Manusa

Remember When: Ketika Kau dan Aku Jatuh Cinta

2015-07-23T06:53:00.001-07:00

2015-07-19T03:50:00.000-07:00

Taqabalallahu minna waminkum Shiyamana wa Shiyamakun wa ahaalahulla 'alaik wa Ja'alanallahu Minal Aidin wal faidzin, mohon maaf lahir&batin! :)

10 Amazing Ways To Use Instagram For Teaching And Learning

2015-06-30T16:40:00.002-07:00

Move over, Facebook! If you teach middle or high schoolers, you know that Instagram is one of the most popular social media channels for teens and tweens today. And while it may not seem like it at first, there are many applications for Instagram in the classroom.

Of course, it's important to protect students' privacy, especially when using a public channel like Instagram. If you're interested in trying any of the ideas below, we recommend creating a classroom account that you set to "private" and carefully vetting any potential followers. You might also try adapting our suggestions to an educational social media platform such as Edmodo. Finally, be sure to check your school's technology policies before you begin.

OK, disclaimer over! Here are 10 awesome ways you can use Instagram in the classroom.

Showcase students' work. Snap pictures of students' artwork and other special projects to share on a private Instagram account only accessible to families and others in your school community.
Feature a student of the week. Invite students to alternate "taking over" your classroom Instagram account and sharing photos from their daily lives. Then have the featured student share his or her photos with the class.
Capture field trip memories. Invite a student volunteer "archivist" to take photos on your field trips or during class parties and share them on your Instagram account.
Imagine how a famous person in history would use Instagram. Have students browse historical photos and create a bulletin board or poster display showing Abraham Lincoln's or Buzz Aldrin's Instagram feed.
Imagine what a favorite character would post. Challenge students to find photos that would appear in Harry Potter's or Katniss Everdeen's Instagram.
Share reading recommendations. Invite students to snap photos of their favorite books and then browse the photos in your feed for more ideas on what to read.
Record steps in a science experiment. Watch as a plant unfurls or a chemical compound slowly changes colors—and keep the changes preserved on Instagram.
Go on an ABC scavenger hunt. Challenge kids to find print in the world around them—on signs, packaging and in the mail.
Discover ideas for writing. Tap an "inspiration fairy" to take 10 photos that could serve as a prompt for writing—an empty bird's nest, a For Sale sign and a broken doll, for instance.
Document student progress. Snap photos of student's writing at the beginning and end of the year. Order inexpensive prints from sites such as Prinstagr.am to show students how far they have come!

Source : http://www.weareteachers.com/blogs/post/2014/08/07/10-ways-to-use-instagram-in-the-classroom

3 Benefits of Using Social Media in Class

2015-06-30T15:53:00.001-07:00

Putting concepts in context. Sarah Smith-Robbins, director of learning technologies and a marketing instructor in the Kelley School of Business at Indiana University, thinks social media can help take learning out of the classroom. "I want students to see the concepts that we're talking about in class not just as things that are important when we're in class, but as things that are important in their lives," she said. "Because these tools live in their pockets and I can give them reasons to be on the lookout for content to curate for the course, it helps them think through the application of the concepts from class."

Helping instructors keep course content up-to-date. Smith-Robbins teaches digital and social media marketing. "It's a topic that changes so rapidly that we're constantly encountering new resources, new tools, new sources of information, and it is impossible for me to keep up with them alone," she said. "So I recruit my students to help do that and to curate sources for the class, and I'm able to use those in the class, and they use them themselves."

Fostering a sense of community both in and out of the classroom. "We have more presence to one another between classes," said Smith-Robbins. "It's an ongoing conversation that happens between classes and we didn't have that before."

Source : http://campustechnology.com/Articles/2015/01/07/6-Alternative-Social-Media-Tools-for-Teaching-and-Learning.aspx?Page=4

6 Social Media Tools For Teaching And Learning

2015-06-30T15:44:00.003-07:00

Social media has changed the way people communicate and share information in their personal and professional lives. It's a safe bet that most students in any college classroom have used or are familiar with sites like Facebook and Twitter. Yet surprisingly, some instructors have felt resistance from students when they try to incorporate common social media tools into the classroom.

