Laporan Indonesia OER Policy Review Workshop

Laporan
Indonesia OER Policy Review Workshop
Jakarta, 4 Desember 2014
Komisi Nasional Indonesia untuk UNESCO
Kementerian Pendidikan dan Kebudayaan
2014
Indonesia OER Policy Review Workshop
4 Desember 2014
Jakarta
I.
PENDAHULUAN
Workshop ini diselenggarakan oleh UNESCO dalam rangka Mayor Program I, Main
Line of Action 1 untuk mendukung negara-negara anggota UNESCO dalam
Mengembangkan Sistem Pendidikan yang berkualitas dan memberikan kesempatan
Pendidikan Sepanjang Hayat. UNESCO menindaklanjuti Proyek Open Education
Resource Declaration: UNESCO meminta agar Komisi Nasional Indonesia untuk
UNESCO dan Pustekkom menyelenggarakan workshop untuk meninjau manfaat dari
pelaksanaan kebijakan OER di Indonesia.
II.
TUJUAN
Tujuan utama dari workshop ini adalah:
 Mempresentasikan pelaksanaan Kebijakan OER di Indonesia
 Meninjau kemajuan dan manfaat dari pelaksanaan OER di Indonesia yang akan
menghasilkan sebuah makalah tentang analisis kebijakan OER Indonesia yang
akan diterbitkanoleh UNESCO .
 Perlu masukan sebagai rekomendasi untuk pengembangan lebih lanjut dari
Kebijakan OER.
III.
AGENDA
Indonesia OER Policy Review Workshop diselenggarakan pada hari Kamis 4 Desember
2014 di KNIU (Komisi Nasional Indonesia untuk UNESCO) Gedung C Lantai 17
Kompleks Kemdikbud. Agenda kegiatan tercantum pada Lampiran 1.
1
IV.
PESERTA
Peserta kegiatan Workshop terdiri dari Kepala dan Staf Pustekkom yang bertanggung
jawab dalam rangka pengembangan dan pelaksanaan kebijakan OER dan lembaga
lainnnya termasuk Universitas yang terlibat dalam pelaksaan kegiatan ini. Perwakilan
akademis, organisasi OER (Creative Commons) serta staf Komisi Nasional Indonesia
untuk UNESCO. Daftar lengkap peserta workshop tercantum pada Lampiran 2.
V.
PANITIA PENYELENGGARA
Workshop ini diselenggarakan oleh Komisi Nasional Indonesia untuk UNESCO,
Kementerian Pendidikan dan Kebudayaan bekerjasama dengan PUSTEKKOM.
VI.
PEMBUKAAN
Sebelum pembukaan sambutan disampaikan oleh Dra. Hasnah Gasim, Koordinator
ASPnet Nasional, Komisi Nasional Indonesia untuk UNESCO yang antara lain
menyatakan bahwa bahwa workshop ini diselenggarakan dalam rangka
untuk
mengetahui Pelaksanaan OER Policy di Indonesia, mereview keuntungan pelaksanaan
OER di Indonesia yang nantinya akan di publikasi oleh UNESCO dan memberikan
rekomendasi untuk OER policy. Sambutan dari Dra. Hasnah Gasim tercantum pada
Lampiran 3.
Selanjutnya Fengchun memberikan informasi tentang policy UNESCO tentang OER dan
diharapkan agar workshop ini dapat menghasilkan rekomendasi untuk kegiatan lebih
lanjut.
Selanjutnya Bapak Dr. Ari Santoso menganggap workshop ini penting untuk
meningkatkan kebijakan OER di Indonesia. Dalam sambutannya beliau menyatakan
bahwa terdapat 2 hal yang penting pada sistim sekolah terbuka yaitu peran Guru yang
harus aktip dalam membuat konten pelajaran yang nantinya akan diakui sebagai karya
ilmiah.
Kebijakan ini penting .karena selama ini guru hanya mendownload bahan-bahan untuk
mengajar bukan membuat sendiri bahan pelajarannya.Dalam hal ini tugas PUSTEKKOM
akan memberikan fasilitas sehingga sistim pengajaran online dapat berjalan dengan baik.
VII.
SESI WORKSHOP
A. Sesi Presentasi
Presentasi tentang Pentingnya OER
Oleh: Fengchun Miao – UNESCO
(Presentasi lengkap tercantum pada Lampiran 4)
2
Presentasi tentang Indonesia OER Policy & Strategy
Oleh: Nizam - PUSPENDIK
(Presentasi lengkap tercantum pada Lampiran 5)
Presentasi tentang Hak Cipta
Oleh: Ari Juliano – Creative Commons
(Presentasi lengkap tercantum pada Lampiran 6)
Presentasi tentang Building the Culture of Knowledge Sharing
Oleh: Daryono – Universitas Terbuka
(Presentasi lengkap tercantum pada Lampiran 7)
Presentasi tentang Perjalanan PPCKS (Program Penyiapan Calon Kepala Sekolah
Oleh: Nyoman Rudi K – LPPKS
(Presentasi lengkap tercantum pada Lampiran 8)
Presentasi tentang Proses Pelaksanaan E-Training dan KTI Online
Oleh: Joko Ahmad Julifan – P4TK TK dan PLB
(Presentasi lengkap tercantum pada Lampiran 9)
Presentasi tentang OER Development Using Portal Rumah Belajar
Oleh: Sri Hargyanto Suryoprayudo – PUSTEKKOM
(Presentasi lengkap tercantum pada Lampiran 10)
B.Diskusi Kelompok
Diskusi kelompok membahas rekomendasi kebijakan OER dan manfaat pelaksanaan
OER di Indonesia.
Rekomendasinya antara lain sebagai berikut:
1. Supaya pemerintah dalam hal ini Kemdikbud mendukung kebijakan OER di
Indonesia. UNESCO Paris akan menindaklanjuti untuk kerjasama dengan Pemerintah
Indonesia dalam rangka Program OER.
2. Perlu adanya kerjasama dengan Kominfo dalam rangka pengadaan/akses internet
terutama untuk sekolah-sekolah yang berada diperbatasan/daerah terluar Indonesia.
3. Indonesia diharapkan membuat program pengajaran melalui Hand Phone.
UNESCO Paris akan membantu program tersebut terutama untuk daerah yang tidak
terjangkau.
3
VIII. FOTO KEGIATAN WORKSHOP
 Pembukaan
4
 Sesi Presentasi
5
6
 Peserta
7
LAMPIRAN 1
Agenda Workshop
DRAFT AGENDA
Date: 4-5 December 2014
Venue: Hotel Atlet Century, Jakarta, Indonesia
4/12/2014 (Day 1)
Time
08:30-9:00
Program
Registration
Opening Ceremony (To be detailed by National
Commission )
09:00-09:20
Opening Remarks
09:20-09:30
Presentation of Participants
Session 1: Presenting Indonesia OER Policy
09:30-10:30
Presentation of the Implementation
of OER in Indonesia, Q&A
10:30-11:00
11:00-12:30
Coffee Break & Group Photo
Presentation and Discussion on the
Benefits of Implementing OER in
Indonesia, supported by evidence or
data
12:30-14:00
Lunch Break
Session 2: In-depth Analysis on Indonesia OER Policy
14:00-14:30
14:30-18:00
Introduction to the questionnaires on
OER benefits
Group Interview and Discussion on
whether and how the OER policy
helps:
 set up a legislative
mechanism to achieve the
educational goals
 speed up the process of OER
acceptance and/or OER
mobilisation
 reduce barriers to access to
quality learning materials
Moderator and Speaker
 Indonesia MOE/Natcom Official
 UNESCO Jakarta Office
 Fengchun
All participants
Moderator: Dr Fengchun Miao, Chief, Unit for
ICT in Education, UNESCO
Dr. Ir. Ari Santoso， Head of Pustekkom,
Indonesia
Representatives who are involved in the
implementation of the OER policy, including
from other concerned MOE departments,
universities or national institutes for
education,
teacher training institutions,
school principals, teachers, experts, and OER
organizations (OER Indonesia, Creative
Commons)
Moderator: Fengchun Miao and Ms Petra W
Bodrogini Prakosa
All participants
16:00-16:30
and/or relevant learning
opportunities by the target
audiences of the policy
 catalyse new forms of
learning and promotes quality
education
 support the cost savings and
efficiencies in education
sector and in public in
developing and delivering
learning content and/or
learning opportunities
 lead to assessment and
accreditation of learning
outcomes through online OER
in non-formal or informal
learning settings
 promote collaborations,
community engagement and
knowledge sharing
Coffee Break
18:00
End of Day 1
5/12/2014 (Day 2)
Session 2: Continuation
09:00-10:30
Continuation of Session 2
10:00-10:30 Coffee Break
Session 3: The Way Forwards
10:30-12:00
Discussion on the Further
Development of Indonesia OER
Policy, Recommendations on the
Following up Cooperation
12:00-13:30
Lunch Break
13:30-17:00
Interviews or field visits to collect
missing data or evidences needed for
benefit analysis of Indonesia OER
policy
17:00

