Developing Digital Book Based on Lafran Pane' Thought for Increasing State Defend Attitude of Students

In the globalization era, technology development grows rapidly. The development of technology accompanied with the decreasing of states defend attitude among Indonesian. This phenomenon evidenced by development of life that has been influenced by foreign culture, of sectarian solidarity, individualism, primordial, and the moral degradation of Indonesian which can threaten the integration of the nation. Education has an important role to deal with these problems. Teachers must be able to find instructional innovations that can be used to improve state defend attitude of students, because very important for future of the nation. Instructional innovation can be used by revive characters which it contains the values of state defend in the form of digital books. Lafran Pane is one of the Indonesian heroes who have thoughts about an intellectual's attitude towards the progress of the nation and state, especially students. Lafran Pane emphasized that student must be able to love their homeland, be hold on their beliefs, reform of thought in all fields, create harmony between religions, and be aware of their obligations as a fighter to elevate national dignity. Lafran Pane’s thought contain the values of state defense and moral can be integrated in education. This paper aims to provide learning innovations to improve state defend attitude of students.

Massive Open Online Course Instructor Motivations, Innovations, and Designs: Surveys, Interviews, and Course Reviews | Motivations, innovations et conceptions des instructeurs de cours en ligne ouverts à tous : sondages, entrevues et évaluations de cours

This mixed methods study explores instructor motivations for offering massive open online courses (MOOCs) as well as the instructional innovations used to enhance the MOOC design. The researchers surveyed 143 MOOC instructors worldwide and then interviewed 12 of these instructors via Zoom. They also extensively reviewed the MOOCs of the interviewees. The primary motivations for offering MOOCs included “growth” needs such as curiosity about MOOCs and the exploration of new ways of teaching. In addition, “relatedness” needs of instructors included reaching more people, showcasing research and teaching, marketing their university, integrating interactive technology, and obtaining peer reviews. The perceived instructional innovations of these MOOC instructors included using problem-based learning, service learning in MOOCs, and shortening the length of videos. Overall, these MOOC instructors were satisfied with their MOOC designs.Cette étude faisant appel à des méthodes mixtes explore les motivations des instructeurs de cours en ligne ouverts à tous ainsi que les innovations pédagogiques utilisées pour améliorer la conception de ces cours. Les chercheurs ont procédé au sondage de 143 instructeurs de cours en ligne ouverts à tous à travers le monde et ont ensuite interviewé 12 de ces instructeurs par l’entremise de Zoom. Ils ont également réalisé un examen approfondi des cours en ligne ouverts à tous des instructeurs interviewés. Les motivations principales pour l’offre de cours en ligne ouverts à tous comprenaient des besoins relatifs à la « croissance », comme la curiosité au sujet de ces cours et l’exploration de nouvelles façons d’enseigner. De plus, les désirs relationnels des instructeurs comprenaient joindre plus de gens, mettre en lumière la recherche et l’enseignement, publiciser leur université, intégrer la technologie interactive et obtenir des évaluations par les pairs. Les innovations pédagogiques perçues par ces instructeurs de cours en ligne ouverts à tous comprenaient l’utilisation de l’apprentissage par résolution de problèmes, de l’apprentissage par le service dans les cours en ligne ouverts à tous et la durée écourtée des vidéos. Dans l’ensemble, les instructeurs de cours en ligne ouverts à tous étaient satisfaits de leur conception de cours.

Design-Based Case Study

Design-based case studies allow researchers to examine instructional innovations that are bounded by perspective, context, and time. Design-based case study is an approach that blends case study research with design-based research in order to more systematically examine the process and products of an intervention. This approach provides a framework for engaging in iterative cycles of data collection and analysis to determine if, how, and why goals of instructional innovations have been met. This chapter provides an overview of the design-based case study approach and responds to common concerns surrounding case study and design-based research and how design-based case studies address these concerns by building on the strengths of both approaches.

Making a Case for a Blended Approach

Design-based case studies address research questions that involve instructional innovations within a bounded system. This blend of case study and design-based research provides a systematic approach to examining instructional innovations that are bounded by perspective, context, and time. Design-based case studies provide a framework for engaging in iterative cycles of data collection and analysis that are used to determine how, why, and whether the goals of an instructional innovation have been met. The authors note common concerns surrounding case study and design-based research and how design-based case studies address these concerns by building on the strengths of both approaches.