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The 1st INDOPED International Seminar hosted by SEAMOLEC

 

INDOPED Project (Modernizing Indonesian Higher Education with Tested European Pedagogical Practices) has taken a broader step. After several join-workshops and a year of implementation of the European pedagogical methods in Indonesian universities, it is the time to present and disseminate the result to larger audiences. SEAMEO Regional Open Learning Center (SEAMOLEC), as the center for open and distance learning in Southeast Asia, pays a great attention and actively supports this project by conducting seminar through video conference in a programme called The 1st INDOPED International Webinar during 20-24 February 2017. This webinar is also part of activities to celebrate SEAMOLEC 20th anniversary, which held on 27th of February 2017. The series of webinar had a strong focus on innovative teaching and learning method including case studies of innovation in practice. The webinar were presented by a range of academics from both Indonesian Universities and European universities. The webinar has successfully gathered more than 160 participants from Indonesia and other Southeast Asian countries. The participants came from education practitioners in any level education institutions.

The first session conducted on 20 February 2017 by presenting Learning by Teaching method as one of the developed method in this project. This method innovated and developed by Turku University Applied Science (TUAS), and implemented at Bina Nusantara University International, and Catholic University of Widya Mandala Surabaya. This method has become an interesting method for the students. Students from senior year at the universities acting as trainers for their juniors, students working in trainer teams (3-5 student per team) which aim to plan, organize and implement all the trainings independently. They plan and prepare contents of the training, all the materials and tasks for their juniors. Lecturer´s role is to guide and give support and feedback for students. This session was presented by Ms. Meiju Keinänen from Turku University Applied Science (TUAS), Mr. Anthony Wijaya from Catholic University of Widya Mandala Surabaya, and Ms. Yanthi Martowidjojo from Bina Nusantara University International shared her experiences along with her students. Most students perceived these strategies to have been quite useful in encouraging self-directed, life- long learning skills as well as deepening the level of understanding on specific concepts.

In the same day, the session continued by discussion regarding Project Hatchery method.  Ms. Meiju Keinänen from Turku University Applied Science (TUAS) presented how the concept should be conducted complete with the time schedule and the act and responsibility of teachers, tutors, and students within the concept. Meanwhile, Mr. Handrick Kongdro from Bina Nusantara and Mr. Agus Arif Munnawar from Syahkuala University shared their experience in implementing this method to their students. From the discussion, session revealed this concept could improve the soft skills of students through group work and multidisciplinary learning environment.

The second day of webinar presented the Project Module method. This session invited Mr. Sakari Koivunen from TUAS, and Mr. Tri A. Budiono from Binus University International.  The interesting part from this method is the collaboration between university and company in order to provide the students with real work experience. The experience should enhance student's career and personal development, allowing student to develop knowledge and skills regarding their career choices.

The day 3 of webinar were discussing about Rubrics Assessment, The concept of this method presented by Mr. Erik Hendriks from Inholland university, and the implementation result presented by   Ms. Yanthi Martowidjojo from Binus Unversity International. The rubrics can help clarify lecture’s expectations and will show students how to meet them, making students accountable for their performance in an easy-to-follow format. The feedback that students received through a grading rubric can help them improve their performance on revised or subsequent work.

Higher order thinking skill (HOTS) involves the learning of complex judgmental skill such as critical thinking and problem solving. The evaluation for this method could also conducted by using rubric, mastery levels of higher order thinking skills are defined by outlining the criteria. 

The followed session was Innovation Camp on Thursday session, this method invited Mr. Jesper Nørskov from BAA and Mr. Tri Sugiarto from Universitas Negeri Yogyakarta. The innovation camp is an intensive idea generation, idea development and innovation method, where students from different educational programmes are working together in interdisciplinary teams in order to solve a specific issue or challenge for a company. The fundament in the platform is "close to practice". This means, the industry practice, which students must work in, after graduation.

The last day of webinar brought Gamification as the last method to be discussed. Ms. Joanna from University of Gdansk and Ms. Lanny Hartanti from UWM. Gamification is a tool that allows to implement the game elements in a non-game environment as the university to engage and motivate students to learn. It changes the way of thinking about learning, the approach for learning. Gamification enables students to take responsibility for their education, to manage their own learning process and choose the way of learning (strategic approach) and to have satisfaction deriving from progress in learning. It highly increases students’ engagement and motivation to acquire knowledge.

Any method of learning should support individuals, teams or the education institution as a whole to build capability that meets student's need. All the presented methods has shown that the lecture role has transformed into facilitators or even colleagues for their students. The lecturers acted as guides, mediators, consultants, instructors, and advocates for the students, helping to effectively connect their community-based knowledge to the classroom learning experiences. At this part, the lecture charged to develop a learning environment that is relevant to and reflective of their student.

 

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