Trend and Innovation of Education in Digital Era

Abstract

The Digital Era and the COVID-19 pandemic bring many changes and opportunity in education in higher education intitution as well. while pandemic covid 19 has an impact on delaying learning activities, but on the other hand the digital Era bring the innovation to solve the impact. In term of that situation, the Indonesian Government always have the policy to improve the quality of human resource. Kemendikbudristek has been directed the Directorate General of Higher Education, Research, and Technology, to have several innovation to respond the covid impact in teaching and learning in Digital Era. Some of the innovation are online learning using SPADA Indonesia and ICE (Indonesia Cyber Education) Institute.

SPADA Indonesia goals are; to facilitate the LMS for all Higher Education Student in Indonesia, support the learning activities through online learning; SPADA moduls are also act as supplement for the formal learning that being interrupted during the COVID-19 pandemic.

Indonesia Cyber Education Institute (ICE-I) goals are to help students across Indonesia accessing learning anytime, anywhere; to provide affordable budget; to allow students using qualiied modul in a collaboration with prestigious university; to be part of MBKM program that issues certication; and make the learning process fun.

SPADA Indonesia and ICE- Institute were successful. Over 98.138 students and 315 partner universities and 107.504 lecturers using SPADA Indonesia. The SPADA Indonesia has the potential value to be able to support the On line learning for more than 8 M students. ICE Institute has facilitated the students pursuing they own interest through multidiscipline courses, gained knowledge and skils ; cultivated cross-cultural skills and awareness, and equiped the student for future workplace. ICE Institute was succcessful to facilitate 20.000 students gathered in MBKM using around a thousand moduls.

Keywords: Higher education, Digital era, Innovation

Empower learners with high agency practices in online teaching

Abstract

The COVID-19 pandemic present valuable opportunities for teachers to teach the English language online. Language teachers have been learning to develop effective pedagogical practices in promoting language learner agency to better connect teaching in the hybrid classroom and learning outside the classroom In this talk, I present language learner agency, which is defined as 'the feeling of ownership and sense of control that a learner has concerning their learning', as a key focus for language teachers when preparing learners for the challenges and opportunities beyond the classroom. Drawing on an ecological perspective on language education, I will outline what learner agency means for language teachers, how it operates and how it can be promoted in teaching. I shall also consider the challenges that language teachers may have in promoting learner agency before I showcase a few 'high agency' practices that teachers can implement in hybrid teaching. These 'high agency' practices will help learners to claim ownership of their learning outside the classroom. They will also help them to become lifelong learners who believe they can learn English and take control their learning in this increasingly uncertain world.

Keywords: Learner agency, Pedagogical practice, Technology-enhanced language teaching, Ecological perspective, Teacher development

Teaching and learning in Covid times – a journey through technology shifts in higher education in the UK

Abstract

In the wake of the Covid pandemic, the past few years have seen a number of shifts in education around the world. Digital technologies have facilitated many of these shifts and brought about new modes of teaching and learning. This talk will examine the shifts that have taken place in the past three years, specifically in HE teaching in the UK, and look at the opportunities and ongoing challenges they bring.

Keywords: Education shifts, Digital technology, HE in UK

Performance Teaching in Urban Cities in Indonesia

Abstract

The advanced development of science in all fields, especially in the field of technology and information has made education experience a technological leap in its learning process. This becomes an opportunity and a challenge for teachers, despite being affected by a pandemic. The emergence of various technologies in the field of education is inevitable, since various technology tools proves to be beneficial teaching media (for example, the RUANGGURU application, brainly, Icando, MejaKita, Kipin School 4.0, Media Belajar Online (MBO), google for education, etc.). The problem lies within teachers’ readiness towards this kind of conditions because the teacher's performance in the modern era is now increasingly complex, not only as a teacher and academic educator, but also as a role model in endorsing good traits to their students. The research method used is research and development, in 3 provinces of Banjarmasin, Yogyakarta and Bali. The result shows that teacher who were able to adapt to technological developments, digitally literate, and able to build their students’ soft skills, is an ideal teacher who is able to survive while performing their role as a teacher who guides and pays attention to the development of their students.

Keywords: Teacher performance, RnD, Urban cities, Literacy

Coaching to Promote Self-Directed Learning: Professional Development in the Digital Era

Abstract

Teachers are one of the cornerstones for countries’ education development, and technology and innovation are always to take it everywhere. Accordingly, Platform Merdeka Mengajar (PMM) is a digital platform provided by the Education, Culture, Research, and Technology Ministry to be one of the most powerful tools for transforming the professional development of educators in Indonesia. The purpose of this article is to portray the further educators’ commitment to lifelong learning by becoming autonomous learners supported by digital platforms. Especially teachers, in their complex and paramount work that combines their own lifelong learning and, at the same time, fulfill their tasks in a challenging initiative shared by the school’s superintendent who acts as a coach to help enhance processes and strengthen the professional development using digital platforms. The study encompasses Sekolah Penggerak (School Mover) teachers that implement Kurikulum Merdeka (Independent Curriculum) in three Senior High Schools and two Schools for Children with Special Needs. This study explores how a yearlong professional development and coaching program supported teachers in improving their teaching-learning competences to move forward for educational success. Data for this qualitative case study design were drawn from interviews with teachers, observations of coaching teachers, internal documents, and Aksi Nyata in PMM. The results showed that: 1) coaching promotes self-directed learning, especially in reflecting on their personal qualities, decision-making skills, and clarifying their values and beliefs, 2) coaching increases confidence in the teaching-learning alongside with their success in digital platforms completed tasks, 3) coaching harness the power of instructional leadership through continuing learning in PMM digital platform autonomously. These findings are innovative practices in the field of teachers who have responsibility to implement the Independent Curriculum. They are significant for understanding how to create meaningful professional development for mid-career teachers who do not need to leave their teaching post.

Keywords: coaching, self-directed learning, professional development, digital era