"For a lot of them, it's their friends on Twitter, and they don't really want to share their homework or talk with their teacher on Twitter," said Seth Dixon, an assistant professor of geography at Rhode Island College. "When I announced that I wanted them using Twitter and connecting things and using class hashtags, they gave me this look of, 'Oh, no!' like their mom was on Facebook now."

While Dixon still uses Twitter with his students, he makes it optional, and he finds that he gets less push-back using alternative social media tools with his classes. "It's not as though you're snooping in on their Facebook or Twitter," he said. "So it has that element where it's no longer this awkward divide between being a student or professor, or is it appropriate or not. It lends itself toward being very normal that way."

CT asked three educators to share their favorite alternative social media tools for teaching and learning.

1) VoiceThread

VoiceThread lets people upload and share images, videos and documents and then have an online conversation about each other's posts through audio, video or text comments. Alexandra Pickett, director of the Open SUNY Center for Online Teaching Excellence and an adjunct instructor at SUNY Albany, started using VoiceThread in 2006, primarily as an icebreaking activity in her online course. She introduces herself to her students through an informal video of herself at home with her daughter, so her students can get a full picture of who she is, professionally and personally. "One of the things that you want to do initially in an online course is to establish a sense of social presence among the participants in the course and with the students," said Pickett. "And so I want to represent myself as a real person because that way they know that I'm real; I'm not a robot, I'm approachable, I am multidimensional." She then invites her students to start a conversation about the importance of social presence in an online course.

Pickett likes the ability to have a conversation in multiple media. "It gives students a lot of options and flexibility in how to present themselves and in how to interact with a learning activity set up by the instructor or a presentation that they might be doing, so there are a lot of ways to use this tool instructionally," she said.

Pickett said her students usually start out using VoiceThread's text tool. To encourage them to branch out to audio and video, she models all of the different methods of interaction, and she makes it a "very low barrier in terms of expectations." Some students are initially very formal and scripted in their posts and responses, so she also encourages them to relax and be more conversational. She models that conversational style in her own posts, but experience has taught her that she also needs to explicitly state her expectations for a casual, conversational tone.

According to Pickett, VoiceThread is easy to use and its functionality is intuitive. "It allows you to make the material that you're talking about more engaging visually as well as in terms of interaction. It's less passive than just reading text."

2) Diigo

Pickett also uses the social bookmarking tool Diigo with her classes. Diigo lets users bookmark Web pages from any browser or computer, and it saves them to their Diigo account in the cloud. It also allows people to annotate and highlight Web pages to assist with research. Pickett uses it in her personal and professional life: "When things come across my screen that I find interesting or relevant or informative, I bookmark them using Diigo and tag them. That way I can retrieve them easily and share them."

Pickett requires her students to use Diigo as part of her course. "They can make any kind of contribution they want, but they need to support their assertions with credible, reputable research, so everything that they cite, including any Web sites or any research papers that they can link to, they need to bookmark in Diigo," said Pickett. "So essentially what we're doing throughout the course is collaboratively creating an annotated bibliography of resources as a class group. I contribute to it, they contribute to it, and it's visible and accessible to everyone in the course, and to everyone else who has ever taken the course." Consequently, all current and former students of her Education Theory and Practice course have access to a growing library of resources on online teaching and learning, educational technology, instructional technology, emerging technologies and some discipline-specific resources.

Pickett's students are required to keep blogs as part of the course, and she uses Diigo to provide feedback on their posts. "When I'm reading student blogs, I highlight passages, and I can color code them so they know that yellow is interesting and pink is I'm something I'm not sure about, and I can leave little comments that are associated with my highlights," said Pickett. "So all they have to do is look at their own blog post, and they can see that I've been there and they can mouse over the little stickies to see my comments and contributions. And they can do that to each other as well, so it's not just me."

3) Scoop.it

Scoop.it is an online content curation and publishing tool that lets people search for Web resources related to topics of interest, post them on their personal Scoop.it page along with a note, and then publish their scooped content to a blog or other online media.

Rhode Island College's Dixon has been using Scoop.it since 2011. Initially he used it to share resources with a group of AP Human Geography teachers, and eventually he incorporated it into the courses he teaches. One of those courses is World Regional Geography, which covers a lot of current events, so he needs his resources to be up-to-date. Scoop.it lets him vet and curate a set of relevant resources that he can share with his students.

