Kamis, 21 September 2023
comic, comic, comic, i love it :D
gue suka banget sama komik dari manhwa atau manga (sama ajah) gue suka sama komik sih karna ceritanya yang bikin gue makin makin makin ingin baca terus, tandanya bagus :D, liat liat dulu sih komik mana yang rame dan gak. biasanya gue baca komik tuh secara online atau nyewa (gak modal) hehehe :p, iyah gue suka komik sih dari kecil cuma karna gak mampu beli komik jadi jarang2 deh tuh baca -__- so pityyyy. iyah balik lagi nah pas gue lulus SMA baru deh tuh gue aktif baca komik karna terbantu lwt online gratisan d kantor n tempat sewa komik2 d deket kantor : hahaha bner2 gak modal deh gue :p weee yang penting gue cinta komik. ehmmm komik yang udah w baca tuh dari jepang n korea, paling suka c sm korea, tapi manga jepang juga bagusss ceritanya, emmm w share neh komik keren2 yang wajib di baca, tapi gue lebih ke suka komik cantik. cinta2n gtu deh, nah klo udah baca pengenn rasanya punya kisah yg ada di komik itu, hehehe impossible kali yah, neh komik yang udah w baca, yuuk mari d liat ;;)
AJAIB
Iseng2 buka rapot dari SMP smpe SMA, mau tau sepinter apa sih gue dulu (sok iyessss) rata2 nilainya, hahaha, eh ada yg nyelip d rapot gue dan ternyata Taraaaaa tugas cerpen gue pas kelas 3 SMA, gue baca2 lagi n ceritanya sih lumayan (bagi gue). ajaib seorang GUE (biasa aja kali) bisa buat cerpen dan scorenya A (gue bold) wkwkwk lebay ah, lanjut ... guru bahasa gue ini emang baik kasih score yg tinggi ( i love you bu wiwi). emmm the title is "DUNIA BELUM BERAKHIR" hehehehe judulnya kaya lagu Saden (jaman baheula keneh). oke deh gue langsung ajah yah ketik2 isi cerpennya. moga ajah ada yang baca :D (ngarep sih sebenrnya)
"Bell, itu siapa ? cantik banget" salah satu cowok yang penasaran dengan kecantikan Cika. Aku risih dengan mata cowok-cowok yang melihat kedatangan Cika. Sebenarnya Aku tidak menginginkan kedatangan Cika karena akan semakin banyak cowok yang bertanya kepadaku tentang Cika. Aku bosan karena sering kali cowok-cowok itu mendekatiku hanya karena ingin mendapatkan Cika. Cika memang perfect, tidak ada yang kurang dari dirinya. Semua terlihat begitu anggun. Berbeda denganku yang terlihat Jangkis (Jangkung dan Kurus) dan gak ada sisi feminimnya. Aku memang sahabatnya tapi aku merasa asing berjalan di sampingnya. Semua menganggap aku tidak ada. Aku benci dan muak dengan keadaan seperti ini setiap hari.
Cika terus menungguku di sudut lapangan basket dan melambaikan tangan kepadaku dan aku membalas senyum kepadanya. Tak terasa hari sudah sore dan kami pulang bersama sambil memakan kue yang di bawa Cika.
"Cika kamu gak usah kaya gini lagi ya, nanti kamu cape" kataku smbil mengucah terus makanan. "gak apa-apa kok, malah Aku seneng bisa liat kamu main basket". wajahnya sangat cerah
DUNIA BELUM BERAKHIR
Siang kali ini cukup panas. aku terus mendrible bola dan tak terasa keringat mengucur begitu banyak ditubuhnku. "Bella,.... Bella......." dari balik pagar seseorang melambaikan tangan kepadaku dan berjalan ke arahku. "Cika, ada apa ke sini ?" tanyaku heran melihat gadis mungil itu ke lapangan basket tempat Aku latihan. "Kamu gak suka ya aku datang ke sini ?" wajahnya berubah sedih. "engak kok, aku cuma heran aja panas-panas begini ke sini. emang ada apa ?" tanyaku heran. "Aku cuma mau kasih ini ke kamu". menyodorkan air minum dan cemilan kue kepadaku. " Oh ...., makasih ya Cik" masih berfikir heran.
