What they said about Educational Technology [ Definion ]

I'm Graduate..!
Originally uploaded by sheikha85

Educational Technology - also known variously as e-learning, instructional technology and learning technology - is the use of technology to support the learning process. Although the term can refer to all kinds of analogue technologies, eg photographs, film, video, audio recordings etc, it is usually used to talk specifically about digital computer technology.

Although technology is widely used in the administration and management of education (eg student records, marketing, procurement, finance etc etc) and in research, educational technology is only concerned with technology as it impacts upon the learning process, eg in delivering learning materials, faciliating communication and providing assessment and feedback.

Technology can benefit both traditional (ie face-to-face) and open and distance learning models. And perhaps it makes it easier to combine different models to provide a blended learning experience tailored to the individual's needs.

http://edtech.twinisles.com/

Educational technology is a complex, integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems, involved in all aspects of human learning. In educational technology, the solutions to problems take the form of all the Learning Resources that are designed and/or selected and/or utilized to bring about learning, these resources are identified as Messages, People, Materials, Devices, Techniques, and Settings. The processes for analyzing problems, and devising, implementing and evaluating solutions are identified by the Educational Development Functions of Research-Theory, Design, Production, Evaluation-Selection, Logistics, Utilization, and Utilization-Dissemination. The processes of directing or coordinating one or more of these functions are identified by the Educational Management Functions of Organization Management and Personnel Management. The relationships among these elements are shown by the Domain of Educational Technology Model.

courses.educ.ksu.edu

The Definition of Educational Technology. by. Association for Educational Communications and Technology (AECT). Definition and Terminology Committee ...

www.indiana.edu



So, What do you said about Educational Technology ?

Pengertian Pembelajaran

Suasana pembelajaran
Originally uploaded by MyZana

Pembelajaran berasal dari kata dasar belajar. Belajar merupakan proses yang dapat menimbulkan perubahan pengetahuan, sikap, tingkah laku, dan keterampilan seseorang melalui pengalaman dan latihan serta interaksi dengan lingkungan. Belajar dapat dilakukan di mana, kapan, oleh siapa, dan dalam kondisi apa saja secara terus menerus sepanjang hayat.

Pengertian belajar menurut James O. Whittaker dalam buku Psikologi Belajar adalah, “Proses di mana tingkah laku ditimbulkan atau diubah melalui latihan atau pengalaman.” W. S. Winkels dalam buku Psikologi Pengajaran mengatakan bahwa, “Belajar adalah suatu aktivitas mental yang berlangsung dalam interaksi aktif dengan lingkungan yang menghasilkan perubahan-perubahan dalam pengetahuan, pemahaman, keterampilan, nilai, dan sikap.”
Definisi belajar yang dikemukakan di atas dapat disimpulkan bahwa belajar tidak sekedar mengumpulkan ilmu pengetahuan, menghafal, dan mengumpulkan buku-buku. Belajar merupakan proses yang dapat membawa perubahan pada diri individu yang belajar. Perubahan tersebut mencakup perubahan sikap, tingkah laku, kemampuan, kecakapan, keterampilan, watak, pengetahuan, dan penyesuaian diri.

Sistematika mengenai lima jenis belajar dikemukakan oleh Gagne yang dikutip oleh W. S. Winkels dalam buku Psikologi Pengajaran. Lima jenis belajar tersebut diantaranya adalah, “Informasi verbal, kemahiran intelektual, pengaturan kegiatan kognitif, keterampilan motorik, dan sikap.“

Lima jenis belajar di atas merupakan hal yang harus ada dalam setiap kegiatan pembelajaran. Informasi verbal digunakan untuk menyampaikan pengetahuan yang dimiliki seseorang dalam bentuk lisan maupun tulisan. Kemahiran intelektual yang dimiliki akan dapat mencapai tujuan pembelajaran. Pengaturan kegiatan kognitif digunakan untuk mengarahkan aktivitas kognitif seseorang. Kemampuan motorik dan sikap digunakan untuk melakukan rangkaian gerak secara terpadu dan dalam menentukan tindakan.
Pembelajaran adalah suatu kegiatan yang dirancang untuk belajar. Pembelajaran menurut Soeharto, dkk. dalam bukunya Teknologi Pembelajaran mengatakan bahwa, “Pembelajaran berarti memanipulasi lingkungan untuk memberi kemudahan orang belajar.” Pembelajaran adalah, “Proses membuat orang belajar dan pembelajaran bertujuan untuk menanamkan nilai-nilai yang berguna bagi siswa untuk terjun ke dalam masyarakat."

Electronic learning

E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.


Typical Managed Learning Environment with a navigation menu and icons giving access to automated tools and content pages.In higher education especially, the increasing tendency is to create a Virtual Learning Environment (VLE) (which is sometimes combined with a Management Information System (MIS) to create a Managed Learning Environment) in which all aspects of a course are handled through a consistent user interface standard throughout the institution. A growing number of physical universities, as well as newer online-only colleges, have begun to offer a select set of academic degree and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines. While some programs require students to attend some campus classes or orientations, many are delivered completely online. In addition, several universities offer online student support services, such as online advising and registration, e-counselling, online textbook purchase, student governments and student newspapers.

e-Learning can also refer to educational web sites such as those offering learning scenarios, worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training

Education philosophy

The philosophy of education is the study of the purpose, nature and ideal content of education. Related topics include knowledge itself, the nature of the knowing mind and the human subject, problems of authority, and the relationship between education and society. At least since Locke's time, the philosophy of education has been linked to theories of developmental psychology and human development.

Fundamental purposes that have been proposed for education include:

The enterprise of civil society depends on educating young people to become responsible, thoughtful and enterprising citizens. This is an intricate, challenging task requiring deep understanding of ethical principles, moral values, political theory, aesthetics, and economics, not to mention an understanding of who children are, in themselves and in society.
Progress in every practical field depends on having capacities that schooling can educate. Education is thus a means to foster the individual's, society's, and even humanity's future development and prosperity. Emphasis is often put on economic success in this regard.
One's individual development and the capacity to fulfill one's own purposes can depend on an adequate preparation in childhood. Education can thus attempt to give a firm foundation for the achievement of personal fulfillment. The better the foundation that is built, the more successful the child will be. Simple basics in education can carry a child far.
A central tenet of education typically includes “the imparting of knowledge.” At a very basic level, this purpose ultimately deals with the nature, origin and scope of knowledge. The branch of philosophy that addresses these and related issues is known as epistemology. This area of study often focuses on analyzing the nature and variety of knowledge and how it relates to similar notions such as truth and belief.

While the term, knowledge, is often used to convey this general purpose of education, it can also be viewed as part of a continuum of knowing that ranges from very specific data to the highest levels. Seen in this light, the continuum may be thought to consist of a general hierarchy of overlapping levels of knowing. Students must be able to connect new information to a piece of old information to be better able to learn, understand, and retain information. This continuum may include notions such as data, information, knowledge, wisdom, and realization.

Alternative education

Alternative education, also known as non-traditional education or educational alternative, is a broad term which may be used to refer to all forms of education outside of traditional education (for all age groups and levels of education). This may include both forms of education designed for students with special needs (ranging from teenage pregnancy to intellectual disability) and forms of education designed for a general audience which employ alternative educational philosophies and/or methods.

Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education. These alternatives, which include charter schools, alternative schools, independent schools, and home-based learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community.

In certain places, especially in the United States, the term alternative may largely refer to forms of education catering to "at risk" students, as it is, for example, in this definition drafted by the Massachusetts Department of Education.

Virtual education

Virtual Education refers to instruction in a learning environment where teacher and student are separated by time or space, or both, and the teacher provides course content through course management applications, multimedia resources, the Internet, videoconferencing, etc. Students receive the content and communicate with the teacher via the same technologies

[edit] Characteristics of Virtual Education
Virtual education is a term describing online education using the Internet. This term is primarily used in higher education where so-called Virtual Universities have been established.

Virtual courses – a synonym is online courses – are courses delivered on the Internet. "Virtual" is used here to characterize the fact that the course is not taught in a classroom face-to-face but through some substitute mode that can be associated with classroom teaching.

A virtual program (or a virtual course of studies) is a study program in which all courses or at least a significant portion of the courses are virtual courses.


[edit] Instruction Modes for Virtual Education
Many virtual study programs are mainly text based, using HTML, PowerPoint, or PDF documents. Multimedia technologies have been investigated for many years and eventually found their way into practice. Today a wide spectrum of instruction modes is available, including the following ones:

Hypertext courses: Structured course material is used as in a conventional distance education program. However, all material is provided electronically and can be viewed with a browser. Hyperlinks connect text, multimedia parts and exercises in a meaningful way.
Video-based courses are like face-to-face classroom courses, with a lecturer speaking and Powerpoint slides or online examples used for illustration. Video-streaming technologies is used. Students watch the video by means of freeware or plug-ins (e.g. Windows Media Player, RealPlayer).
Audio-based courses are similar but instead of moving pictures only the sound track of the lecturer is provided. Often the course pages are enhanced with a text transcription of the lecture.
Animated courses: Enriching text-oriented or audio-based course material by animations is generally a good way of making the content and its appearance more interesting. Animations are created using Macromedia Flash or similar technologies.
Web-supported textbook courses are based on specific textbooks. Students read and reflect the chapters by themselves. Review questions, topics for discussion, exercises, case studies, etc. are given chapterwise on a website and discussed with the lecturer. Class meetings may be held to discuss matters in a chatroom, for example.[2]

[edit] Communication and Interaction
Students in virtual education typically acquire knowledge in a uni-directional manner first (e.g. by studying a video, reading a textbook chapter). Subsequent discussions of problems, solving exercises, case studies, review questions, etc. help the students to understand better what they learned before. Electronic media like a discussion forum, chat room, voice mail, e-mail, etc. are often employed for communication.

Homework assignments are normally submitted electronically, e.g. as an attachment to an e-mail. When help is needed, lecturers, tutors, or fellow students, or a help desk are available, just like in a real university. The difference is that all communication goes via electronic media.


[edit] Platforms
Most virtual study programs use an e-learning platform (learning management system – LMS) to administer students and courses and to provide learning content. Examples of such systems are WebCT or Moodle.

Flexible Learning

Flexible Learning is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs.

Flexible learning approaches are often designed using a full range of teaching and learning theories, philosophies and methods to provide students with opportunities to access information and expertise, contribute ideas and opinions, and correspond with other learners and mentors. This may occur through the use of internet-based tools such as Virtual Learning Environments (VLEs) or Learning Management Systems (LMSes), discussion boards or chat rooms; and may be designed as a "blended" approach, with content available electronically and remotely, as well as "face-to-face" classroom tutorials and lectures.

