The Next International Conference of Computer
(Reminder)
3rd Asian Semantic Web Conference 2008 (ASWC 2008)
Pathumthani, Thailand, 8th-11th December 2008
http://aswc2008.ait.ac.th/
***Important Dates***
15 July 2008 Paper Submission
10 September 2008 Notification of Acceptance
25 September 2008 Camera Ready
8-11 December 2008 Conference in Thailand
Communication & Network Technology Management 2008
December 13 ~ 15, 2008, Sanya, Hainan Island, China
http://www.sersc.org/FGCN2008/cfp.php
***Important Dates***
* Paper Submission Due : July 1, 2008
* Acceptance Notification : August 15, 2008
* Camera-ready Due : September 11, 2008
* Conference Dates : December 13~15, 2008
The Fifth International Conference on Communication Technology (ICCT 2008)
December 17~19, 2008, Thailand
http://www.waset.org/icct08/cfp.html
***Important Dates***
* Paper Submission Due : August 31, 2008
* Notification of Acceptance : September 20, 2008
* Final paper submission and authors' registration : October 15, 2008
* Conference Dates : December 17~19, 2008
International Conference on E-Learning
Assumption University, Bangkok, Thailand
December 11-12, 2008
http://www.elearningap.com
Abstract submission deadline: 31 October 2008
Notification of acceptance: 15 November 2008
Final paper due: 30 November 2008
The 10th International Conference on Information Integration and Web-based Applications & Services (iiWAS2008)
http://www.iiwas.org/conferences/iiwas2008/index.html
24-26 November 2008, in Linz, Austria
The 4th International Conference on Signal-Image Technology & Internet–Based Systems (SITIS' 2008)
http://www.u-bourgogne.fr/SITIS/08/index.html
30 Nov-3 Dec 2008
Tuesday 10 June 2008
The Next International Conference of Computer
Thursday 5 June 2008
The Importance of Students' Collaboration
Ridwan Sanjaya
Soegijapranata Catholic University, Semarang
Henny Putri Saking Wijaya
Petra Christian University, Surabaya
Keywords: E-Learning, E-Collaborative, collaboration, learning, internet.
*) Published in A Journal of Culture, English Language Teaching and Literature (CELT), Vol.7, No.1, Jul 2007. ISSN: 1412-3320.
PDF Version [Download]Monday 2 June 2008
The Influence of the Form of the Traditional Building's Roof
Soegijapranata Catholic University, Semarang, Indonesia
Abstract
In the architectural development recently, form of Java traditional roof is still commonly interested. While it is full of philosophic value, form of Java traditional roof also varies. On the other hand, Java traditional architecture concerns deeply in environmental aspect, which is formed in macro and micro concept as well, in order to become harmony and be comfort to dwell in. However, in the development and the application to modern buildings, which uses modern building materials, the thermal comfort aspect and the sturdy of construction are not considered. Therefore, it is necessary to understand well the basic concept of the forming traditional architecture in the context of trophical architecture and the sturdy of construction. This research aims to give descriptions to society, students and architects, in order to understand the importantance of thermal comfort, which can be achieved by well-designed roof. To achieve the expected result, the research is approached through analizing the sturdy of construction, to the original traditional buildings and the modern buildings using the Java traditional roof as well. The thermal comfort analysis is done with some equipments such as digital thermometer, digital hygrometer and digital anemometer. The research result is design recommendation to adjust the modern material to the form of Java traditional roof. By computer program using Visual Basic, it is expected that the research will be easily understood by society and it can be applied in building design.
Keywords : Java traditional architecure, thermal comfort, tropical architecture.
*) Published in Journal Dimensi Teknik Arsitektur Dec 2006 / Vol 34 / No 2. ISSN:0126-219X.
PDF Version [Download]Saturday 31 May 2008
Developing Multimedia EFL Content-based Materials
Developing Multimedia EFL Content-based Materials to Improve Learners’ English Proficiency
Henny Putri Saking Wijaya
Petra Christian University, Surabaya
Ridwan Sanjaya
Soegijapranata Catholic University, Semarang
Abstract
EFL learners have a tendency to study English only in the classroom. As a result, it is quite difficult for them to improve their English proficiency. As young generations, they have high interest in using computers. In order to challenge learners’ motivation in learning English, English teachers try to integrate the use of multimedia as a part of the subject. The use of technology in language classrooms is a supportive teaching tool because the classroom activities are not sufficient to ensure mastery of learners’ English proficiency. This presentation describes the design of a CALL program for self-access study. It is created to help learners improve their English proficiency by doing supplementary online materials which cover the topics of the learners’ major study.
