Kurikulum 2013 is an updated curriculum in Indonesia that replaced Kurikulum 2006. It aims to be more dynamic, contextual, and learner-centered. Some key differences between Kurikulum 2013 and its predecessor include a focus on learner-centered teaching rather than teacher-centered, an authentic assessment system instead of a competency scoring system, and updated government regulations regarding graduate competencies. Version 17 of Kurikulum 2013 emphasizes the development of character, competencies, skills, attitudes, knowledge and literacy. It incorporates 21st century skills and learning models such as discovery learning, problem-based learning, and project-based learning. Media selection and development are also principles of Kurikulum 2013 to effectively deliver content and information to
Presentation made at the OER Camp Global 2021 – an Unconference on OER. The first 48-hour Festival for Open Educational Resources. December 09–11, 2021 | globally | BarCamp | via Zoom
Bringing it On-line! An Innovative Framework for Building Capacity for Texas ...Visage Collaborative, Inc.
Edvance Research, Inc., a Texas Education Agency partner, will share an online delivery framework for providing technical assistance and professional development to Texas 21st Century Community Learning Center afterschool staff. This framework includes an online community component and strategy that is creating a shift in participant attitudes towards online learning.
Learning-Centred OEP@OUSL - Presentation made at the Panel Discussion "Region in Focus: Open Education in Asia" at Open Education for a Better World (OE4BW) EDUSCOPE on 02 July 2020
This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002).
Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them.
This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.
Presentation made at the OER Camp Global 2021 – an Unconference on OER. The first 48-hour Festival for Open Educational Resources. December 09–11, 2021 | globally | BarCamp | via Zoom
Bringing it On-line! An Innovative Framework for Building Capacity for Texas ...Visage Collaborative, Inc.
Edvance Research, Inc., a Texas Education Agency partner, will share an online delivery framework for providing technical assistance and professional development to Texas 21st Century Community Learning Center afterschool staff. This framework includes an online community component and strategy that is creating a shift in participant attitudes towards online learning.
Learning-Centred OEP@OUSL - Presentation made at the Panel Discussion "Region in Focus: Open Education in Asia" at Open Education for a Better World (OE4BW) EDUSCOPE on 02 July 2020
This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002).
Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them.
This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.
This study was a step toward the creation of an e-module to creat flips bookbased
exposition
texts
for
junior
high
schools.
The
purpose
of
this
study
was
to
offer an examination of students' demands when creating exposition
papers. A survey was used for the investigation. The data for this inquiry
was gathered through a questionnaire. In this study, a Likert scale was
utilized to examine students' attitudes, opinions, and perceptions of the built
electronic module. This research made use of a checklist-style questionnaire
with a range of assessments of 1 to 5. The questionnaire was distributed to
students from four junior high schools. This sampling technique was based
on the sampling quota established by the researcher. The data analysis
technique involved converting the category value into an assessment score
and examining the result. According to the findings, 61.5% of students had
difficulties in interpreting the material of exposition text, and the rest of
80.1% desired that the exposition text writing content be presented using
entertaining, interactive, and innovative learning methods. This showed the
need for the preparation of electronic modules for writing flip book-based
exposition texts.
Keynote for @MELSIG Social Media for Learning
A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
Challenge Based Learning: Innovative Pedagogy for Sustainability through e-L...May Portuguez
Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.
Developing learning capacity for teachersJune Wall
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
The implementation of design thinking models on the entrepreneurship learning...Laurensia Claudia Pratomo
PENERAPAN MODEL PEMBELAJARAN DESIGN THINKING PADA MATA PELAJARAN KEWIRAUSAHAAN DI SEKOLAH KEJURUAN
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Postgraduate of Economic Education Department Universitas Sebelas Maret, Indonesia.
Email: laurensiaclaudiap@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran design thinking pada mata pelajaran kewirausahaan terutama pada kompetensi media pemasaran. Metode eksperimen digunakan pada penelitian ini dengan 120 siswa sekolah kejuruan di Surakarta sebagai objek penelitian. Data diperoleh dengan membagikan kuesioner kepada para siswa. Data diolah menggunakan aplikasi SPSS Statistik 23. Hasil dari N-Gain memperlihatkan jika terjadi peningkatan kreativitas dan kesadaran berwirausaha siswa pada kelas eksperimen setelah menerima pembelajaran kewirausahaan dengan model design thinking Stanforf D School. Pada kategori kreativitas tinggi terjadi peningkatan sebanyak 7% sedangkan pada kategori kesadaran berwirausaha tinggi terjadi peningkatan sebanyak 10%.
Kata kunci: model pembelajaran; design thinking; pembelajaran kewirausahaan; sekolah kejuruan.
----
The Implementation of design thinking Models on the Entrepreneurship Learning in Vocational Schools
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Faculty of Teacher Training and Education of Sebelas Maret University, Indonesia
Email: laurensiaclaudiap@gmail.com
Abstract
This study aims to determine the implementation of the design thinking learning model in entrepreneurship education, especially in marketing media competencies. The experimental method was used in this study with 120 vocational school students in Surakarta as research objects. The data were obtained by distributing questionnaires to students. The data is processed using SPSS Statistics 23 application. The results of N-Gain shows that students' creativity and entrepreneurial alertness in the experimental class has increased after receiving entrepreneurship education with Stanford D School's design thinking model. In the category of high creativity has increased by 7% while in the category of high entrepreneurial alertness has increased by 10%.
Keywords— learning model, design thinking, entrepreneurship learning, vocational schools.
My presentation at ESUD CIESUD2023, 23 October 2023 on Innovation and Quality in Online Learning within the Conference theme on
Quality Distance Education, Public Policies, Governance https://esud2023.ufms.br/?page_id=719https://esud2023.ufms.br/?page_id=719
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Background of Kurikulum 2013
Curriculum development is a necessity because the dynamic
condition of society. If the curriculum does not follow the latest
condition, the quality of education will not optimal. The consequent
of this problem is the people is not ready to face the problem that
always develop in our society. In order to solve this problem, the
education stake holder need to develop a new kind of curriculum.
Kurikulum 2013 is a replacement for kurikulum 2006 which is more
dynamic, contextual and learner centred (Madya:2013).
3. Differences between Kurikulum 2013
and KTSP (Curriculum 2006)
The differences between KTSP and Kurikulum 2013 (Madya:2013)
Differenciation KTSP Kurikulum 2013
Government instruction Permendiknas 2013/2006 about
standard competency graduate for
primary education and secondary
education
Permendikbud No.54/2013 about
Standard competency graduate
for primary education and
secondary education
Purpose As an assessment guide to decide
student’s graduate standard
As a main guide to developed
seven national education
standard
Learning process Behaviouristic/ teacher centred Learner centred
Scoring system Competence scoring system Authentic scoring system
8. Literation
Component Habituation Development Learning
Basic literation Reading every 15 minute
before lesson start
everyday
Discuss the content Write the analysis about
the content
Library literation Search a resource for 15’s
minute reading activity
Using a reference as an
information source in the
discussion activity
Attach the reference in a
task/ practicum In every
subject
Media literation Read a news from online
or newspaper on 15th
minute reading
Discuss the issue from
newspaper/online source
Make a community to
discuss or share an
information related to
subject
Technological Literation Read an E-book Giving comments to e-
book
Using technology in
processing, presenting, or
reporting the project
Visual literation Watch a movie or
advertising
Discuss the film or
adevertising
Using video/film on
presenting and reporting
the result of discussion or
project.
10. Learning models in Kurikulum
2013 version 2017
• Discovery learning
• Problem based learning
• Project based learning
• Social interaction learning
• Role Play
12. Media Development
“Media is everything used to send information.” (Asyhar 2012:4)
Types of Learning media (Sudjana,2011:52):
• Visual
• Audio
• Audio Visual
• Multimedia
13. Reference
Asyhar, Rayandra. 2012. Kreatif Mengembangkan Media Pengajaran. Jakarta :
Referensi
Harosid, Haron. (TH). Gambaran Umum Kurikulum 2013 revisi 2017. download from
https://drive.google.com/file/d/0BwufXQP7rFIdeF90V2hINI9JN3c/view at 28 September,
2017
Madya,Suwarsih. (2013). Metodology Pembelajaran: Dari era prametode sampai
pascametode. Yogyakarta: UNY Press
Sudjana. Nana. 2011. Media Pengajaran. Bandung : Sinar Baru Algesindo