While the majority of flexible learning programs to date have taken advantage of computer-based systems ("E-learning"), the rapidly increase in the processing power and popularity of mobile digital devices has recently caused considerable interest in mobile learning - the use of mobile devices such as mobile phones, iPods, and Personal Digital Assistants (PDAs) to increase the mobility of learners and correspondingly enhance the flexibility of their learning.

Learning theory (education)

In psychology and education, learning theories are attempts to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. There are basically three main perspectives in learning theories, behaviorism, cognitivism, and constructivism.

Every well-constructed theory of education has at its center a philosophical anthropology

[edit] Radical Behaviorism
Main article: Radical Behaviorism
Radical Behaviorism is an approach to psychology which purports that learning is the result of operant conditioning. Operant conditioning is a process both named and investigated by B. F. Skinner. The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of that behavior occurring again; or punishment,which decreases the likelihood of the same behavior recurring in the future. The issues surrounding are relatively complex. For example, a reinforcer or a punisher is defined within behaviorism by its effect on behavior. Therefore a punisher is not considered to be punishment if it does not result in the reduction of a particular behavior. As a result, behaviorists are particularly interested in measurable changes in behavior, which is itself a basic premise of the scientific method.


[edit] Cognitivism
Main article: Cognitivism (psychology)
Cognitivism, also known as cognitive information processing (CIP). Cognitivism became the dominant force in psychology in the late 20th century, replacing behaviorism as the most popular paradigm for understanding mental function. Cognitive psychology is not a wholesale refutation of behaviorism, but rather an expansion that accepts that mental states are appropriate to analyze and subject to examination. This was due to the increasing criticism towards the end of the 1950s of behaviorist models. For example, Noam Chomsky argued that language could not be acquired purely through conditioning, and must be at least partly explained by the existence of internal mental states, and that these states can be described and analyzed.


[edit] Constructivism
Main article: Constructivism (learning theory)
Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge. In other words, "learning involves constructing one's own knowledge from one's own experiences." Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context.The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. This is also known as knowledge construction as a social process. We can work to clarify and organize their ideas so we can voice them to others. It gives us opportunities to elaborate on what they learned. We are exposed to the views of others. It enables us to discover flaws and inconsistencies by learning we can get good results. Constructivism itself has many variations, such as generative learning, discovery learning, and knowledge building. Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure.


[edit] Informal and post-modern theories
Informal theories of education deal with more practical breakdown of the learning process. One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Modern thinkers favour the latter, though without any basis in real world research. Critics believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks.

Other concerns are the origins of the drive for learning. To this end, many have split off from the mainstream holding that learning is a primarily self taught thing, and that the ideal learning situation is one that is self taught. According to this dogma, learning at its basic level is all self taught, and class rooms should be eliminated since they do not fit the perfect model of self learning. However, real world results indicate that isolated students fail. Social support seems crucial for sustained learning.

Informal learning theory also concerns itself with book vs real-world experience learning. Many consider most schools severely lacking in the second. Newly emerging hybrid instructional models combining traditional classroom and computer enhanced instruction promise the best of both worlds.

Instructional technology

There are two types of instructional technology: those with a systems approach, and those focusing on sensory technologies.

The definition of instructional technology prepared by the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee is as follows:

Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. ... The words Instructional Technology in the definition mean a discipline devoted to techniques or ways to make learning more efficient based on theory but theory in its broadest sense, not just scientific theory. ... Theory consists of concepts, constructs, principles, and propositions that serve as the body of knowledge. Practice is the application of that knowledge to solve problems. Practice can also contribute to the knowledge base through information gained from experience. ... Of design, development, utilization, management, and evaluation ... refer to both areas of the knowledge base and to functions performed by professionals in the field. ... Processes are a series of operations or activities directed towards a particular result. ... Resources are sources of support for learning, including support systems and instructional materials and environments. ... The purpose of instructional technology is to affect and effect learning (Seels & Richey, 1994, pp. 1-9).

History of Instructional Technology
The first use of instructional technology cannot be attributed to a specific person or time. Many histories of instructional technology start in the early 1900s, while others go back to the 1600s. This depends on the definition of instructional technology. Definitions that focus on a systems approach tend to reach further back in history, while those definitions focused on sensory devices are relatively more recent.

The use of audio and visual instruction was boosted as a military response to the problems of a labor shortage during WWII in the United States. There was a definitive need to fill the factories with skilled labor. Instructional technology provided a methodology for training in a systematic and efficient manner.

With it came the use of highly structured manuals, instructional films, and standardized tests. Thomas Edison saw the value of instructional technology in films but did not formalize the science of instruction as the US military did so well.


[edit] Instructional Technology Today
Instructional technology is a growing field of study which uses technology as a means to solve educational challenges, both in the classroom and in distance learning environments.

While instructional technology promises solutions to many educational problems, resistance from faculty and administrators to the use of technology in the classroom is not unusual. This reaction can arise from the belief - or fear - that the ultimate aim of instructional technology is to reduce or even remove the human element of instruction. Most instructional technologists however, would counter with this claim that education will always require human intervention from instructors or facilitators.

Many graduate programs are producing instructional designers, who increasingly are being employed by industry and universities to create materials for distance education programs. These professionals often employ e-learning tools, which provide distance learners the opportunity to interact with instructors and experts in the field, even if they are not located physically close to each other.


[edit] Learning Theory and Instructional Technology
The purpose of instructional technology, of course, is the promotion of learning. Learning theory (education) has influenced Instructional design and Instructional designers (the practitioners of Instructional Technology). Instructional Technologies promote communication and interactivity. These two come together under the general heading of Interaction.

Moore (1989) argues that there are three types of learner interaction (learner-content, learner-instructor, and learner-learner interactions). In the years since Moore's article, several philosophical views have surfaced that relate Instructional technology to these types of interaction.

Most traditional researchers (those subscribing to Cognitivism) argue that learner-content interaction is perhaps the most important endeavor of Instructional technology. Some researchers (those subscribing to constructivism) argue that Moore's social interactions, (learner-instructor and learner-learner interactions), are as useful as learner-content interaction.


[edit] Areas
Within the field of instructional technology, there are many specific areas of focus. While instructional technology can apply to the military and corporate settings, educational technology is instructional technology applied to a learning and teaching environment.

Razavi (2005) advocates that educational technology covers instructional technology. It includes instructional technology and the field study in human teaching and learning. So educational technology is broader than instructional technology. Instructional technology itself is consisted from two major parts. One is teaching technology and another is learning technology. In the education industry, the term "instructional technology" is frequently used interchangeably with "educational technology."

Human Performance Technology (HPT) has a focus on corporate environments. Learning sciences are a growing area of focus dealing instructional techniques and learning theories

Instructional design

Instructional design is the practice of arranging media to help learners and teachers transfer knowledge most effectively. The process consists broadly of determining the current state of learner understanding, defining the end goal of instruction, and creating some media-based "intervention" to assist in the transition. Ideally the process is informed by pedagogically tested theories of learning and may take place in student-only, teacher-led or community-based settings. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed.

As a field, Instructional Design is historically and traditionally rooted in cognitive and behavioural psychology. However, because it is not a regulated field, and therefore not well understood, the term 'instructional design' has been co-opted by or confused with a variety of other ideologically-based and / or professional fields. Instructional Design, for example, is not Graphic Design although graphic design (from a cognitive perspective) could play an important role in Instructional Design. Preparing instructional text by E. Misanchuk, and publications by James Hartley are useful to informing the distinction between Instructional Design and Graphic Design.

[edit] History
Much of the foundation of the field of instructional design was laid in World War II, when the U.S. military faced the need to rapidly train large numbers of people to perform complex technical tasks, from field-stripping a carbine to navigating across the ocean to building a bomber.

Drawing on the research and theories of B.F. Skinner on operant conditioning, training programs focused on observable behaviors. Tasks were broken down into subtasks, and each subtask treated as a separate learning goal. Training was designed to reward correct performance and remediate incorrect performance. Mastery was assumed to be possible for every learner, given enough repetition and feedback. After the war, the success of the wartime training model was replicated in business and industrial training, and to a lesser extent in the primary and secondary classroom.

During the later half of the 20th century, learning theories began to be influenced by the growth of digital computers. In 1955 Benjamin Bloom published an influential taxonomy of what he termed the three domains of learning: Cognitive (what we know or think), Psychomotor (what we do, physically) and Affective (what we feel, or what attitudes we have). These taxonomies still influence the design of instruction.

Many Instructional design theorists began to adopt an "information-processing" approach to the design of instruction. David Merrill for instance developed Component Display Theory (CDT). This influential theory concentrated on the means of presenting instructional materials (presentation techniques). Later in the 1980s and throughout the 1990s cognitive load theory began to find empirical support for a variety of presentation techniques.


[edit] Cognitive load theory and the design of instruction
Cognitive load theory developed out of several empirical studies of learners as they interacted with instructional materials (Sweller, 1988). It is emblematic of the historical roots of cognitive psychology in Instructional Design. Sweller and his associates began to measure the effects of working memory load and found that the format of instructional materials has a direct effect on the performance of the learners using those materials (Chandler and Sweller, 1991; Sweller and Cooper, 1985, Cooper and Sweller, 1987).

While the media debates of the 1990s focused on the influences of media on learning, cognitive load effects were being documented in several journals. These effects it seems were based on the design of instructional materials, as opposed to the media being used. Finally Mayer (1997) asked the Instructional Design community to reassess this media debate, to refocus their attention on what was most important – learning.

By the late 1990s, John Sweller and his associates had discovered several learning effects related to cognitive load and the design of instructional materials (e.g. the Split attention effect, redundancy effect, and the worked example effect). Later, other researchers like Richard Mayer began to attribute other learning effects to cognitive load (Mayer, 1997). Mayer and his associates soon developed a Cognitive Theory of Multimedia Learning (Mayer, 2001, Mayer, Bove, Bryman, Mars, and Tapangco, 1996; Mayer, Steinhoff, Bower, and Mars, 1995).

In the past decade, Cognitive load theory has begun to be internationally accepted (Paas, Renkl, & Sweller, 2004) and begun to revolutionize how Instructional Designers view instruction. Recently, Human performance experts have even taken notice of cognitive load and begun to promote this theory base as the Science of Instruction, with Instructional Designers as the practitioners of this field (Clark and Mayer, 2002). Finally Clark, Nguyen and Sweller (2006) published an important text describing how Instructional Designers can promote efficient learning using evidence based guidelines of Cognitive load theory.


