Saturday, September 18, 2010

SEAMOLEC - MIDT: My Center - My Study

MIDT: My Window to be an Instructional Designer

The Master of Instructional Design and Technology (MIDT), is a purely online Masters program that has been designed to cater to my needs as to be an instructional designer. The program is available to me to throughout the world, and it capitalizes on the best academic staff, up-to-date teaching and learning pedagogy, and varied learning resources. As such, this program brought together geographically, culturally, and professionally diverse communities, in Internet-mediated sessions.

The innovative online version of the degree includes the core principles of instructional design and technology, a functional analysis of computers and e-learning, applications of technology-supported curricular tools, telecommunications, global learning and cross-cultural literacy, applications of hypermedia, and emerging trends in technologies all encased in a dynamic online learning environment. MIDT students broke the barriers of classroom walls with electronic networking.

Cutting-edge online pedagogical strategies infused into every course to foster collaboration, interaction and a sense of belonging to a learning community. The curriculum consisted of the state-of-the-art coursework and where necessary internships arranged to enable students to analyze performance problems and provide solutions using a systematic and systemic method. MIDT students connected to a powerful online learning management facility, which has a robust and proven online communication system.

An international faculty has been chosen based on their excellent online track records enabling the emergence of caring communities to support individual transformation. Connecting with the larger professional community, working on meaningful projects in collaboration with peers and faculty, and reflecting on those experiences, all enable students to construct deeper understandings of subject matter than in traditional graduate settings. Enrollment into the program limited to ensure every student acquires the quality interaction that is needed in an online learning environment. Though there are no required face-to-face meetings, opportunities for such meetings provided throughout the program.

MIDT: What I Have know.............

  1. The courses have been designed to suit the ever changing my needs, yet maintaining the distinctive features of the program.
  2. I interacted with a group of internationally recognized faculty, mostly having more than 20 years of teaching experience in these areas.
  3. I engaged in a diverse learning community environment, one that is needed in a Globalised World.
  4. As the MIDT graduate, I optimize to be a successful careers as professional of instructional design.
  5. Most of learning activities are customized to fit my practice so tasks integrated with the real my daily work.
  6. I used the powerful tool of action research to plan, execute, and reflect on improvements to my practices.
  7. I met educational technology innovators and learned to build presentation and networking skills.
  8. I presented my work at a public exhibition sharing my new knowledge and voice with colleagues.
  9. I will continue to interact after graduation forming lasting friendships and ongoing professional networks.
  10. Since there were no required face-to-face meetings, I controlled when and where I learned, usually at home or work.

MIDT: The Implementation in my Center (SEAMOLEC)

SEAMOLEC is Regional Center of Open and Distance Learning (ODL) in Southeast Asian countries with the "capacity building of the development of ODL" is the main program. The program such as: Research, Training, IT Development and Consulting Services on ODL for any level education.

My MIDT has implemented for some activities and programs, mainly as the resource person of ICT training and speakers on national/international seminar (the activities is written on my CV).

My Activities on 2009/2010:

province, Indonesia.

2. National seminar on "ICT Integration on Teaching and Learning". With the same topics on "e-Learning: Are we Ready" for Riau and Jambi province (Sumatra), Indonesia.

3. International ICT training on "Mobile Game-based Learning" for Hanoi Open Univers
ity of Vietnam and national University of Lao PDR. My session of the training is "ICT in Instruction".

4. Coordinator program for North Sumatra province on "Seamless Vocational Oriented Education". One year program (Diploma-1) for Vocational Schools students with hybrid learning, face to face (practices) and online learning (theories). The program is designed to make the students ready for working (professional) and be a entrepreneur. (My Blog)


Thursday, September 16, 2010

Instructional Design Practicum

The Venue and Date of Practical Training:
OUM Malaysia, 14 June to 16 July 2010

How did this affect instructional design? Theories supporting self-paced, replicable instruction were out, collaborative learning was in, and the models of design for individualized learning materials were no longer seen as relevant – How people think affects how they act. However, nothing within an established program changes all that quickly. Instructional design had never really penetrated school instruction anyhow, and the legacy models still worked in many venues with clear learning outcomes. I am presently as a student of MIDT (Master of Instructional Design) that is considering how the Master’s program should be applicable on my work. On MIDT program I learned the models and some of the related theory, but the emphasis is on the practicum.

