BEN-SMART

Bagi kawan-kawan LULUSAN TP jangan merasa “MADESU”, terbukti banyak sekali instansi pemerintahan yang membuka formasi untuk jurusan TP. Baik sebagai WIDYAISWARA, INSTRUKTUR PELATIHAN, ANALIS DIKLAT, PENELITI INFORMATIKA DAN MULTIMEDIA serta masih banyak lagi………….
Bentos_mencari_menemukan_memperoleh_mendapatkan informasi ?
Di bawah ini instansi-instansi pemerintahan yang menerima formasi Kurikulum dan Teknologi Pendidikan :
1. LEMBAGA ADMINISTRASI NEGARA REPUBLIK INDONESIA [www.lan.go.id]
2. BADAN PERTANAHAN NASIONAL REPUBLIK INDONESIA [www.bpn.go.id]
3. BADAN SAR NASIONAL [www.dephub.go.id]
4. BADAN KOORDINASI KELUARGA BERENCANA NASIONAL [www.bkkbn.go.id]
5. BADAN NARKOTIKA NASIONAL [www.bnn.go.id]

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Posted under News

Perwakilan organisasi Islam se-Solo, Jawa Tengah, Kamis (20/11) siang, mendatangi kantor kepolisian wilayah setempat. Mereka memprotes pemuatan komik Nabi Muhammad SAW dalam sebuah situs di internet.

Para pemrotes menilai komik tersebut sangat melecehkan dan merendahkan martabat umat Islam. Karena itu, pengunjuk rasa menuntut polisi setempat menyampaikan tuntutan mereka ke Markas Besar Polri terkait situs tersebut. Selain meminta menutup situs itu, mereka juga meminta polisi mengusut tuntas dengan menangkap pelaku dan penyebar komik tersebut.

Sebab, komik ini dapat memicu perpecahan di kalangan masyarakat dan merusak toleransi beragama yang sudah terjaga dengan baik di Indonesia. Kepolisian Wilayah Solo pun berjanji akan menyampaikan tuntutan mereka ke Mabes Polri untuk ditindaklanjuti.

Pemuatan komik maupun karikatur yang dianggap menghina Nabi Muhammad SAW ini bukanlah yang pertama. Dua tahun silam, salah satu harian lokal di Denmark, menyebarluaskan 12 karikatur Nabi Muhammad. Penyebarluasan belasan gambar yang dianggap melecehkan Nabi Muhammad ini kemudian mengundang kecaman dan reaksi keras di berbagai negara [baca: Karikatur Nabi Muhammad Terbitan Harian Denmark Dikecam]

Posted under News

From: http://www.kapanlagi.com/h/0000262816.html

Dengan berbagai pertimbangan, Microsoft akhirnya menunda lagi peluncuran internet browser andalannya, Internet Explorer 8, sampai 2009 nanti. Awalnya Microsoft memang sempat mengumumkan bahwa browser ini akan beredar sekitar akhir tahun 2008 ini.

Rabu kemarin, Microsoft kembali mengumumkan bahwa kuartal pertama 2009 nanti mereka akan meluncurkan release candidate yang juga menandai akhir versi beta yang sekarang beredar. Microsoft juga menyebutkan bahwa versi release candidate ini adalah versi terakhir sebelum benar-benar secara resmi dirilis.

Microsoft pertama kali mendemonstrasikan IE8 pada konferensi Mix bulan Maret kemarin. Beberapa fitur yang jadi andalan dari browser ini adalah proteksi terhadap malware, dukungan standar yang lebih baik, dan kemampuan untuk browsing tanpa meninggalkan jejak pada history.

Seperti diberitakan CNet News hari Kamis (20/11/08) disebutkan bahwa Microsoft berharap para web developer menguji coba versi beta ini dan melaporkan bila ada kendala yang terjadi. Microsoft juga menyebutkan bahwa mereka akan lebih selektif dalam menambahkan fitur pada browser ini.

Posted under Teknologi

Here’s a technique for dealing with the distraction of a horrendous to-do list. This is also suitable for project managers.