End of Workshop
Moderator: Mr Fengchun Miao and Ms Petra
W Bodrogini Prakosa
All participants
Moderator: Mr Fengchun Miao and Dr. Ir. Ari
Santoso
All participants
Mr Fengchun Miao and Ms Petra W
Bodrogini Prakosa and concerned
representatives
LAMPIRAN 2
Daftar Peserta, Narasumber, dan
Panitia
Indonesia OER Policy Review Workshop
4 December 2014
DAFTAR PESERTA, NARASUMBER, DAN KOMITE PENYELENGGARA
A. Peserta
1. Suharto Lasmono
PUSTEKKOM
Phone. 08174900353
Email. suharto.lasmono@kemdikbud.go.id
2. Mohammad Rinaldi
UNESCO
Phone. 087881022422
Email. moh.rinaldi@gmail.com
3. Prani Pramudita
PUSTEKKOM
Phone. 081294177271
Email. prani.pramudita@kemdikbud.go.id
4. Petra Bodrogini
UNESCO
Phone. 0811199313
Email. bodrigini@gmail.com
5. Hasan Chabibie
PUSTEKKOM
Phone. 085289839031
Email. hasan.chabibie@kemdikbud.go.id
6. Sitti Lestari Martika
PUSTEKKOM
Phone. 085697462557
Email. Sitti.lestari@kemdikbud.go.id
7. Meitha Chairany
PUSTEKKOM
Phone. 08561169431
Email. meitha.chairany@kemdikbud.go.id
8. Putra Asga Elevri
PUSBANG PRODIK
Phone. 08121375517
Email. putraasgaeby@gmail.com
Indonesia OER Policy Review Workshop
4 December 2014
B. Narasumber
1. Fengchun Miao
UNESCO
Phone.
Email. f.miao@unesco.org
2. Ari Santoso
PUSTEKKOM
Phone. 08123139086
Email. santoso@kemdikbud.go.id
3. Daryono
Universitas Terbuka
Phone. 081289051989
Email. daryono@UT.ac.id
4. Sri Hargyanto Suryoprayudo
PUSTEKKOM
Phone. 08179988868
Email.
5. Nyoman Rudi K.
LPPKS
Phone. 08125035066
Email. inyomanrudi@gmail.com
6. Joko Ahmad Julifan
P4TK TK dan PLB
Phone. 08562205649
Email. joko_ahmad@yahoo.co.id
7. Nizam
PUSPENDIK
Phone. 081802630252
Email. nizam@ugm.ac.id
8. Ari Juliano
Creative Commons
Phone. 0818856859
Email. ari.juliano@gmail.com
Indonesia OER Policy Review Workshop
4 December 2014
C. Komite Penyelenggara Komisi Nasional Indonesia untuk UNESCO
1.
Arief Rachman M.Pd
Executive Chairman
Penasihat
Phone: +62 8129343075
Email :aspnetind@cbn.net.id
2.
Hasnah Gasim
National Coordinator of ASPnet
Penasihat
Phone: +62 818154227
Email :aspnetind@cbn.net.id / hasnah.gasim@yahoo.com
3.
Adi Nuryanto
Kepala Sekretariat
Phone: +62 81341517137
Email :adi.nuryanto@kemdikbud.go.id
4.
Alwiyah
Sekretaris
Phone: +62 85730894536
Email :alwiyahkuddah13@gmail.com
5.
Dewi Koralina
Bendahara
Phone: +62 8128101432
Email :dewikoralina@gmail.com;
6.
Abdurrachman
Dokumentasi
Phone: +62 8161635604
LAMPIRAN 3
Sambutan dari Ibu Hasnah Gasim
Sambutan KetuaHarian KNIU
Workshop on OER ( Open Education Resource)
Jakarta, 4-5 December 2014
Assalamu’alaikum Warahmatullah Wabarakatuh
Pertama-tama kami panjatkan Puji Syukur kepada Allah S.W.T yang telah memberikan
kesehatan bagi kita semua sehingga kita dapat menghadiri Workshop to Review the Benefits
in Implementing the OER Policy in Indonesia pada hari ini.
Workshop ini diselenggarakan dalam rangka Major Program 1 Bidang Pendidikan.
Perlu diketahui bahwa focus Major Program 1 ini terdiri dari:
1. Scaling up equity, inclusion and quality ineducation and lifelong learning
forsustainable development and a culture of peace and non-violence;
2. Strengthening global leadership ineducation.
Selain itu ada 4 mainline of action dari Major Program 1 sbb:
MLA 1:
Accelerating progress towards EFA, in particular at the country level, including through
information and communication technologies (ICTs)
MLA 2:
Building effective and inclusive education systems
MLA 3:
Supporting education system responses to contemporary challenges forsustainable
development and a culture of peace and non-violence
MLA 4:
Reinforcing leadership for EFA through advocacy, partnerships and monitoring
Semua program ini diarahkan agar setiap orang dapat akses pada pendidikan.
Workshop ini diarahkan untuk mengetahui Pelaksanaan OER Policy di Indonesia, mereview
keuntungan pelaksanaan OER di Indonesia yang nantinya akan di publikasi oleh UNESCO
dan rekomendasi untuk OER policy.
Saya ucapkan selamat mudah-mudahan kegiatan workshop ini dapat memberikan dukungan
bagi kegiatan–kegiatan program OER di Indonesia dengan lebih baik.
Terima kasih.
Wss.Wr.Wbr.
LAMPIRAN 4
Presentasi dari Fengchun Miao – UNESCO
12/13/2014
Fengchun Miao
Chief, Unit for ICT in Education
Education Sector, UNESCO HQs
UNESCO ICT in Education Programme:
Challenges, Focus Areas, and Deliverable
Outline
1. Challenges of Harnessing ICT for Education
2. UNESCO ICT in Education Programme
3. UNESCO s Mai ICT i Edu atio A tivities
and Deliverables
1
12/13/2014
ICT’s Tra sfor ati e Po er for Edu atio
 Access: ICTs are expected to broaden access to learning
opportunities at different levels and varied educational contexts
 Quality: ICTs are hoped to improve the quality of knowledge
acquisition, knowledge deepening, and knowledge creation, and
the development of 21st century skills
 Equity: ICTs are believed holding potentials to equalize learning
opportunities in favour of economically and/or demographically
disadvantaged populations
KNOWLEDGE
ACQUISITION
KNOWLEDGE
DEEPENING
KNOWLEDGE
CREATION
1. Challenges developing countries are facing
i har essi g ICT’s pote tials for edu atio

Affordability: recurrent budget to ensure universal access to ICT
devices and online digital resources, and regularly update ICTE
 Capacities: in making and managing sector-wide ICT in education
policies; institutional and individual capacities in executing polices
 Inclusion: equal opportunities for the economically and/or
demographically disadvantaged populations
 Content: content development and dissemination are enhanced
and complicated by ICT at the same time. OER and open textbooks
hold potentials, but barriers remain huge and complex
 Quality assurance: quality of digital content/textbooks; reform of
quality framework to embrace new ICT-enabled learning
outcomes; quality of online learning (e-safety of children online)
Neo-PC (Personal Computing Devices) era for Post-2015 education
2
12/13/2014
2. UNESCO ICT in Education Programme
Overall Goal of ICT in Education Programme UNESCO
is to assist member states in harnessing the potentials
of ICT towards achieving quality education for all goal
2. UNE“CO’s ICT i Edu atio Programme:
Responding to the challenges
Based on its five main functions and its global network of offices, institutes and partners,
UNESCO is committed to providing Member States with resources for elaborating ICT in
education policies, strategies and activities to address the challenges.
Policy
 Standard
setting
 Capacity
building
Teachers
Mobile
Learning
OER
 Laboratory of
ideas
 Clearing
house
 International
cooperation
3
12/13/2014
3. UNE“CO’s Mai ICT i Edu atio A ti ities
and Deliverables





Policy
Monitoring and measuring
Teacher training
Mobile learning
Open educational resources (OER)
3.1 Policy
 Facilitating high-level policy dialogues
•Global forward-looking debates on ICT in education
•Mi isterial Foru s o ICT i Eu atio : Afri a, Asia, Easter Europe…
 Policy review: Benchmarking against countries with proximal
context; review the implementation  Policy recommendations
 Policy analysis: Documenting and analyzing what policy works
Transforming Education: The Power of ICT Policies
 Capacity building on the development of ICT policies:
UNESCO ICT in Education Toolkit, workshops for more 40 countries
4
12/13/2014
UNESCO ICT in Education Toolkit and Capacity
Building Workshops on Policy Making
 UNESCO ICT in Education Toolkit (www.ictinedtoolkit.org): An online
toolkit to guide policymakers to develop sector-wide national ICT in
education policy and a set of master plans, and coordinate among line
departments or sectors – facilitated by workshops
 21 national workshops and 3 sub-regional workshop; directly trained
700+ policymakers of more than 40 countries. The next focus will be
African countries.
 Follow-up technical assistance to help member states develop
National ICT in Education Master Plans
UNESCO Modality to Assist ICT in Education
Policy Development Cycle
 Contextualizing
ICT in Ed policies
 National team
or committee
 Facilitate
consultation with
multi-stakeholders
 Policy advocated
 Aligned with other
policies & initiatives
Launch of
Policies
Review
Meetings
Inception
Meeting
National
Workshops
 Knowledge transfer &
capacity building – Policy
Framework & Policy
examples
 Draft of ICT in Education
policy and master plans
Official
Approval
 Policy endorsed
 Master plans
and funds
approved for
implementation
5
12/13/2014
ICT in Education Policy: Using educational
eeds to har ess ICT’s pro ises
Decision Making & Policy Planning
Educational ICT’s Pro ise
Need
E-Readiness
& Reality
Sector-wide Policy and Master Plan
Universal &
equal access
to education
Universal access
to ICT enables
universal access
to education
• ICT readiness • ICT for literacy education
• Schooling
• Equal access to educational resources
conditions
• ICT for job-ready skills development
• Ubiquitous learning opportunities
Better
learning and
human
outcomes
ICT promotes
(adds) learning
outcomes and
human ethics
• Curriculum
standards
• Tea hers’
competency
& pedagogy
• Assessment
Efficient
ICT improves
educational
educational
management management
• Tea hers’ ICT o pete y
• ICT as new learning outcomes
• ICT enhanced learning outcomes of core
subjects
• ICT enable 21st-century skills
• E-safety and e-ethics
• Human & ICT • EMIS and evidence-based policy making
of different
• School-home-community portal
Edu. ADMs • ICT for in-emergency & post-crisis edu.
Monitoring, Evaluation & Assessment
Main Criteria to Review the National ICT in
Education Policies
To what extent your policy targets the expected educational
result?
1. Delivering equal life-long learning opportunities through ICTs
2. Defining and assessing E-Skills and E-ethics as results
3. Creating inclusive usable e-learning environments
4. Preparing ICT-qualified teachers and supporting their CPD
5. Fostering innovative ICT-pedagogy integration and e-learning
6. Institutionalizing EMIS
6
12/13/2014
3.2 Monitoring and Measuring the Impact of
ICT on Education


