Thursday, September 16, 2010

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:

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