*) Published in Proceeding of The 2nd International Conference of Culture, English Language Teaching and Literature, Semarang, 16-17 Januari 2008.
**) Presented at The 2nd International Conference of Culture, English Language Teaching and Literature, Semarang, 16-17 Januari 2008.
PDF Version [Download]
Introduction
In the globalization era, technology plays an important role in the society. People have to adjust themselves with the development of technology. Technology is used not only for business but also for education. In the field of EFL education, the development of technology for the learning process never stops. EFL teachers try to improve the technology so that the weaknesses of the technology used can be limited.
Nowadays E-Learning or electronic-based learning through electronic media, especially internet, is considered as the educational solution for students to get knowledge or improve their language proficiency. The learners’ high interest in using computers leads to the booming of learning through internet. Since they were in the elementary school, they have learned how to operate a computer and used some programs for playing games. They use most of their time playing computer games or working their assignment. It means that learners cannot be separated from computer and Internet. Thus, EFL teachers should consider this phenomenon as an opportunity to arouse learners’ motivation of learning English by integrating multimedia, in terms of computer and Internet, as a part of English subject.
English in the classroom
According to Rost (2005), “in virtually every language learning setting, but particularly in EFL settings, learners cannot make and sustain sufficient progress in the L2 because they do not receive enough instruction, not nearly enough attention in class, not nearly enough input or meaningful interaction or opportunities for serious output.” This condition also happens in Indonesia.
Tertiary educational institutions may not include English in their curricula if they are aware that the education process in their institutions should have more focus on the courses dealing with the students’ major background rather than English (refer to Act No.2/1989 on National Educational System Chapter IV Article 22). English for non-English departments is taught to develop students’ positive attitude towards foreign language.
In most tertiary educational institutions, English is only a two-credit subject which lasts for approximately 100 minutes every week. This condition makes EFL teachers unable to teach all the knowledge effectively. They must select the language focus and skills which are helpful for the learners’ academic needs. EFL teachers must cover all the materials in a limited time. Meanwhile, EFL learners are unable to improve their English because they learn it once a week. In addition, they hardly ever use English outside the classroom and there are no activities outside the classroom which force them to learn English.
“Some studies in language immersion have estimated that a typical learner needs a minimum of 4 hours a week of quality contact with a language in order to make progress. Even if this estimate is not true for all learners, it is clear to most EFL teachers that learners need more language instruction than teachers can provide in the classroom” (ibid.). This shows that EFL learners in Indonesia lack of English input since they only get less than 2 hours a week of quality contact with English.
As a result, when learners graduate from their university, they cannot compete with other graduates who are from international universities because their English proficiency is low.
Computer and Internet as educational aids
The use of computers and Internet in education generally, and in the teaching and learning of English in particular, continues to increase at an extraordinary speed. According to Kenning and Kenning (1983: 2-3), there are several advantages of using computers in the learning process:
· Computer gives individual attention to the learner at the console and replies to him.
· Computer acts as a tutor, assessing the learner’s reply, recording it, pointing out mistakes, giving explanations.
· Computer guides the learner towards the correct answer, and generally adapts the material to his or her performance.
· Computer offers privacy, which relieves learners from the fear of being ridiculed for their mistakes by their classmates.
· Computer allows learners to work on their own, in their own time, and most importantly, at their own pace.
· Computer is patient and will tirelessly go over the same points for as long as is necessary.
· Computer is consistent, unbiased, and has no “off days”.
· Computer can record the test and track the progress of the learner.
These benefits distinguish computers from other pieces of equipment. Meanwhile, the use of Internet also brings an advantage for language learning since there are various kinds of Learning Management System (LMS) software such as ATutor, Moodle, Sakai Project, and many others. LMS existing nowadays provides facilities such as forum, blog, chat, learning process, collections of questions, scoring, multimedia support, wiki, group assignment, and language support.
Moreover, “students generally have a positive attitude toward technology in the classroom. Studies have consistently shown that students have positive attitudes about computer technology being used in the classroom and that such technology does have a positive impact (Warden, 1995; Chen, 1988; Nash et al., 1989; Brady, 1990; Herrmann, 1987; Johnson, 1988; Phinney & Mathis, 1988 cited in Chen, 1996).
ATutor as learning software
ATutor (www.atutor.ca) as one kind of LMS software provides the facilities for EFL teachers to integrate the materials in the classroom with the computer and Internet. The following statements are some justifications of using ATutor as the learning software:
· It is user-friendly.