UNESCO UIS ICT in Education Indicators
Assisting member states in developing its national ICT in
Education Indicators – UNESCO has been helping China
develop a set of ICT in Education Indicators
3.3 Teacher Training
 ICT Competency Framework for Teachers (ICT-CFT)
 Assisting member states in developing ICT
Competency Standard for Teachers
 Institutional capacity building for teacher education
institutions
7
12/13/2014
UNESCO ICT Competency Framework for
Teachers (ICT-CFT)
To help Member States develop national ICT Competency Standard
for Teachers and provide guidelines for planning teacher education
programmes.
Approach
Components
TECHNOLOGY
LITERACY
POLICY AND VISION
POLICY
AWARENESS
KNOWLEDGE
DEEPENING
KNOWLEDGE
CREATION
POLICY
POLICY
INNOVATIONI
UNDERSTANDING
CURRICULUM
AND ASSESSMENT
BASIC
KNOWLEDGE
PEDAGOGY
TECHNOLOGY
INTEGRATION
COMPLEX PROBLEM
SOLVING
SLEF
MANAGEMENT
ICT
BASIC TOOLS
COMPLEX TOOLS
PERVASIVE
TOOLS
ORGANIZATION &
ADMINISTRATION
STANDARD
CLASSROOMS
COLLABORATIVE
GROUPS
LEARNING
ORGANIZATIONS
TEACHER PROFESSIONAL
DEVELOPMENT
DIGITAL
LITERACY
MANAGER
AND COACH
21ST CENTURY
SKILLS
KNOWLEDGE
APPLICATION
TEACHER AS
MODEL LEARNER
Building the institutional capacity of the
teacher institutions on ICT in education
UNESCO has been building the institutional capacity of the teacher education
institutions (TEIs) in designing and providing the training on ICT-integration for
pre-service teachers: more than 60 TEIs from 30+ countries
Curriculum-Development
Workshops and follow-up
technical assistances
Dea ’s Foru s
Curriculum
Leadership
How e-ready
Where TEIs are:
Current
situation
•Institutional
evolution
•Broadening to
other TEIs
•Scaling up to
national policy
Capacity building
workshops for
teacher educators
•Training content
•Trainers
Instructors'
Capacity
8
12/13/2014
Objectives and Expected Results
 Leadership: Enhance the leadership of the deans of TEIs
in planning and managing effective training
programmes on ICT in education I. Dea s Foru
 Capacity of instructors: Build capacity of
teacher educators on ICT-pedagogy
integration  II. Capacity building
workshop on ICT-pedagogy integration
III. Peer Coaching
 Training content: Catalyze the efforts of
TEIs in reforming ICT-related curricula
IV.Curriculum Development Workshop
I. Dea ’s Foru
Objectives
Setting
vision;
Building
leadership,
Action
planning
5 Forums: 5 forums for 150 deans
of 50+ TEIs from 20 countries
• Thematic
discussion and
experience
sharing
National Forums • Local follow-up
or inter-TEI
• Institutional
exchange
actions
• Systematic vision
1st Regional
• Training on
Dea ’s Foru
leadership
Thematic or indepth Dea ’s
Forum
Institutionalization is a process of
fossilizatio of est pra ti es
Example of results achievedInstitutional Policy
From: Filomena Dayagbil
ftdayagbil@yahoo.com
I am Filomena T. Dayagbil, Dean of
the College of Teacher Education of
Cebu Normal University (CNU). We
have institutionalized our ICT
training for graduating Education
students in the university. For the
past two years, all 4th year
Education students ( 600 students
every year) cannot graduate
without undergoing the training
on ICT integration into teaching
and learning.
9
12/13/2014
II. Workshop on ICT-pedagogy
Integration
A 5-day workshop for teacher educators of TEIs focusing
(one for each of the TEIs of the target
country) on ICT-pedagogy integration
• Effective (training) strategies on how to use ICT into different
pedagogy: Pedagogical principles, supporting examples,
appropriate tools, etc.
• Hands-on practices of ICT-based unit/lesson design
Achievement: 15 national Workshops on ICT-pedagogy
Integration have been organized
III. Curriculum Development
Workshops
 Objectives: Building capacity in ICT-related
course development
 Expected results: Existing training courses on ICT updated or new
ones developed and authorized
 Activities: Curriculum-development workshops followed by
technical assistances and wrapped up by curriculum authorization
10
12/13/2014
Chinese Funded UNESCO Project on Teacher
Training for Africa
Thanks to the newly established Chinese Funds in Trust (CFIT),
UNESCO is building the institutional capacity of key teacher colleges of
8 African countries to speed up the achievement of EFA goals.
Chinese Fund in Trust Project to Enhance Teacher
Education Institutes in Sub-Saharan Africa to
 Increase the supply of qualified teachers particularly
through open and distance training programmes
 Support teachers continuous professional development
via blended learning modalities
 Equip teachers with skills of using ICT to improve quality
of teaching and learning
 Reinforce networks of TEIs for knowledge sharing
11
12/13/2014
Cross-cutting ICT in education activities
ICT1 – ODL: Open and Distance Learning Platform for Teachers
ICT2 – Blended CPD: Blended media to broaden face-to-face supports
for tea hers o ti uous professio al develop e t
ICT3 – Online Forum: Online forum to support CPD of in-service
teachers
ICT4 – ICT Courses: Updating/reforming ICT-related courses of TTIs to
develop teachers ICT skills needed by effective pedagogical use of ICT
ICT5 – IBT: Equipping classrooms of TTIs with ICT to enhance the
quality of teaching for students of TTIs
ICT6 – E-Library: Digital libraries for pre-service teachers to practice
ICT skills and search online materials
ICT7 –Deans Forum: Deans Forum to facilitate knowledge sharing on
training about ICT-pedagogy integration
. Mo ile Lear i g: UNE“CO’s
Understanding and Actions
Mobile Learning is learning anywhere, anytime through the use of
mobile technologies, often empowered by wireless broadband
connection. Scope of mobile devices: tablets, mobile phones, ereaders, etc.
UNESCO s approa h:
• Conducting research and disseminating knowledge
• Providing guidance to member states
• Pilot testing and capacity building
• Convening community and building eco-systems
UNESCO s ai fo us areas/a tivities:
• Mobile learning policy
• Mobile technologies for teachers development
• Mobile literacy education for women and girls
• Mobiles for reading
• Mobile Learning Week
12
12/13/2014
Why Mobile Learning: Not a matter of having
to use mobiles in hands
Penetration of Mobile Phones (ITU or GSMA)
90% of orld’s populatio a d 80% of rural people have mobile coverage.
105 countries have more mobile phone subscriptions than inhabitants.
Developing countries accounted for more than 80% of the 660 million new mobile
subscriptions added in 2011.
Mobile broadband subscriptions have grown 45% annually over last 4 years.
Neo-PCs era is coming:
Sales of tablet computers are expected to surpass sales of PCs by 2016.
There will be 788 million mobile-only Internet users by 2015 (http://arstechnica.com/techpolicy/2011/03/world-mobile-data-traffic-to-explode-by-factor-of-26-by-2015/)
Image: http://www.flickr.com/photos/87913776@N00/305425495/sizes/o/ CC
Mobile Learning Under Different Contexts
Resource- Rich Settings
SMART School of Korea
Extrinsic
Motivation
One
Tablet
per
Child
OLPC
Future School of Singapore
MOOCS
Mobiles in
Emergencies
Intrinsic
Motivation
Mobile Phones for
Literacy/Teachers
Resource- Poor Settings
13
12/13/2014
UNESCO Guidelines for Mobile Learning
• UNESCO is advising countries on how to shape policy to
better leverage mobile technologies for a better learning
and better education administration.
What is mobile
learning?
Unique benefits of
mobile learning
Policy guidelines
Complementary
resources
UNESCO Working Paper Series on Mobile
Learning
To illuminate the ways mobile technologies can be used to support the EFA
Goal, supplement and enrich formal schooling, and make learning more
accessible, equitable, personalized and flexible for students everywhere:
-5 Papers on Policy, Turning on Mobile Learning in Asia, Africa, Europe, Latin
America, and North America
-5 Papers on Mobile Learning for Teachers in Asia, Africa, Europe, Latin
America, and North America
(http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/)
14
12/13/2014
Using Mobile Technologies to Support
Teachers Development
UNESCO explores the establishment of eco-system that enable the use
of mobile technologies to support teachers to do a difficult job better and
reveal important information about which projects work, which ones don’t,
and why.
 Innovative mobile
solutions to local
teacher gaps
 Training programme
and continuous support
strategy
Mobile
resources
& apps –
Teacher
institution
Teaching &
peer
coaching Schools
 Effective pedagogy
 School-based
professional
development
Social
mobilization local education
authority or
community
15
12/13/2014
UNESCO Mobile Learning Week
 UNESCO launched its first Mobile Learning Week (MLW) in November 2011, and
held the Second MLW in February 2013 at its Headquarters in Paris, France.
UNESCO Mobile Learning Week 2014
Mobile Learning for Mobile Teachers
UNESCO Headquarters, Paris, France
17-21 February 2014
tinyurl.com/mlw2014
Mobile Phone Literacy: Empowering Women
and Girls
Mobile learning provides new opportunities to expand access to
learning opportunities, particularly for women and girls
16
12/13/2014
However, women and girls suffer less access
to and control over mobiles and mobility
In Tyers (2012) : BBC Janala Project
Much fewer women accessing the mobile lessons (Male: 88%,
Female: 12%)
I ‐depth i ter ie s ith
o e
Mobile Phone Literacy: Empowering Women
and Girls
Project Aims: Advocating the use of mobile technologies to empower
women and girls through documenting and disseminating successful
stories based on analysis of what works and how to make it work,
and what does NOT work - Ten case studies, two regional reviews, and
two regional consultation meetings
(Africa)
*Case Study 1
*Case Study 2
*Case Study 3
(Asia)
*Case Study 4
*Case Study 5
*Case Study 6
(Latin
America)
*Case Study 9
Africa
Regional
Review
Asia Regional
Review
(Arab States)
*Case Study
10
Global
Comparative
Analysis
*Case Study 7
*Case Study 8
Country level cases
Regional level
reviews
Global level
comparison
Global Report:
“Developing Literacy through Mobile Phones – Empowering Women & Girls”
Scaling-up activities for country level implementation
17
12/13/2014
Selected Case-Studies
AFRICA
1. Jokko Initiative by Tostan International & UNICEF (Senegal)
Mo iles for o e ’s litera y skills / 2009-2010 / several communities
2. Project ABC – Mobiles 4 Literacy, Tufts University, University of Oxford,
Catholic Relief Services (Niger)
Mobiles for basic literacy as a learning tool in Hausa and Zarma, with literacy
classes targeting over 7’000 adults in 140 villages
ARAB STATES
3. Somali Youth Livelihoods Project
Souktel & EDC (Somalia)
LATIN AMERICA & the CARIBBEAN
4. AlfabeTIC Celular
Organization of Ibero-American States (Argentina)
Selected Case-Studies
ASIA
5. Literacy by Mobile Phone Project, UNESCO (Pakistan)
Mo ile for o e ’s litera y & e po er e t / 1’500 adolescent girls
6. MILLEE Project, CMU (India & China)
Mobiles for literacy/language acquisition / 2011
7. Nokia Life Tools (India, China, Indonesia, Nigeria)
Mobiles for English language & education services for women / 2009, on-going
8. Pink Phone Project, Oxfam & Women for Prosperity (Cambodia)
Mo iles for o e ’s e po er e t / si e 2010, ongoing
9. Mobile Literacy Program, Georgetown University & Afghan Institute for
Learning (Afghanistan): Mobiles for literacy to empower girls/Nov 2011 – Feb
2012
18
12/13/2014
Mobile Phone Literacy: Empowering Women
and Girls
Mobile learning eco-system:
The targeted barriers to the literacy education for women and girls:
religious and/or social, poverty, conflicts, etc.
Issues underlying literacy itself: relapse of literacy, irrelevance of
literacy skills, information overloading, etc.
Technological infrastructure and pre-conditions: electricity supply,
access to computer and internet
Mobile solutions: Phone sets, SIM cards, memory cards, cost of SMS
and internet data, internet connectivity required, social media
(facebook, twitter, etc.), dedicated apps (MoReading, NED, Nokia Life,
MoMath, Yoza)…
Mobile content: T/L themes, tips of T/L methodologies, Videos/Pics
Mobile pedagogy: Communication via phones, F2F training + school
based learning, self study and cooperative learning
Enabling policies
Mobile Phone Literacy: Empowering Women
and Girls
19
12/13/2014
3.5 UNE“CO’s Work o Ope Edu atio al
Resources (OER)
- The term Open Educational Resources (OER) was coined
UNESCO in 2002: Open Educational Resources (OER) are
teaching, learning or research materials that are in the
public domain or released with an intellectual property
license such as Creative Commons that allows for free
use, adaptation, and distribution.
- UNESCO, in cooperation with Commonwealth of
Learning has developed and published Guidelines for
OER in Higher Education
UNE“CO’s Work o Ope Edu atio al
Resources (OER)
• World Congress on OER: UNESCO, in cooperation
with Commonwealth of Learning, organized a World
Congress on OER in June 2012. Paris OER Declaration
2012 was released by the end of the World Congress:




Facilitate enabling technological environment for the access to
OER through the provision of universal access to internet
connection and low-cost digital devices;
Encourage the inter-sector policies on adopting open licensing of
educational materials produced by public funds;
Provide capacity building and technical supports in developing
sector-wide or institution-wide OER policies;
Create evidence base of, and disseminate knowledge on,
effective use of OER to improve the quality of teaching & learning
20
12/13/2014
UNE“CO’s Work o Ope Edu atio al
Resources (OER)
Projects to operationalizing Paris OER Declaration funded
by Hewlett Foundation:



Policy Development: supporting Member States to develop
sector-wide OER policies through the development of OER
Policy Toolkit, capacity building workshops, and the provision
of technical support to Member States
Case studies on OER policies
Open Textbook and Opening Schooling?
Three Pillars of Mobile Learning at Neo-PC Era
Policy
Open Curriculum &
Assessment, OER
Mobile
Learning
Infrastructure
Ubiquitous access
to broadband
Pedagogy
1:1 Pedagogy and
Open Schooling
21
12/13/2014
Tha k you…
f.miao@unesco.org
http://twitter.com/#!/UNESCOICTs
http://www.facebook.com/UNESCOICTinEducation
http://www.unesco.org/new/en/unesco/themes/icts
22
12/13/2014
Fengchun Miao
Chief, Unit for ICT in Education
Education Sector, UNESCO HQs
2012 Paris OER Declaration Follow-up:
Support for Policy Development
Outline
I.
II.
III.
IV.
V.
Expected Outcomes: National OER Policy
Project Intervention: Policy Development Cycle
National Workshop: Contextualizing OER Policy
Implementation Strategy: Country Ownership
Resources and Technical Assistances
1
12/13/2014
I. Expected Outcomes: National
Policies on OER
The Government of target countries will have developed
and adopted national policies to encourage the open
licensing of educational materials produced with public
funds, and to develop master plans for the production
and use of OER in education sector.
2012 PARIS OER DECLARATION
c. Reinforce the development of strategies and policies on
OER.
j. Encourage the open licensing of educational materials
produced with public funds.
II. Project Intervention: Technical Assistances
to the OER Policy Cycle
Inception
Meeting
2
12/13/2014
III. National Workshop: Contextualizing OER
Policies
 EFA challenges
 Deeper learning
beyond EFA
National
Education
Strategies
ICT in
Education
Policy
 Institutional
coordination
 Legal Power
of OER policy
 Integrated in education
strategies vs. standalone
 Well funded vs. empty promise
OER Policy
Options:
Inter-sectoral,
Sector-wide
 Digital textbooks
 Digital materials supporting
teacher training, teaching,
Policy Entry
Point
learning
 National educational web
portal
IV. Implementation Strategies: Ensuring
Country Ownership
Country ownership vs. externally driven approach: A
national committee or consortium to lead the
development and implementation of the OER policy to
avoid externally driven approach
Inside-out innovation based on outside-in knowledge
transfer: International knowledge are to be transferred to
national teams to foster local innovation that are to be
shared in regional/international events
A participatory approach to the OER policy development
3
12/13/2014
V. Resources and Technical Assistances

UNESCO/COL Policy Development Workshops in the Caribbean

UNESCO's informal membership of the Open Policy Network

The OPEN maintains an international Registry of Open Policies

German National Commission to UNESCO translating the
UNESCO/COL publications:
- Basic Guide to OER
- OER Policy Guidelines
V. Resources and Technical Assistances

The UNESCO Category 2 Centre CETIC in São Paolo, Brazil has
translated the following documents into Portuguese and
Spanish:
- OER Policy Guidelines
- OER Country Policy Template
- Basis Guide to OER

OER Template – a possible Toolkit

A template to contextualize the OER policy

Researches on impact of OER
4
12/13/2014
Thank you…
f.miao@unesco.org
a.caine@unesco.org
http://twitter.com/#!/UNESCOICTs
http://www.facebook.com/UNESCOICTinEducation
http://www.unesco.org/new/en/unesco/themes/icts
5
12/13/2014
Fengchun Miao
Chief, Unit for ICT in Education
Education Sector, UNESCO HQs
Development of National OER Policy
Bahrain National Workshop on
Developing OER Policies
Outline
1. Why to develop the OER policy
2. Where to position the OER policy
3. How to start the OER policy
1
12/13/2014
Multi-Entry Approach to Developing ICT in
Education Policy
Openness of curriculum & assessment
Subject knowledge
acquisition in fixed
time & space
ICT enhanced
knowledge
deepening
Knowledge
creation and life
long learning
Teaching &
Learning
ICT enhanced
classroom based
lectures
Extended lessons
or online courses
(e.g. OER MOOCs)
Coached Ulearning & project
based learning
Content
Teacher/student
generated
resources
Public open
educational
resources
School devices &
connection per
students  1:1
Household or
personal devices
(BOT)
Public internet
connection 
Universal broadband
Inputs
ICTs
Govt. or institutional
educational
resources
Outputs
Learning
outcomes
School
Personal/Family
Public
Openness of schools or learning environments
What are Open Educational Resources (OERs)?
UNESCO defines Open Educational Resources as:
• Any type of learning materials (especially eLearning resources
and tools)
• Released under an open intellectual property licence or in the
public domain, allowing free-of-cost and legal
– Reuse
– Revision
– Remixing
– Redistribution (4 Rs by David Wiley)
“Openness as Catalyst for an Educational Reformation”, David Wiley
2
12/13/2014
1. Why OER policy
 Keep public domain public - legislative
framework to ensure re-use of knowledge as a
human right for all, avoiding privatizing
knowledge acquisition
 Encourage teachers’ pedagogical inno ation and
students’ kno ledge creation as key pillar of
successful ICT in education initiative, avoiding
passive information consumption
Three Pillars of Successful ICT in Education
Initiatives at Mobile Era
Result-based
Policy
Open Curriculum &
competency-based
Assessment, OER
ICT in Edu
@
Mobile Era
Student Centric
Technology
Universal access to
connected devices
Individualized
Coaching
Pedagogy
1:1 Pedagogy and
Open Schooling
3
12/13/2014
Bahrain: A Regional Model of ICT in
Education Policy
 Model of Post-oil Economy A regional model of
Post-PC ICT in Education Policy
- Broadband connection for all?
- All textbooks free and open licensed and accessible
anytime anywhere?
- One Tablet per Teachers to scale up capacities ?
- Regional/Global hub of Digital OER Content in
Arabic?
2. Where to position the OER Policy
The OER Policy document will be developed:
( )Under the inter-sectoral programme for ICT investment
( )As one part of the overall national education strategy
( )Under the national ICT in education policy
( )As a standalone while cross-cutting policy underpinning
the overall national education strategy
4
12/13/2014
3. How to start the OER policy
 Contextualize the OER policy: country context and
national education system
 Evolution of national education strategies or ICT in
education policies - one decade after the initiative of
King Hamad Schools of the Future  Redefine the
learning outcomes towards 2030.
“Ensure equitable and inclusive quality education
and lifelong learning for all by 2030”
Two approaches: Targeting existing
challenges and/or developmental goals
Define the educational goal or challenges that the OER
policy is expected to support or address, e.g.
- deeper learning or knowledge creation or
- improve quality of teacher and teaching through OERsupported continuous professional development or
-broadening access to higher education
-…
5
12/13/2014
Key areas around which the master
plan for OER will be developed
The OER Policy will developed under the following subsector of education system (e.g., teacher education, higher education,
secondary education, primary education; creation and dissemination of digital
learning materials, open textbooks. If it is to be beyond education sector, please
specify):
The OER Policy document will be developed:
(
(
(
(
)Under the inter-sectoral programme for ICT investment
)As one part of the overall national education strategy
)Under the national ICT in education policy
)As a standalone while cross-cutting policy underpinning the overall national
education strategy
Expected objectives of OER Policy
Main expected objectives (EO) after the OER Policy is
implemented:
EO1:
EO2:
……
6
12/13/2014
Institutionalize the OER development
Main Entity
To be involved or not
Main responsibility
Ministry of Education (if more than
Ministreis for education, please
specify the one(s) to be involved)
Ministry of ICT
Administration for Publication
Regulation, Media, etc.
Prime Minister Office
Other, please specify:
Work plan and timelines
Activity
When
Country project launch and
first workshop (if any
advanced country
inception meeting needed,
please specify and plan it)
Who to be trained or consulted