[edit] Learning Design
The IMS Learning Design specification supports the use of a wide range of pedagogies in online learning. Rather than attempting to capture the specifics of many pedagogies, it does this by providing a generic and flexible language. This language is designed to enable many different pedagogies to be expressed. The approach has the advantage over alternatives in that only one set of learning design and runtime tools then need to be implemented in order to support the desired wide range of pedagogies. The language was originally developed at the Open University of the Netherlands (OUNL), after extensive examination and comparison of a wide range of pedagogical approaches and their associated learning activities, and several iterations of the developing language to obtain a good balance between generality and pedagogic expressiveness.


[edit] Instructional design models
Perhaps the most common model used for creating instructional materials is the ADDIE Model. This acronym stands for the 5 phases contained in the model:

Analyze - analyze learner characteristics, task to be learned, etc.
Design - develop learning objectives, choose an instructional approach
Develop - create instructional or training materials
Implement - deliver or distribute the instructional materials
Evaluate - make sure the materials achieved the desired goals
Most of the current instructional design models are variations of the ADDIE model. A sometimes utilized adaptation to this model is in a practice known as rapid prototyping. Proponents suggest that through an iterative process the verification of the design documents saves time and money by catching problems while they are still easy to fix. This approach is not novel to the design of instruction, but appears in many design-related domains including software design, architecture, transportation planning, product development, message design, user experience design, etc.

Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials.


[edit] Influential researchers and theorists
Lev Vygotsky - Learning as a social activity - 1930s
B.F. Skinner - Behaviorism - 1940s
Benjamin Bloom - Taxonomies of the cognitive, affective, and psychomotor domains - 1955
R.F. Mager - ABCD model for instructional objectives - 1962
Jean Piaget - Cognitive development - 1960s
Seymour Papert - LOGO - 1970s
Robert M. Gagné - Nine Events of Instruction - 1970s
Jerome Bruner - Constructivism
Dick, W. & Carey, L. "The Systematic Design of Instruction" - 1978
Michael Simonson - Instructional Systems and Design via Distance Education - 1980s
M. David Merrill and Charles Reigeluth - Elaboration Theory / Component Display Theory / PEAnets - 1980s
Robert Heinich, Michael Molenda, James Russell - Instructional Media and the new technologies of instruction 3rd ed. - Educational Technology - 1989
Roger Schank - Constructivist simulations - 1990s
David Jonassen - Cognitivist problem-solving strategies - 1990s
Ruth Clark - Theories on instructional design and technical training - 1990s
Charles Graham and Curtis Bonk - Blended learning - 2000s

Artificial intelligence

“AI” redirects here. For other uses of "AI" and "Artificial Intelligence", see AI (disambiguation).

Garry Kasparov playing against Deep Blue, the first machine to win a chess game against a reigning world champion. Artificial intelligence Portal
The term Artificial Intelligence (AI) was first used by John McCarthy who used it to mean "the science and engineering of making intelligent machines".[1] It can also refer to intelligence as exhibited by an artificial (man-made, non-natural, manufactured) entity. While AI is the generally accepted term others, including both Computational Intelligence and Synthetic Intelligence have been proposed as potentially being "more accurate."[2] The terms strong and weak AI can be used to narrow the definition for classifying such systems. AI is studied in overlapping fields of computer science, psychology, philosophy, neuroscience, and engineering, dealing with intelligent behavior, learning, and adaptation and usually developed using customized machines or computers.

Research in AI is concerned with producing machines to automate tasks requiring intelligent behavior. Examples include control, planning and scheduling, the ability to answer diagnostic and consumer questions, handwriting, natural language, speech, and facial recognition. As such, the study of AI has also become an engineering discipline, focused on providing solutions to real life problems, knowledge mining, software applications, strategy games like computer chess and other video games. One of the biggest difficulties with AI is that of comprehension. Many devices have been created that can do amazing things, but critics of AI claim that no actual comprehension by the AI machine has taken place.

IPTPI Kembangkan Pola Belajar Berbasis TP

Pola belajar mengajar dengan pendekatan teknologi pendidikan (TP) masih menghadapi berbagai hambatan. Ini terjadi selain karena kurangnya kualitas SDM dan sarana penunjang juga masih ada pemahaman masyarakat yang menilai bahwa belajar harus dengan tatap muka.

Padahal, menurut Ketua Ikatan Profesi Teknologi Pendidikan Indonesia (IPTPI), Prof Dr Yusuf Hadi M, pola belajar sudah sangat berkembang dan maju. Misalnya belajar jarak jauh dengan menggunakan sarana teknologi informasi, seperti TV, internet, dan paket kejar, SMP/universitas terbuka serta belajar berbasis komputer. Pola ini berkembang mengingat semakin efisiennya waktu dan pola hidup masyarakat. ''Saat ini kita melakukan pendekatan yang inovatif yang sistemik, sistematik, sinergistik, dan isomeristik (menggabungkan beragai pandangan). Pola ini kita sebut pendekatan TP atau teknologi pembelajaran,'' ujar Yusuf Hadi M pada lokakarya Peningkatan Peran Profesi Teknologi Pendidikan, bekerja sama dengan Forum Pascasarjana UNJ, kemarin.

Asisten Direktur Program Pascasarjana UNJ, Dr Zainal Rafli, menambahkan sebenarnya pendekatan TP sudah lama diterapkan, misalnya belajar melalui TV (TV edukasi) yang pernah diadakan stasiun TPI. Namun, pola ini kurang diminati masyarakat begitu juga dengan belajar jarak jauh, relatif sepi peminat. ''Sekarang kita akan gencar mensosialisasikan pola TP dengan konsep-konsep yang baru dan akrab, sehingga tidak membosankan.''

IPTPI, lanjut Dr Otto Iskandar, asisten Direktur Program Pascasarjana UNJ, akan terus berusaha melakukan inovasi TP sehingga masyarakat akan lebih yakin bahwa pola ini mempunyai keunggulan. TP pada hakikatnya mendorong seseorang untuk belajar sendiri dengan menggunakan berbagai media.

Sementara itu Ketua Forum Pascasarjana UNJ, Ajeng Ratna Sumirat, mengatakan, pola PT memang memiliki keunggulan dan lebih efisien. Namun hal itu tidak bisa diterapkan pada semua daerah. Sebab, kemampuan ekonomi masyarakat dan daya tangkap terhadap pelajaran tidak semua sama. ''Misalnya belajar lewat TV, kan tidak semua masyarakat memiliki televisi,'' kata Ajeng mencontohkan.

A D D I E

Analyze Definition: “To study or determine the nature and relationship of the parts of by analysis.” Analyze suggests separating or distinguishing the component parts of something (as a substance, a process, a situation) so as to discover its true nature or inner relationships. (Webster’s Dictionary)

The ADDIE model asks several questions in the ANALYZE phase in order to determine the components necessary for the next phases of development.

Who is the audience?
Learner characteristics
What do they need to learn?
Write the instructional goals
For each instructional goal, write the instructional objectives
Create a concept map based on preliminary research.
Products of a series of brainstorming sessions, and are the starting points for the flow charts providing clear directions for the production of the product.
What are the delivery options?
Web, CD, Hyperstudio, Director, Book, etc.
What constraints exist?
Learner age, time, computer resources for design and learners
What will the students do to determine competency?
Accuracy in completing assignments, worksheets, quizzes, etc.
What is the timeline for project completion?
Including management, assigning tasks, flowcharting, storyboarding, design, etc.
What are the classroom/Web learning differences?
Ensuring all students do their own work, teaching of the Web concepts, computer literacy, etc.
What are the online pedagogical considerations?
Verbal, visual, tactile, auditory, etc.

Design.
Design is the systematic method of research, planning, developing, evaluating and managing an instructional process. All of the individual components are incorporated into the method termed instructional design. According to Kemp (1999, p. 8) the design process must be both systematic and specific. Systematic means an orderly, logical method of identifying, developing and evaluating a set of strategies aimed at attaining a particular instructional goal. Specific means each element of the plan must be applied with attention to precise details. By applying systematic procedures and being attentive to specific details, one can design effective instruction.
Gagne (1992, p. 21) stresses that all models of instructional design have three common functions: (1) identifying the outcomes of the instruction, (2) developing the instruction, and (3) evaluating the effectiveness of the instruction. He also emphasizes that instructional systems design is the systematic process of planning instructional systems.

The design phase of the ADDIE instructional design model suggests (2001, http://www.hsl.unc.edu/mla/systems.htm) five steps: (1) continue with subject matter analysis, (2) apply instructional strategies according to the content type, (3) create storyboards, (4) design the user interface, and (5) collect needed materials.

Another interpretation (2001, http://et.sdsu.edu/wschutt/addie/addieindex.htm) of the design phase of the ADDIE model also offers five considerations: (1) what are your objectives, (2) what skills, knowledge and attitudes are you trying to develop, (3) what resources and strategies will you use in your instruction, (4) how will you structure the content of your learning material, and (5) how will you assess the learner's understanding and whether or not they have met the objectives of the instruction.

Hannafin and Peck (1988, p. 61) say that the first step of design is to determine the sequence in which the objective will be met. After the sequence has been determined, a solution for each objective identified during the analysis phase is selected. The objectives, solutions, and descriptions of activities are then transferred to storyboards.

Smith and Ragan (1999, p. 2) define instructional design as the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation.

Development
The development phase in the ADDIE model of instructional design addresses the tools and processes used to create instructional material. This stage includes: story boards, coding, Graphic User Interface, and creating all multimedia elements.
The development phase is the process of authoring and producing the materials needed to meet the objectives.

The development phase builds on the Process Performance Objectives and measurement tools constructed in the design phase. The product of this phase is a detailed plan of action that lists step-by-step procedures for implementing the change. The plan also needs to include who is responsible for which elements of the project, and time schedules and deadlines.

During the development phase, all audio, video, and text materials are collected, prepared, or created. Documentation is prepared and the product is ready to be tested.

Possible Development Problems

Design team and development team of a project fail to communicate with each other.
The development team is incapable of meeting the needs of the design team.
The expectations of the design team are unrealistic because of time constraints.
The expectations of the design team are unrealistic because of lack of resources.
The development team may be unable to meet the deadline because of lack of programming expertise.
Lack of consensus of which authoring tool to use.
Development team did not consider platforming issues for different types of machines.
Development team did not explore all available options before development of prototype.

Implementation
In the implementation phase of the ADDIE model an plan is developed. This plan establishes the implementation timeline and procedures for training the facilitators and the learner, and delivering the final product. The final product is developed based on needs and errors discovered while utilizing a prototype product with members of the target audience.
With the project ready for delivery, the learning environment is prepared by training the facilitators and learners, and placing all tools for full implementation (instruction).

The training of facilitators covers -- the curriculum, learning outcomes, method of delivery, and testing procedures.


Preparation of the learners includes -- preparing students for use of new tools (software or hardware), student registration (when necessary), advising students on good software use strategies, and other preparations (as determined in the Analyze Phase).