In addition to sharing resources with his students through Scoop.it, Dixon requires all of his students to create a digital portfolio, which is essentially a Scoop.it page. Students are required to do readings from Dixon's Scoop.it page, and then they "re-scoop" some of that information with their own notes to verify that they've read and understood the material. Dixon also expects them to explore for new material on their own, examine it critically, and then "scoop it" on their own page. So for his students, Scoop.it "acts as both textbook as well as the project," said Dixon.

Dixon likes the way that Scoop.it lets students discover resources and then put their own intellectual stamp on them. "It's no longer just the student consuming social media, but also producing, and I wanted that production element, where they're a part of of what they make, and they're a part of what they read, and a part of what they own — and that ownership element is what I was really looking for," said Dixon.

Scoop.it also supports group curation, a feature that Dixon has considered but hasn't tried yet with his classes. "You can have an entire class of 30 students curating one particular topic," he said. "I think it could create a lot more group cohesiveness, and it could then also lead toward discussion on each other's posts."

4) Instagram

Instagram is an online social network for sharing photos and videos. Sarah Smith-Robbins, director of learning technologies and a marketing instructor in the Kelley School of Business at Indiana University, uses Instagram with her digital and social media marketing class. "Instagram gives us an immediate way to bounce interesting marketing off of one another," she said. When her students are out in their daily lives, they use their smartphones to take snapshots of online marketing strategies they encounter, such as QR codes, and post the photos to Instagram with a hashtag — the "#" symbol followed by a designated word or phrase — to share them with the class.

Students comment on each other's posts and vote for the ones they like. Then, when they're back in class, Smith-Robbins and the class discuss the marketing strategies they have discovered. "It gives us a way to bring that kind of immediate contribution into the classroom to let the students explain what they found — and they're applying what they're learning by explaining what they've found," added Smith-Robbins.

Smith-Robbins thinks Instagram is effective for getting students to use their camera lens to focus on the concepts they're learning in class. "I want them to view the world as a critical marketer and a critical consumer, and if I can get them to think about the lens of their camera as the filter through which they're seeing the world, it gives me a good metaphor to tie that activity to."

5) Pinterest

Pinterest is a social bookmarking tool for online images. "I think it's a really powerful curation tool," said Smith-Robbins. "It lets us pull together sources, inspiration, campaigns that we're looking at or that students find interesting, in a visual way that is easy for them to browse."

Smith-Robbins' students use Pinterest to contribute to a board for the course, so as they find things, they can pin them and comment on each other's pins. " I encourage them to comment in ways that tie those pins to the content of the course," said Smith-Robbins. "I'm not evaluating that in any way, but I use it as a way to kind of prime the discussion."

Smith-Robbins likes Pinterest's simple, visual interface because it doesn't require a lot of in-class time to teach her students how to use it. "And that's nice because the technology's not getting in the way," she said. She thinks it's most beneficial for visual sources, and probably wouldn't be as useful for a course that relies heavily on documents or multimedia. "It works for that, but not as seamlessly," she said.

6) Feedly

Feedly is an online feed aggregator for blogs and other sites that use RSS or Atom syndication. Feedly users can subscribe to feeds, and then receive updates to those blogs and sites on their Feedly news feed. Smith-Robbins has used Feedly, and the now-defunct Google Reader before it, for years to aggregate the updates from sites she follows personally. "I've always used RSS feeds from lots of different sources that post news about the industry, and I skim those every day to stay current," she said.

Eventually she started sharing her feed with her students, so they could get in the practice to keep themselves current on industry developments after graduation. Her students then started suggesting feeds to her, and she would add them to her list. "The next semester I would share the list with a new class and they would get in the practice," said Smith-Robbins. "It just grows and grows and grows."
Smith-Robbins uses articles from her feeds to spark in-class discussions. "I will point out an article and say, 'I want you to look at this in the context of what we've been learning about in class,'" said Smith-Robbins. "So the topics that come up in those feeds often become topics of discussion. It just makes it more immediate."

