Training Asisten – Effective Teaching Method
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Training Asisten – Effective Teaching Method
Dwi MartaniKetua Departemen Akuntansi FEUI
Pembekalan Asisten dan Asisten Lab BaruDepartemen Akuntansi 2012
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Agenda
Karir Akuntansi1
Kurikulum dan Kompetensi2
3 Bagaimana Efektif Mengajarkan
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Karir Asisten
Asisten Lab Asisten Dosen Dosen Syarat Dosen
S2 bidang Akuntansi – luar negeri Diangkat untuk menjadi dosen tetap S3
Dosen UI Karir untuk menjadi dosen tetap kurang jelas Dosen full time basis di UI namun tetap
dapat menjalankan kegiatan lain tetapi tidak full time
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Dosen
Aktivitas dosen melaksanakan tridarma perguruan tinggi Pendidikan mengajar, menguji,
membimbing, menulis buku ajar, mendampingi kegiatan mahasiswa
Penelitian publikasi jurnal, conference, tulisan ilmiah lain
Pengabdian masyarakat training, konsultasi, kajian regulasi negara
Kegiatan lain panitia, peserta seminar
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Kepangkatan Dosen
Jenjang jabatan akademik Asisten ahli Lektor Lektor Kepala Profesor 850
Jenjang kepangkatan IIIB, IIIC, IIID IVA, IVB, IVC, IVD
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Strategi SDM Departemen
Persyaratan dosen S2 Luar Negeri Kondisi tertentu
S2 DN, S3 LN S2 DN dan S3 DN dengan reputasi sangat baik
Kualifikasi Berkinerja baik dalam menjalankan Tri Darma PT Memiliki pengalaman praktik melalui PPA, training,
pengabdian masyarakat Memberikan kontribusi pada organisasi profesi, negara
Dosen tidak tetap dipertahankan dengan jumlah minimal, memiliki reputasi praktik / riset
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Proses Menjadi Dosen
Asisten lab Asisten Dosen Dosen Asisten dosen sekolah LN Dosen Lulus bekerja sekola LN Dosen Sekolah LN proses kompetisi beasiswa Proses menunggu sekolah bekerja di
dalam kampus, atau bekerja di luar kampus
Setelah sekolah full time di kampus
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Asistensi
Mengembangkan kemampuan analisis dan aplikasi suatu pengetahuan relevan dengan praktik.
Membantu mengembangkan proffesional skilla) Intellectual skillsb) Technical and functional skills numeracy decision
modeling and risk analysis, measurement, reporting, compliance with legislation
c) Personal skills self management, professional skepticism, decision making, initiative.
d) Interpersonal and communication skillse) Organizational and business management skills
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Asistensi
Tidak mengulang teori yang diajarkan cukup buatkan mind map / chart rangkuman materi yang harus dikuasai
Berikan tips aspek teknis yang perlu pendalaman silabus, bedakan yang penting dan kurang penting atau sekedar perlu.
Fokus pada proses bukan hasil akhir Berikan kebebasan dalam melakukan proses
dipengaruhi oleh kemampuan mahasiswa Jalin komunikasi dengan dosen dan juga asisten Koordinasi dengan asisten yang lain termasuk dengan
koordinator lab asisten
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Tips
Buat suasana kelas menarik Siapkan penguasaan materi – mahasiswa
pengin mengetahui sesuatu yang lain Pilih strategi di setiap pertemuan sehingga
asistensi menjadi menarik Biarkan mahasiswa belajar dan mengerjakan
sendiri Berperan sebagai fasilitator / teman Berikan penghargaan kepada mahasiswa
sopan, keinginan untuk membantu
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KURIKULUM : SOFTWARE INPUT
PROSES BM
INPUT MAHASISWA
OUTPUT LULUSAN
SOFTWARE INPUT
HARDWARE INPUT
EXTERNAL INPUT
PENDIDIKAN SEBAGAI SISTEM
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Kurikulum
Kurikulum merupakan rambu-rambu untuk menjamin mutu dan kemampuan sesuai dengan program yang ditempuh.
Seperangkat rencana pengaturan berdasarkan standar pendidikan tentang kemampuan dan sikap serta pengalaman belajar dan penilaian yang berbasis pada potensi dan kondisi peserta didik. (SK Mendiknas 045U/2002)
Seperangkat rencana dan pengaturan mengenai tujuan, isi bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu UU 20/2003 Sisdiknas
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Kurikulum
Alat untuk mencapai tujuan pendidikan Kurikulum dirancang fleksibel agar tujuan pendidikan dapat
dicapai dan mengantisipasi perubahan lingkungan. Bersumber pada visi, misi, tujuan dan strategi program studi. Bukan hanya komposisi dan susunan mata ajar tetapi
meliputi tujuan, kompetensi yang akan dicapai, materi, metodologi dan evaluasi.
Kurikulum dijabarkan dalam: Profil lulusan Kompetensi apa akan dicapai Susunan mata ajar dan peta mata ajar Buku rancangan pengajaran silabus (untuk mahasiswa) Satuan Acara pengajaran
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Pendekatan dalam Kurikulum
Content-based
approach
Structure of subject matter
Content transmission
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Pendekatan dalam Kurikulum
Content-based
approach
Lulusan harus menguasai subjek keilmuan, dengan asumsi akan menunjukkan kinerja yang lebih komprehensif setelah menguasai subjek ilmu
Berorientasi pada penguasaan bidang ilmu
Seringkali terjadi kesenjangan antara teori dan aplikasi praktek
Kurikulum disusun berdasarkan asumsi dasar disiplin ilmu bukan berdasarkan kebutuhan dan harapan masyarakat
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Pendekatan Kompetensi dalam Kurikulum
Competency-based
approach
Integration
Students/professional needs
Contextual
Active learning
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Pendekatan dalam Kurikulum
Competency-based
approach
• Disusun berdasarkan tuntutan kompetensi lulusan yg dibutuhkan profesi dalam setting tertentu
• Asumsi : kemampuan kinerja tertentu dapat dicapai jika kualitas intelektual dibangun dengan dukungan materi tertentu
• Pendidikan : “eksperimen”, atau pengalaman belajar dalam setting (situasi dan kondisi) tertentu untuk mencapai kompetensi yang diharapkan.
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PENILAIAN OLEH PERGURUAN TINGGI
SENDIRI
PENILAIAN DILAKUKAN OLEH MASYARAKAT PEMANGKU
KEPENTINGAN
KOMPETENSI SESEORANG UNTUK DAPAT MELAKUKAN TINDAKAN CERDAS, PENUH
TANGGUNG JAWAB SEBAGAI SYARAT UNTUK DIANGGAP MAMPU OLEH MASYARAKAT DALAM MELAKSANAKAN TUGAS-TUGAS DI BIDANG PEKERJAAN TERTENTU
KEMAMPUAN MINIMAL
PENGUASAAN PENGETAHUAN,
KETRAMPILAN DAN SIKAP SESUAI
SASARAN KURIKULUM
PROGRAM STUDINYA
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Ciri-ciri Kurikulum Berbasis Kompetensi
Menyatakan kompetensi secara jelas dari proses pembelajaran
Proses pembelajaran memberi bekal kepada tercapainya kompetensi dan berfokus pada mahasiswa (Student Centered Learning)
Mengutamakan kesatuan penguasaan ranah kognitif, psikomotorik dan afektif.
Proses penilaian lebih ditekankan pada kemampuan untuk mendemonstrasikan kognitif, psikomotorik dan afektif.
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Lulusan Perguruan tinggi diharapkan mempunyai kompetensi ( 5 elemen kompetensi ) yang sesuai kebutuhan stakeholders , berupa :• Kebutuhan masyarakat (societal needs)• Kebutuhan dunia kerja (industrial needs)• Kebutuhan profesional (professional needs)• Kebutuhan generasi masa depan (aspek vision) • Kebutuhan ilmu pengetahuan (aspek scientific)
Analisis Kebutuhan
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Kelompok MPK (Pengembangan Kepribadian) Kelompok bahan kajian dan pelajaran untuk mengembangkan manusia Indonesia yang beriman dan bertaqwa terhadap Tuhan Yang Maha Esa dan berbudi pekerti luhur, berkepribadian mantap, dan mandiri serta mempunyai rasa tanggung jawab kemasyarakatan dan kebangsaan.
Kelompok MKK (Keilmuan dan Keterampilan) Kelompok bahan kajian dan pelajaran yang ditujukan terutama untuk memberikan landasan penguasaan ilmu dan keterampilan tertentu.
Kelompok MKB (Keahlian Berkarya) Kelompok bahan kajian dan pelajaran yang bertujuan menghasil-kan tenaga ahli dengan kekaryaan berdasarkan dasar ilmu dan keterampilan yang dikuasai.
KEPMENDIKNAS No. 232/U/2000 Pasal 1 dan 8:
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Kelompok MPB (Perilaku Berkarya) Kelompok bahan kajian dan pelajaran yang bertujuan membentuk sikap dan perilaku yang diperlukan seseorang dalam berkarya menurut tingkat keahlian berdasarkan dasar ilmu dan keterampilan yang dikuasai.
Kelompok MBB (Berkehidupan Bermasyarakat) Kelompok bahan kajian dan pelajaran yang diperlukan seseorang untuk dapat memahami kaidah berkehidupan bermasyarakat sesuai dengan pilihan keahlian dalam berkarya.
KEPMENDIKNAS No. 232/U/2000 Pasal 1 dan 8:
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ELEMEN KOMPETENSIKURIKULUM
INTIKURIKULUM INSTITUSIONAL
Kompetensi Utama
KompetensiPendukung
Kompetensi Lainnya
1. Landasan kepribadian.
40% - 80 % 20% - 40% 0% - 30%
2. Penguasaan ilmu dan ketrampilan.
3. Kemampuan berkarya. 4. Sikap dan perilaku dalam berkarya.
5. Pemahaman kaidah berkehidupan bermasyarakat.
Tim KBK DIKTI
KOMPETENSI UTAMA ditetapkan oleh kalangan Perguruan Tinggi, masyarakat profesi dan pengguna lulusan.
KOMPETENSI PENDUKUNG & KOMPETENSI LAINNYA ditetapkan oleh Institusi penyelenggara program studi
SK. MENDIKNAS RI NO. 045/U/2002TENTANG KURIKULUM INTI PENDIDIKAN TINGGI
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International Education Standard
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International Education Standard
IES 1: ENTRY REQUIREMENTS TO A PROGRAM OF PROFESSIONAL ACCOUNTING EDUCATION
IES 2: CONTENT OF PROFESSIONAL ACCOUNTING EDUCATION PROGRAMS
IES 3: PROFESSIONAL SKILLS IES 4: PROFESSIONAL VALUES ETHICS AND ATTITUDES IES 5: PRACTICAL EXPERIENCE REQUIREMENTS IES 6: ASSESSMENT OF PROFESSIONAL CAPABILITIES
AND COMPETENCE IES 7: CONTINUING PROFESSIONAL DEVELOPMENT: A
PROGRAM OF LIFELONG LEARNING AND CONTINUING DEVELOPMENT OF PROFESSIONAL COMPETENCE
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International Education Standard
Tujuan:
Meyakinkan bahwa calon akuntan profesional memiliki pengetahuan profesional akuntansi yang memadai utk menjalankan fungsinya dalam menghadapi lingkungan yang kompleks dan berubah
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IES 2
Tiga bidang utama:
Accounting, finance, and related knowledge
Organizational and business knowledge
Information technology knowledge and competence
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Accounting, finance, and related knowledge
a. financial accounting and reporting;b. management accounting and control;c. taxation;d. business and commercial law;e. audit and assurance;f. finance and financial management; andg. professional values and ethics.
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Organizational and business knowledge
a. economics;b. business environment;c. corporate governance;d. business ethics;e. financial markets;f. quantitative methods;g. organizational behavior;h. management and strategic decision
making;i. marketing; andj. international business and globalization.
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Information technology knowledge and competence
a. general knowledge of IT;b. IT control knowledge;c. IT control competences;d. IT user competences; ande. one of, or a mixture of, the competences of, the
roles of manager, evaluator or designer of information systems.
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Skill – IES 3
The skills professional accountants require are grouped under five main headings:a) Intellectual skillsb) Technical and functional skills numeracy decision
modeling and risk analysis, measurement, reporting, compliance with legislation
c) Personal skills self management, professional skepticism, decision making, initiative.
d) Interpersonal and communication skillse) Organizational and business management skills
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Value & Ethic – IES 4
the public interest and sensitivity to social responsibilities;
continual improvement and lifelong learning; reliability, responsibility, timeliness, courtesy
and respect; and laws and regulations.
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KEAHLIAN SEORANG AKUNTAN
Analytical/critical thinking 4,53 Written communication
4,39 Oral communication
4,22 Computing technology
4,10 Decision making 4,03 Interpersonal skills
3,94 Continuous learning
3,82 Teamwork
3,81 Business decision modeling
3,65 Professional demeanor
3,64 Leadership
3,58
Risk Analysis 3,42 Measurement 3,32 Project management 3,26 Customer orientation 3,23 Change management 3,13 Negotiation 3,13 Research 3,08 Entrepreneurship 2,99 Resources Management 2,98 Salesmanship 2,61 Foreign language 2,60
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Taksonomi Bloom
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Taksonomi Bloom
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Taksonomi Bloom
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Effective Teaching
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Reading
Hearing wordsLooking at picture
Looking at an exhibition
Participating in a discussion
Watching video
Watching a demonstrationSeeing it done on location
Giving a talk
Doing a Dramatic Presentation
Simullating the Real Experience
Doing the Real Thing90%
70%
50%
30%
20%
10%
PASSIVE
AC
TIVE
TINGKAT MEMORISASI
Verbal reciving
Visual reciving
Partici- pating
Doing
TINGKAT KETERLIBATAN
MODEL PEMBELAJARAN
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“The aim of teaching is simple:
it is to make student learning possible”
Paul Ramsden, Learning to Teach in Higher Education, London, Routledge, 1992:5
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Social Context Of LearningLearning Is A Form Of Social Interaction
Learning Takes Place Within Learning Communities
Learning Communities Consist Of
Formal Dimensions
InformalDimensions
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Strategies for Successful Trainings
Principles of Adult Learning. Active Learning. Instructional Strategies.
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Principles of Adult Learning
Need to know how adults learn best. Adult learners have special needs. Six characteristics of adult learners.
• Are autonomous and self-directed.• Have a foundation of life experiences and
knowledge.• Are goal-oriented.• Are relevancy-oriented.• Are practical.• Need to be shown respect.
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Learning Pyramid*
* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA.
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Instructional Strategies
Quiz. Games. Role-playing. Brainstorming. Group problem-solving. Lecture. Simulation. Case Study
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The Learning Environment
“I know I cannot teach anyone anything.I can only provide the environment in which
he can learn…”Carl Rogers (1969)
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Defining Student-Centred Learning
Brandes & Ginnis (1986:12) “with student-centred learning, students are
responsible for planning the curriculum or at least they participate in the choosing…the individual is 100% responsible for his own behaviour, participation and learning”
SCL also known as flexible learning independent learning open/distance learning participative learning self-managed learning
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Differences between SCL & Traditional Learning
TRADITIONAL STUDENT-CENTRED Tutors seen as ‘fountains of all
knowledge’ Tutor's seen as having ‘facilitator’
role Students adopt passive role Students adopt active role Tutor led Student led Student taught to set syllabus Negotiated curriculum Fixed semesters/terms Flexible study pattern Learning restricted to classroom Learning not restricted to
classroom: time, pace, place
Set classes each week Group learning via action learning
Didactic Utilise range of teaching methods
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Benefits of Student-Centred Learning
Students can work alone or in small groups, on and off campus have access to range of learning resources other than
the tutor can take exams at own convenience can enrol at flexible times of the year take ownership of their learning; become reflective
learners and be empowered are more motivated and committed towards learning
because they become partners in the learning process
can work and learn in partnership
Source: McLean (1997) & Educational Initiative Centre (2004)
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Benefits of Student-Centred Learning
Tutors act as facilitators, guides,
mentors work in teams and draw on
the help from technicians, librarians, etc
are able to work with students to determine teaching and learning strategies
develop student’s ability to become a ‘researcher’, accessing multiple sources of information
Institutions able to attract non-traditional
students & students from diverse backgrounds
widen HE participation into the community
more ‘bums on seats’!!! opportunity to improve
‘bottom line’ performance gain international reputation tutor time can be freed up to
spend on research and attracting research funding
Source: McLean (1997) & Educational Initiative Centre (2004)
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Student-Centered Learning Toolbox
Constructivist Learning
Collaborative Learning Tools
Cognitive learning theory
Motivational strategies
Michele Hampton/Gordon Haley
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51Michele Hampton/Gordon Haley
• Driscoll (2000) describes constructivism as the notion that knowledge exists outside of learners and the act of learning consists of transferring that knowledge from outside to within the learner
• Consequently, learning occurs as learners attempt to make sense of their experiences
• New information is related to the knowledge and experience already possessed and is used to construct or build new knowledge
• Learners take an active role in their learning experience (Villalba & Romiszowski, 2001)
Student-Centered Learning Toolbox
Constructivist Learning
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52Michele Hampton/Gordon Haley
Student-Centered Learning Toolbox
• Online courses can be used to assess information that learner’s possess through the use of online pre-tests
• By determining learner knowledge and experience level, instructors may be able to modify instruction to account for those levels
• For example, a module could be added that reviews prerequisite skills to help students refresh their memory and to ascertain if students are at the appropriate skill level assumed by the current instruction design
Constructivist Learning
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Student-Centered Learning Toolbox
Cognitive learning theory
• Cognitive learning theory provides the foundation for developing effective, credible, and robust distance education instruction.