Placing all tools includes -- making sure the learning space is adequate for the curriculum tools, putting all books, manipulative kits, CD-ROMs, and software in place, and making sure any external links (e.g., Internet) are live.
In colloquial language, the implementation phase of the ADDIE model is where the "rubber hits the road." It is conceivable that a well-designed multimedia product could fail if instructors and learners are not prepared and/or the learning tools are not put into place. It is important that a solid groundwork is laid for the smooth and satisfactory implementation of any instructional materials.

Evaluation
In the ADDIE model, evaluation is a systemic process that determines the quality and effectiveness of the instructional design as well as the final product. Evaluation is an ongoing activity conducted at each phase of the ADDIE model. Evaluation consists of two parts: formative and summative. Formative evaluation is part of each proceeding phase and determines effectiveness and quality of each stage. Summative evaluation consists of tests for criterion-related referenced items and provides opportunity for feedback from the users and assesses learner outcomes.
Formative Evaluation
Formative evaluation involves gathering information during the early stages of the design process with the focus on finding out whether efforts are unfolding as planned, uncovering any obstacles, barriers or unexpected opportunities hat may have emerged, and identify mid-project adjustments and corrections which can help insure the success of the project. The feedback gathered during formative evaluation is designed to fine-tune the implementation of the program, gather reaction and identify what is not working.

Six Stages of Formative Evaluation

Evaluation Goal Specification
Specify the goals of the stakeholders for which the evaluation is performed
Preparation
Arrange necessary personnel and measurement instruments
Data Collection
Hire and train data collectors
Elicit feedback from target audience and experts
Data Analysis
Tabulate statistical data
Revision
Modify product to improve effectiveness and efficiency based on data collected above the stakeholder goals
Recycling
Retest product, move to summative evaluation and dissemination after removing weaknesses
Summative Evaluation
Summative Evaluation is the process of collecting data following implementation of the project in order to determine its effectiveness and satisfies the instructional objectives. The summative evaluation is instructionally congruent, allows for complete analysis, and provides feedback. Summative evaluation may measure knowledge transfer, learner outcomes, cost factors, and learner attitude.

The ASSURE Model

(From Instructional Media and Technologies for Learning by Heinich, Molenda, Russell, Smaldino, 1999)

Analyze learners
State objectives
Select instructional methods, media, and materials
Utilize media and materials
Require learner participation
Evaluate and revise

The ASSURE model is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students. You can use this process in writing your lesson plans and in improving teaching and learning.

The ASSURE model incorporates Robert Gagne's events of instruction to assure effective use of media in instruction.

Analyze learners

Before you can begin, you must know your target audience (your students). You need to write down the following information about your students:

General characteristics - grade, age, ethnic group, sex, mental, emotional, physical, or social problems, socioeconomic level, and so on.
Specific entry competencies - prior knowledge, skills, and attitudes.
Learning styles - verbal, logical, visual, musical, structured, and so on.

State objectives

Once you know your students, you can begin writing the objectives of your lesson. Objectives are the learning outcomes, that is, what will the student get out of the lesson?

The ABCD's of writing objectives are:

Audience (who are your students?)
Behavior to be demonstrated
Conditions under which the behavior will be observed
Degree to which the learned skills are to be mastered.

Example: Fifth grade social studies students (Audience) will be able to name at least 90% (Degree) of the state capitols (Behavior) when given a list of states (Condition).

Select instructional methods, media, and materials

Once you know your students and have a clear idea of what they should get out of the lesson, then you are ready to select the:

Instructional method that you feel is most appropriate to meet the objectives for these particular students.
Media that would be best suited to work with your instructional method, the objectives, and your students. Media could be text, still images, video, audio, and computer multimedia.
Materials that provide your students with the help they need in mastering the objectives. Materials might be purchased and used as is or they might need some modifications. You can also design and create your own materials for the students to use. Materials would be specific software programs, music, videotapes, images, but would also be equipment, i.e., overhead projector, computer, printer, scanner, TV, laserdisk player, VCR, and so on.
Utilize media and materials
Now it's time to do your lesson and use the media and materials that you have selected. You should always preview the materials before using them in a class and you should also use the equipment in advance to be sure it works and you know how to use it. If you use electronic equipment, don't assume that everything will work. Be sure to have a plan B. Hardware and software are created by humans. Humans make mistakes and so software has mistakes in it. Hardware can malfunction. Don't get discouraged if technology lets you down. Make sure that your instructional materials are suitable and working the best you can and then use it in the classroom.

Require learner participation

Remember, students learn best when they are actively involved in the learning. The passive learner has more trouble learning whatever we try to pour into his/her brain. Whatever your teaching strategy, you can incorporate questions and answers, discussions, group work, hands-on activities, and other ways of getting students actively involved in the learning of the content. It is up to you, the teacher, to make sure that all your students have opportunities to participate in the learning activities in the unit plan. Avoid lecturing for an entire hour. Listen to your students and allow them to become aware of the content. Allow them to learn as opposed to trying to "teach" them.

Evaluate and revise

This last stage is often neglected but it is the most important one. Anyone can develop a lesson and deliver it, but really good teachers must reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or more of them need to be changed the next time the lesson is done. Sometimes a lesson may seem like it would be great, at least on paper. But then when you actually teach the lesson with a specific set of students, you might discover there were several things that did not seem to work. Your expectations might be too high or too low. The materials used might not have been appropriate for the grade level or the material might not be very motivating. The instructional strategy might not have got students interesting in participation or the strategy might have been difficult for you to manage. The assessment you used might have shown that students didn't learn what you tested for. This might mean that you did not accurately test for the stated objectives, the method of assessment needs to be revised, or the lesson did not permit enough time for the students to master the objectives.

You are not a bad teacher if a lesson does not work. You are a bad teacher if you don't reflect upon your lessons and work on revising elements of the lesson until your students become successful learners

What Is Web 2.0

Design Patterns and Business Models for the Next Generation of Software
by Tim O'Reilly
09/30/2005

The bursting of the dot-com bubble in the fall of 2001 marked a turning point for the web. Many people concluded that the web was overhyped, when in fact bubbles and consequent shakeouts appear to be a common feature of all technological revolutions. Shakeouts typically mark the point at which an ascendant technology is ready to take its place at center stage. The pretenders are given the bum's rush, the real success stories show their strength, and there begins to be an understanding of what separates one from the other.

The concept of "Web 2.0" began with a conference brainstorming session between O'Reilly and MediaLive International. Dale Dougherty, web pioneer and O'Reilly VP, noted that far from having "crashed", the web was more important than ever, with exciting new applications and sites popping up with surprising regularity. What's more, the companies that had survived the collapse seemed to have some things in common. Could it be that the dot-com collapse marked some kind of turning point for the web, such that a call to action such as "Web 2.0" might make sense? We agreed that it did, and so the Web 2.0 Conference was born.

In the year and a half since, the term "Web 2.0" has clearly taken hold, with more than 9.5 million citations in Google. But there's still a huge amount of disagreement about just what Web 2.0 means, with some people decrying it as a meaningless marketing buzzword, and others accepting it as the new conventional wisdom.

This article is an attempt to clarify just what we mean by Web 2.0.

In our initial brainstorming, we formulated our sense of Web 2.0 by example:
Web 1.0 Web 2.0
DoubleClick --> Google AdSense
Ofoto --> Flickr
Akamai --> BitTorrent
mp3.com --> Napster
Britannica Online --> Wikipedia
personal websites --> blogging
evite --> upcoming.org and EVDB
domain name speculation --> search engine optimization
page views --> cost per click
screen scraping --> web services
publishing --> participation
content management systems --> wikis
directories (taxonomy) --> tagging ("folksonomy")
stickiness --> syndication

The list went on and on. But what was it that made us identify one application or approach as "Web 1.0" and another as "Web 2.0"? (The question is particularly urgent because the Web 2.0 meme has become so widespread that companies are now pasting it on as a marketing buzzword, with no real understanding of just what it means. The question is particularly difficult because many of those buzzword-addicted startups are definitely not Web 2.0, while some of the applications we identified as Web 2.0, like Napster and BitTorrent, are not even properly web applications!) We began trying to tease out the principles that are demonstrated in one way or another by the success stories of web 1.0 and by the most interesting of the new applications.

Full Stories

Kenapa Guru perlu Nge-Blog? (why theacher become blogger ?)

Caution: Indonesian Language

Oleh Muhamad Ikhsan

Blog menjadi fenomena belakangan ini, apalagi setelah seminar “Blogging, Journalism, and Credibility: Battleground and Common Ground” di Universitas Harvard, AS, pada Januari 2006. Dimana persaingan bloggers dan journalists sempat mengemuka, karena mengingat reportase dan jurnalisme blak-blakan dapat dilakukan lewat blog, sehingga tak jarang para jurnalis dari mainstream publication merasa tersaingi. Mengapa? Sebab, mereka kehilangan monopoli dan kendali atas reportase suatu berita. Ini bukan hanya menyangkut cara reportasenya, tetapi juga dalam memilih apa yang cocok dan disukai publik, kata Eason Jordan, senior editor dan jurnalis dari CNN Network.

Power of Blog



Dalam konferensi para jurnalis di Universitas Harvard, terungkap enam pilar kunci yang membedakan blogging dengan saluran komunikasi lainnya.

Publishable. Anda dapat langsung mem-posting berita. Mudah, murah, dan dapat dibaca di mana pun.
Findable. Mudah ditemukan lewat situs pencari, berdasarkan subjek, nama penulis, atau keduanya. Makin tambun suatu blog, makin digemari.
Social. Blogosphere cirinya adalah cuap-cuap. Percakapan yang menarik berdasarkan topik beralih dari suatu situs ke situs web, nge-link dari suatu link ke link lain. Melalui blog, mereka yang memiliki minat yang sama dapat membangun network atau berita lintas geografi.
Viral. Informasi menyebar lebih cepat melalui blog dibanding news service. Saat ini tak ada viral marketing yang dapat menyetarakan kecepatan dan efisiensi suatu blog.
Syndicatable. Content yang kaya mudah disindikasikan oleh siapa saja. Bayangkan dunia penuh dengan orang pandai, dan, lewat media blog, ribuan informasi yang tersebar dapat didapat.
Linkable. Setiap blog nge-link ke yang lain, memiliki akses ke puluhan juta orang yang mengunjungi blogosphere setiap hari yang bercirikan komunikasi internet dua arah. Media blog itu bak supermarket tabloid, demikian Dan Gillmor, penulis buku We the Media.
Mengingat kekuatan dari blog tersebut, saya berpikir kiranya seorang guru perlu nge-blog, kenapa? Karena blog adalah media yang paling OK disamping untuk menambah wawasan sekaligus untuk eksistensi diri.