Steps

1. Write down all the tasks you have to get done, if you haven’t done so already.
2. Set priorities for each task.
   • P1: Red: Today/Tomorrow (Day)
   • P2: Orange: 3-7 Days (Week)
   • P3: Yellow: 2-3 weeks (Month)
   • P4: Pink: Later this year…(Wish List)

   Be realistic when assigning priorities to your tasks.

3. Start work on any red tasks first — however awful, boring or frightening they are. The trick to keeping calm and balanced is simple: forget about all the complex planning. Work out what truly needs to be done next and do it. When it’s done, repeat the procedure.
4. Start on the orange tasks next. Don’t even think about any yellow ones until all the reds and oranges are done. If any new tasks arrive, give them a color and put them on the list. Next morning, make a new list and reallocate the tasks into the colors.
5. Keep track of your progress.
   • After one week, take 15 minutes to go through the yellow (month) items.
   • Cross all those that have solved themselves off the list. Do the same for those that you can now see were never important anyway. You’ll be amazed how many there are.
   • Underline those you can remove by: delegating them, using technology rather than your time and attention, or creating a routine for handling them so you can delegate or pass them to someone else. Make a red item to deal with them right away by whatever means is appropriate.

Tips

• Start your list again and revisit the yellow items in another week. Do the same weeding, only this time also remove or move to pink any yellow items that have been on the list for more than a month. If you haven’t either done them or moved them into orange or red in that time, forget about them. They aren’t going to get done next month either…
• If you stick to this set of actions, you’ll get an amazing amount of work done; you’ll always be focused on what’s genuinely important and your to-do list will be a real one, not a resting place for failed intentions.
• Manage your time in increments. Figure out how long you can focus your attention on one task: fifteen minutes, half an hour, an hour, etc. Make that time period your offical time limit. Be determined to accomplish part or all of a task within that time limit.
• After every time increment, take a short break. Decide beforehand whether you will take 5, 10, or 15 minutes, and stick to that decision. Taking breaks in between work allows your mind to rest and refocus. When you return from your break, your mind should be clearer. These breaks provide incentive for working hard and give you something to look forward to.

Read warning about how manage your time from this article in the next page

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Posted under Activity

Some people, from the time they are in first grade, know they want to be teachers. For others, the idea can be a sudden insight, or a feeling that ferments for years in some remote corner of their consciousness. Regardless of where the idea comes from, for many, the images associated with becoming a teacher are compelling. However, as is often the case in life, the differences between images and reality can be stark and unsettling. This is the reason for this page.

We all know that as the “Baby Boomers” retire and leave teaching in large numbers over the next ten years, probably more than a million new teachers will be needed to replace them, let alone hundreds of thousands needed to keep pace with the anticipated growth of student populations. Perhaps you will be one of these new teachers Perhaps not. Please read on.

For lack of a better way to say it, this page is about some basic teacher-things. For sure, not every person who wants to be a teacher should be a teacher. There is a vast gulf between the ideal of teaching and the reality of the classroom. Teaching probably won’t make you rich, and, to be sure, no one should make any career decision without gathering as much information as possible. Tips on becoming a teacher is a start.

Teaching is like no other profession. As a teacher, you will wear many hats. You will, to name but of a few of the roles teachers assume in carrying out their duties, be a communicator, a disciplinarian, a conveyor of information, an evaluator, a classroom manager, a counselor, a member of many teams and groups, a decision-maker, a role-model, and a surrogate parent. Each of these roles requires practice and skills that are often not taught in teacher preparation programs. Not all who want to be teachers should invest the time and resources in teacher training or teacher preparation programs if they do not have the appropriate temperament, skills, and personality. Teaching has a very high attrition rate. Depending on whose statistics you trust, around forty percent of new teachers leave teaching within the first five years. It is obviously not what they thought it would be. One thing for sure, it’s about more than loving kids.

Make no mistake; as a teacher, your day doesn’t necessarily end when the school bell rings. If you’re conscientious, you will be involved in after school meetings, committees, assisting students, grading homework, assignments, projects, and calling parents. All these demand some sacrifice of your personal time. If you’re committed to excellence as a teacher, it’s a sacrifice you can live with. If not, you will be uncomfortable at best.