One of the benefits on the MIDT practicum, I have opportunity to undertake a professional practicum as my capstone experience. The practicum will allow as the MIDT student to apply and further develop the knowledge and skills I have acquired through the MIDT program. While practicum placements will be the student’s responsibility (with approval from the supervising faculty member), program faculty will make every reasonable effort to facilitate the practicum assignment and the student’s work during the practicum. Specific requirements of the program will be determined with staff within the placement setting, faculty members and the student, but will include in every case references to specific outcomes from prior MIDT classes.

At the end of the practical training, I will submit a course which will include:

  1. A print-based module
  2. The equivalent but which is web-based (hyperlinked media elements need to be sourced or created)
  3. Online Assessment items
  4. All the above uploaded in a website for easy access
  5. In the next section, I provide my work experience and knowledge in instructional design.

Work Experience and ID Strengths

I am work at the Centre (SEAMOLEC) with its main program is provide capacity building for educations institution on open and distance learning (ODL) development. One of the ODL program is module development and the Centre provide training/workshop of how to write the module and ICT utilization on learning. Sometimes the institutions also invite the Centre for the expert consultation on the module development. Actually they are very good on the contents writing.

But mostly are still like a book (in Bahasa is called “Buku Ajar”). So the modules are still need more for reading interaction, the use graphics/pictures, lay-outing (fonts, colors), and competences of tests/quizzes.

The last program is called HYLITE (Hybrid Learning for Indonesian Teachers). I am as a task force of the program. There were about more than twenty modules development project (three batches) since 2007. The modules are still going to improve as the instructional design standard. We also invite the experts from World Bank to review the modules. Now, I am and the HYLITE team is working to facilitate the writers on the revising ad finalization the modules.


As specified in the OUM Course Document the following are the objectives and expected deliverables to OUM. As such I hope to acquire the following:

  • Apply my ID knowledge on the use my knowledge learned in the MIDT courses to: improve the instructional processes, review the module, and improve the module
  • Learn more about ID as applied in an organization
  • Enhance my ID Skills
  • Use the latest Technology to produce a better product

On the MIDT practicum I found what I need, able to talk, think and gain indentify like as instructional designer, and have the validation of knowledge.


The implementation of instructional design on the review and revise of one module. The module is one of HYLITE modules, entitled (in Bahasa): "Pengembangan Pembelajaran IPA SD" (or Science Education), written by Dr Lia Yulia from Malang State University, Indonesia.

This project is really as a challenge for mes, since educational background is from Social, and Prof Abtar Kaur gave me the module on Education Science. It's difficult for me on the first review, because I really poor to understand the content. But, on the on going review process, I am as instructional designer not need to much about the contents. We just going to look the "story boar" of the module. As my reviews, I try to find the learning outcomes of the module, the competencies on the assessment, the interactive text, and the layout (the use of images, graphic, tables). All these are the object of my review for the module on my practicum.

I have finished on review, revising, and uploading the module.

1. To see my project, here the product of Unit-1 and Unit-2 (the module has 6 units),

2. The module revise of Unit-1 has also uploaded at: 1 unit e-content

3. Short Courses at CIDT (Center of Instructional Development and Technology) and Meteor Department of OUM

Lessons Learnt and experiences:
  • The profile of CIDT and Meteor: department, staff, program, job description, working experiences, and products
  • The process and procedures of instructional design development, instructional materials development, instructional materials packaging, the training workshop and internship program of ID, and evaluation system
  • "Touch and go" for the products on some media delivery systems: CD-ROM, i-Tutorial, Learning Object Materials, HTML Web-based Module
(All of the sample products are provided on CD with 590 MB size. Please let me know how to share the files... )

Lessons Learnt and experiences:
  • iLearn of UITM Profile: leadership, staff, program, and about the students, the learning models, and delivery system
  • The printed learning materials development process
  • e-Content development
  • Server administration