Kok bisa? Tentu saja, sebab dalam blog bisa;

Menuliskan apapun tentang kegiatan di sekolah seperti; menceritakan kegiatan belajar yang menyenangkan bersama murid-murid, menceritakan inovasi dalam metode mengajar yang memang menarik minat dan bisa jadi contoh bagi guru-guru yang lain untuk dipraktekkan di kelas mereka, menuliskan uneg-uneg akan protes kebijakan sekolah selain jadi bahan melepas stres juga bisa sebagai ancang-ancang berargumen dengan kepala sekolah/kepala yayasan.
Bisa menjadi cermin evaluasi diri karena tulisan-tulisan kita juga dikomentari oleh berbagai orang dengan berbagai sudut pandang sehingga kita juga belajar memahami berbagai karakter orang dan sudut pandang seseorang menyikapi masalah.
Menguji kualitas tulisan-tulisan. Posting sebuah tulisan di blog. Kalau banyak orang yang menyukainya, maka sukses jadi penulis yang berbakat. Jika tak ada yang suka, berarti harus belajar lebih giat lagi untuk membuat tulisan yang menarik. Intinya, aktivitas blogging bisa menjadi sarana yang sangat jitu untuk mengevaluasi kualitas dan kemampuan.
Bisa menjadi ajang sosialisasi dan menyusun kekuatan opini apalagi dengan teknologi sindikasi berita, link dan mesin pencari sekarang.
Siapa tahu curhat, opini, dan protes-protes selama yang ditulis bisa jadi buku, sekaligus jadi pendapatan sampingan juga kan?
Pada pernyataan kesatu dan terakhir saya memberi perhatian lebih karena ketika saya bertemu Torey Hayden (penulis novel Sheila) di Jakarta 9 September 2004 yang lalu, saya berpikir keras kenapa guru-guru di Indonesia tidak bisa mengikuti jejaknya? Saya pikir pasti bisa dan pasti akan banyak penulis-penulis yang memang berasal dari guru. Ternyata guru perlu media yang bisa menjadi ruang berkreasinya.

APA ITU BLOG? (Sebuah Catatan Sebelum nge-Blog)
Sebuah Weblog , Web log atau singkatnya Blog , adalah sebuah aplikasi web yang memuat secara periodik tulisan-tulisan (posting) pada sebuah webpage umum. Posting-posting tersebut seringkali dimuat dalam urutan posting secara terbalik, meskipun tidak selamanya demikian. Situs web semacam itu biasanya dapat diakses oleh semua pengguna internet sesuai dengan topik dan tujuan dari si pengguna blog tersebut.

Media Blog pertama kali di populerkan oleh Blogger.com , yang dimiliki oleh PyraLab sebelum akhirnya PyraLab diakuisi oleh Google.Com pada akhir tahun 2002.

Blog mempunyai fungsi yang sangat beragam, dari sebuah catatan harian sampai dengan media publikasi dalam sebuah kampanye politik, program-program media dan korporasi. Sebagian blog dipelihara oleh seorang penulis tunggal, sementara sebagian lainnya oleh beberapa penulis. Banyak juga weblog yang memiliki fasilitas interaksi dengan para pengunjungnya, yang dapat memperkenankan para pengunjungnya untuk meninggalkan komentar atas isi dari tulisan yang dipublikasikan, namun demikian ada juga yang yang sebaliknya atau yang bersifat non-interaktif. Situs-situs web yang saling berkaitan berkat weblog, atau secara total merupakan kumpulan weblog sering disebut sebagai blogosphere . Bilamana sebuah kumpulan gelombang aktifitas, informasi dan opini yang sangat besar mengerupsi beberapa subyek atau sangat kontroversi dalam blogoshpere, maka hal itu sering disebut sebagai blogstorm atau badai blog.

Karena semakin banyaknya pengguna fasilitas blog dan seringnya para pengguna blog yang sering berkunjung ke blog lain, maka lazim dibentuk sebuah organisasi atau komunitas kumpulan blogger.

Sejarah Blog
Blog pertama kemungkinan besar adalah halaman What’s New pada browser Mosaic yang dibuat oleh Marc Andersen pada tahun 1993. Kalau kita masih ingat, Mosaic adalah browser pertama sebelum adanya Internet Explorer bahkan sebelum Netscape . Kemudian pada Januari 1994, Justin Hall memulai website pribadinya Justin’s Home Page yang kemudian berubah menjadi Links from the Underground yang mungkin dapat disebut sebagai Blog pertama seperti yang kita kenal sekarang.

Hingga pada tahun 1998, jumlah Blog yang ada diluar sana belumlah seberapa. Hal ini disebabkan karena saat itu diperlukan keahlian dan pengetahuan khusus tentang pembuatan website, HTML, dan web hosting untuk membuat Blog, sehingga hanya mereka yang berkecimpung di bidang Internet, System Administrator atau Web Designer yang kemudian pada waktu luangnya menciptakan Blog-Blog mereka sendiri.

Pada Agustus 1999 sebuah perusahaan Silicon Valley bernama Pyra Lab meluncurkan layanan Blogger.com yang memungkinkan siapapun dengan pengetahuan dasar tentang HTML dapat menciptakan Blog-nya sendiri secara online dan gratis. Walaupun sebelum itu (Juli 1999) layanan membuat Blog online dan gratis yaitu Pitas telah ada dan telah membuat Blogger bertambah hingga ratusan, tapi jumlah Blog tidak pernah bertambah banyak begitu rupa sehingga Blogger.com muncul di dunia per-blog-an. Blogger.com sendiri saat ini telah memiliki hingga 100.000 Blogger yang menggunakan layanan mereka dengan pertumbuhan jumlah sekitar 20% per bulan. Blogger.com dan Pitas tentu tidak sendirian, layanan pembuat blog online diberikan pula oleh Grouksoup, Edit this Page dan juga Velocinews.

Sejak saat itu Blog kian hari kian bertambah hingga makin sulit untuk mengikutinya. Ribuan Blog kemudian bermunculan dan masing-masing memilih topik bahasannya sendiri, dimulai dari bagaimana menjadi orang tua yang baik, hobi menonton film, topik politik, kesehatan, sex, olahraga, buku komik dan banyak macam-macam lagi. Blog adalah daerah kekuasan si Blogger-nya tanpa ada editor atau boss yang ikut campur, tema segila apapun biasanya dapat kita temukan sejalan dengan makin bermunculannya Blog di Internet. Dan ya, ide itu telah terpikirkan, Blogger bahkan sekarang telah membuat Blog dari Blog, dan bahkan Blog dari Blog dari Blog.

Lalu apa gunanya membuat Blog? Apa yang mungkin didapatkan oleh seorang Blogger dalam usaha mengurus Blognya? Rabecca Blood menulis bahwa setelah ia membuat Blog-nya ada dua efek samping yang terjadi yang tidak ia perkirakan sebelumnya. Pertama ia menemukan kembali minatnya semenjak ia mulai membuat Blog. Dan hal kedua yang lebih penting, ia mulai lebih menghargai cara pandangnya sendiri.

Kamus Singkat nge-Blog
Blog adalah suatu diary online yang dibuat melalui internet atau web oleh individu (perseorangan). Kebanyakan blog dipelihara oleh orang-orang yang hanya sedikit tahu tentang desain website atau website development.
Blogger adalah seseorang yang mempunyai dan memelihara sebuah blog yang dibuatnya sendiri .
Blogging adalah aktivitas meng -update sebuah blog oleh seseorang yang memelihara posting blog ( biasanya oleh orang yang tidak professional).
Blog posting adalah informasi yang diletakkan pada sebuah blog yang secara kronologis dilakukan bersamaan dengan penambahan feature.
Weblog adalah nama lain untuk blog . Terminologi blog dipandang lebih baik daripada weblog .
Membuat Blog Sendiri
Seberapa susah membuat blog? Tidak lebih susah dari membuat email. Artinya kalau Anda memiliki email –dan membuat sendiri- biasanya akan terbiasa dengan pengisian form-form pendaftarannya. Sudah banyak website-website yang menyediakan layanan blog bagi anggotanya. Tapi sebagai pertimbangan, bisa dipikirkan hal-hal apa saja yang perlu digunakan dalam memilih blog.

akses cepat,
mudah digunakan,
ada fasilitas umpan balik.
ada sindikasi
punya koleksi template yang sudah jadi,
bisa diutak-atik (templatenya)
Berikut ini daftar website yang memberikan layanan weblog bagi anggotanya:

Blogger atau Blogspot
Blogger merupakan layanan blog gratisan yang lebih stabil dari yang lain-lainnya mungkin karena sekarang dia telah dibeli ( menjadi bagian dari ) Google. Dilengkapi builtin editor yang digunakan untuk menulis artikel karena dia sederhana dan ada fitur toggle untuk preview dan edit HTML.

Bisa diakses di http://www.blogger.com . Kelemahan blogger adalah adanya fitur yang hilang, yaitu fitur statistik. Tadinya fitur ini ada, tapi dihilangkan karena oleh Blogger.com dianggap memberatkan system mereka. Sehingga perlu sedikit tenaga ekstra memasang statistik sendiri, sudah banyak yang menyediakan statistik yang gratisan sehingga tinggal copy & paste saja. Oh, ya fungsi dari statistik ini adalah untuk mengetahui jumlah pengunjung yang datang dan membaca artikel di blog. Kelemahan lainnya adalah tidak menyediakan fitur tagboard (papan chatting) dan penyimpanan gambar.

Blogdrive
Blogdrive yang beralamat di http://www.blogdrive.com merupakan weblog yang cukup stabil dengan jumlah anggota yang lumayan banyak. Layananya hampir sama dengan blogger. Keunggulannya adalah adanya fasilitas tagboard dan ruang penyimpanan gambar. Namun koleksi template desainnya lebih terbatas dan tidak sebagus di blogger.

WordPress.com
Layanan yang bisa diakses di http://www.wordpress.com ini menggunakan software wordpress. Software ini merupakan software khusus dalam membuat weblog. Kebaikan layakan wordpress.com, sudah ada fitur statistiknya meskipun masih belum sempurna. Keburukan layanan wordpress.com adalah templatenya yang masih terbatas dibandingkan bila menggunakan software ini pada situs yang dikelola sendiri (membeli domain dan hosting).

Wordpress memang software blog yang sangat ampuh sehingga tidak jarang banyak web-web blog yang lain menggunakan software ini sebagai layanan di web mereka.

Blogsome
Weblog ini menggunakan software wordpress. Kebagusan blogsome adalah dia menggunakan wordpress sebagai basisnya. Kekurangannya adalah template tema yang terbatas. Bisa diakses di http://www. blogsome.com.

