Sunday, July 31, 2011

Mengajar dengan menggunakan CLOUD

Mengajar dengan menggunakan fasilitas TI, khususnya apa yang disebut dengan cloud-computing memang sangat menantang.
Berikut salah satu artikel terkait dengan hal tersebut. Untuk lingkungan Indonesia, dimana saat ini (2011), banyak perusahaan penyedia jasa berlomba menyediakan fasilitas Cloud Computing (bahkan Kemendiknas pun akan membuatnya sendiri), maka beberapa hal menjadi catatan:

1. ketersediaan bandwidth. Penggunaan cloud = intensitas tinggi di bandwidth. Apabila tidak ada bandwidth yang memadai, maka tentu saja sia-sialah semua.

2. bagaimana mengakses Cloud. Tidak semua sekolah/universitas memiliki infrastruktur jaringan yang mumpuni untuk mengakses cloud, bahkan server mereka sendiri, oleh karena itu, persiapan untuk membuat jaringan yang lebih baik sangatlah penting.

3. penggunaan tools. Cloud computing tidak mengharuskan menyediakan perangkat komputer yang rumit, lengkap dengan license2nya, melainkan hanya BROWSER, sedangkan yang selama ini dikembangkan sekolah/universitas adalah memiliki perangkat komputer yang canggih dengan lisensi software yang sangat mahal.

4. biaya recurring. Penggunaan cloud mengharuskan sekolah / universitas mempersiapkan biaya ekstra tahunan, saya ulang sekali lagi - tahunan , untuk memastikan layanan cloud yang disewa dari pihak ketiga dapat terus berjalan. Artinya, apabila sekolah / universitas tidak memiliki dana cukup secara tahunan atau multi tahunan, jangan coba-coba mempertimbangkan menggunakan layanan cloud.

Silahkan mempertimbangkan penggunaan cloud ya.


Teaching with the Cloud

All educators today, but especially those in post-secondary roles, need to learn how to make the most of cloud-based resources in their teaching practices, according to education consultant John Kuglin. The best way to get up to speed on those resources is to take them for a test drive, he said. Fortunately, there's a bunch of free or nearly free stuff out there that virtually anyone can use to get started in the cloud.
"In the [last] 12 to 18 months, there has been an explosion of technologies that have really changed the way we can work as 21st century educators," Kuglin told attendees at the Campus Technology 2011 conference, going on this week in Boston. "And it's up to you to take stock of them, kick a few tires, and figure out how you might be able to deploy them at your school."
Kuglin led an interactive, nuts-and-bolts conference session that exposed attendees to a range of cloud-based tools and technologies, from planning and presentation applications to innovative cloud storage systems and collaboration solutions.
"In the 21st century, you must have a digital footprint," he said. "You really have no choice. And nowadays, that means the cloud."
Kuglin is a retired associate dean and former NASA grant administrator for the University of Montana. He now runs his own consulting practice, through which focuses on technology in K-12 and university classrooms. Kuglin has appeared on CNN, testified before the United States Senate, and served as consultant and on-air host for a 10-part technology series on the Learning Channel.
Kuglin looked at wikis, Web sites designed to allow visitors to freely add, edit, remove, comment on, and just generally change the content stored there, through WikiSpaces. He demonstrated the cloud-based SlideRocket slide-show tool and the CoverItLive live blogging software. He explored cloud-based storage with Dropbox and Pogoplug. He created an easy, cloud-based recording with Screencast-O-Matic, which is billed as "the original online screen recorder. He demonstrated the cloud-based mind-mapping application Mindmeister. And he explored advanced classroom applications of Google Earth.
Kuglin emphasized the ease-of-use of these tools and used them on the spot to assemble an ad hoc, cloud-based tutorial, complete with an audio file.
"These are tools that live outside the campus," Kuglin said. "Where is all of this content? It's actually in a data farm out in San Francisco. It's not on this machine. I can go to any of your machines, and as long as you are connected, I could continue doing this presentation. I don't need my laptop anymore, just a device that's connected to the Internet. We need to get used to that idea."
Kuglin lead his audience through several presentations created in the cloud with SlideRocket. "Those of you who are responsible for your online learning environments are already beginning to see a new model emerge here," he said. "The cloud-based presentation package is surpassing and supplanting the PC-based, PowerPoint world. This is a huge, huge step forward."
"Teachers need to stop saying 'hand it in' and start saying 'publish it,'" he added.
To the inevitable question from his audience about objections raised by campus IT about the security of the cloud, Kuglin said, "I understand that it's an issue, but we cannot continue to hide behind the safety issue, not if we want to offer competitive educational services. The old paradigm was university computer, university employee, university network. Boom, boom, boom; we're secure. But the old days are gone."
During a post-session interview Kuglin said that, even though it's the students who are demanding the kind of information access and educational paradigms enabled by the cloud, his focus is not on the students on the teachers. "You simply have to start working this way," Kuglin said. "And you can't rely on your current employ to provide everything you need to be an effective educator today. You have to go out now and set up your own systems and, essentially, become bigger than your current environment."
Kuglin has made several elements of his presentation available on his Web site.
About the Author
John K. Waters is a freelance journalist and author based in Palo Alto, CA.
http://campustechnology.com/Articles/2011/07/26/Teaching-with-the-Cloud.aspx?p=1