Teacher training and teacher preparation programs exist in every state, as well as in various forms of on-line courses and degree programs, and the requirements vary. You will have many options from which to choose. Choose wisely. My own advice is to select a program that offers a rich and solid foundation of courses, regardless of whether you intend to teach at the elementary, middle school, or high school level. I believe that no teacher education program, including the one in which I teach, can actually teach you how to teach. Rather, what we do is get you ready to learn how to teach, and that takes place on the job. My advice is to choose a program that offers a rich balance of subject matter content courses and pedagogy, including clinical experience in all its forms. You are learning both skills and understandings in any teacher education program. Practice those skills as perfectly as possible, and strive each day to deepen your understandings of the concepts, theories and generalizations that you encounter. By doing so, you will build a solid foundation for learning how to teach once you become employed, and, you will be a better teacher.

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Posted under Education

From: http://fdc.fullerton.edu/learning/CASTL/carnegie_microteaching_materials.htm

Microteaching was developed in the early and mid 1960’s by Dwight Allen and his colleagues at the Stanford Teacher Education Program. The Stanford model emphasized a teach, review and reflect, re-teach approach, using actual school students as authentic audiences. The model has been adapted for college and university teaching where it has been used most often for graduate teaching assistants. It often offers a concentrated, focused form of peer feedback and discussion. A very similar model called Instructional Skills Workshop (ISW) was developed during the early 1970s by British Columbia’s Education Ministry as a training support program for all college and institute faculty in British Columbia and has now spread throughout Canada, the US and internationally. While there are significant differences between the two models, they both share some commonalities and were designed to enhance teaching and promote open collegial discussion about teaching performance.

A micro lesson is an opportunity to present a sample “snapshot” of what/how you teach and to get some feedback from colleagues about how it was received. It is a chance to try teaching strategies that you may not use regularly. This is a good, safe time to experiment with something new to you or to get feedback on a technique you’ve been trying but are not sure about its effectiveness.

The core of this experience is the presentation of two 10 minute micro lessons by each participant. When one participant presents the lesson as the instructor, the other participants become the students for that lesson. A timer is used to keep to the STRICTLY ENFORCED 10 minute time limit. Please don’t be offended if you are cut off; it will be necessary to keep to the time limit so that everyone might participate fully. Because this time limit is strictly enforced, it might be very helpful for you actually to practice and time yourself before you arrive. Please DO NOT try and cram an entire body of knowledge into 10 minutes; this is designed to provide a quick snapshot into your teaching methodology. The goal is to provide a sample of a teaching method or style in order to get a fresh perspective on it from your learners. Your 10 minute lesson can be excerpted from the beginning, middle or end of one course lesson and you will be able to explain this in setting up your lesson and as part of your Microteaching Preparation Form (included in this packet). Please fill out this form for each of your micro lessons and DO COME PREPARED with your lesson (e.g., 6 handouts if necessary).

You have several decisions to make concerning the preparation of your micro lessons:

1) Your topic: Choose a teaching topic that you are comfortable with in order to focus on a particular teaching method or element.

2) Your lesson objectives: Think about and be able to articulate what you want your students to learn from your lesson (e.g., facts, concepts, skills, and/or values) and how your teaching methodology might work to fulfill your objectives (see Developing Performance Objectives for Microteaching handout).

3) What you want feedback on. You can specify to the group what you would like them to focus on. For example, you may wish to have overall, general feedback or perhaps you might wish for the group to simply attend to a specific issue, such as how you use questions or reinforcement with students.

When you are in the role of students, you should combine the role of student and observer, striving to creat as natural a classroom setting as possible. Do not feel like you must role play specific student behaviors, but do feel free to ask questions and comment as a learner in the classroom environment. Try to focus on what is happening during the micro lesson.

Ground Rules

1. Respect confidentiality concerning what we learn about each other.

2. Respect agreed-upon time limits. This may be hard, but please understand that it is necessary.

3. maintain collegiality. We’re all in this together.