Edublogs.org
Blog ini dikhususkan bagi kalangan pendidikan, dengan masih menggunakan software wordpress, bisa diakses di http://www.edublogs.org.

Efx2.com
Fitur tampilannya lebih berkesan fleksibel dan modern. Desain bisa diubah secara total atau hanya per-blok. Sebagai contoh, bisa mengubah desain untuk kolom bagian kanan saja dengan pergi ke menu untuk desain. Akses ke efx2.com juga relatif cepat.

Suasana komunitas di efx2.com juga sangat kental. Anggota saling mengunjungi blog . (Sebetulnya suasana ini juga ada di multiply.com) Fitur templatenya juga cukup fleksibel. bisa diakses di http://www.efx2.com

Jurnal di Multiply
Multiply lebih mirip disebut jurnal dari pada sebuah blog, karena layanan multiply lebih bersifat komunitas -seperti friendster- (akan tetapi untuk kalangan yang lebih “tua”). Layanan multiply memberikan fitur blog dalam bentuk “jurnal”. Selain itu juga ada kolom untuk melakukan review. Bisa di akses di http://www.multiply.com

Blog di Friendster
Semula Friendster tidak menyediakan layanan blog, namun belakangan mereka yang awalnya adalah web komunitas menyediakan juga fasilitas blog. Namun mayoritas pengguna Friendster adalah ABG.

Blog di Yahoo 360
Seakan tidak mau kalah dengan friendster, Yahoo pun membuat fitur weblog. Cukup dengan hanya memiliki account email di yahoo. Namun kelemahan dari Yahoo 360 -dan juga Blog Friendster-, karena mereka menyediakan blog bukan sebagai fasilitas utama sehingga kemampuan-kemampuan andalan dari blog seperti sindikasi tidak diperhatikan, selain itu untuk komunitas pun belum terlalu banyak.

Sebenarnya masih banyak layanan weblog yang lain, namun saya memilihkan beberapa yang sudah sangat dikenal luas dan komunitas yang sudah cukup baik. Sekarang terserah bagaimana kesukaan saja dalam memilih akan nge-Blog dimana.

Komunitas Blog
Saat ini, weblog tidak hanya menjadi sebuah fenomena teknologi, namun telah berubah menjadi gaya hidup ( life style ). Jika beberapa tahun lalu orang berlomba-lomba membuat situs pribadi (yang mempopulerkan beberapa layanan situs gratisan seperti Geocities, Tripod, AngelFire, dan sebagainya), maka sekarang adalah jamannya weblog. Weblog tampaknya lebih menggiurkan ketimbang situs pribadi konvensional, karena pengelolaan content-nya yang sangat mudah, cepat, dan praktis. Coba bandingkan dengan situs pribadi yang dibangun secara manual dengan bahasa HTML standar، ءukup merepotkan. Mungkin inilah sebabnya, jumlah pemilik weblog jauh lebih banyak ketimbang pemilik situs pribadi konvensional.

Bandung Blog Village -komunitas weblog Bandung- (http://bbv.or.id/)
Angkringan -komunitas weblog Yogyakarta- (http://www.angkringan.or.id/)
Blogger Family (http://blogfam.com/)
Indonesian Muslim Blogger (http://blog.muslimblog.net/)
dan sebagainya.
Sebagai gaya hidup, komunitas weblog pun semakin banyak yang tumbuh di internet. Nah, jika tidak mau ketinggalan dengan salah satu fenomena yang sedang ngetrend di internet, memiliki situs pribadi yang berisi catatan harian, segeralah membangun blog. Jika perlu, bergabunglah dengan komunitas blog yang disukai, untuk memperluas pergaulan Anda di dunia maya.

Selamat nge-Blog.

SIMBOL - SENJATA UTAMA FLASH

Simbol atau Symbols adalah keunggulan utama dalam Flash. Simbol merupakan gambar atau obyek apapun yang kita definisikan sebagai simbol (pilih dan tekan F8), untuk dapat kita pergunakan dan modifikasi berulang kali tanpa harus menambah ukuran file dan menduplikasi simbol tersebut untuk kegunaan lain. Dengan simbol yang terorganisir dengan baik kita dapat menyusun sebuah animasi spektakuler dengan sesedikit mungkin sakit kepala.

Jenis Simbol ada tiga, graphic, button, dan movie clip. Keseluruhan sumber daya baik itu sound, raster image, graphic, button, dan movie clip, yang kita miliki dikelola dalam sebuah Library. Pada Flash 4 dengan mudah kita mengambil sebuah obyek dari library dan menempatkannya di stage, kelola dengan baik seperti kita mengelola file pada explorer, gunakan direktori.
Untuk meng-edit simbol tersebut kita klik tombol paling kanan atas dari stage (terlihat pada gambar) dan sebuah dialog menu akan muncul, kita pilih simbol yang hendak kita edit. Dari Library Window (lihat gambar) hal tersebut juga dapat kita lakukan dengan double klik pada item yang dimaksud. Kemudian pilih edit symbol.
Pada Library kita dapat melihat preview dari symbol yang kita pilih, dan untuk button, sound, dan movie clip terdapat menu yang akan memutar secara preview apa isi dari button, sound, dan movie clip tersebut (di bawah tulisan options pada window library)


Untuk kembali dari area edit symbol pada flash empat di sebelah kiri tombol symbol (pojok kanan gambar) terdapat tombol lain yang melambangkan scene. Pilih Scene tempat anda bekerja dan kembali menyusun movie.
Kelebihan lain dari simbol adalah bila anda melakukan editing pada simbol tersebut perubahan yang terjadi akan berlangsung di keseluruhan simbol yang anda telah taruh pada movie anda. Bayangkan anda menggunakan 26 button dan ada cacat sedkit pada button tersebut, setelah anda edit anda tidak perlu repot-repot merubah 25 buttons lain yang ada di stage...hebat bukan ?!?!


Jangan kaku dalam menggunakan simbol karena sebuah graphic simbol dapat digunakan dalam button, demikian juga sebuah button dapat digunakan dalam sebuah movie clip (pengelolaan simbol lebih lanjut). Sebuah rangkaian button (katakanlah 25) dapat anda buat dalam sekejap dengan menggunakan duplicate (pada library window), anda hanya perlu merubah elemen yang berbeda katakanlah teks misalnya, maka berapapun button yang akan anda buat tidak akan menyita waktu terlalu lama...cool eh :) !!!



Shortcut dan Kesimpulan
membuat simbol baru - F8
melakukan edit pada simbol - Ctrl + E

tip: Dengan membiasakan mengorganisir (memberi nama dan urutan sesuai jenis dan hirarkinya) simbol dan library sejak dini anda akan memiliki kebiasaan sangat baik untuk bekerja pada sebua proyek besar yang melibatkan ratusan simbol.

Make Clock with Macromedia Flash MX

1. Buat 3 layer dengan nama "background", "text", dan "action" seperti berikut


frame background digunakan untuk memberikan tampilan layar untuk clock

masukkan frame baru dengan menekan F5

2. Pada layer text masukkan Dynamic Text kemudian masukkan frame baru dengan menekan F5

Cara membuat Dynamic Text, ambil fungsi Text dari toolbox kemudia ubah propertynya dari static text menjadi dynamic text

3. Beri nama dynamic text tersebut "clock_txt"

4. Pada frame1 layer action masukkan action script dibawah ini

time=new Date(); // time object
var seconds = time.getSeconds()
var minutes = time.getMinutes()
var hours = time.getHours()
if (hours<12) {
ampm = "AM";
}
else{
ampm = "PM";
}
while(hours >12){
hours = hours - 12;
}
if(hours<10)
{
hours = "0" + hours;
}
if(minutes<10)
{
minutes = "0" + minutes;
}
if(seconds<10)
{
seconds = "0" + seconds;
}
clock_txt.text = hours + ":" + minutes + ":" + seconds +" "+ ampm;

5. Kemudian buat frame baru dan masukkan action script berikut ini]

gotoAndPlay(1);

6. Test Movie,

SEMUA MENGENAI TOOLBOX FLASH

Toolbox pada flash sederhana saja, sebab flash bukanlah program untuk mengedit gambar seperti photoshop. Obyek yang dihasilkan oleh toolbox ini berbasis vektor, yakni merupakan kumpulan perintah secara geometris baik garis maupun bidang yang membentuk badan obyek. Tiap obyek yang terbentuk merupakan suatu kesatuan tersendiri dengan properti seperti warna, bentuk, rangka, ukuran, dan posisi-nya pada layar, sehingga kita dapat merubah suatu obyek tanpa mempengaruhi properti obyek lain. Ukurannya dapat kita perbesar dan zoom tanpa mempengaruhi besar file. Raster image seperti yang dihasilkan oleh photoshop, merupakan sistem yang menggunakan titik-titik yang disebut pixel dan menyusun sebuah pola yang akan membentuk sebuah image. Sehingga bila kita perbesar akan menjadi kabur karena butiran pixelnya terlihat.
Beberapa alat dalam Toolbox :

Picker, merupakan alat untuk memilih suatu obyek. Namun bila obyek tersebut telah kita pilih kita dapat memodifikasinya dengan opsional tool yang ada dibawahnya.
Scale, untuk merubah ukuran obyek.
Rotate, untuk memutar obyek terhadap sudut tertentu.
Straighten Lines, untuk meluruskan garis yang kita buat.
Smooth Lines, untuk melengkungkan atau melembutkan sudut dari sebuah obyek


Lasso Tool , dengan alat ini kita dapat memilih sebuah area dan mewarnai atau merubah propertinya, terdapat dua opsi yakni magic wand, dan magic wand properties.

Teks Tool , dengan alat ini kita dapat menyisipkan teks dengan font, ukuran, alinea, set paragraf, tebal-miring, dan...surprise-surprise, form properties, yang sebelumnya tidak ada di flash 3, sehingga dapat memungkinkan seorang user mengisi sesuatu kepada form, guest book misalnya.

Buat Garis , dengan line tool kita dapat membuat garis yang lengkung (smooth), kaku (straighten), ink (seperti menggunakan tinta pulpen).

Lingkaran dan Box , merupakan elemen yang paling sering digunakan, karena dalam flash kita membentuk berbagai obyek umumnya dengan alat ini. Kita dapat secara otomatis mengisi dengan warna tertentu, atau tidak.

Brush atau kuas, dengannya kita bisa membentuk bidang-bidang yang lebih dinamis, namun batasi penggunaannya karena akan menyita kemampuan CPU anda. Berbagai bentuk kuas dapat anda gunakan dalam opsional box, seperti halnya mode yang lain dapat anda coba-coba efeknya.