Lessons Learnt and experiences:
  • Warm welcome info by Dr. Richard and staff
  • The Learning Center's profile: program, vision, mission, staff, and success story
  • Visit 2 Learning Centers of OUM in Perak
  • Learning facilities and support system: computer lab, library, classroom, internet connection, modules, registration, tutorial, and examination

Let me say my thanks to:
  1. Prof Dr Anuar Ali for his warm welcome, support and advices for my study at OUM.
  2. Prof Abtar Kaur to spent her one month on facilitating and managing all of Pratical Program in OUM
  3. Ibu Datin who provide very well and professional for my study visits
  4. Dr Richard for my visit program in Perak and provide a lot of experiences on academic, culture, and Perak delicious "food".
  5. Mr Idzir, the OUM PR staff, for his support on my study visits.

Thank you OUM...........................

ICT Training of HYLITE Program

On the surface, training development seems simple—training specialist create the course materials, yet what separates a great course that fulfils its objectives from a weak course that misses its mark and puts people to sleep?

A successful development phase draws upon the information collected in the needs analysis phase and the decisions made in theinstructional design phase.


f the team has done solid work during the first two phases of the ADDIE methodology, then the training development phase should proceed smoothly and quickly. The training

resource persons

and client have agreed on the course's purpose, structure, and content.

Now it's easy to focus on writing the materials.

In contrast, if there are unresolved issues from the first two ADDIE phases, then problems usually start to appear in the training development phase. We might see missed deadlines, weak and off-target materials, and even substantial cost overruns.

The strategic processes to create training:

Since there are many types of training projects, the development phase often adapts to fit the project and the client's needs. One project might devote a lot of time to prototyping, while another session may devote more time to tabletop review and pilot testing. In many situations, it's a matter of matching the right quality assurance steps to the project.

The HYLITE ICT Training

The clients of the training are the Lecturers of the Consortium with variant background of ICT skills. The Task Force should be developed the ICT tr

aining modules that can be used for any level of ICT skills. The outcomes of the training is will be benefit for the Lecturers to have their skill for the implementation of the HYLITE program that use distance learning mode.

The development process need one month preparation to write the need assessments, the writing f
the writers, the workplan, and the package. The next step is sit together to make a same perce
ption for the training implementation, such as a number and hour per session, a presentation media, and the training products.

there eight training subjects are

implemented based on the HYLITE products, printed and non printed of instructional materials, they are

, training on the development of:

  1. 1. Printed Materials


inted m


als were constituted as one of the

most important thing of teaching and learning process. Printed materials can be illustrated as teachers or tut

ors in advising students in studying learning materials. Most of lecturers in higher education institution have no enough opportunity in writing learning materials. Moreover, they have to handle their daily job or routine job so they have no en

ough time to develop printed materials will be used for students of HYLITE program by distance. As an agreement the development of learning materials were conducted

by consortium for HYLITE program. This mean that one of learning materials developed by one LPT

K will be used by the other Universities’s consortium groups.

In order to make the develo

per of learning materials have the same perception about how to develop high quality printed materials and then training on how to develop learning materials in order to give the same perception among the developer of printed material. This training can be useful for developer in developing good printed materials.

The objectives of the workshop are t

o gave the s

ame perception about concepts and

format f

or modules which

is developed and t

o create one unit of modules.
orkshop’s materials presented by using more than one strategies such as presentation from instructor, discussion, working in group as well as individual, and presentation from participants.

Materials for presentations such as: concept and framework of modules, and procedure in developing modules. (training photo)

Audiovisual materials are one of the importan

t thin

gs in teach

ing and learning process. Audiovisual materials took a role as an assistant which help students in learning.

In Universities, a lecture did not have opportunities to write audiovisual materials. Beside that, they also have activities in their universities so they did not have time to develop audiovisual materials which will be used by the HYLITE program.

To assisted lecturer in develop the audiovisual materials, the workshop is conduc
ted which facilitating lecturer in develop an audiovisual material to have a knowledge and skills to develop a
n audiovisual materials for their course.

The Workshop aims to s

haring information about audiovisual material concept and format, writing a course outline for media, and writing a draft of audio


The workshop involved the participants in developed an audiovisual script with discussion, independent learning and presentation.

