his friends, and thus the Facebook Social Network is formed. From then on, Jeff interacts with Stephen andIrene through mobile devices. At the time when Jeff goes abroad to the US, he shares his experiences with his friendsand thus the mobile learning network is formed.

  27. LIHAT CLOUD COMPUTING DIRECTORY

  28. BELAJAR KINI Pembelajaran Millennium Sekarang;Lancar menggunakan media,Lebih kolektif & belajar berbagi,Lebih realistis & kontekstual,Lebih non-linearLebih terampil menggunakan simbolBanyak mengekstrak informasi dari gambar Freedom of action learning Motivation and involvement (digital native) (digital imigrant) (digital tourist) Virtual-Generation (V-Generation) Suka game komputer Masyarakat virtual

  29. APA TINDAKAN KITA? • Peluang TIK kita manfaatkan untuk: mengembangkan model-model pembelajaran inovatif • Tantangan TIK kita hindari: budaya instan, konsumtif, sikap negatif dan destruktif • Marilah kita memanfaatkan Twitter, Facebook dan Friendster untuk hal-hal yang positif, untuk saling berbagi Informasi dan untuk mengembangkan keterampilan berfikir tingkat tinggi • Memanfaatkan internet secara sehat & beretika (nettiquette) (a) tidak bersentuhan dengan pornografi, (b) tidak melakukan plagiasi, dan (c) tidak terus menerus main games/online

  30. Dr. Purwanto purwanto@kemdikbud.go.id pur1wanto@yahoo.com sujiatmojo@gmail.com HP: 08129950845 Terima Kasih

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