Paint Bucket Tool, alat ini mengisi warna pada kurva, yang opsinya dapat dipilih apakah kurva yang ketat tertutup, terbuka sedikit, ataupun yang terbuka lebar. Pada opsional box, kita dapat merubah fill, merotasi, mengunci, dll

Paint Object, gunakan paint ink bottle ini untuk merubah warna, ketebalan, dan properti garis yang telah anda buat.

Penghapus, biasa saja, gunanya untuk menghapus obyek tertentu. Gunakan opsional box untuk berbagai kegunaan penghapus ini.

Color Picker, bila kita ingin secara cepat menentukan warna berdasarkan warna yang telah ada sebelumnya, kita menggunakan alat ini.

Hand dan Zoom, beserta alat ini kita bisa memaksimalkan efektifitas ruang kerja, layar kita terbatas dan kita terkadang harus melihat lebih jelas, maka gunakan zoom dan hand untuk menggeser ke area kerja lainnya.


Shortcut dan Kesimpulan
manfaatkan keunggulan setiap alat dengan efektif dan hindarkan menggunakan cara-cara tradisional dalam membentuk obyek. Flash adalah program berbasis VEKTOR bukan Raster.

Internet Indonesia: Sejarah, Saat Ini & Mendatang

Onno W. Purbo

Awal Perjuangan Internet Indonesia

RMS Ibrahim, Suryono Adisoemarta, Muhammad Ihsan, Robby Soebiakto, Putu, Firman Siregar, Adi Indrayanto merupakan beberapa nama-nama legendaris di awal pembangunan Internet Indonesia yang mungkin kurang banyak dikenal oleh khalayak Internet Indonesia di abad 21. Masing-masing personal telah mengkontribusikan keahlian dan dedikasinya dalam membangun cuplikan-cuplikan sejarah jaringan komputer di Indonesia. Pada waktu itu di awal tahun 1990-an jaringan Internet di Indonesia lebih dikenal sebagai paguyuban network. Semangat kerjasama, kekeluargaan & gotong royong sangat hangat dan terasa diantara para pelakunya. Agak berbeda dengan suasana Internet Indonesia hari ini yang terasa lebih komersial dan individual di sebagian aktifitasnya terutama yang melibatkan perdagangan Internet.

Tulisan-tulisan tentang keberadaan jaringan Internet di Indonesia dapat di lihat di beberapa artikel di media cetak seperti KOMPAS berjudul "jaringan komputer biaya murah menggunakan radio" di akhir tahun 1990 / awal 1991-an. Juga beberapa artikel pendek di Majalah Elektron Himpunan Mahsiswa Elektro ITB di tahun 1989-an. Kebetulan saya adalah penulis sebagian dari artikel-artikel tersebut. Tidak terasa waktu demikian cepat berlalu, tanpa terasa hal itu telah melewati kita semua lebih dari 10 tahun yang lalu.

Inspirasi tulisan-tulisan awal Internet Indonesia datangnya dari kegiatan kami di amatir radio khususnya rekan-rekan di Amatir Radio Club (ARC) ITB di tahun 1986-an. Bermodal pesawat Rig HF SSB Kenwood TS430 milik Harya Sudirapratama YC1HCE dengan komputer Apple II milik Onno W. Purbo YC1DAV (sekarang YC0MLC) sekitar belasan anak muda ITB seperti Harya Sudirapratama YC1HCE, J. Tjandra Pramudito YB3NR (sekarang dosen di UNPAR), Suryono Adisoemarta N5SNN (sekarang dosen di Texas,US) bersama Onno W. Purbo YC1DAV (sekarang YC0MLC) kami berguru pada para senior amatir radio seperti Robby Soebiakto YB1BG, Achmad Zaini YB1HR, Yos YB2SV, YB0TD di band 7MHz dengan panjang gelombang 40meter. Mas Robby Soebiakto YB1BG merupakan suhu diantara para amatir radio di Indonesia khususnya untuk komunikasi data packet radio yang kemudian di dorong ke arah TCP/IP, teknologi packet radio TCP/IP yang kemudian di adopsi oleh rekan-rekan BPPT, LAPAN, UI, & ITB yang kemudian menjadi tumpuan PaguyubanNet di tahun 1992-1994-an. Mas Robby Soebiakto YB1BG adalah koordinator IP pertama dari AMPR-net (Amatir Packet Radio Network) yang di Internet dikenal dengan domain AMPR.ORG dan IP 44.132. Saat ini AMPR-net Indonesia di koordinir oleh penulis Onno W. Purbo YC0MLC. Koordinasi dan aktifitas-nya mengharuskan seseorang untuk menjadi anggota ORARI dan di koordinasi melalui mailing list orari-news@yahoogroups.com.

Di tahun 1986-1987-an awal perkembangan jaringan paket radio di Indonesia Mas Robby YB1BG juga merupakan pionir dikalangan teman-teman amatir radio Indonesia yang mengkaitkan jaringan amatir Bulletin Board System (BBS) yang merupakan jaringan e-mail store and forward yang mengkaitkan banyak "server" BBS amatir radio seluruh dunia agar e-mail dapat berjalan dengan lancar. Di awal tahun 1990-an komunikasi antara saya yang waktu itu berada di Canada dengan panggilan YC1DAV/VE3 rekan-rekan amatir radio di Indonesia dilakukan melalui jaringan amatir radio ini. Dengan peralatan PC/XT dan walkie talkie 2 meteran, komunikasi antara Indonesia-Canada terus dilakukan dengan lancar melalui jaringan amatir radio. Mas Robby YB1BG ternyata berhasil membangun gateway amatir satelit di rumahnya di Cinere melalui satelit-satelit OSCAR milik amatir radio kemudian kami melakukan komunikasi lebih lanjut yang lebih cepat antara Indonesia-Canada. Pengetahuan secara perlahan di transfer melalui jaringan amatir radio ini.

RMS Ibrahim (biasa dipanggil Ibam) motor dibalik operasional-nya Internet di UI, saat tulisan ini ditulis berada di Singapura untuk meneruskan S3. Ibam pernah menjadi operator yang menjalankan gateway ke Internet dari UI yang merupakan bagian dari jaringan universitas di Indonesia UNINET. Protokol UUCP yang lebih sederhana daripada TCP/IP digunakan terutama digunakan untuk mentransfer e-mail & newsgroup. RMS Ibrahim juga merupakan pemegang pertama Country Code Top Level Domain (ccTLD) yang dikemudian hari dikenal sebagai IDNIC (http://www.idnic.net.id).

Muhammad Ihsan adalah staff peneliti di LAPAN Ranca Bungur tidak jauh dari Bogor yang di awal tahun 1990-an di dukung oleh kepala-nya Bu Adrianti dalam kerjasama dengan DLR (NASA-nya Jerman) mencoba mengembangkan jaringan komputer menggunakan teknologi packet radio pada band 70cm & 2m. Jaringan tersebut dikenal sebagai JASIPAKTA dengan dukungan DLR Jerman. Protokol TCP/IP di operasikan di atas protokol AX.25 pada infrastruktur packet radio. Pak Ihsan ini yang mengoperasikan relay penghubung antara ITB di Bandung dengan gateway Internet yang ada di BPPT.

Pak Firman Siregar merupakan salah seorang motor di BPPT yang mengoperasikan gateway packet radio bekerja pada band 70cm. PC 386 sederhana menjalankan program NOS di atas sistem operasi DOS digunakan sebagai gateway packet radio TCP/IP. IPTEKNET masih berada di tahapan sangat awal perkembangannya saluran komunikasi ke internet masih menggunakan X.25 melalui jaringan SKDP terkait pada gateway di DLR Jerman.

Putu sebuah nama yang melekat dengan perkembangan PUSDATA DEPRIN waktu masa kepemimpinan Pak Tungki Ariwibowo menjalankan BBS pusdata.dprin.go.id yang hingga saat ini masih beroperasi. Di masa awal perkembangannya BBS Pak Putu sangat berjasa dalam membangun pengguna e-mail khususnya di jakarta Pak Putu sangat beruntung mempunyai menteri Pak Tungki Ariwibowo yang "maniac" IT dan yang mengesankan dari Pak Tungki beliau akan menjawab e-mail sendiri. Barangkali Pak Tungki adalah menteri pertama di Indonesia yang menjawab e-mail sendiri. Saya sempat terkagum-kagum memperoleh jawaban e-mail dari seorang menteri Pak Tungki yang waktu itu sedang berada di Amerika Selatan dalam kunjungan kerjanya. Bukan main, seorang menteri tapi tetap menyempatkan diri untuk membalas e-mail.

Mas Suryono Adisoemarta N5SNN di akhir 1992 kembali ke Indonesia, kesempatan tersebut tidak dilewatkan oleh anggota Amatir Radio Club ARC ITB seperti Basuki Suhardiman (sekarang di AI3 ITB), Aulia K. Arief (sekarang di WAHID), Arman Hazairin (sekarang di Telkomsel) di dukung oleh Adi Indrayanto (sekarang S3 di Inggris) untuk mencoba mengembangkan gateway packet radio di ITB. Berawal semangat & bermodalkan PC 286 bekas barangkali ITB merupakan lembaga yang paling miskin yang nekad untuk berkiprah di jaringan PaguyubanNet. Rekan lainnya seperti UI, BPPT, LAPAN, PUSDATA DEPRIN merupakan lembaga yang lebih dahulu terkait ke jaringan di tahun 1990-an mereka mempunyai fasilitas yang jauh lebih baik daripada ITB. Di ITB modem packet radio berupa Terminal Node Controller (TNC) merupakan peralatan pinjaman dari Muhammad Ihsan dari LAPAN.

Jaringan Pendidikan Kunci Perkembangan Internet

Berawal dari teknologi packet radio 1200bps di atas, ITB kemudian berkembang di tahun 1995-an memperoleh sambungan leased line 14.4Kbps ke RISTI Telkom sebagai bagian dari IPTEKNET akses Internet tetap diberikan secara cuma-cuma kepada rekan-rekan yang lain. September 1996 merupakan tahun peralihan bagi ITB, karena keterkaitan ITB dengan jaringan penelitian Asia Internet Interconnection Initiatives (AI3) sehingga memperoleh bandwidth 1.5Mbps ke Jepang yang terus ditambah dengan sambungan ke TelkomNet & IIX dengan kapasitas bandwidth yang besar. ITB akhirnya menjadi salah satu bagian terpenting dalam jaringan pendidikan di Indonesia yang menamakan dirinya AI3 Indonesia yang mengkaitkan banyak lembaga pendidikan di Indonesia.