Saturday, July 30, 2011

Mengembangkan kreatifitas dan imajinasi anak dengan Scratch

Apakah Anda telah mencoba SCRATCH ?

Aplikasi ini dikembangkan oleh MIT ini sangat menarik. Selain karena memperkenalkan konsep bahasa visual (visual programming languange), dimana bahasa ini memang sengaja dibuat untuk anak-anak berusia 6-16 tahun. Tujuannya adalah agar anak-anak juga bisa membuat program. Anak-anak juga bisa berkreasi dan menuangkannya dalam komputer dengan cara yang mudah dan menyenangkan.

Scratch dapat diakses di sini (scratch.mit.edu).

Jangan lupa juga untuk tergabung di dalam portal untuk para guru khususnya / komunitas pengguna, yang dapat diakses di http://scratched.media.mit.edu/

Selamat menikmati Scratch

Artikel: Dunia Pendidikan Universitas dan Kenyataan Media

Higher Education and the New Media Reality

As a cultural anthropologist and researcher in the modern discipline of digital ethnography, Michael Wesch likes to ask the big, complex questions: How do we find meaning and significance in the digital age? How is technology affecting society and culture? How are social media changing teaching and learning practices? But as a teacher, an associate professor of cultural anthropology at Kansas State University, he likes to ask his students one small, simple question at the start of each year.
"I ask, How many of you do not actually like school?" he said. "Almost invariably almost half raise their hands. Then I vary the question slightly. I ask, How many of you do not like learning? And I get no hands. These are people who like learning, but they don't like it to be institutionally created for them. Clearly something's wrong here."
Wesch delivered the keynote opener for the seventh annual Campus Technology Conference Tuesday before a packed ballroom in the Seaport World Trade Center in Boston, MA.
"Talk to any futurist, and he'll tell you that we're headed toward ubiquitous computing, ubiquitous communication, ubiquitous information at unlimited speed about everything, everywhere, from anywhere on all kinds of devices," he said. "They disagree on how we'll get there, but everyone agrees we're going there, and that means that it's now ridiculously easy ... to connect, organize, share, collaborate, and publish with anybody to anybody in the world."
It such a world, Wesch concluded, traditional classrooms are out of place. "It strikes me now that we have to move from knowledgeable--that is just knowing a bunch of stuff--to being actually knowledge-able--that's being able to find, sort, analyze, criticize, and ultimately create new information and knowledge," he said.
Being "knowledge-able," he added, is also about recognizing that while we're using these tools, the tools might be changing us.
During his presentation ("From Knowledgeable to Knowledge-Able: New Learning Environments for New Media Environments"), he talked about the impact of digital media and technologies on higher education and shared some of the personal experiences that led him to his current field of study.
Before turning his attention to the effects of social media and digital technology on global society, Wesch spent two years studying the implications of writing on a remote indigenous culture in the rain forest of Papua New Guinea. Wesch found himself for the first time in a society that was not mediated.
"I was reborn, so to speak," he said. "It was terrible but also wonderful to have that opportunity to grow up again in a different culture. In that process, the thing that struck me the most was just how mediated I had been in my first American life--late '80s, early '90s--the MTV era and the beginning of the info-era. All of those things were so important to me as I was shaping my identity, and now here, there was none of that. I really got a sense for the first time of what it means to be mediated, and I started studying what it means to live in a mediated world."
Wesch described how the remote village that inspired his future research became mediated right before his eyes.
"New media came in in the form of writing--in particular, census books and law books from the government," he explained. "This was the first census ever done in the village."
The results were dramatic, even devastating, he said. Villages were rearranged--essentially destroyed--in neat rows with numbers to match the census book. Disputes that were once handled easily and openly among villagers were now handled in courtrooms.
"We have to recognize in our society that the new media we see in our environment are not just news means of communication, not just tools," he said. "Media change what can be said, how it can be said, who can say it, who can hear it, and what messages will count as information and knowledge."
Because media ultimately shape how we connect with one another, he said, they're actually mediating relationships.
"When media change, our relationships change, and our culture changes," he said.
And so do our colleges and universities. Our students are being bombarded with images and information--which is not a new insight, Wesch acknowledged, but the common response that we need to teach critical thinking is just the beginning of a solution, he said.
"If we stop at critical thinking, we haven't gone far enough," he said. "In this environment, critical thinking helps you filter the things that are coming at you, but you also need skills [to help you] find and sort information."
Wesch shared a number of clips to illustrate the evolution of new media from something that is consumed to one side of a conversation, and the possibilities these changes present for students and educators, including the turning-point 2006 "Free Hugs" YouTube video. He went on to discuss the importance of teaching "multimedia fluency" with examples of satirically dubbed news clips and the "culture jamming" activities of the Yes Men and promoted the concept of author Gardner Campbell called "meta-media fluency."
"Whether you believe that students need to become great global citizens, entrepreneurs, or whatever it might be, they have to understand this stuff," he said. "They need to be able to navigate and use all of these different technologies fluently."
Wesch made a big splash in 2007 when a video he created to launch KSU's Digital Ethnography Working Group became a YouTube sensation. "The Machine is Us/ing Us" was released to the video publishing site Jan. 31 of that year. Within a month, the little video created in Wesch's basement in St. George, KS had been seen more than 1.7 million people, translated into about five languages, and shown to large audiences at major conferences on six continents. To date, the video has been viewed nearly 9 million times and translated into more than 10 languages.
Wesch is a researcher but also an active developer of innovative teaching techniques, including the World Simulation Project, which is the centerpiece of KSU's Introduction to Cultural Anthropology course. On his Mediated Cultures Web site, Wesch describes the project as "a radical experiment in learning, created in a fit of frustration with the large lecture hall format which seems inevitable in a classroom of 200-400 students."
Wesch said he worries that we're becoming an "eyes down" society of the smart phone-focused and that our technology might be sapping our capacity for empathy. He recalled a moment during his New Guinea study to illustrate what he means:
"We stand at a crossroads right now," Wesch said. "One of the roads doesn't go to a very happy place. We're starting to realize that, while all of this [technology] seems to promise new possibility for freedom, we're also seeing new forms of control emerge. We see new possibility for community, new types of connections. And we also see people using these technologies to isolate themselves more and more. These tools can help to create a richer, more engaged democracy. But they can also become the ultimate tools of distraction."
"We can no longer blame the media," he added. "This world is no more or less than what we make of it. And we as educators have a double responsibility at this moment to, not only make of this what we want it to be, but to create students who can make something better of all this."
About the Author
John K. Waters is a freelance journalist and author based in Palo Alto, CA.