"Bell, itu siapa ? cantik banget" salah satu cowok yang penasaran dengan kecantikan Cika. Aku risih dengan mata cowok-cowok yang melihat kedatangan Cika. Sebenarnya Aku tidak menginginkan kedatangan Cika karena akan semakin banyak cowok yang bertanya kepadaku tentang Cika. Aku bosan karena sering kali cowok-cowok itu mendekatiku hanya karena ingin mendapatkan Cika. Cika memang perfect, tidak ada yang kurang dari dirinya. Semua terlihat begitu anggun. Berbeda denganku yang terlihat Jangkis (Jangkung dan Kurus) dan gak ada sisi feminimnya. Aku memang sahabatnya tapi aku merasa asing berjalan di sampingnya. Semua menganggap aku tidak ada. Aku benci dan muak dengan keadaan seperti ini setiap hari.
Cika terus menungguku di sudut lapangan basket dan melambaikan tangan kepadaku dan aku membalas senyum kepadanya. Tak terasa hari sudah sore dan kami pulang bersama sambil memakan kue yang di bawa Cika.
"Cika kamu gak usah kaya gini lagi ya, nanti kamu cape" kataku smbil mengucah terus makanan. "gak apa-apa kok, malah Aku seneng bisa liat kamu main basket". wajahnya sangat cerah
Rabu, 18 Desember 2013
Rabu, 28 Agustus 2013
E-LEARNING APPROACH IN TEACHER TRAINING
Name : Anita
NPM : 2010 1250 0116
INTRODUCTION, There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of students and an instructor actualize an online conference meeting in a computer environment) an asynchronized (where individuals actualize self-training in computer environments). Students have access to the course contents whenever they want and communicate with their peers or teachers via communication tools such as e-mail and forums. In order the distance learning system to succeed in e-learning, the program should be planned as both synchronized and asynchronized.
NPM : 2010 1250 0116
INTRODUCTION, There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of students and an instructor actualize an online conference meeting in a computer environment) an asynchronized (where individuals actualize self-training in computer environments). Students have access to the course contents whenever they want and communicate with their peers or teachers via communication tools such as e-mail and forums. In order the distance learning system to succeed in e-learning, the program should be planned as both synchronized and asynchronized.
There
have been many studies
on e-learning. Aljanazrah &
Bader (2006), in their study on e-learning approach in laboratories, developed a teaching model for this application. In this model, the lessons planned were simulations
and softwares for students on polymers and metals. Nine experiments
were designed on the topic.
Students were interviewed and administered laboratory attitude
scales at the end of the experiments.
The study concluded
that the experiments in the new model were
appropriate to teacher training programs and could successfully be administered to large groups.
Fisher, Thompson & Silverberg (2004-2005),
developed
a
model
for
computer-
assisted online courses in their study on the effects
of cooperative method on group
work. This model forms a
sample case. The findings concluded that cooperative learning was highly effective in student works.
Davies & Graff (2005), in their study on the performance of e-learning applications, focused on student interactions within online programs. The interactions of 122 university students
were compared to their end of year grades. A significant increase in the performances was observed, however, some factors were determined to cause some gaps in online programs.
Usal
& Albayrak (2005) examined the Turkish model within the framework of the general structures of distance learning
models, their communication environments, technologies as well as the effective parameters in education. They concluded
that with the growing utilization of Internet
communication technology
in Turkey, e- transformation could be actualized.
Ashton, Beevers & Bull (2004) evaluated the pilot e-learning applications to be administered in private
schools in Scotland.
The application, which depends
on the higher education system developed in UK, involves the
formal evaluation of basic
concepts of e-learning and its effects on students. The application was administered on various
groups and successful results were attained in such fields as computer-
assisted math education or computer programming courses.
Frank, Reich & Humphreys (2003),
in
their
study
on
creating
an
e-learning
environment where students’ needs
are addressed, evaluated the e-mail using frequencies of students aged 6, 11 and 12 within
the distance learning process. Moreover, students’ basic computer skills,
student-teacher relationship
and the role of the teacher were also examined.
Weitl, Sub, Kammerl & Freitag (2002) designed
an educational model that involved
various teaching methods
within online learning structure. This model focused on
two problems; one being
the limitedness of knowledge transferred during learning in Internet environment
and the other being the tiring aspect of learning in a short
time. This model also involved
the online computer-assisted learning modules that are administered in 12 universities
in Germany.
Granow
& Bischoff (2002)
started their research in the field of Computer
Sciences with 6 course applications in seven
universities in Germany,
after which
they extended the study to 12 universities in the field of economics engineering.
The research involved course
materials, computer-assisted cooperative learning projects, learning environment management and online working
planning in a
virtual environment created in universities.
Farnsworth (2001) examined the distance learning method
supported with interactive software applications
known as active learning in higher math education. The main aim of the program was
to encourage students in better comprehension of parameters and math concepts by relating them with daily life experiences. Math curriculum softwares were designed at all levels in order to provide better learning. The number of studies on the issue has been increasing rapidly and
great improvements have been recorded
in terms of its usability and applicability.
WHY E-LEARNING? Internet has been
widely used for less then ten
years; however, it has changed the
contents of many concepts
in our lives as a modern communication tool. Many
common concepts such as government,
trade, democracy and learning have
gained new meanings by
taking the prefix “e”. E-learning
or web-based education is one of the important
concepts and opportunities
provided by the Internet. The
concept of distance learning actually emerged
much before than the Internet; actually, it is said to be as old as education.
The distance learning models administered via letters, press, television
and CDs have ended up with practical and successful results.
As Internet is global, unlimited and open to public,
the teaching applications planned for the Internet environment
has a potential of moderating the
nature of distance learning. It seems that it will be the only distance learning
tool of the near future. E-learning, as a new version of distance learning, is applied via the Internet technologies and involves the educational
activities, which do not
require the presence of the teacher
and learner at the same
time and place.
FROM THE CLASSROM EDUCATION TO E-LEARNING When compared to the classroom education, e-learning offers many advantages to students. Firstly, during the e-learning process,
students have the chance to decide how
log they want to be educated.
All the decisions on issues such as learning
speed and the intensity of the topic depends on the student.
Student has the right to
get in contact in case of
any problems.
It does
not require any expenses such as transportation or accommodation.
Since e- learning process
is a student-centered educational system, the learning
materials could be organized according to the professional responsibilities
and qualifications of the student. An effective e-learning system enables a student to determine and process his/her
learning style, content, aim, current knowledge and individual skills. Therefore,
person-specific education could be provided through creating individual learning styles. E-learning enables the individual to plan and
direct his/her own learning process, so each student takes
the responsibility of his/her own learning.
In additional, the forums, created
within the e-learning system, provide
students with a discussion environment where
problems are solved cooperatively in chat
rooms. With the help of cooperation, which is the best
way
of effective learning, e- learning enables the user
not the one-way communication as in the classroom
education but the duplex interaction.
SOME KINDS OF E-LEARNING APPLICATIONS E-examination: In this application, students
are administered many proof exams in
the internet environment before the formal exams, which
enables them to determine their approximate levels. These proof exams, which
enable the students to determine their approximate readiness levels, are the most facilitated e-learning
services.
E-Drills: With the Internet-based drill softwares, it is aimed
to create an effective and productive studying atmosphere for students. As students access these activities on the Internet, they could study on the units through interactive multimedia
softwares
and reinforce their knowledge by examining
numerous examples. Internet-based drill softwares with animations and intensive student-computer interaction could be in service within this program. Students
enrolled in the distance learning system, could study on the softwares
with or without sound effects.
Therefore, students
of the system could study more effectively and productively in the Internet environment.
E-Book and
E-Television: In order to enable the students
to access the books and TV programs on the Internet, the contents
of the course books and TV programs
could be presented on the
Internet as e-books and e-television.
Therefore, a student of the system could easily access the
course books, TV programs, study through the
multimedia research softwares and assess him/herself through the
proof tests in an Internet-café or at his/her own PC
at the office.
E-Counseling: The one-to-one
academic counseling provided to the students
could also be provided in
a similar format on the Internet. Parallel to the research softwares, students are allowed to ask questions to their academic counselors
related to their course contents.
