PEMBUATAN E-JOB SHEET BERBASIS DESKTOP PADA PRAKTIK MENYABLON DI SEKOLAH MENENGAH KEJURUAN

PEMBUATAN E-JOB SHEET BERBASIS DESKTOP PADA PRAKTIK MENYABLON DI SEKOLAH MENENGAH KEJURUAN Iskyane Dayana Putri 1507100 ABSTRAK Latar belakang penelitian ini yaitu perlunya sumber belajar yang kreatif dan inovatif pada praktik menyablon menggunakan desain digital, yaitu e job sheet. Tujuan dari penelitian ini untuk membuat e-job sheet model dengan menggunakan software Flip PDF Professional berbasis desktop. Metode penelitian yang digunakan ialah Design and Development Research dengan model Planning, Production and Evaluation. Tahap planning, melakukan analisis kebutuhan terhadap proses pembelajaran saat praktik menyablon pada pembuatan desain digital. Tahap production, pembuatan e-job sheet menggunakan Flip PDF Professional. Tahap evaluation, melakukan uji validasi e-job sheet kepada ahli media dan ahli materi. Hasil penelitian setelah dilakukan uji validasi terhadap ahli materi, e-job sheet dinyatakan sangat layak dari desain pembelajaran 100%, struktur job sheet 100%, teori sablon 100%, serta penyajian e-job sheet 100% dari materi desain digital dan proses menyablon Hasil penelitian setelah dilakukan uji validasi kepada ahli media, e-job sheet dinyatakan sangat layak dari aspek rekayasa perangkat lunak 71,43%, komunikasi visual 100%, serta karakteristik flipbook 100%. Kesimpulan penelitian ini adalah e-job sheet dinyatakan sangat layak dengan revisi. Rekomendasi bagi pendidik, e-job sheet ini diharapkan dapat membantu kegiatan pembelajaran pada praktik menyablon dengan desain digital. Selain itu, diharapkan dapat memenuhi kebutuhan peserta didik dalam meningkatkan hardskill membuat desain digital dan proses menyablon. Bagi peneliti selanjutnya diharapkan dapat diujicobakan melalui implementasi e-job sheet pada mata pelajaran sablon untuk menguji ketercapaian hasil belajar peserta didik dalam meningkatkan hardskill membuat desain digital dan proses menyablon. Kata kunci : E-job sheet, Flip PDF Professional, Flipbook, Desain Digital, Sablon DESIGNING E-JOB SHEET BASED ON DESKTOP SCREEN PRINTING PRACTICES IN VOCATIONAL HIGH SCHOOLS Iskyane Dayana Putri 1507100 ABSTRACT The background of this research is the need for creative and innovative learning resources in the practice of screen printing using digital design, namely e job sheet. The purpose of this study is to make e-job sheet models using Flip PDF Professional desktop-based software. The research method used is Design and Development Research with Planning, Production and Evaluation models. The planning phase, conducts a needs analysis of the learning process when the practice of printing on digital design. At the production stage, making an e-job sheet using Flip PDF Professional. Evaluation phase, do e-job sheet validation test to media experts and material experts. The results of the study after validation of material experts were tested, e-job sheets were declared very feasible from 100% learning design, 100% job sheet structure, 100% screen printing theory, and presentation of 100% e-job sheets from digital design material and the process of screen printing Results the research after validation testing for media experts, e-job sheet was declared very feasible from the aspect of software engineering 71.43%, 100% visual communication, and 100% flipbook characteristics. The conclusion of this study is that the e-job sheet was declared very feasible with revisions. Recommendations for educators, e-job sheet is expected to help learning activities in the practice of screen printing with digital design. In addition, it is expected to be able to meet the needs of students in increasing their skills to create digital designs and screen printing processes. For the next researcher, it is hoped that it can be tested through the implementation of e-job sheets on screen printing subjects to test the achievement of student learning outcomes in improving hardskill to create digital designs and screen printing processes. Keywords: E-job sheet, Flip PDF Professional, Flipbook, Digital Design, Screen Printin

Avaliação dos sites de aprendizagem de línguas. Discursos sobre língua, aprendizagem e aprendizes