Source : http://campustechnology.com/Articles/2015/01/07/6-Alternative-Social-Media-Tools-for-Teaching-and-Learning.aspx?Page=4

A Brief Knowledge Of Pontianak City

2015-05-24T23:34:00.003-07:00

Pontianak is the capital of the Indonesia province of West Kalimantan. It is a medium-size industrial city on the island of Borneo, among Indonesian, Borneo Island is called Pulau Kalimantan. Pontianak occupies an area of 107.82 km² in the delta of the Kapuas River, at approximately 1143 km, the longest river in Indonesia and the 138th-longest river in the World by length. It is located precisely on the equator, hence widely known as Kota Khatulistiwa (Equator City).

History
The city was formerly the capital of the independent Sultanate of Pontianak and was founded in 1772 around an old trading station on the Borneo coast. It is built on swampy ground that is subjected to regular flooding by the river, requiring buildings to be constructed on piles to keep them off the ground. It has its name due to the story that the founder had seen appearance of Kuntilanak ghost at the place to be built for the palace, which he fought to save the people.

Economy
Pontianak is renowned for its food and regional produce. The main industries are shipbuilding and the production of rubber, palm oil, sugar, pepper, rice and tobacco. It was formerly Borneo’s main centre for gold extraction. Pontianak is also recognised for being a trade hub between overseas cities and other cities in West Kalimantan province. It has also strong trade link with the city of Kuching, Malaysia. Trading activities are centered along the Kapuas River, which range from easternmost part of West Kalimantan province to South China Sea.

Education
There are college and university operated by both state institutions as well as private and religious institutions. The University of Tanjung Pura, a state university, was established in Pontianak in 1963. In addition to this, there are other universities maintained by private institutions. Muhammadiyah University, University of Widya Dharma, University of Panca Bhakti, STMIK (Sekolah tinggi Manajemen Informatika dan Komputer), University of Panca Bhakti, State Islamic collage (STAIN), POLNEP (Politeknik Negeri Pontianak), etc.

Demographics
The 2000 census put Pontianak’s population at about 472,220., with an intercensal estimate in 2006 of 509,804. Pontianak is a multicultural city. It has a large population of Chinese alongside the native Malay and Dayak local ethnic groups, living along side Javanese, Bugis, Batak, Minang, Madurese, Sundanese, Balinese, Ambonese and Papuan migrating from all over the country.

In fact, Chinese form the largest single ethnic group in the city. Most Chinese are of either Teochew or Hakka extraction. Teochew is the main lingua franca used among the Chinese, and Teochew are the dominant ethnic Chinese group in Pontianak. Native Indonesians are mainly Malay and Dayak people. Madurese and Javanese are also significant minorities. Most citizens of Pontianak use Malay accent of Indonesian, which is somewhat similar to that used in Malaysia.

Language
Teochew dialect of Min Nan is the lingua franca used amongst the Chinese people in Pontianak. This dialect is closely related to the Teochew used in Singapore and Peninsular Malaysia. These Chinese people trace their origins to the Chaoshan region in the Guangdong province of China.

Transportation
The most popular way of transport are motorcycles. Public transport includes minivan (local: opelet) and human-powered becak (three-wheel pedicabs). There are some city buses serving certain routes only. Inter city bus takes passengers to other nearby cities (2, 3, to 10 or more hours of travel), even to Kuching, a city in Malaysia. Road transportation to Malaysia is possible via the Trans-Kalimantan Highway (Jalan Lintas Kalimantan) to Tebedu in Sarawak.

Transportation to other parts of Indonesia is mainly via Supadio Airport. There are more than 10 flights every day connecting Pontianak and Jakarta. There is also sea transport connecting Pontianak to Jakarta, Semarang, Cirebon and some other cities, including regional cities such as Ketapang in southern part of West Kalimantan.

Climate
Pontianak features a tropical rainforest climate under the Koppen climate classification. The city sees a copious amount of rain throughout the year, averaging 3210 mm of precipitation annually. Only in the month of July does average monthly precipitation fall below 200 mm. Temperatures are consistent throughout the course of the year, with average high temperatures of 30 degrees celsius and average low temperatures of 23 degrees celsius.

(http://thanksindo.blogspot.com/2011/07/pontianak-of-west-kalimantan-indonesia.html)

The Story Of Flowers

2015-03-26T03:19:00.000-07:00

I love flowers, even though they're so simple and sweet they make me happy. Flowers always make people better, happier, and more helpful; they are sunshine, food and medicine for the soul,