E-Sound Book: The E-sound
book application, which enables especially the visually retarded students to listen to the course book contents, could be
provided on the Internet.
Therefore, visually retarded students
and the students with screen
reading difficulties could access their
course books form their
offices or from an Internet-café. They could listen
to the contents of the course book by downloading the sound files on
their computers (Mutlu,
Kip & KayabaÅŸ)
Eight Criteria to be used in the Evaluation of the E-learning Projects.
Applicability Analysis, How coherent
are the aims and targets of the organization
with your e-learning? How strong is your proof for achieving the aims and targets of the organization with e-
learning? How well
have you done the applicability analysis?
Culture, What is the appropriate culture for e-learning?
Does you
organization have this culture? If not, are you trying to attain something that is necessary for you?
Content Quality, Is the knowledge
provided within e-learning appropriate to the student’s needs? Is
the amount of knowledge
sufficient? Is this educationally
meaningful?
Resources, Are the required financial resources ready for e-learning? If not, could more financial
resources be found?
Speed, Could your e-learning materials address the changes rapidly? Would it be able to
transfer the new knowledge at the required speed? Have you been trying to address
your need to increase you capacity to move faster?
Skill, Does your group have the required levels of skills for applying e-learning? If not, have you been
trying to train them within this
project?
Technological Change, Could your organization address the improvements in the e-learning technology? Or, are you limited with the current information technology structure, security or
compatibility problems? Have you tried to overcome these problems?
Leadership, Are the leaders supportive, logical and ready? What could you do in order
to make leaders provide
significance and expertise? In order to evaluate the e-learning
project;
¾ The
Pie Graph is re-evaluated in order to
reflect the current problems.
¾ Each
criterion is given values between
1 and 10.
¾ It is explained what the Pie Graph tells about e-learning.
Does the graph tell
you how e-learning could be improved and how could more pie pieces
be attained?
Why did some parts get
higher scores than the others? Could
you learn things from pieces
with high scores, which allow you
to do applications for parts with
low scores?
¾ The relative importance given to each item in the organization and the questions
prepared for the score sequence are evaluated (Yavuzcan, P.)
THE ADVANTAGES OF E-LEARNING APPLICATIONS, The application scope of
e-learning is rather wide. The important point in e-learning
applications is its being able to educate the learner through technological
tools whereas in traditional classroom
teaching, the learners
have to be together
with the educator. Many e-learning applications involve mutual interaction; for example, in
virtual classroom applications, students (from
different places) could get education
together in a virtual classroom.
The trainer could ask questions to the classroom and the participants could respond to these questions
through their screen. It enables the reviewing and renewing of
educational materials in terms of accuracy and appropriateness. Technological tools not only make education more attractive through rich audio-visual presentations
but also increase the level of learning.
With the rapid attainment of knowledge and
experience, it becomes easy for the working people to keep up with the changing
business world. E-learning applications would contribute to important developments
in human resources,
content
and technology in Turkey. E-learning provides
the learner the chance to decide when to learn as well as how fast and how much to learn; and enables them to contact the teachers via e-mail or forums. Since there is
no need to go to a campus,
they have no expenses for accommodation or
transportation.
THE CHARACTERISTIC OF AN E-LEARNER, The
students, who would participate in
e-learning applications, need to have
some characteristics or abilities:
¾ The first
condition of learning
is to have the will for it. E-learners direct their own learning. This is an advantage
but
sometimes problems may
occur. An e-learner should aim to
keep his/her self-motivation for learning
at the highest level.
¾ E-learners have to spend certain times of the day for education. They should not make themselves sit in front of the computer for long hours. It
is a fact that the planned educational sessions increase achievement.
¾ When deciding on the time for education, e-learners should choose less
busy hours of the day when education could be less interrupted. They should
keep their attention away from
the outer factors
as much as they can.
¾ After completing each
course,
e-learners should
think about
the knowledge they attained
as well as how to use it. This would increase the
level of motivation.
¾ E-learners
should determine daily targets for themselves.