Language learning websites (llw) became a potential source of language learning since the emergence of the World Wide Web. Just as any instructional material, llws enact views of language, learning, and learners through their semiotic designs (content and structural design). The study is an attempt to explore these three dimensions by examining the structure and contents of Pumarosa, a llw, and by focusing on the meaning-making process of one female user of this virtual environment. This case study draws on elements of multimodal semiotics and other qualitative techniques of data collection such as interviews, screen recording of actions on the virtual environment, and stimulated recall. Results indicate that the views of language, learning, and the way users are positioned on the llw exert significant influence on the meanings that the participant makes of these concepts   Las páginas web de aprendizaje de idiomas se han convertido en una fuente potencial de aprendizaje de idiomas desde la aparición de la World Wide Web. Al igual que cualquier material pedagógico, estas páginas web promulgan visiones sobre la lengua, el aprendizaje y los estudiantes a través de sus diseños semióticos (contenido y diseño estructural). Este estudio es un intento por explorar estas tres dimensiones mediante el examen de la estructura y los contenidos de Pumarosa, una página web de aprendizaje de inglés, y se centra en los usos de una estudiante-usuaria de este entorno virtual. Este estudio de caso se fundamenta en los elementos de la semiótica multimodal y otras estrategias cualitativas de recolección de datos, tales como entrevistas, grabación de la pantalla de acciones en el entorno virtual, y recuerdo estimulado. Los resultados indican que las visiones sobre la lengua, el aprendizaje y la forma en que los usuarios son posicionados en la página web ejercen una gran influencia sobre los significados que la estudiante-usuaria construye alrededor de esos conceptos Os sites de aprendizagem de línguas são uma fonte potencial de aprendizagem de línguas desde os inicios da World Wide Web. Como todo material pedagógico, esses sites divulgam visões sobre a língua, a aprendizagem e os estudantes através de suas concepções semióticas (conteúdo e concepção estrutural). Esse estudo visa explorar essas três dimensões avaliando a estrutura e conteúdos de Pumarosa, um site de aprendizagem de inglês, e concentra-se na experiência de uma estudante-usuária nesse entorno virtual. Esse estudo de caso baseia-se nos elementos da semiótica multimodal e outras estratégias qualitativas de coleta de dados, como entrevistas, gravação da tela de ações do entorno virtual e evocação estimulada. Os resultados indicam que as visões sobre a língua, a aprendizagem e a maneira na que os usuários são posicionados no site influenciam os significados que a estudante-usuária constrói desses conceitos.

Learning objects and learning designs: an integrated system for reusable, adaptive and shareable learning content

This paper proposes a system, the Smart Learning Design Framework, designed to support the development of pedagogically sound learning material within an integrated, platform-independent data structure. The system supports sharing, reuse and adaptation of learning material via a metadata-driven philosophy that enables the technicalities of the system to be imperceptible to the author and consumer. The system proposes the use of pedagogically focused metadata to support and guide the author and to adapt and deliver the content to the targeted consumer. A prototype of the proposed system, which provides proof of concept for the novel processes involved, has been developed. The paper describes the Smart Learning Design Framework and places it within the context of alternative learning object models and frameworks to highlight similarities, differences and advantages of the proposed system

Designing for innovation around OER

This paper argues that designing collections of 'closed' educational resources (content and technologies) for use by specific student cohorts and collections of open educational resources for use by any 'learner' require different design approaches. Learning design for formal courses has been a research topic for over 10 years as the ever growing range of digital content and technologies has potentially offered new opportunities for constructing effective learning experiences, primarily through greater sharing and re-use of such content and technologies. While progress in adopting learning design by teaching practitioners has appeared slow so far the advent of open educational resources (OER) has provided a substantive boost to such sharing activity and a subsequent need for employing learning design in practice. Nevertheless there appears to be a paradox in that learning design assumes a reasonably well known and well defined student audience with presumed learning needs and mediating technologies while OER are exposed to a multitude of potential learners, both formal and informal, with unknown learning needs and using diverse technologies. It can be argued that innovative designs for formal courses involve creating structured pathways through a mixture of existing and new content and activities using a mixture of media and technologies in the process. This type of 'configurational' design that blends together given items to meet a particular need, rather than designing something fully de novo is typical in many areas of work and not just teaching. Such designs work very well when there is a small set of users of the innovation or their use of the innovation is narrow. However many innovations in information, communication and computing technologies often have multiple types of users and many more layers of complexity. In these cases, rather than heavily pre-define an innovative solution just to meet certain user requirements, it is necessary to design for greater flexibility so as to allow the users to adapt their use of the innovative solution for their own requirements once it has been deployed. The use of such an 'innofusion' approach for OER is highlighted using the case study of OpenLearn (www.open.ac.uk/openlearn)