sumber: http://campustechnology.com/Articles/2011/07/28/Higher-Education-and-the-New-Media-Reality.aspx?Page=2&p=1

Friday, July 8, 2011

Pembayaran "Mobile" Gantikan Fungsi Dompet?

KOMPAS.com — Bagaimana bila ponsel yang kita gunakan menggantikan fungsi dompet?

click to enlarge

Paypal sudah berpikir ke arah itu. Perusahaan raksasa yang berkecimpung dalam urusan pembayaran ini memprediksikan pembayaran lewat uang di dompet akan mati tahun 2015. PayPal baru saja mengakuisisi provider pembayaran mobile Zong senilai 40 juta dollar AS.

PayPal bukan satu-satunya yang masuk dalam "permainan" ini. Google belum lama ini meluncurkan Google Wallet, sistem pembayaran mobile, dan Visa baru-baru ini membuat investasi strategis di Square, platform pembayaran mobile, yang kini bernilai lebih dari 1,4 miliar dollar AS.

Layanan komunitas profesional Google Plus memutuskan untuk melihat lebih jauh tren pembayaran mobile dan menciptakan sebuah infografis yang melacak apa yang diyakini pakar dan analis bahwa perdagangan mobile akan terjadi dalam empat tahun ke depan.

Termasuk apa yang akan terjadi dengan teknologi Near Field Communication (NFC), yang mengizinkan transaksi sederhana, pertukaran data, dan koneksi dengan sekali sentuh. Google Plus juga membandingkan beberapa pemain belakangan ini dalam ruang pembayaran mobile.

Nah, bersiaplah. Pembayaran mobile lewat ponsel akan meninggalkan dompet Anda. (Mashable/KSP)
build-access-manage on www.dayaciptamandiri.com