¾ E-learners should not hesitate to get in contact with the teachers or peers via
e-mail or forums in case they need to reinforce or repeat a topic.
LEARNER - CONTENT INTERACTION IN E-LEARNING, Within the designing process of teaching, it is an important
step to organize the
interaction and communication opportunities. Interaction is an important factor especially in Open
University where students, teachers and teaching resources
are away from each other in terms of time and place. Learning-based interaction mainly has
three types. These are learner-content, learner-teacher and learner-learner
interactions (Moore, 1996).
Another accepted interaction type is the
learner-interface interaction. Learner- interface interaction emphasizes the learners’ interaction with technology whereas
the learner-content interaction focuses on a pedagogical interaction. At Open University system, since learner-teacher and learner-learner interaction is limited
within distance learning, learner-content interaction has a critical importance in reaching the learning
targets.
With the content provided
to the Open University
students and the
students’ own ways of interaction
not only ease
the self-learning but
also affect
the learning process positively. In this system,
where the learner-content interaction is provided by books as main materials, e-learning services such as TV programs, e-exams, e- drills, e-books, e-television and e-counseling would reinforce the interaction and
increase student achievement.
In a study
where the Two-year Police Occupational Education
Program students’ e-
learning records and student information were analyzed between October 2003 and
September 2004, a comparison was made between the students who belong and do
not belong to the e-learning program.
According to the end-of-year averages, students
of
the e-learning program
had higher achievement levels
than the others (Mutlu, Erorta, Kara & Aydin, 2005).
In 2003-2004 academic years, a study was conducted in order to determine
how the achievement levels of e-learning program students
of Open University differed
form the ones who were not involved
in the e-learning program. The midterm exam results showed that the scores of the students of e-learning program were higher than that
of the ones who were not in the program (Mutlu, Erorta & Yılmaz, 2004).
As e-learning services varied, learner-content interaction was observed to
have improved in the Open University, which contributed to
the increase in the student achievement levels.
SUGGESTIONS FOR E - LEARNING APPLICATIONS, When e-learning programs are administered as a support
or alternative for the traditional learning methods,
the learning process
becomes more consistent as well as
the learnt knowledge. Although
the infrastructure expenses for e-learning are high, the long-term education and service quality are more satisfactory.
The equipment for this program
should be well designed. The design team should first determine the target audience
accurately and consider many aspects such as the type of the education and media.
The correct choice in the equipment and communication type to be utilized would contribute to
the more effective and productive use of time as well as reducing the
expenses for communication and investment. On the other hand, the approach of the government towards e-learning, the awareness created in the society and socio- economical statuses are among the factors that speed up the e-learning
process. Such contributions
to
education could
also
reflect
on
the
development of technological infrastructure of the
country.
This creates competition among the countries in the globalizing
world. Additionally, the rapid
development in technology
assists in the development of educational
system as well as leading to more educational
models to emerge.
Establishment of
virtual labs provides the chance
to follow the developments in education in the world, especially for the
institutions,
which are financially
unavailable to purchase lab equipment.
Therefore, a competitive environment is created in education,
which
leads to sustainable development. With e-learning environments, students could continue the teacher-learner relationship
from different places at different times.
E-learning terminates the limitation of time and place while providing learning environments with lower expenses. In learning process,
the relationship between
teacher, learner and peers has great importance.
Individual
learning
is
also
important, however, the efficiency of
learning together could not be avoided.
Achievement depends on support and individuals need assistance in
learning topics. Therefore, teachers
of e-learning programs need to have
a serious in-service training; because, many e-learning programs
require mutual interaction
via technological tools. The word “electronic” as a
prefix for e-learning, does not only mean that
learning occurs with technological tools but
also
requires
the awareness
in
developing technologies.
So, teachers of e-learning programs
need to be trained in information
technologies and Internet in order to gather with their students in virtual classrooms. Additionally, they have to have the
ability to administer all applications successfully and to follow the developments in pioneer countries in e-learning and distance
learning.
It is also very important for teachers to be able to provide academic counseling
together with their competence and expertise
in information services.
It should
be well-understood that e-learning applications could succeed, be preferred
and developed only with the
participations of the teachers with above-mentioned
characteristics.
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