Jaminan kemajuan Indonesia sebetulnya terletak pada kemampuan kita memandaikan bangsa Indonesia. Pernahkah anda membayangkan jika seluruh sekolah di Indonesia, 220.000+ sekolah di Indonesia terkait ke Internet? Pernahkah anda membayangkan seluruh siswa di Indonesia, 38+ juta siswa Indonesia menjadi pandai dan menjadi bagian dari masyarakat informasi dunia?

Gila-nya jika kita cukup pandai seluruh proses ini hanya membebani siswa sebesar Rp. 1000-3000 / bulan / siswa. Beberapa inisiatif kunci untuk membuat para siswa Indonesia menjadi pandai antara lain adalah:

• Di mulai bulan Mei 1999, program Sekolah 2000 yang diprakarsai oleh Asosiasi Penyelenggara Jasa Internet Indonesia (APJII) http://www.sekolah2000.or.id/ mulai beranjak untuk mengkaitkan banyak sekolah di Indonesia ke Internet.
• One School One Lab. (OSOL) yang mengkaitkan sekitar 40 sekolah di Indonesia di bawah koordinasi Menteri Negara Komunikasi & Informasi http://www.kominfo.go.id.
• Berawal sekitar tahun 2000, Pendidikan Menengah Kejuruan (DIKMENJUR) http://www.dikmenjur.net barangkali merupakan kisah paling sukses dalam menyambungkan 4000+ sekolah kejuruan ke Internet. Komunitas mereka dapat di monitor di dikmenjur@yahoogroups.com, wankota@yahoogroups.com dll.
• Belakangan di bulan April 2004, PT. Telekomunikasi Indonesia mulai menggelar program Internet Goes To School (IG2S) untuk membantu sekolah di Indonesia agar terkait ke Internet. Buku tentang hal ini telah di terbitkan oleh Andi Offset Jogyakarta. Teknik membuat mail server yang memungkinkan penghematan biaya Internet di jelaskan secara mudah di http://www.bogor.net/igts/.
• IlmuKomputer.com http://www.ilmukomputer.com menjadi sebuah legenda di tahun 2004, karena keberhasilannya dalam usaha menghimpun dan menyebarkan ilmu computer kepada masyarakat secara murah.

Mailing List Indonesia

Di tahun 1989-1990-an, teman-teman mahasiswa Indonesia di luar negeri mulai membangun tempat diskusi di Internet, salah satu tempat diskusi Indonesia di Internet yang pertama berada di indonesians@janus.berkeley.edu. Berawal dari mailing list pertama di Janus diskusi-diskusi antar teman-teman mahasiswa Indonesia diluar negeri pemikiran alternatif berserta kesadaran masyarakat ditumbuhkan. Pola mailing list ini ternyata terus berkembang dari sebuah mailing list legendaris di janus, akhirnya menjadi sangat banyak sekali mailing list Indonesia terutama di host oleh server di ITB & yahoogroups.com. Mailing list ini akhirnya menjadi salah satu sarana yang sangat strategis dalam pembangunan komunitas di Internet Indonesia.

Di tahun 2001, terdapat lebih dari 50.000 mailing list Indonesia di Internet. Tentunya hal ini akan memusingkan banyak ISP karena menyedot bandwidth Internasional.

Pada tanggal 3 Oktober 2003. Terlontar ide di e-mail untuk membuat mailing-list (milis) lokal, sehingga selain dapat memberdayakan potensi sumber daya manusia bangsa, juga dapat untuk menghemat bandwidth ke luar negeri. Selain itu, milis lokal tersebut bisa menjadi salah satu pilot project pengembangan komunitas Open Source Indonesia.

Akhirnya mulai tanggal 14 Oktober 2003 dikumpulkan dana untuk membeli mesin HP KAYAK P3-600 256M 15GB 48X CD-ROM, seharga Rp 1.695.000 yang dikoordinir oleh Donny B.U. Beberapa pihak yang ikut patungan antara lain Onno, Irwin, Bona, Donny B.U., David Sudjiman, Rio Martin, M. Ichsan, Nies Purwati, Rusmanto, I Made Wiryana, Mas Wigrantoro RS, Heru Nugroho, Anton, KPLI Jakarta, Nona dan satu orang anonimus. Pada tanggal 27 Oktober 2003, server tersebut akhirnya di install di lokasi NOC CBN dan selama dua (2) jam Onno & Bona menginstalasi software Linux Mandrake & mailman mailing list server.

Tanggal 31 Oktober 2003. Server mailing-list GROUPS.OR.ID telah lahir! Pada tanggal 1 Januari 2004, ada 1541 mailing list yang beroperasi di groups.or.id dengan 34.410 unik subscriber.
Penyelenggara Jasa Internet Indonesia

Di tahun 1994-an mulai beroperasi IndoNet yang dipimpin oleh Sanjaya. IndoNet merupakan ISP komersial pertama Indonesia pada waktu itu pihak POSTEL belum mengetahui tentang celah-celah bisnis Internet & masih sedikit sekali pengguna Internet di Indonesia. Seingat saya sambungan awal ke Internet dilakukan menggunakan dial-up oleh IndoNet, sebuah langkah yang cukup nekad barangkali. Lokasi IndoNet masih di daerah Rawamangun di kompleks dosen UI kebetulan ayah Sanjaya adalah dosen UI.

Menurut laporan yang ada di APJII http://www.apjii.or.id. Pada kwartal ke tiga 2003, status industri Internet di Indonesia adalah:

• 124 anggota APJII
• 93 ISP dengan lisensi operasional.
• 73 ISP tersambung ke Indonesia Internet Exchange (IIX).
• Beroperasi di 90+ kota, di semua provinsi seperti terdaftar pada http://www.apjii.or.id/layanan/lokasi.php?lang=ind

APJII mengelola fasilitas bersama, seperti,
• APJII Indonesia Internet Exchange (IIX)
• APJII IDNIC
• Domain Registration & NIR (APNIC)

Pada kenyataannya, sebagian besar (60-70%) akses Internet di lakukan melalui falitas akses publik, termasuk WARNET dan jaringan sekolah. Yang perlu di garis bawahi ternyata bahwa sebagian besar aktifitas di dorong oleh swasta, bukan pemerintah. Jumlah pengguna Internet Indonesia hingga akhir tahun 2004 di perkirakan mencapai 12 juta pengguna.

Untuk mengurangi trafik internasional, APJII membentuk beberapa Indonesia Internet Exchange (IIX). Di Jakarta, paling tidak ada tiga (3) IIX, seperti di Cyber Building di Mampang, Jakarta, di Kuningan, dan di Gatot Subroto, di Gedung Telkom. Walaupun rasanya IIX di Gatot Subroto sekarang tidak aktif (dimatikan). Selain itu, beberapa IIX lokal seperti di Surabaya sudah mulai beroperasi pula. Dengan demikian, trafik lokal di masing-masing kota tidak lagi harus di lalukan ke Jakarta.

Seperti di laporkan oleh Johar Alam (johar@the.net.id) administrator dari Indonesia Internet Exchange (admin@iix.net.id) dan Heru Nugroho (hn@apjii.or.id), di awal Januari 2004, the total bandwidth puncak IIX mencapai 1.2Gbps. Karena bandwidth internasional trafik kira-kira tiga (30 kali bandwidth lokal, maka estimasi puncak bandwidth internasional adalah sekitar 3Gbps. Puncak bandwidth biasanya sekitar 70-80% maksimum bandwidth. Oleh karena itu, cukup aman bagi kita untuk mengatakan bahwa estimasi maksimum bandwidth ke Internet dari Indonesia sekitar 2Gbps.

Perbandingan volume trafik antara in-coming dan out-going adalah 1:10 karena Indonesia masih lebih banyak mengkonsumsi informasi & tidak memproduksi informasi.
Beberapa Kunci Strategis Perkembangan Internet Indonesia Kedepan.

Sebetulnya kunci perkembangan Internet di Indonesia maupun Negara berkembang lainnya relative sederhana, yaitu:

1. Adanya massa orang yang pandai, usaha menyambungkan Internet bagi seluruh sekolah di Indonesia sedang berjalan dengan gigih.
2. Ijin agar terbuka kemungkinan untuk membangun infrastruktur yang bertumpu pada kemampuan rakyat. Teknologi Internet sangat memungkinkan hal ini terjadi, karena harga peralatan Internet relatif murah dan relative mudah dioperasikan.

Pada saat ini yang paling terlihat kasat mata adalah Warung Internet (WARNET). Asosiasi-warnet@yahoogroups.com merupakan tempat berkumpul para penyelenggara WARNET di Indonesia. Pada tanggal 25 Mei 2000 merupakan hari bersejarah bagi rekan-rekan WARNET – karena telah lahir Asosiasi Warnet Indonesia (AWARI) yang ada secara fisik dalam pertemuan di kantor DIKMENJUR. Ketua Asosiasi Warnet adalah rekan Rudy Rusdiah, Bendahara rekan Adlinsyah dan Sekretaris Abdullah Koro. Pada saat ini (Tahun 2004), Presidium AWARI beranggotakan Ibu Judith MS, Pak Michael Sunggiardi dan Abdullah Koro.

Konfigurasi WARNET yang lebih menguntungkan pada hari ini adalah RT/RW-net yang memungkinkan penyambungan sebuah RT/RW 24 jam ke Internet. Secara financial akan membebani anggota sekitar Rp. 150-300.000 / bulan / rumah. Hal ini akan menjadi tumpuan Internet di Indonesia di masa mendatang. Biaya akan turun terus dengan semakin tersebarnya akses murah kepada rakyat.

Teknologi Wireless Internet menggunakan frekuensi 2.4GHz & 5.8GHz menjadi kunci dalam mengembangkan RT/RW-net ini. Alhamdullillah, dalam masa pemerintahan SBY Kabinet Bersatu, tampaknya pemerintah bersedia membebaskan frekuensi 2.4GHz, tapi belum mau membebaskan 5.8GHz. Semoga Keputusan Menteri tentang hal ini akan di tanda tangani pada awal Januari 2005. Hal ini akan memungkinkan pertumbuhan Internet Rakyat secara cepat dalam orde 200-500 instalasi per bulan.

Bangsa Indonesia pada dasarnya adalah bangsa yang lebih suka berbicara satu dengan lainnya, oleh karena itu teknologi VoIP akan menjadi primadona. Teknologi VoIP Merdeka (berbasis H.323) dan teknologi VoIP Rakyat http://www.voiprakyat.net (berbasis SIP) akan menjadi tumpuan utama untuk memenuhi kebutuhan komunikasi suara yang murah.

Demikian kilasan sejarah Internet di Indonesia, kami sadar bahwa perjuangan kami masih panjang. Masih banyak hal yang perlu diperjuangkan terus agar dapat menggerakan bangsa Indonesia menuju knowledge based society paling tidak melihat 110 juta bangsa Indonesia terkait ke Internet pada tahun 2015.