• Clark & Mayer (2003) assert “many e-learning courses ignore human cognitive processes and as a result do not optimize learning”.
• Villalba & Romiszowski (2001) also purports cognitive psychology should be a basis for designing instruction
• Helping the learner select information that is important to the learning process, minimizing extraneous items that do not add to learning, and integrating words and pictures are techniques that can be used to manage cognitive load
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• Specific examples include:
• listing learning objectives upfront so the lesson can provide a framework that assists learners in focusing their efforts
• minimizing visuals, audio, and text that do not add to the learning experience frees up working memory to rehearse information provided in the lesson
• presenting related pictures and words in close proximity of each other
Student-Centered Learning Toolbox
Cognitive learning theory
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Michele Hampton/Gordon Haley
Student-Centered Learning Toolbox
Collaborative Learning Tools
• Some common collaborative tools are: ChatsThreaded discussion boardsOnline conferencingEmail Interactive tutorials
Degree of learner concurrency and the learning goal are the primary factors that can determine which, if any, of the collaborative tools will enhance learning
• Research shows that learners who study together in an online environment often learn more than those who study alone (Clark & Mayer, 2003)
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Student-Centered Learning Toolbox
Motivational strategies
• Keller (1999) offers the ARCS instructional model as a means of integrating motivational tactics into instruction
• ARCS is an acronym for what Keller (1999) describes as the four dimensions of motivation – Attention (A), Relevance (R), Confidence (C), and Satisfaction (S).
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Attention (A)Addresses student interest levels and whether student
curiosity is aroused and sustained over a period of time
Gaining and maintaining student attention can be achieved through using novel and/or surprising events in instruction, stimulating information-seeking behavior by posing or having students generate questions and then varying the elements of instruction to maintain student interest (Penn State University, 2000).
Student-Centered Learning Toolbox
Motivational strategies
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Student-Centered Learning Toolbox
Motivational strategies
Relevance (R)Addresses relating instruction to learners experience and
values to help them construct knowledge.
Adapting instruction to meet learner needs can include the following to help learners integrate new knowledge with previous knowledge and experience :
using concrete languageusing examples and concepts that are related to the
learner’s experience and values
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Michele Hampton/Gordon Haley 59March 21, 2006
• Confidence (C) refers to students’ expectations and perceptions regarding the
likelihood of their success and who controls that success — the students or the instructor
addresses relating instruction to learners experience and values to help them construct knowledge.