MOE Official
National Institute for Education & key Universities
Key Teacher Education Institutions
Teacher Unions
Quality Assurance agencies
Media Sector
Private Sector
Other governmental sectors
International and Regional Development Partners
Development workshops to
finalize the Policy
Final review
Endorsement
Advocacy event
7
12/13/2014
Suggested Structure for OER Policy of
Oman
Policy Areas
Current status
Expected
results
Responsible
agency
Textbook Open
Textbook
Ministry of ICT
Administration for Publication
Regulation, Media, etc.
Prime Minister Office
Other, please specify:
Contact person of the workplan
Name:
Organization and title:
E-mail:
Office telephone:
Mobile phone:
8
12/13/2014
Multi-Entry Approach to Developing ICT in
Fengchun Miao
Education Policy
(f.miao@unesco.org)
Openness of curriculum & assessment
Subject knowledge
acquisition in fixed
time & space
ICT enhanced
knowledge
deepening
Knowledge
creation and life
long learning
Teaching &
Learning
ICT enhanced
classroom based
lectures
Extended lessons
or online courses
OER, MOOCs…
Coached Ulearning & project
based learning
Content
Teacher/student
generated
resources
Public open
educational
resources
School devices &
connection per
students  1:1
Household or
personal devices
(BOT)
Public internet
connection 
Universal broadband
Inputs
ICTs
Govt. or institutional
educational
resources
Outputs
Learning
outcomes
School
Personal/Family
Public
Openness of schools or learning environments
Thank you…
f.miao@unesco.org
http://twitter.com/#!/UNESCOICTs
http://www.facebook.com/UNESCOICTinEducation
http://www.unesco.org/new/en/unesco/themes/icts
1
LAMPIRAN 5
Presentasi dari Nizam – PUSPENDIK
13/12/2014
Indonesia OER Policy
& Strategy
–
BACKGROUND
UNESCO
Paris OER Declaration 2012
The Universal Declaration of Human Rights: Everyone has the right to
education
The International Covenant on Economic, Social and Cultural: the right of
everyone to education
The 1971 Berne Convention for the Protection of Literary and Artistic Works
and the 1996 WIPO Copyright Treaty;
The Millennium Declaration and the 2000 Dakar Framework for Action: global
commitments to provide quality basic education for all children, youth and adults;
The 2003 World Summit on the Information Society, Declaration of Principles,
co
itti g to build a people-centred, inclusive and development-oriented
Information Society where everyone can create, access, utilize and share
information and knowledge
The 2003 UNESCO Recommendation concerning the Promotion and Use of
Multilingualism and Universal Access to Cyberspace;
The 2005 UNESCO Convention on the Protection and Promotion of the Diversity of
Cultural Expression,
The 2006 Convention on the Rights of People with Disabilities
The declarations of the six International Conference on Adult Education
(CONFINTEA) Conferences
1
13/12/2014
RECOMMENDATIONS
UNESCO
Recommends the states to:
a. Foster awareness and use of OER.
b. Facilitate enabling environments for use of Information and
Communications Technologies (ICT)
c. Reinforce the development of strategies and policies on OER.
d. Promote the understanding and use of open licensing frameworks.
e. Support capacity building for the sustainable development of quality
learning materials.
f. Foster strategic alliances for OER.
g. Encourage the development and adaptation of OER in a variety of
languages and cultural contexts.
h. Encourage research on OER.
i. Facilitate finding, retrieving and sharing of OER.
j. Encourage the open licensing of educational materials produced with
public funds.
INDONESIA
•
•
•
•
•
•
•
•
•
Paris OER Declaration 2012
Framework of ICT 4Ed development
based on UU 12/2012
Equitable access to quality (higher) education [Section 6]
Adult and continuing education [Section 13]
Resource Sharing [Section 41 (2)]
Inclusive education (education for people with disabilities and
special education) [Section 32]
Develop distance learning to reach the unreached [Section 31]
Develop ICT for education [Section 56]
Develop higher education and research network (INHERENT)
[Section 79 (5)]
Government (encourage and facilitate) the development of
open educational resources [Section 79 (4)]
Establish National Higher Education database system [Section
56]
2
13/12/2014
Berbagi: bersama untuk maju bersama
• Pendidikan khusus dan pendidikan layanan khusus [Pasal 32]
• Pendidikan jarak jauh untuk menjangkau 3T [Pasal 31]
• Pemanfaatan TIK untuk pendidikan tinggi dan pembelajaran
[Pasal 56]
• Jejaring antar perguruan tinggi (INHERENT) [Pasal 79 (5)]
• Akademi komunitas [Pasal 59 (7)]
• Berbagi sumber daya [Pasal 41 (2)]
• Sumber pembelajaran terbuka (open educational resources)
[Pasal 79 (4)]
ELEMENTS For Accessible Quality Education
ODL
Government
Universit
y
(HEI)
Accessible
Quality
Education
OER
Community
Private
Sector
Technology &
Infrastructure
3
13/12/2014
Open Educational Resources
• Ilmu pengetahuan dan bahan pelajaran yang
tersedia secara bebas untuk pendidikan dan
pembelajaran
• Bentuk media:
–
–
–
–
Buku teks, bahan kuliah, modul
Multi media, animasi, visualisasi
Life book, simulasi, media interaktif
Data waktu nyata (real time data)
• Beberapa bahan dapat/boleh dimodifikasi
ENABLING Ecosystem for OER Development
GOVERNMENT AND REGULATION
TREND ON EDUCATION
PEOPLE
PROCESS
CONTENT
TOOLS
STAKEHOLDERS
COMMUNITY
LITERACY
EDUCATION
DELIVERY
PARADIGM
KNOWLEDGE
ASSETS AND
REPOSITORY
APPLICATIONS
SPECTRUM
AND ICT ROLES
INFRASTRUCTURE AND RESOURCES
VALUES AND EXPECTATION
SUPERSTRUCTURE AND POLICIES
STANDARDS AND QUALITY
By integrating the internal ecosystem and external forces, an open education
ecosystem within campus can be generated to expedite the adoption of OER
4
13/12/2014
INITIATIVES
toward Open Education System
PJJ Guru Dalam
Jabatan
OpenCourseWare
OpenJournals
OpenProfessors
OpenFacilities
OpenConference
OpenLibrary
OpenCreditTransfer
OpenCreditEarning
OpenEBooks
OpenLearning
OpenResearch - VL
A good number of initiatives is being introduced by education communities
based on the spirit of sharing and collaborating among scholars and HEIs
Open Educational Resources
5
13/12/2014
Open Educational Resources
membangun kedaulatan bangsa
Top 10 sites in Indonesia
•
•
•
•
•
•
•
•
•
•
twitter
Facebook
Google.co.id
Google.com
Blogspot.com
YouTube
Yahoo!
Kaskus.co.id/kaskus.com
WordPress.com
Twitter
detik.com
12
6
13/12/2014
Skema Kuliah Daring Indonesia
Langsung dari PT
Melalui Layanan Bersama Kemdikbud
CourseProducer
Producer
Course
Course
Producer
Course
Producer
(Dosen,...)
(Dosen,...)
(Dosen,...)
(Dosen,...)
Course Provider
(PT)
User
(Mahasiswa)
…………….....
Course Provider
(PT)
....
....
Course Aggregator (Kemdikbud/Dikti)
CourseProducer
Producer
Course
Course
Producer
Course
Producer
(Dosen,...)
(Dosen,...)
(Dosen,...)
(Dosen,...)
OCT, OCW, OCP
CourseProducer
Producer
Course
Course
Producer
Course
Producer
(Dosen,...)
(Dosen,...)
(Dosen,...)
(Dosen,...)
User
(Masyarakat)
Course Provider
(PT)
OPEN EDUCATIONAL RESOURCES (OER) PARADIGM AND PRINCIPLES GUIDELINE
OPEN COURSEWARE (OCW)
modules
tools
Personal
Development
INDIVIDUALS
journals
reports
…..
articles
Knowledge
Reference
INSTITUTIONS
KNOWLEDGE OBJECTS
Universities
Colleges
Schools
Research Centers
Companies
a
b
b
c
c
d
d
course
course
Knowledge
Enhancement
INDIVIDUALS
INDIVIDUALS
E-Course Development
•
•
•
•
•
Professors
Lecturers
Teachers
Practitioners
Experts
a
materials
animations
•
•
•
•
•
INSTITUTIONS
INSTITUTIONS
• Professors
• Lecturers
• Teachers
• Universities
• Colleges
• Schools
Test/Quiz
Evaluation
Test/Quiz
Evaluation
a
…..
a
b
b
c
c
d
d
course
course
Learning
Enrichment
INSTITUTIONS
COURSE MATERIALS
Policies and Standards
presentation
s
Universities
Colleges
Schools
Research Centers
Companies
Government
Organisations
Knowledge Aggregator
•
•
•
•
•
•
•
Professors
Lecturers
Teachers
Researchers
Practitioners
Experts
Students
INDIVIDUALS
Principles and Rules
•
•
•
•
•
•
•
INSTITUTIONS
Proficiency
Certification
INDIVIDUALS
…..
a
b
c
d
Synchronous Session
Asynchronous Study
BENEFICARIES
INDIVIDUALS
OPEN CAMPUS (OCP)
Synchronous Session
Asynchronous Study
Online Digital
REPOSITORIES
CONTRIBUTORS
OPEN CONTENT (OCT)
course
Transferred
Credit
INSTITUTIONS
LEARNING CREDITS
7
13/12/2014
Contoh: APTIKOM NEXSUS™ ARCHITECTURE AND STAKEHOLDERS STRUCTURE
Register
Administer/Enroll
PUBLIC
MEMBERS
SCHOLARS
as providers and
beneficiaries
as providers and
beneficiaries
as providers and
beneficiaries
CAMPUS
NETWORK
APTIKOM ORGANISATION AND INFORMATION TECHNOLOGY ARCHITECTURE
KNOWLEDGE
CENTER
NETWORK
OPEN CONTENT
OPEN COURSEWARE
OPEN CAMPUS
as providers and
users (credit
transfer)
Acknowledge
Evaluate
Contribute
License
STRATEGIC
PARTNERS
NETWORK
OER-Indonesia.com
Indonesa-OER.org
Garuda.kemdiknas.go.id
IlmuKomputer.com
Content.e-aptikom.com
OCWConsortium.org
Open.edu – Open.uk
apple.com - itunes-u
PJJ.Aptikom.biz
EDX.org
Phoenix.edu
Online.Stanford.edu
APTIKOM POWER HOUSE
Monitor
APTIKOM CLEARNING HOUSE
INDUSTRY
NETWORK
Support
SERVICE
PROVIDERS
as quality
assurance and
control
Recognise
TECHNOLOG
Y PROVIDERS
INDONESIA
GOVERNMEN
T
Industry
Network
Association
Network
Community
Network
Campus
Network
Expert
Network
Government
Network
International
Network
as certificate
providers (credit
earning)
APTIKOM MEMBERS, PARTNERS, AND COMMUNITIES
Kebutuhan Operasional Kuliah Daring Indonesia
• Perkuliahan
• Pengadministrasian
• Penilaian
• Modul mata
kuliah lengkap
dengan tugas,
kuis dan ujian
online
TELAH TERSEDIA
BEBERAPA CONTOH
TELAH TERSEDIA
BEBERAPA CONTOH
MOOC
(KDIT)
• Standar KDIT
• Kewenangan
menyelenggarakan
kuliah terbuka bagi
perguruan tinggi yang
memenuhi syarat
SEBAGIAN TELAH
TERSEDIA
• Komputasi
• Penyimpanan
• Komunikasi
TELAH TERSEDIA
BEBERAPA CONTOH
8
13/12/2014
Contoh Pembelajaran Daring Oleh Konsorsium Ilmu Komputer (Asosiasi
Perguruan Tinggi Informatika dan Komputer - APTIKOM)
National Education Exchange for
Undergraduate Study (NEXUS)
1. Mendefinisikan kebutuhan
bersama dan menyerahkan
solusi secara kolektif
2. Membuat panduan detail mengenai usulan solusi
Kerjasama secara nasional Untuk dilaporkan dan
Dimintai persetujuan
APTIKOM
TEKNIK
EKONOMI
KESEHATAN
PERTANIAN
Dll.
3. Mendukung dan
mengawasi
Pelaksanaan inisiatif atau
Gagasan
kerjasamadan
terkait
4. Menunjuk
memonitor
DGHE
pembangunan, implementasi, dan
Pengembangan manajemen operasional
program yang dicanangkan
INDUSTRY
UNIVERSITIES &
INSTITUTES
5. Menyediakan infrastruktur dan jasa
yang dibutuhkan oleh seluruh
komunitas
9
13/12/2014
WARNING!!
OER is NOT ONLY ONLINE MATERIALS!!!
Bersama untuk Maju Bersama
Together we Progress
20
10
LAMPIRAN 6
Presentasi dari Ari Juliano – Creative
Commons
13/12/2014
Hak Cipta
Ari Juliano Gema | @arijuliano
ide
1
13/12/2014
Perwujudan Ide
Hak
Kekayaan
Intelektual
2
13/12/2014
apakah hak
kekayaan
intelektual itu?
hak yang timbul dari
karya-karya yang
lahir karena
kemampuan intelektual
manusia
3
13/12/2014
HAK CIPTA
MEREK
HAK KEKAYAAN
INTELEKTUAL
RAHASIA DAGANG
PATEN
DISAIN INDUSTRI
DTLST
Hak Cipta
4
13/12/2014
hak eksklusif bagi pencipta atau
pemegang hak cipta, yang terdiri dari
hak moral dan hak ekonomi, berupa
karya seni, sastra dan ilmu
pengetahuan, yang timbul secara
otomatis setelah
suatu ciptaan dilahirkan tanpa
mengurangi pembatasan menurut
peraturan perundang-undangan
yang berlaku
Hak moral merupakan hak yang melekat
secara abadi pada diri Pencipta untuk :