· Its size is only 2,451 KB.
· It has many features which can be used in the teaching and learning English.
One of the features is Test and Survey. This feature consists of Question Database and Question Category. In these sub features, EFL teachers can write various types of questions and put them in different categories. The categories can be Structure, Vocabulary and Reading. The following picture shows the Question Database which already put in different Question Category.
Picture 1. Question Database and Question Category
In each category, the materials vary, depending on the non-English departments available. The materials should fulfill the language needs for non-English department learners. They should give a lot of language inputs for EFL learners. The samples of reading, structure and vocabulary materials written for Informatics Engineering can be seen in Picture 2, 3 and 4.
Picture 2. Reading material
Picture 3. Structure material
Picture 4. Vocabulary material
Besides the Question Database and Question Category features, ATutor also offers a facility for EFL teachers to control Internet users who want to access the program. The following picture provides information related to the accessibility of the program.
Picture 5. Access
The accessibility is related not only to who can access the program but also how many times a learner can access each material.
Picture 6. Accessibility of material
The picture above illustrates that EFL teachers can control the learners’ frequency of doing the same exercises.
Integrating multimedia and language classroom
The CALL program designed by using ATutor is a self-access study which should be integrated in the basic course outline (BCO). When this program is a part of BCO, EFL learners are forced to learn English outside the classroom. EFL teachers should set the minimum frequency of accessing the program. EFL learners might have a tendency to fulfill the minimum frequency in order to get a good grade. As a consequence, they will have additional activities outside the classroom which can help them get more language inputs.
Furthermore, EFL teachers can check the language difficulty used in the materials from the records saved every time the learners do the exercises. In the accessibility of material, EFL teachers can identify whether the exercises provided are too difficult or too easy. In this program, learners can have more than one opportunity to do the exercises. If most learners are able to do an exercise in one time, it means that the material can be too easy. However, if most learners are not able to do an exercise until it is blocked, it means that the exercise might be too difficult for them. When learners have more English exposure, their English proficiency can be improved.
Besides checking the language difficulty, EFL teachers can check their learners’ language progress. The results recorded when learners do an exercise and the frequency of doing the same exercise will prove whether or not they show a significant progress in their English. When the teachers find some learners who do not show a good progress, they can create new kinds of question database which can help these learners improve their English.
Conclusion
The role of computer and Internet in the EFL learning is significantly increasing as technology develops each day. The existence of ATutor as one of LMS software can be a supportive teaching tool. EFL teachers can design a CALL program as a self-access study for non-English department learners who lack of language inputs if they only learn English in the classroom. By integrating this program in the BCO, it is hoped that this program can motivate EFL learners to learn English outside the classroom. Moreover, the materials covering the learners’ major study can make the materials more interesting since they can help learners understand the terms used in their major study.
References
Chen, J.F. 1996. CALL is not a Hammer and not Every Teaching Problem is a Nail!. The Internet TESL Journal, Vol. II, No. 7. Retrieved November 10, 2007 from http://iteslj.org/Articles/Chen-CALL.html.
Kenning, M.J., and M-M. Kenning. 1983. An Introduction to Computer Assisted Language Teaching. Oxford: Oxford University Press.
Rost, M. 2005. Generating Student Motivation. Selected Presentation Summaries of the 25th Annual Thailand TESOL International Conference: Surfing the Waves of Change in ELT. Bangkok.
Continue reading...Other Publications in E-Learning Conference 2007
Selected papers at International Conference of e-Learning 2007 was published as a Special Issue of the International Journal of the Computer, the Internet and Management. They are:
| Keynote Address by the Minister of Information and Communication Technology By Khunying Dhipawadee Meksawan |
| Free Culture and the Developing World: Driving Technology Adoption By Jimmy Wales, Founder of Wikipedia |
| Twelfth Anniversary of the Distance Learning Foundation:Free and Open Low-Cost Distance Education via Satellite and Internet,Wang Klaikangwon Model By Khwankeo Vajarodaya |
| Major ICT Leadership from HM the King of Thailand By Prof. Dr. Srisakdi Charmonman, President of the Computer Association of Thailand under the Royal Patronage of HM the King |
| Capacity Building for Sustainable eLearning Development By Dr. I Doherty and Pauline Cooper |
| An Academic Learning Portal: Implementation and Usage By David Bregman, Itamar Shabtai, Israel Dac, Gila Keinan, Arik Korman |