Intrinsic fantasy: motivation and affect in educational games made by children

The concept of intrinsic fantasy has been considered central to the aim of usefully applying the positive affect of computer games to learning. Games with intrinsic fantasy are defined as having “an integral and continuing relationship with the instructional content being presented”, and are claimed as “more interesting and more educational” than extrinsic fantasy games [1]. Studies of children making educational games have shown they usually create extrinsic games for curriculum learning content. In this study, children were encouraged to create non-curriculum games, more easily distanced from the extrinsic preconceptions of formal schooling. Forty, 7-11 year olds took part in this study (17 boys and 23 girls), designing and making their own games at an after-school club. Despite non-curriculum learning content, no more intrinsic games were created than in previous studies. The children failed to create their own pedagogical models for non-curriculum content and did not see the educational value of intrinsic fantasy games. The implications for transfer and learning in intrinsic games are discussed whilst the definition of intrinsic fantasy itself is questioned. It is argued that the integral relationship of fantasy is unlikely to be the most critical means of improving the educational effectiveness of digital games

Gestalt Theory in Visual Screen Design — A New Look at an old subject

Although often presented as a single basis for educational visual screen design, Gestalt theory is not a single small set of visual principles uniformly applied by all designers. In fact, it appears that instructional visual design literature often deals with only a small set of Gestalt laws. In this project Gestalt literature was consulted to distil the most relevant Gestalt laws for educational visual screen design. Eleven laws were identified. They deal with balance/symmetry, continuation, closure, figure-ground, focal point, isomorphic correspondence, prŠgnanz, proximity, similarity, simplicity, and unity/harmony. To test the usefulness of these laws in visual screen design they were applied to the redesign of an instructional multimedia application, 'WoundCare', designed to teach nursing students wound management. The basic text-based screens in the original WoundCare application were replaced with graphical user interface screens, that were designed according to these principles. The new screen designs were then evaluated by asking students and others to compare the designs. The viewers were also asked to rate directly the value of using the eleven Gestalt design principles in the redesign, both for improving the product's appearance and improving its value for learning. The evaluation results were overwhelmingly positive. Both the new design and the value of applying the eleven Gestalt laws to improve learning were strongly supported by the students' opinions. However, some differences in the value of applying particular Gestalt laws to the interface design were identified and this forms a useful direction for future research

Virual world users evaluated according to environment design, task based adn affective attention measures

This paper presents research that engages with virtual worlds for education users to understand design of these applications for their needs. An in-depth multi-method investigation from 12 virtual worlds participants was undertaken in three stages; initially a small scale within-subjects eye-tracking comparison was made between the role playing game 'RuneScape' and the virtual social world 'Second Life', secondly an in-depth evaluation of eye-tracking data for Second Life tasks (i.e. avatar, object and world based) was conducted, finally a qualitative evaluation of Second Life tutorials in comparative 3D situations (i.e. environments that are; realistic to surreal, enclosed to open, formal to informal) was conducted. Initial findings identified increased users attention within comparable gaming and social world interactions. Further analysis identified that 3D world focused interactions increased participants' attention more than object and avatar tasks. Finally different 3D situation designs altered levels of task engagement and distraction through perceptions of comfort, fun and fear. Ultimately goal based and environment interaction tasks can increase attention and potentially immersion. However, affective perceptions of 3D situations can negatively impact on attention. An objective discussion of the limitations and benefits of virtual world immersion for student learning is presented

Web Portal Design Guidelines as Identified by Children through the Processes of Design and Evaluation

The Web is an important source of information for school projects, but young users do not always find it easy to locate relevant material. A critical factor in success is the portal through which they search or browse web content. Traditionally web portals have been designed by adults with young users in mind, but there is very little evidence that the latter make use of them. In this paper design guidelines are elaborated for such portals that are based upon focus group and operational evaluations by elementary school students of two prototype web portals designed by two intergenerational teams, each comprising elementary school students and adult designers. The evaluations offer strong support for involving children throughout the design process for portals that both in presentation and functionality reflect the cognitive and affective needs of young users rather than adults

Designs on the Web: A case study of online learning for design students

The De Montfort University Electronic Campus initiative started in September 1999. Web‐based learning resources and support have been provided for over 3,000 students via a portfolio of thirty projects ranging across all levels of the university and within every faculty. This paper focuses on one aspect of this initiative: the development of online teaching and learning materials to support first‐year IT modules for students of art and design. An undergraduate module has been converted from traditional, face‐to‐face, delivery to a hybrid combination of Web‐based and studio‐based work in accordance with Laurillard's conversational framework. In the first year of use all the new material has been made available on a pilot basis to a group of 440 students in parallel with conventional lectures and seminars. All the students have had access to the online resources; some students have used them, but some have not. Data on student expectations collected prior to starting on the module are compared with student feedback gathered at the end of the module and student performance data across the two mode's of presentation are compared to establish the relative effectiveness of each approach. In addition the paper reviews the resource implications of developing, delivering and supporting online learning and discusses some of the barriers to implementation that were encountered and overcome