The roles

of the inst

ructors are to assist the participants about the audio video materials.


als of the worksh

op are: audiovisual materials concept and format, and procedure in develop an audiovisual materials. (training photo)

In order to make the developer of assessment test have the same perception about how to develop high quality assessment test and then training on how to develop assessment test is needed. This training is useful for developer in developing good assessment test.

The workshop was conducted to meet objectives are to give the same perception about concepts and format of test blueprint which are developed and to develop some examples of assessment test and its rubrics.

Guidance and prior information concerning type of assessment test and how to develop assessment test presented by instructors.

Materials for presentations such as:concepts of evaluation on achievement test, developing test blueprint, type of assessment test (multiple choice and essay), and procedure in developing assessment test. (training photo)

  1. Face to face interaction is needed especially for learning process related with the establishment of certain competencies for instance in human relationship. In constructing concepts, students need the other to discuss or they need colleague who can gave information concerning steadiness of concepts being studied.

By considering characteristics of instruction implemented by using distance education system, wich are different compare with face to face interaction, so the frame work on the

implementation of tutorial can be used as a guidanc

e of the implementation of tutorial itself. In distance education, is used as one indicator to measure it implementation. Based on that reasons, the training for tutor’s csndidate for 10 Univrsitiess is needed as a guidance for instruction for lecturer as well as for studens of HYLITE program.

The objective of this training is giving all partipants guidance for lecture from 10 Universities’s in creating tutorial syllabus, and tutorial activities for every meeting and to train tutor’s candidate in developing evaluation process.

This workshop involving participants for face to face tutorials statrted with guidance and giving information concerning face to face tutorials by instructors and the next steps is participants developing tutorial plan.

Content for workshop include: tutorial design, strategy for the implementation of face to face tutorials, and evaluation for process of tutorials. (training photo)

One difference between distance education and f

ace to face education is availability of online tutorial. Online tutorial is a process of giving assistance and guidance for students as individual as well as in group by online. The role of tutors in instruction is not the same compare with the role of lecturer in face to face universities. The role of tutor during tutorials periods as a facilitators on the instruction, not as a lecturer.

One characateristics of online tutorial is by using comput

er networking.

Intiated materials is in the form of naskah tutorial that can be accessed every where by students whitout face to face meeting by their tutor.

In distance education system, tutorial is used as one indicator in assesing quality of the implementation of the program. Based on those reasons, it is neccesary to conduct workshop on online tutorial for tutor’s candidate from HYLITE Consortium.

The objective of this training is giving all participa

nts guidance and ability in creating online tutorial syllabus , and online tutorial activities for every meeting and to train tutor’s candidate in developing online tutorial evaluation process.

This training involved the participants for online tutorials and it started by guiding and giving information concerning tutorials online by instructors and the next steps participants developed initials materials.

Contents for the training include: introduction of basics of e-Learning, introduction of internet and it's troubleshooting connection, searching, choosing and analyzing information from internet, interacting by using e-Mail, chatting, and mailing-list, developing initiation materials, and developing assessment for online tutorial. (training photo)

For the most people who studied by face to face, their involvement in open and distance learning required well preparation and their capability to change their ability in learning habits. The study conducted by Kadarko (2001) showed that students who want to be success in higher education need to change their paradigm from direct study to undirected study, from centralized to individual, from study in specific classroom with specific time to study every where and any time, from the attendance of advisor to independence study, and from direct or oral study to study by using printed materials and non-printed materials.

Web based courses is one of important aspect of hybrid learning models. The role of web based courses can be illustrated lecturer or tutor and also learning materials in guiding students to learn courses.


he workshop was conducted with the objectives t

o make the same perception concerning format for web based courses developed, t

o design instruction by using web based courses, and to

create mapping program and learning object materials.
The workshop involved participants in developing web based courses and it started by guidance and giving information concerning web based courses to the participants. Materials for the workshop presented by instructors. In the next step, all participants develop web based courses by individual assignment.

The Task Force also invited experts from Universities to be a team member of training instructors. Certificates also provided by Directorate of General Higher Education for my working project on HYLITE program, such as: