Resume: Digital Literacy Learning System for Indonesian Citizen
A. Introduction
Technology
advance in 21th-century emergences a new way to get things done, not only in
formal working ac tivities but also in daily activities. One product of this
advance is digital media. It changes how every aspect works, from hardcopy to
paperless, from book to tablet, and from physical interaction to virtual
collaboration. Internet is no longer complementary tool but primary need in
this era. This dynamic new world requires new comprehension and communication
skills, as well as new codes of conduct, to ensure that these powerful media
and technologies are used responsibly and ethically. United State President,
Obama said that education deliver for kids nowadays held in 20th-century school
in the when they should be prepared for 21st-century jobs. Education and
technology are inseparable. He understood that our future leaders must have
strong digital technology skills and an unshakable ethical foundation
underpinning their behavior in the digital world. An initiative masterplan
within ASEAN scope to promote economic integration toward FTAAP used ICT 1 as a
hub to connect every participant countries to create single market. Strategic
thrust no.5 to achieve this is human capital development in ICT. This strategy
is aligned with the need for technology-based education in order prepare
Indonesian competitive workforce ready for 21st-century jobs. Coming to the
21th-century, we enjoys the advantages of data, information and knowledge from
one hand, but from the other hand we are also perplexed by the information
overload, information explosion, false information and misuse of knowledge. The
convergence of portable personal technologies, unfiltered access to
information, and user-generated content profoundly impacts how this generation
era grows and learns.
Internet
and Gadget Utility in Indonesia Indonesia is facing digital age with over 43
million Facebook accounts in January 2012, 19 million accounts on Twitter, a
jump of close to 400% in just one year. Related to this fact, there are
projections stating that number of gadgets penetration in Indonesia will
surpass the number of Indonesian people. Inline with increasing trend in gadget
utility, Internet access becomes dynamic and practical.
1. Digital Literacy Education in Indonesia
In Indonesia, Digital literacy and ICT literacy education is
conducted within IT curriculum in school for technical skills and informal
blogs or portals for common knowledge in ICT. As learners need to become
independent learners in an environment greatly shaped by ICT, it is inevitable
that they will be pushed to adapt to the increasing complexity of the ICT
landscape. However, its implementation is limited by Indonesias economic
problem, complicated by limited quantity and quality of ICT infrastructure, and
the low awareness and knowledge of the public on ICT . There are several
initiatives engaged to ICT education for Indonesian citizen including digital
literacy materials.Knowledge and Understanding.
Theory suited to explain knowledge in this paper context is
D-I-K-W hierarchy . Education given through learning system aims for high-level
understanding called wisdom. In this state, learner understands about how to
explore, explain, and understand the knowledge, and furthermore how to use the
knowledge into practice.
2. Learning System and Knowledge Management
Learning process can be seen as a process for acquiring
information and processing expe- rience, in which the learner selects and
constructs knowledge that is useful and appropriate for him/herself and in turn
uses this to drive and determine his/her own continuous learning process.
3. Eduknowledge
Eduknowledge could be defined as a process of developing and
adapting specific knowledge for educational purposes.
4. Digital Literacy
Discussion about digital literacy disassociated with the
term digital technologies. Familiar term representing digi tal technology in
daily use is gadget, defined as mobile device used to interact with digital
media such as text, images, audio, videos, programs, game, and online-based
communication between two or more people. European Information Society stated
that digital literacy is the awareness, attitude and ability of individuals to
appro priately use digital tools and facilities to identify, access, manage,
integrate, evaluate, analyse and synthesize digital resources, construct new
knowledge, create media expressions, and communicate with others, in the
context of spe cific life situations, in order to enable constructive social
action; and to reflect upon this process.
B. Model Analysis
Eduknowledge framework components derives model components
in context of digital literacy education and Indonesia’s related relevance
analysis.
1. Foundation
It is shown in the 1a and 1b that knowledge base built as
learning material is driven by goal. Goal in this context can be intepreted as
something to achieve, and to solve. In order to achieve this goal, certain code
of conduct must be followed. Goal based knowledge with certain code of conduct
is represented by three pillars constructing learning foundation: vision,
belief and faith, problem and challenge. Vision represents long-term objectives
to achieve.
2. Knowledge Base and Knowledge Transfer
Knowledgebase is storage where knowledge is collected,
processed, and prepared for transfer as learning material. Collected knowledge
is about digital literacy with wide scope of discussion covering three digital
literacy dimensions. Knowledgeaslearning material is delivered in the form of
one of these knowledge type answering question about what and the importance ,
best practice , tips and tricks , problem case examples and how to solve it .
Goal-based knowledge is then delivered to learners through three types of
transfer activities, those are diffusion, dissemination, and implementation.
3. Evaluation and Learner Persona
Evaluation is conducted to assess learner comprehension
about digital literacy. These five are know-what, know-why, know-how, know-best
practice, and know-how to solve problem cases. Content level refers to bloom’s
digital taxonomy.
4. User Interface
User interface provides interaction media between learner
and learning system. It is utilized digital media with specific functions and
features to support knowledge transfer and evaluation. It is implemented using
technology such as website, mobile web, social media, and SMS broadcast. The
first function of user interface is delivering learning material from the
knowledge base. Knowledge diffusion process can be conducted using website and
mobile website to deliver any type of knowledge.
C. Scenarios for Model Justification
Resulting model utility could be implemented in many
alternatives scenarios.
1. Pornography
Based on Yayasan Kita dan Buah Hati research in 2013, 95%
elementary students class 4-5 from 100 children in Indonesia have accessed
pornography, and 60% access using their own or their parents gadget . This is
the reasons why gadget utility by kids and teens should be monitored and
controlled. Vision for this domain is free from pornography-Indonesian young
generation. Every belief teach that children shouldn’t be exposed to negative
content. Technology advance emergences challenge where pornography has become
business commodity with children as its main target.
2. Netiquette for Bachelor
Vision for this domain is preparing university and senior
high scool graduates to be digitally literate and qualified workforce. Upcoming
challenge is FTAAP 2020. Learner is group of last-semester university students
and seniors high school students.
D. Conclusion
Amalia Rahmah / Procedia Computer Science 72 94 – 101 101
Research question is answered with proposed learning system model for digital
literacy embedded with knowledge base which is built to fit into Indonesia
characteristics. Digital divide in Indonesia requires digital literacy
education delivered through several knowledge transfer mechanisms. Specific
informal initivatives in digital literacy education focusing in parenting with
parents as role model, so that the education should be delivered to every party
involved in kids and teens education. Indonesia is religious country so digital
literacy education should follow code of conduct given by belief and faith of
its citizen. (oleh Nera Feriska Suhana)
A. Introduction
Technology advance in 21th-century emergences a new way to get things done, not only in formal working ac tivities but also in daily activities. One product of this advance is digital media. It changes how every aspect works, from hardcopy to paperless, from book to tablet, and from physical interaction to virtual collaboration. Internet is no longer complementary tool but primary need in this era. This dynamic new world requires new comprehension and communication skills, as well as new codes of conduct, to ensure that these powerful media and technologies are used responsibly and ethically. United State President, Obama said that education deliver for kids nowadays held in 20th-century school in the when they should be prepared for 21st-century jobs. Education and technology are inseparable. He understood that our future leaders must have strong digital technology skills and an unshakable ethical foundation underpinning their behavior in the digital world. An initiative masterplan within ASEAN scope to promote economic integration toward FTAAP used ICT 1 as a hub to connect every participant countries to create single market. Strategic thrust no.5 to achieve this is human capital development in ICT. This strategy is aligned with the need for technology-based education in order prepare Indonesian competitive workforce ready for 21st-century jobs. Coming to the 21th-century, we enjoys the advantages of data, information and knowledge from one hand, but from the other hand we are also perplexed by the information overload, information explosion, false information and misuse of knowledge. The convergence of portable personal technologies, unfiltered access to information, and user-generated content profoundly impacts how this generation era grows and learns.
Internet and Gadget Utility in Indonesia Indonesia is facing digital age with over 43 million Facebook accounts in January 2012, 19 million accounts on Twitter, a jump of close to 400% in just one year. Related to this fact, there are projections stating that number of gadgets penetration in Indonesia will surpass the number of Indonesian people. Inline with increasing trend in gadget utility, Internet access becomes dynamic and practical.
1. Digital Literacy Education in Indonesia
In Indonesia, Digital literacy and ICT literacy education is conducted within IT curriculum in school for technical skills and informal blogs or portals for common knowledge in ICT. As learners need to become independent learners in an environment greatly shaped by ICT, it is inevitable that they will be pushed to adapt to the increasing complexity of the ICT landscape. However, its implementation is limited by Indonesias economic problem, complicated by limited quantity and quality of ICT infrastructure, and the low awareness and knowledge of the public on ICT . There are several initiatives engaged to ICT education for Indonesian citizen including digital literacy materials.Knowledge and Understanding.
Theory suited to explain knowledge in this paper context is D-I-K-W hierarchy . Education given through learning system aims for high-level understanding called wisdom. In this state, learner understands about how to explore, explain, and understand the knowledge, and furthermore how to use the knowledge into practice.
2. Learning System and Knowledge Management
Learning process can be seen as a process for acquiring information and processing expe- rience, in which the learner selects and constructs knowledge that is useful and appropriate for him/herself and in turn uses this to drive and determine his/her own continuous learning process.
3. Eduknowledge
Eduknowledge could be defined as a process of developing and adapting specific knowledge for educational purposes.
4. Digital Literacy
Discussion about digital literacy disassociated with the term digital technologies. Familiar term representing digi tal technology in daily use is gadget, defined as mobile device used to interact with digital media such as text, images, audio, videos, programs, game, and online-based communication between two or more people. European Information Society stated that digital literacy is the awareness, attitude and ability of individuals to appro priately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of spe cific life situations, in order to enable constructive social action; and to reflect upon this process.
B. Model Analysis
Eduknowledge framework components derives model components in context of digital literacy education and Indonesia’s related relevance analysis.
1. Foundation
It is shown in the 1a and 1b that knowledge base built as learning material is driven by goal. Goal in this context can be intepreted as something to achieve, and to solve. In order to achieve this goal, certain code of conduct must be followed. Goal based knowledge with certain code of conduct is represented by three pillars constructing learning foundation: vision, belief and faith, problem and challenge. Vision represents long-term objectives to achieve.
2. Knowledge Base and Knowledge Transfer
Knowledgebase is storage where knowledge is collected, processed, and prepared for transfer as learning material. Collected knowledge is about digital literacy with wide scope of discussion covering three digital literacy dimensions. Knowledgeaslearning material is delivered in the form of one of these knowledge type answering question about what and the importance , best practice , tips and tricks , problem case examples and how to solve it . Goal-based knowledge is then delivered to learners through three types of transfer activities, those are diffusion, dissemination, and implementation.
3. Evaluation and Learner Persona
Evaluation is conducted to assess learner comprehension about digital literacy. These five are know-what, know-why, know-how, know-best practice, and know-how to solve problem cases. Content level refers to bloom’s digital taxonomy.
4. User Interface
User interface provides interaction media between learner and learning system. It is utilized digital media with specific functions and features to support knowledge transfer and evaluation. It is implemented using technology such as website, mobile web, social media, and SMS broadcast. The first function of user interface is delivering learning material from the knowledge base. Knowledge diffusion process can be conducted using website and mobile website to deliver any type of knowledge.
C. Scenarios for Model Justification
Resulting model utility could be implemented in many alternatives scenarios.
1. Pornography
Based on Yayasan Kita dan Buah Hati research in 2013, 95% elementary students class 4-5 from 100 children in Indonesia have accessed pornography, and 60% access using their own or their parents gadget . This is the reasons why gadget utility by kids and teens should be monitored and controlled. Vision for this domain is free from pornography-Indonesian young generation. Every belief teach that children shouldn’t be exposed to negative content. Technology advance emergences challenge where pornography has become business commodity with children as its main target.
2. Netiquette for Bachelor
Vision for this domain is preparing university and senior high scool graduates to be digitally literate and qualified workforce. Upcoming challenge is FTAAP 2020. Learner is group of last-semester university students and seniors high school students.
D. Conclusion
Amalia Rahmah / Procedia Computer Science 72 94 – 101 101 Research question is answered with proposed learning system model for digital literacy embedded with knowledge base which is built to fit into Indonesia characteristics. Digital divide in Indonesia requires digital literacy education delivered through several knowledge transfer mechanisms. Specific informal initivatives in digital literacy education focusing in parenting with parents as role model, so that the education should be delivered to every party involved in kids and teens education. Indonesia is religious country so digital literacy education should follow code of conduct given by belief and faith of its citizen. (oleh Nera Feriska Suhana)
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