4. Stay psychologically and physically present and on task.

5. Respect others’ attempts to experiment and to take risks.

6. Listen and speak in turn, so everyone can hear all comments.

7. Enjoy and learn from the process!

Posted under Education

That’s five kinds of static course material, and eleven kinds of interactive course material. In addition, some of Moodle’s add-on modules add even more types of interaction. For example, one add-on module enables students and teachers to schedule appointments with each other.A complete guide to successful learning using Moodle

by : William H. Rice IV

Introduction

Moodle is a free learning management system that enables you to create powerful, flexible, and engaging online learning experiences. I use the phrase “online learning experiences” instead of “online courses” deliberately. The phrase “online course” often connotes a sequential series of web pages, some images, maybe a few animations, and a quiz put online. There might be some email or bulletin board communication between the teacher and students. However, online learning can be much more engaging than that.
Moodle’s name gives you insight into its approach to e-learning. From the official Moodle documentation:
The word Moodle was originally an acronym for Modular Object-Oriented Dynamic Learning Environment, which is mostly useful to programmers and education theorists. It’s also a verb that describes the process of lazily meandering through something, doing things as it occurs to you to do them, an enjoyable tinkering that often leads to insight and creativity. As such it applies both to the way Moodle was developed, and to the way a student or teacher might approach studying or teaching an online course. Anyone who uses Moodle is a Moodler.
The phrase “online learning experience” connotes a more active, engaging role for the students and teachers. It connotes web pages that can be explored in any order, courses with live chats among students and teachers, forums where users can rate messages on their relevance or insight, online workshops that enable students to collaborate and evaluate each other’s work, impromptu polls that let the teacher evaluate what students think of a course’s progress, directories set aside for students to upload and share their files. All of these features create an active learning environment, full of different kinds of student-to-student and student-to-teacher interaction. This is the kind of user experience that Moodle excels at, and the kind that this book will help you to create.

A Plan for Creating Your Learning Site
Whether you are the site creator or a course creator, you can use this book as you would a project plan. As you work your way through each chapter, the book provides guidance on making decisions that meet your goals for your learning site. This helps you to create the kind of learning experience you want for your teachers (if you’re the site creator) or students (if you’re the teacher). You can also use this book as a traditional reference manual, but its main advantages are its step-by-step, project-oriented approach and the guidance it gives you about creating an interactive learning experience.
Moodle is designed to be intuitive to use and its online help is well written. It does a good job of telling you how to use each of its features. What Moodle’s help files don’t tell you is when and why to use each feature, and what effect it will have on the student experience; and that is what this book supplies.
The appendix contains a checklist of the major steps for creating a Moodle site and populating it with courses. The steps are cross-referenced to the relevant sections of this book. Download this checklist from the Packt Publishing website (http://www.packtpub.com), print it, and keep it handy while creating your Moodle site.

Step-By-Step: Using Each Chapter

When you create a Moodle learning site, you usually follow a defined series of steps. This book is arranged to support that process. Each chapter shows you how to get the most from each step. Each step is listed below, with a brief description of the chapter that supports the step.
As you work your way through each chapter, your learning site will grow in scope and sophistication. By the time you finish this book, you should have a complete, interactive learning site. As you learn more about what Moodle can do, and see your courses taking shape, you may want to change some things you did in previous chapters. Moodle offers you this flexibility. And, this book helps you determine how those changes will cascade throughout your site.

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Posted under E-learning

Moodle is the name of a program that allows the classroom to extend onto
the web. This program allows a common place for students to go for many
classroom resources. Using Moodle, you can post news items, assign and
collect assignments, post electronic journals and resources, and more. This
manual seeks to introduce you to the features of this program.

Please note, most screen shots were taken from the Cuyahoga Valley Christian Academy and Sweet Briar
College Moodle Websites. Since much of the content in Moodle is customizable from an administrative
level, there will likely be some slight variants from how our systems look, and the way yours will look.
However, the basic content and concepts should remain the same.

From:

Original Documentation by
Matt Riordan
Cuyahoga Valley Christian Academy
mriordan@cvcaroyals.org
Documentation updated to version 1.5.3 by
Tom Marcais
Sweet Briar College
tmarcais@sbc.edu

Posted under E-learning