Innovative Learning Design for Student Success: Lessons from Universitas Terbuka
Discover how Universitas Terbuka in Indonesia responded to the Covid-19 outbreak by providing digital learning materials, assisting other universities, and collaborating with internet providers to ensure continuity in education. Learn about the challenges faced in the virtual learning environment and the strategies implemented to support students' success.
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Presentation Transcript
AAOU PRESIDENTIAL SPEECH SERIES Covid-19 Responses Removing Barriers to Access, Equity, and Inclusion Innovative Learning Design to Support Students Success: A Lesson Learned from Universitas Terbuka Indonesia Ojat Darojat Jakarta, June 4th 2020
Indonesia: Covid-19 Cases Isolated Recovered Death 8,406 28,233 1,698 (Data per 3 June 2020 23.55 WIB)
Strategies to Prevent The Spread of Covid-19 1. Working from home 2. Imposing large scale social restriction 6,240 16,802 1,496 3. Teaching & learning from home 4. Sterilization & disinfection
Impacts of Covid-19 Outbreak to Education in Indonesia Moving forward of instruction from F2F to virtual class for all level of schooling LMS: Moodle, D2L, Edmodo, Blackboard, canvas, and others created by the institutions Digital learning materials, Microsoft Teams, Zoom, Google Hangouts, YouTube channels, Adobe connect, Face Time 6,240 16,802 1,496 MOOCs, OER (MIT s Open Course Ware, UKOU s Open Learn, SUAKA UT), online shopping courses
Universitas Terbuka (UT)s Participation in Indonesias Education during Covid-19 Outbreak Providing digital learning materials for free (for public/not only for UT s students) Offering assistance for other conventional Universities in providing LMS Providing extra internet quota for UT s students and students from other institutions 6,240 16,802 1,496 Collaboration with internet providers (Telkomsel & Indosat) for students and tutors free internet access Fully Online services for students (academic and administration services)
Emerging Issues during Covid-19 Virtual Learning Environment Emergency Remote Teaching Less time for planning Limited assistance to design and instruction Not all faculty comfortable teaching in online format Lack of quality assurance program Teaching in a one-size- fits all framework Online Learning Instructional processes is planned and designed according quality guidelines Content, media, IT expert, and instructional designer getting involved Planning 6,240 16,802 1,496 Various support system are in place for the learners Equipped by QA program Equity and personalization Implementing Controlling Synchronuous & Asynchronuous Hodges, C, Moore, S. Lockee, B. Trust, T. Bond, A. (2020). The difference between emergency remote teaching and online learning
Learner Support Services COVID-19 Providing virtual Knowledge Sharing Forum (KSF) UT for students and public Transforming instructional design audience Providing training for synchronous Implementing different policies for student assessment Student Learning 6,240 experience 16,802 1,496 literacy skills for f2f Tutor & students Strengthening partnership for providing internet Supporting student engagement and flexibility access
Challenges and Problems Online learning services Computer & internet literacy level Access Points & broadband quality 6,240 16,802 1,496 distance leaners in developing countries; Students come from marginalized communities/ Low income Heterogenous Indonesia is archipelagic country consist of 17.000 islands (34 Provincies)
Technology support quality of education but cannot replace the work of teachers Lessons Learned 6,240 16,802 Student engagement is strategically important to support their success 1,496 from Covid-19 Outbreak Online student assessment becoming major concerned
Students Success Reflection during and after Covid-19 6,240 16,802 1,496 Commitment to increasing access Increasing concerned for quality of OL Demand for enhancing internet literacy skills Strategic priority of OL for every University https://teachonline.ca/tools-trends/ what-next-online-learning-during-and-after-covid-19
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