Since the beginning of covid-19 pandemic, many aspect of human life are greatly change including the process of learning in school or university. Usually, teachers and students meet in an offline class, but now everyting is changing to online including teaching and learning. This alteration necessitate adjustment immidiatelly, this international workshop is aimed to facilitate it. The theme of the workshop was “Online Workshop Series on Designing and Preparing Your Online Class During the Pandemic”. It was held by International Section Faculty of Teacher Training and Education Sebelas Maret at November 17th-19th 2020 using Zoom Cloud Meeting. The speakers were from 9 different universities and 1 internation ogranization for cultural and educational opportunities. In line with the theme, all of the speakers presented about online learning from introduction, planning to assessing the online class. There were three subtopics in the workshops, they were overview of blended/hybrid learning, learning design, and assessment. Vice Rector for Academic Affairs Universitas Sebelas Maret, Prof.Dr.Ir. Ahmad Yunus, M.S, opened the workshop, while the closing remarks was delivered by Vice Dean for Academic Affairs of Faculty Teacher Training and Education, Prof.Dr. Slamet Subiyantoro, M.Pd. Participants of this event were undergraduate students, teachers, and lecturers from South East Asia.
DOWNLOAD FILES : https://bit.ly/WorkshopintlPPT
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The Faculty of Teacher Training and Education, Sebelas Maret University-Indonesia proudly invites students of college of education, school of education, faculty of teacher training and education, pre service teacher training, and teachers to join the Online Workshop Series on Designing and Preparing Your Own Class During the Pandemic, and the competition on lesson plan and media of learning. This workshop will be guided by distinguish scholars of teaching and learning from around the world. The participants will learn various perspectives on how to design and prepare the online classes.
Workshop Dates: November 17th – 19th, 2020
Platform: Zoom
Keep your seat! Register at: http://bit.ly/intlworkshopreg before November 14th, 2020
In the end of this workshop, the undergraduate participants can join the competition. There are two kinds of competition, they are:
- Media/Tools of Learning
The aim of this competition is to make and show innovative media/tools for learning.
Eligibility, Rules, and Regulation
- Contestants are undergraduate students who already finished international webinar series “Preparing and Designing Your Online Class.
- Each contestant should register to https://bit.ly/competitionregistrationlink maximum at November 28th 2020.
- Upload your document to your own google drive, and share the link to the intl.fkip@fkip.uns.ac.id (Rename your folder as: Registeredname_kind of competition_country).
- For the contestant who have registered to learning tools/media designing competition, also have to upload concept summary, learning objectives, usage instruction in pdf format.
- There is no limitation about the apllication usage and the topic of media/tools for learning.
- All of documents and media/tools should be written in English.
- All participants should share their link maximum at November 28th 2020.
- The announcement will be at November 30th 2020
Scoring Rubric for Learning Tools/Media Design
| No | Aspect | Score 1 | Score 2 | Score 3 |
| 1 | Clarity of participants | There is no specific information about users | There is specific information about users. | |
| 2 | Userfriendlyness | The learning media is hardly to use by specific participant. | The learning media can be used by specific paricipant after read the instruction several times. | The learning media is easy to use by specific participant after read the specific instruction one time. |
| 3 | Content | The cpntent is in line with the learning objectives, but there are agnificant missconception inside it. | The content is in line with the learning objectives, missconception is rarely found. | The content is in line with the learning objective, and shows deep understanding about the content |
| 4 | Attractiveness | It is visually unattractive. | It is visually attractive but there are unbalanced composition sometimes. | It is visually attractive. |
| 5 | Newness | It just modify the content of old learning media | It is modification of old idea but there are many new addition in it | It is new both in idea and look |
- Lesson Plan Competition
The aim of this competition is to make and show innovative lesson plan/learning design in online classroom.
Eligibility, Rules, and Regulation
- Contestants are undergraduate students who already finished international webinar series “Preparing and Designing Your Online Class.
- Each contestant should register to https://bit.ly/competitionregistrationlink maximum at November 28th 2020.
- The components of lesson plan are, Competency/topic, Learning objective, Tools/media of learning, Learning scenario, and Assessment (outline of assessment).
- Upload your document to your own google drive, and share the link to the intl.fkip@fkip.uns.ac.id (Rename your folder as: Registeredname_kind of competition_country).
- All participants should share their link maximum at November 28th 2020.
- Lesson plan should be written in English
- The announcement will be at November 30th 2020
Scoring Rubric
| No | Aspect | 4 | 3 | 2 | 1 |
| 1 | Components | Clear and high expectations are evident throughout every aspect of the plan. This means: Lesson title, goal, and objective are clearly and prominently stated. Goal and objective reflect expert-level choices; they are relevant and rigorous given the instructional context. The lesson is conceived to realistically achieve upper level thinking on Bloom’s taxonomy, and the plan clearly spells that out. The plan includes clear alignment to relevant learning standards. | Clear and high expectations are evident throughout most aspects of the plan. This means: The lesson title, goal, and objective are clearly stated, and are logical given the instructional context. The expectations articulated in the goal and objective are clearly built into most aspects of the lesson design. The plan suggests alignment to relevant learning standards. | Clear and high expectations are evident throughout some aspects of the plan. This means: The lesson title, goal, and objective are stated and reflect basic levels of rigor and relevance given the instructional context. The plan could benefit from asking more from students, or from a more strategically designed progression of activities that would be better suited to actually meet high expectations. The plan may offer only superficial information related to learning standards alignment. | Clear and high expectations are evident throughout few or no aspects of the plan. This means: The lesson title, goal, and objective may be missing or unclear or reflect levels of rigor and relevance that may be too low given the instructional context. The plan could benefit from asking much more from students, or from a revision for clarity. The plan makes no mention of alignment to learning standards. |
| 2 | Organizing and Sequencing Content for Student Learning | The progression of the lesson is clearly articulated and strategically designed to maximize student engagement and learning, and to meet the lesson goal and objective. | The progression of the lesson is logically designed to meet the lesson goal and objective. It could benefit from some more explanation for how each facet of the students’ experience in the lesson will support the achievement of the goal and objective. | The progression of the lesson aims to meet the goal and objective. It needs more detail or clearer strategy in order to reflect a comprehensive vision of how each facet of the students’ experience in the lesson will support the achievement of the goal and objective. | The progression of the lesson seems inconsistent, or unclear, or even at times illogical despite an attempt to achieve the lesson goal and objective. |
| 3 | Instructional Method | The lesson plan strategically incorporates multiple methods of instruction (ex. teacher talk, student talk, teacher-student interactive talk, student creation of print or non-print text, gallery walk) to maximize student engagement and learning, and to meet the lesson goal and objective. The use of the instructional methods with the content and goal/objective is expert-level in its conception. | The lesson plan incorporates multiple methods of instruction to attempt to maximize student engagement and learning, and to meet the lesson goal and objective. A more strategic use of the instructional methods with the content and goal/objective would likely yield better student outcomes. | The lesson plan attempts to incorporate multiple methods of instruction, but the rationale and strategy may lack appropriate levels of clarity, feasibility, or applicability. | The lesson plan reflects limited understanding of instructional methods to support student learning, student engagement, and meeting the goal and objective. |
| 4 | Materials | The lesson plan is clear about what materials will be required. Those materials are expertly chosen to maximize student engagement and learning, and to meet the lesson goal and objective. | The lesson plan is clear about what materials will be required. Those materials apply to the lesson but may not represent the most efficient selection to maximize student engagement and learning, given the lesson plan’s goal and objective. | The lesson plan does include materials to be used but would benefit from greater specificity in their description or strategy in their selection. Not all materials are essential to achieve the lesson’s goal. | The lesson plan includes a partial list of materials to be used. The strategy is vague or incomplete for describing how to leverage use of these materials to support student engagement and learning to meet the lesson’s objective and goal. |
| 5 | Assessment | The plan includes a professional- caliber selection of assessment method(s) and a thorough description and rationale as to how student learning relevant to the lesson will be assessed. | The plan includes a detailed description of how student learning relevant to the lesson will be assessed. It could be strengthened with a clearer rationale or a more efficient selection of assessment method(s). | The plan includes a basic description for how student learning relevant to the lesson will be assessed. Its selection of assessment method(s) and rationale as to why reflect commendable if basic understanding of uses of assessment. | The plan includes an attempt at a description of how student learning will be assessed, but the method(s) may not be entirely relevant, realistic, explained, or educationally useful. |
Source: Lesson Planing and Delivery-Higher Education Competition (TAFE, 2019) (https://www.tafeonline.org/assets/docs/19_20_CompetitiveEvents/Guidelines/19-20%20Lesson%20Planning%20%26%20Delivery-HigherEd.pdf
Contestant Score: (……/20) x 100