Hak ekonomi :
 Hak untuk melakukan :
penerbitan Ciptaan;
 Penggandaan Ciptaan dalam
segala bentuknya;
 Pengadaptasian,
pengaransemenan, atau
pentransformasian Ciptaan;
 Pendistribusian Ciptaan atau
salinannya;
 Pertunjukan Ciptaan;
 Pengumuman Ciptaan;
 Komunikasi Ciptaan; dan
 Penyewaan Ciptaan.
Tetap mencantumkan atau tidak
mencantumkan namanya;
Menggunakan nama aliasnya atau
samarannya;
Mengubah Ciptaannya
Mengubah judul dan anak judul Ciptaan; dan
Mempertahankan haknya dalam hal terjadi
distorsi Ciptaan, mutilasi Ciptaan, modifikasi
Ciptaan, atau hal yang bersifat merugikan
kehormatan diri atau reputasinya.
Untuk melindungi hak moral,
Pencipta dapat memiliki
manajemen Hak Cipta;
dan/atau informasi elektronik
Hak Cipta.
5
13/12/2014
Pengomunikasian Kepada
Publik adalah
pentransmisian melalui
kabel atau tanpa kabel suatu
Ciptaan, penunjukan,
Fonogram, atau Penyiaran
dengan cara sedemikian
rupa, sehingga dapat
diterima oleh semua orang di
lokasi yang jauh dari tempat
transmisi berasal, termasuk
penyediaan suatu Ciptaan
atau karya lain, agar dapat
diakses oleh Publik dari
tempat dan waktu yang
mereka pilih.
Fiksasi adalah
perekaman suara,
gambar, atau keduanya,
yang dapat dilihat,
didengar, diperbanyak
atau dikomunikasikan
melalui suatu alat.
Beberapa
Terminologi
baru dalam UU
Hak Cipta baru
Pendistribusian Kepada
Publik adalah
pengedaran Ciptaan asli
atau salinannya, fiksasi
pertunjukan atau
Fonogram, melalui
penjualan atau
pengalihan kepemilikan,
dengan tujuan
mengedarkan, menjual
pengalihan
kepemiliknya.
Fonogram adalah fiksasi suarasuara pertunjukan atau suarasuara lain, atau representasi suarasuara, dan tidak termasuk bentuk
fiksasi yang tergabung dalam
sinematografi atau Ciptaan
audiovisual lain
SENI, SASTRA, ILMU PENGETAHUAN :
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
p)
q)
r)
s)
Buku, pamflet, perwajahan karya tulis yang diterbitkan, dan semua hasil karya tulis lainnya;
Ceramah, kuliah, pidato, dan ciptaan sejenis lainnya;
Alat peraga yang dibuat untuk kepentingan pendidikan dan ilmu pengetahuan;
Lagu dan/atau alat musik dengan atau tanpa teks;
Drama, drama musikal, tari, koreografi, pewayangan, dan pantomim;
Karya seni rupa dalam segala bentuk seperti lukisan, gambar, ukiran, kaligrafi, seni pahat,
patung, atau kolase;
Karya seni terapan;
Karya arsitektur;
Peta;
Karya seni batik atau seni motif lain;
Karya fotografi;
Potret;
Karya sinematografi;
Terjemahan, tafsir, saduran, bunga rampai, basis data, adaptasi, aransemen, modifikasi dan
karya lain dari hasil transformasi;
Terjemahan, adaptasi, aransemen, transformasi, atau modifikasi ekspresi budaya tradisional;
Kompilasi Ciptaan atau data, baik dalam format yang dapat dibaca dengan Program
Komputer maupun media lainnya;
Kompilasi ekspresi budaya tradisional selama kompilasi tersebut merupakan karya yang asli;
Permainan video; dan
Program Komputer.
6
13/12/2014
Hak Cipta atas
Potret
Setiap
Orang
dilarang
menggunakan,
melakukan
Pengumuman, Pendistribusian,
dan/atau
Komunikasi
atas
Potret yang dibuatnya guna
kepentingan
reklame
atau
periklanan secara komersial
tanpa persetujuan tertulis dari
orang yang dipotret atau ahli
warisnya
PEMBATASAN HAK CIPTA ANTARA LAIN :
o Penggunaan, pengambilan, Penggandaan, dan/atau pengubahan suatu Ciptaan dan/atau produk
hak Terkait secara seluruh atau sebagian yang substansial tidak dianggap sebagai pelanggaran
Hak Cipta jika sumbernya disebutkan atau dicantumkan secara lengkap untuk keperluan :
 Pendidikan, penelitian, penulisan karya ilmiah, penyusunan laporan, penulisan kritik atau
tinjauan suatu masalah dengan tidak merugikan kepentingan yang wajar dari Pencipta atau
Pemegang Hak Cipta;
 Keamanan serta penyelenggaraan pemerintahan, legislatif, dan peradilan;
 Ceramah yang hanya untuk tujuan pendidikan dan ilmu pengetahuan; atau
 Pertunjukan atau pementasan yang tidak dipungut bayaran dengan ketentuan tidak
merugikan kepentingan yang wajar dari Pencipta.
o Penggandaan sebanyak 1 (satu) salinan atau adaptasi Program Komputer yang dilakukan oleh
pengguna yang sah dapat dilakukan tanpa izin Pencipta atau Pemegang Hak Cipta jika salinan
tersebut digunakan untuk:
 Penelitian dan pengembangan Program Komputer tersebut; dan
 Arsip atau cadangan atas program Komputer yang diperoleh secara sah untuk mencegah
kehilangan, kerusakan, atau tidak dapat dioperasikan.
o Penggandaan untuk kepentingan pribadi atas Ciptaan yang telah dilakukan Pengumuman hanya
dapat dibuat sebanyak 1 (satu) salinan dan dapat dilakukan tanpa izin Pencipta atau Pemegang
Hak Cipta.
7
13/12/2014
Pengalihan Hak Cipta
Hak ekonomi atas Ciptaan berupa buku,
lagu dan/atau musik yang dijual putus
(Sold Flat) dengan akibat beralihnya
seluruh hak ekonomi dari Pencipta kepada
pembeli, setelah jangka waktu 25 (dua
puluh lima) tahun beralih kembali kepada
Pencipta.
Penambahan ketentuan baru
tentang CMO
(Collective Management
Organization)
Lembaga Manajemen Kolektif
(LKM)
 Operasional LMK 20%
dan 30% di 5 tahun
pertama
 Pengadministrasian,
Evaluasi, Pengawasan
LMK dan Pencabutan Ijin
LMK oleh Pemerintah,
antara lain mencakup :
Syarat Pendirian Lembaga
Manajemen Kolektif
 Tata Cara diatur dalam
Peraturan Menteri
 Organisasi non
pemerintah yang
berbentuk badan
hukum yang diberi
kuasa oleh
Pencipta,
Pemegang Hak
Cipta, atau Pemilik
Hak terkait guna
mengelola
sebagian hak
ekonominya untuk
menghimpun dan
mendistribusikan
royalti
8
13/12/2014
PERLINDUNGAN
Jangka Waktu Perlindungan
Hak Cipta :
 Perlindungan Hak Cipta 
Seumur Hidup Pencipta + 70
Tahun
 Program Komputer  50
tahun sejak pertama kali
dipublikasikan
 Pelaku  50 tahun sejak
pertama kali di pertunjukkan
 Prosedur Rekaman  50
tahun sejak Ciptaan
difiksasikan
 Lembaga Penyiaran  20
tahun sejak pertama kali
disiarkan.
Ketentuan UU Hak Cipta terkait
pemblokiran situs di Internet yang
menyediakan konten hasil pelanggaran
hak cipta
 Setiap Orang yang mengetahui
pelanggaran hak Cipta dan Hak
yang Berkaitan dengan Hak Cipta
melalui sistem elektronik dapat
melaporkan kepada Menteri Hukum
dan HAM RI cq Ditjen HKI.
 Setelah itu Menteri Hukum dan HAM
R.I. cq Ditjen HKI memverifikasi
laporan.
 Apabila ditemukan bukti yang cukup
berdasarkan hasil verifikasi laporan
tersebut Menteri Hukum dan HAM
R.T.
cq
Ditjen
HKI
merekomendasikan kepada menteri
yang menyelenggarakan urusan
pemerintahan
di
bidang
telekomunikasi
dan
informatika
untuk dapat menutup konten,
dan/atau hak akses pengguna yang
melanggar Hak Cipta dan/atau Hak
terkait dalam sistem elektronik dan