Informing students of the instructional learning outcomes and providing multiple achievement levels and performance opportunities that allow students to set personal goals and standards to increase the probability of experiencing success positively impacts student confidence
Student-Centered Learning Toolbox
Motivational strategies
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• Satisfaction (S) focuses on the “learner’s intrinsic motivation and
response to extrinsic awards” (Mory, 2003, p.769)
Includes the following:providing opportunities for students to practice newly
learned skillsproviding feedback and reinforcements that will
sustain the desired behaviormaintaining consistent standards and consequences
for task accomplishment (Penn State University, 2000)
Student-Centered Learning Toolbox
Motivational strategies
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Research Findings: McLean (1997)
Table 1: Factors that EncouragedStudents to Undertake a Flexible Learning Programme
Study whenever have the time 100Personal development 79Flexibility: own time, place, pace 76Inability to attend set courses each week 64Request a tutorial at own convenience 46Take examinations in any order 45Flexible start dates 36Under no pressure to complete course to deadline 33Take modules in any sequence 15
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Another Teaching Method
PRACTICAL EXAMPLES Connecting Theory with Applications SHOW AND TELL Reversing Student Roles CASE STUDIES Bringing “Real-Life” Scenarios into the Classroom GUIDED DESIGN PROJECTS Introducing Practical Design
Experience in Classrooms OPEN-ENDED LABS Making Students Think Deeper THE FLOWCHART TECHNIQUE Organizing the Flow of Thought OPEN-ENDED QUIZZES Moving Students Away From Memorization BRAINSTORMING Encouraging Creativity QUESTION-AND-ANSWER METHOD Encouraging Student
Participation SOFTWARE Increasing Teaching Efficiency
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Teaching Improvement
PlanConcept - The concept that you plan to teachStrategy - The teaching strategy that you plan to useDate - The day you plan to use the strategy Materials Needed - The teaching materials that you will needTime Needed - Plan your teaching activity so that you can accomplish allyour goalsFeedback - Decide on a strategy to obtain student feedback. Consider fast feedback, written reports and observing students’ reactions
Do: Execute your plan
Check: Review student evaluations
Act: Decide on what you would do next time. Stick with the strategy? Change?
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Terima [email protected] atau [email protected]
http://staff.blog.ui.ac.id/martani081318227080
Accounting Department FEUI
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Clark, R.C and Mayer, R.E. (2003). Learning together on the web. In e-learning and the science of instruction (p. 197-224). San Francisco, CA: Jossey-Bass, Pfeiffer.
Driscoll, M. P. (2000). Constructivism. In Psychology of Learning for Instruction [Electronic version]. Boston: Allyn & Bacon.
Keller, J.M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78), 39-47. Retrieved July 14, 2005, from Academic Search Premier database (0271-0633).
Land, S. M. and Hannafin, M. J. (2000). Student-centered learning environments. In Jonassen, D.H. & Land, S.M. (Eds.), Theoretical Foundations of Learning Environments (p. 1-23). Mahwah, NJ: Lawrence Earlbaum Associates.
Lorenzetti, J. P. (2005). Secrets of online success: Lessons from the community colleges. Distance Education Report, (9)11, 3-5. Retrieved August 11, 2005, from Academic Search Premier database (1094-320X).
Macdonald, J. (2004). Developing competent e-learners: The role of assessment. Assessment and Evaluation in Higher education (29)2, 215-227. Retrieved November 7, 2005, from Academic Search Premier database (0260-2938).
Mory, E. H. (2003). Feedback research revisited. Chapter 29. In Handbook of Research for Educational Communications. Retrieved July 28, 2005, from http://aect-members.org/m/research_handbook/Chapters/29.pdf
Penn State University (2000). College of Education – Innovations in Distance Education. Integrating Instructional Design and Distance Education: ARCS – Motivation Theory. Retrieved October 26, 2005, from http://ide.ed.psu.edu/idde/ARCS.htm
Villalba, C. and Romiszowski, A. J. (2001). Current and ideal practices in designing, developing, and delivering web-based training. In B.H. Khan (Ed.), Web-based training (pp. 325-342). Englewood Cliffs, NJ: Educational Technology Publications.
References
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References
Brandes, D. & Ginnis, P. (1986). A Guide to Student-Centred Learning’. Simon & Schuster Education, Hemel Hempstead
Cannon, R. & Newble, D. (2000). A Guide to Improving Teaching Methods: A Handbook for Teachers in Universities and Colleges’. Kogan Page, London
Educational Initiative Centre (2004). ‘What is Student Centred Learning’. University of Westminster
McLean, J. (1997). ‘Flexible Learning and the Learning Organisation’. MSc Management Dissertation, Staffordshire University
McLean, J., Hall, L. & Muir, J. (2003). ‘Thee Flexible Tutor: From Lecturer to Facilitator’. British Academy of Management Conference, Edinburgh, September 2000
Rogers, C. (1969). Freedom to Learn. Charles Merrill, Ohio