menjadikan
layanan
sistem
elektronik tidak dapat diakses.
9
13/12/2014
Pasal 95 ayat 4
Selain pelanggaran Hak Cipta dan/atau
hak terkait dalam bentuk pembajakan,
sepanjang para pihak yang bersengketa
diketahui keberadaannya dan/atau
berada di wilayah Negara Kesatuan
Republik Indonesia harus menempuh
terlebih dahulu penyelesaian sengketa
melalui mediasi sebelum melakukan
tuntutan pidana.
Tindak Pidana
sebagaimana
dimaksud dalam
UU Hak Cipta
yang baru
merupakan
DELIK ADUAN
10
13/12/2014
11
13/12/2014
12
13/12/2014
www.creativecommons.org
13
13/12/2014
Creative
Commons (CC) is a
non-profit
organization, founded
in 2001,
headquartered in
Mountain View,
California, United
States devoted to
expanding the range
of creative works
available for others to
build upon legally and
to share.
CC offers a model of
license agreement
to copy and distribute
works
14
13/12/2014
Status for
your
works
Spektrum Pilihan
(by)
Attribution
Atribusi
(sa)
Share Alike
Berbagi Serupa
(nc)
Noncommercial
Non-komersial
(nd)
No derivatives
Tanpa turunan
Anda mengizinkan orang
lain untuk menyalin,
mendistribusikan,
menampilkan, dan
mempertunjukkan karya
dan turunannya asal
memberikan kredit
sesuai yang diminta.
Anda mengizinkan orang
lain untuk
mendistribusikan karya
turunan asal dilisensikan
dengan suatu lisensi
yang identik dengan
karya orisinal.
Anda mengizinkan orang
lain untuk menyalin,
mendistribusikan,
menampilkan, dan
mempertunjukkan karya
dan turunannya asal
bukan untuk tujuan
komersial.
Anda mengizinkan orang
lain untuk menyalin,
mendistribusikan,
menampilkan, dan
mempertunjukkan hanya
karya orisinal dan bukan
turunannya.
15
13/12/2014
16
13/12/2014
17
13/12/2014
18
13/12/2014
with a CC license,
you keep your copyright
but allow people
to copy and distribute your
works
19
13/12/2014
100
affiliates
20
13/12/2014
21
13/12/2014
>300
Mio Photos
22
13/12/2014
>34 Mio
Articles in Many Languages
>300.000
articles in bahasa Indonesia
23
13/12/2014
24
13/12/2014
>10.000.000
videos
25
13/12/2014
26
13/12/2014
27
13/12/2014
How about Indonesia?
28
13/12/2014
Promoting CC License. City by City
.
.
.
.
.
... . ...
29
13/12/2014
Portal Open Data dengan Lisensi CCBY diluncurkan 5 September 2014
Situs User Generated Content lokal
yang memberi pilihan lisensi CC
30
13/12/2014
31
13/12/2014
32
13/12/2014
33
13/12/2014
What Next?
Rumah Belajar (House of Learn) is one stop Indonesia’s
open educational resources developed by the
Pustekkom
34
13/12/2014
THAT’S IT.
Ingat!
Lisensi CC memberikan
kemudahan kepada pencipta
untuk menyatakan apa yang
boleh dan tidak boleh
dilakukan oleh orang terhadap
karyanya
35
13/12/2014
Terima kasih!
Case Studies
http://creativecommons.org/projects/casestudies
Metrics
http://creativecommons.org/projects/metrics
LicenseChooser.js
http://creativecommons.org/projects/LicenseChooser.js
liblicense
http://creativecommons.org/projects/liblicense
36
LAMPIRAN 7
Presentasi dari Daryono – Universitas
Terbuka
12/13/2014
UNIVERSITAS TERBUKA
OER - Universitas Terbuka:
Building the Culture of Knowledge
Sharing
Established in 1984
• single mode Open and Distance
Learning (ODL) university,
• the only tertiary institution in
Indonesia using exclusively distance
education mode of delivery.
Main mission:
• to open access to a quality higher
education service through ODL;
Except where otherwise noted, content on this presentation is licensed under
1
12/13/2014
OPERATIONAL SCALE
ISSUES
PROSPECTS AND CHALLANGES
Access
DR
 Ranging from none to considerably high
OER and OER
Policy
The knowledge about OER is still limited
Collaboration and cooperation is limited
 Budgetary allocation for development of OER
initiatives is unclear
 The intention to make OER publicly available is low
The policy is still fragmented
The development of OER is still in the initital stage
Copyright
 The understanding of copyright law is somewhat
confident
 Knowledge about CC is limited
Rarely committed to CR infringement
 To a great extent DR have been used and practiced
in various learning activities.
2
12/13/2014
UT’s OER Development Phases
OER AS A PART OF UT’s COMMUNITY SERVICES
2002
1. Provide free quality educational
materials
2. Promote lifelong learning
3. Promote a culture of knowledge sharing
•
Learning Object
Material (LOM)
•
•
Guru Pintar Online
Internet TV-UT
2008-2010
2011 - Now
PERPUSTAKAAN DIGITAL
•
Virtual
•
eBook (non LM)
•
eJournal (12 ejournal)
•
Course Syllabi and
Outline
•
Thesis
3
12/13/2014
Adoption of Creative Commons License
• RECTOR Decree
No.1255/UN31/KEP/2012
Concerning UT Policy on Open
License of UT Educational Materials
– Enhancement of Use of OER by
faculty members
– The open license of UT
educational material aims at
protecting the creator and
preventing the misuse of UT
educational materials.
Adoption of Creative Commons
• Attribution, Non Commercial and Share Alike (CC BY-NC-SA) for:
– Video Program stored in UT Internet TV
– Prudent Teacher Online Portal (Portal Guru Pintar Online)
– Internet based learning materials (open coursewares)
• Attribution, Non Commercial and No Derivatives (CC BY-NC-ND) for:
– Dissertation, thesis, research reports, conference proceedings,
course outlines, summaries, and previews stored in UT digital
library.
– E-journals, books, abstract compilations, and training resources
stored in UT Research and Community Services website
– Curriculum and course descriptions stored in Faculty websites
– UT Catalog.
4
12/13/2014
The integration of Various UT OERs into Single Portal
in 2012
660
Collections
5
12/13/2014
E-Journals
220 Open
Courseware
6
12/13/2014
Digital Library
Guru Pintar Online
http://www.gurupintar.ut.ac.id/
7
12/13/2014
Total visitors of UT-OER 2011-2013: 1.249.385
AVERAGE OER VISITOR PER YEAR
OER VISITOR AGE DISTRIBUTION
TYPES OF OER
700.000
616.438
600.000
500.000
400.000
SUAKA UT’s VISITOR
GPO
1.999
25.000
ITV-UT
18.378
20.000
TV Broadcast Learning program (Sky LBS)
15.000
UT Open Course Ware
FKIP
NON-FKIP
111.300
398.612
10.000
300.000
283.097
5.000
200.000
0
2012
2013
2014
> 24
25-34
35-44
> 45
OER DIGITAL LIBRARY (Feb 2014)
• RBV (Learning Material: Course Syllabi and
Outline)
• Thesis, eJournal, eBook, Research Paper.
• Seminar Proceeding
648.755
491.409
109.221
8
12/13/2014
□
OER integration into Online Tutorial
8 month: July 2013 – Feb 2014
50000
46992
45000
38835
40000
35000
29152
30000
25000
18225
20000
18194
15000
10000
8674
5742
5000
0
2007
2008
2009
2010
2011
2012
2013
17
9
12/13/2014
FUTURE CHALLENGES and ISSUES
•
•
•
•
Quality Assurance of OER
Lecturer’s Awareness and Willingness
Common OER repository
A business model of OER
OER DEVELOPMENT FOCUS
1. Development and publication of OER
2. Adoption (UKOU, OER Asia, OEC, OER
Commons, etc)
3. Networking (Globe and Ariadne) – OER
Repository Platform
Developing
Adoption
Networking
10
12/13/2014
UT’s MOOCs
• Launched in March
2014
• 2 May – 2 July 2014
• 5 Courses:
– Public Speaking
– English for Children
– Food Processing
– Distance Education
– Marketing
Management
• 3,240 enrollments
11
LAMPIRAN 8
Presentasi dari Nyoman Rudi K – LPPKS
13/12/2014
BY INYOMAN RUDI K.
SEKSI PENINGKATAN KOMPETENSI
LPPKS
KNOWLEDGE SPIRAL
1
13/12/2014
2
13/12/2014
KAPASITAS MAKSIMUM
PESERTA PPCKS
TAHUN 2012
SSQ=79 KAB/KOTA X 30
CALON = 2370 ORANG
APBN = 96 KAB/KOTA X 25
ORANG = 2400 ORANG
JUMLAH = 4770 ORANG
ASUMSI DITAMBAH APBD
TOTAL = 5000 ORANG
DIKERJAKAN BERSAMA LPPKS DAN
30 LPMP DI INDONESIA
3
13/12/2014
KEPALA TK 69.533 ORANG
KEPALA SEKOLAH SD 145.601 ORANG
KEPALA SEKOLAH SMP 33.905 ORANG
KEPALA SEKOLAH SMA 11.709 ORANG
KEPALA SEKOLAH SMK 10.596 ORANG
JUMLAH KEPALA SEKOLAH INDUK PER 5
NOPEMBER 2014, SEBANYAK 271.344 ORANG
*SUMBER SIAP PADAMU NEGERI
MARI BERHITUNG!
JUMLAH KEPALA SEKOLAH 271.344 ORANG
JUMLAH MAKSIMUM PESERTA PPCKS = 5000
ORANG PER TAHUN
BILA SETIAP TAHUN DILAKSANAKAN, MAKA
AKAN MEMERLUKAN WAKTU = 271.344 ORANG
DIBAGI 5000 ORANG/TAHUN = 54,2688 TAHUN
!!!
4
13/12/2014
ASUMSI TERBAIK
LPPKS DAN LPMP (LP3CKS) HANYA MENGERJAKAN PPCKS
SAJA.
PROYEKSI KEBUTUHAN SETIAP KABUPATEN/KOTA SELAMA
DUA TAHUN TERANGKAT SELURUHNYA.
MASA JABATAN KEPALA SEKOLAH DIASUMSIKAN 2
PERIODE = 8 TAHUN.
BILA DIHITUNG AWAL PENGANGKATAN TAHUN NOL, MAKA
DELAPAN TAHUN KEMUDIAN, KABUPATEN KOTA
TERSEBUT AKAN KEMBALI MENGADAKAN PPCKS.
EFEK PENAMBAHAN
TAHUN KE 0 SAMPAI KE-7,
PESERTA PPCKS SEBANYAK 5000
ORANG PERTAHUNNYA.
TAHUN KE 8-SAMPAI KE-15,
PESERTA PPCKS SEBANYAK 10000
ORANG PERTAHUNNYA.
TAHUN KE-16 SAMPAI KE-23,
PESERTA PPCKS SEBANYAK 15000
ORANG PERTAHUNNYA.
TAHUN KE-24 SAMPAI KE-32,
PESERTA PPCKS SEBANYAK
20000 ORANG PERTAHUNNYA.
5
13/12/2014
EFEK PENAMBAHAN (2)
TAHUN KE-33 SAMPAI
KE-40, PESERTA PPCKS
SEBANYAK 25000
PERTAHUNNYA.
TOTAL PESERTA PPCKS
SELAMA 54 TAHUN
SEBANYAK 1.085.000
ORANG!!!
6
13/12/2014
7
13/12/2014
LPPKS MILIK KITA SEMUA
LPPKS MILIK BANGSA INDONESIA
DICIPTAKAN UNTUK KEMASLAHATAN PENDIDIKAN INDONESIA
8
LAMPIRAN 9
Presentasi dari Joko Ahmad Julifan –
P4TK TK dan PLB
13/12/2014
PROSES PELAKSANAAN
E-TRAINING DAN KTI ONLINE
PPPPTK TK DAN PLB
1
13/12/2014
1. Persiapan Diklat
2
13/12/2014
2. Pelaksanaan Diklat
3
13/12/2014
3. Evaluasi dan Sertifikasi
4
13/12/2014
4. Pelaporan Diklat
5
13/12/2014
www.etraining.tkplb.org
6
13/12/2014
7
LAMPIRAN 10
Presentasi dari Sri Hargyanto
Suryoprayudo – PUSTEKKOM
13/12/2014
OER Development
Using Portal Rumah Belajar
Sri Hargyanto Suryoprayudo
PUSTEKKOM
OER National Policy
 ICT competency Framework for Teacher;
 Ministrial Regulation for Implementation Open School in High School Level ;
 Developing Education Portal “ Rumah Belajar “
 TOT Integration ICT on Education for Teacher;
 Developing “ School Hub” as a model implementation ICT on Education;
 Enhance development school cluster ‘
1
13/12/2014
PORTAL RUMAH BELAJAR
The engine of OER
Objectives
LMS
Teaching and
Training
Ecosystem
HRD
Ecosystem
2
13/12/2014
Design Rumah Belajar
PUSTEKKOM Private Cloud
Pustekkom
Client
Organization
Server
Virtual
Org 1
Server
Virtual
Org 2
Server
Virtual
Org 3
Server
Virtual
Org 4
Infrastructure
Organisation 1
Organisation 3
Organisation 2
Organisation 4
Infrastructure as a Services
Rumah Belajar Multi User
Application
Pusat
Pengembangan
Professional Guru
Kegiatan
Pembelajaran
Kelas Maya
Referensi Belajar
Nasional Online
Referensi Belajar
Nasional Online
Portofolio Online
Guru
Portofolio Online
Siswa
Sistem
Komunikasi
Terintegrasi
Sistem
Komunikasi
Terintegrasi
Manajemen SDM
Pendidikan
Manajemen Profil
Siswa
Virtualisasi Aplikasi
Platform
C&
C
ERP
DB
EP
M
Management
CR
M
U
C
Mai
l
Securit
y
Server Operating System
Identity
Integration
WF
DE
V
Contact Center
Virtualisasi Platform
Infrastructure
Rak server Own by Clients
Backup
Virtualisasi Hardware
Backup
Technical Supports
@ PUSTEKKOM
3
13/12/2014
SLA, Privacy and Security Services
7
Murid
Guru
Dokter Perawat
Praktisi
Orang Tua
Ahli Farmasi
xxxx
User 2 - Kementerian Kesehatan
User 1- Kemdikbud
Organisation can
manage thier own
business
Client Supports
SERVICES CATALOG
Stadarisation and Management support
Pustekkom
User
Access
Catalog
Services
Services
Design
Approval
Procces
Automation
Services
Delevery
*CMDB = Configuration Management Data Base = all information save in the ICT system
4
13/12/2014
LEVEL of Services
Pustekkom
Discover
Finding
application
Aplication
dependencies
independency
End
User
Monitor
Monitoring
end
user and
Aplication
application
Component
components
Isolate
root
Finding
cause
Problem
Solve Problem
Monitoring All Components
OER Cycle of Rumah Belajar
Design
Procces
Procces
Continuing
Professional
Development
Out Classroom Procces :
Observing, Organising
Practising
OPEN EDUCATION RESOURCES
5
13/12/2014
Lets Discussion ...
Sri Hargyanto Suryoprayudo
PUSTEKKOM. Kemendikbud
+628179988868. srihargyanto.suryoprayudo@kemdikbud.go.id
PROFIL;
Sri Hargyanto Suryoprayudo
Posisi saat ini sebagai Kepala Bidang Radio, Tv dan Film, Pusat Teknologi Informasi dan
Komunikasi Pendidikan, sejak Oktober 2014. Mengawali karir sebagai PNS di Kementerian
Pendidikan dan Kebudayaan pada tahun1987, sebagai seorang Sarjana Teknik Sipil, dimana
selama lebih dari 10 tahun diberi tanggungjawab dan tugas dalam urusan pengadaan
barang dan jasa dan urusan yang terkait dengan proyek, kemudian pindah mengurus
kerjasama internasional dan pada tahun 2002 – 2011 bekerja sebagai Sekretaris Komisi
Nasional Indonesia untuk UNESCO.
Sejak 2011 – 2014 memegang posisi di Bidang Pengembangan Teknologi Pembelajaran
berbasis Multimedia dan Web Pusat Teknologi Informasi dan Komunikasi Pendidikan, dan
mendapatkan tugas mengembangkan Portal Belajar atau yang dikenal dengan Portal
Rumah Belajar.
Pendidikan terakhir S3
dibidang Project Management, merupakan
menjalankan tugas dimanapun yang diberikan oleh Kementerian.
bekal
dalam
6
Komisi Nasional Indonesia untuk UNESCO
Kementerian Pendidikan dan Kebudayaan
Gedung C Lantai 17
Jl. Jenderal Sudirman - Senayan
Jakarta 10270
Phone. (+62-21) 5709425
Fax. (+62-21) 5733127
Email: aspnetind@cbn.net.id
Website: kniu.kemdikbud.go.id
www.aspnetind.org