Didi Suherdi

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David Seamon

Kansas State University

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Macquarie University

Christiane Dalton-Puffer

University of Vienna

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University of Pennsylvania

Isabel Pefianco Martin

Ateneo de Manila University

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University of Nebraska Lincoln

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University of British Columbia

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University of Maryland Baltimore County

Bülent Nuri ÖZCAN

Celal Bayar University

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Papers by Didi Suherdi

Teaching language online: a guide to designing, developing, and delivering online, blended, and flipped language courses

Interactive Learning Environments

Revisiting Massive Open Online Courses Concept in The 21st Century Era

2019 2nd International Conference of Computer and Informatics Engineering (IC2IE)

Massive Open Online Courses (MOOCs) grasp in the 21st Century era, the development of technology ... more Massive Open Online Courses (MOOCs) grasp in the 21st Century era, the development of technology leads many aspects of life into the disruptive world, including education. Nowadays, many people from different backgrounds, motivations, needs, and places get significant benefits with the born and growth of distance learning. This also become bigger through the change of some traditional learning into virtual learning. After researching thousands of articles about distance and online learning, especially Massive Open and Online Courses (MOOCs). MOOCs are high growth and needed as the innovation in the educational process. The invention of the teaching practices through technology can proposed as one of the solutions in facing the huge gap in educational quality. This opportunity can be a great chance for educators and students to take the big benefits of MOOCs. However, MOOC’s instructional design is still in the problem. In this context, not all educators have a wider interpretation of MOOCs types. Therefore, the discussion on the revolutionary of MOOCs from the experts’ opinions year to year and the characteristics of each MOOC will be beneficial to frame the appropriate implementation of MOOCs based on the needs and context.

Changes in Indonesian EFL Lecturers’ Technological Pedagogical Content Knowledge (TPACK) After Lesson Study

Journal of Physics: Conference Series, 2021

It is probably fair to say that English language teaching in Indonesia’s universities has not see... more It is probably fair to say that English language teaching in Indonesia’s universities has not seen significant success. Plethora of studies reported that the most common problem found in college English teaching is unskilled lecturers including the lack of integrating technology into their teaching. In fact, in this digital era, an ideal English lecturer has to have deep understanding of Technological Pedagogical Content Knowledge (TPACK) to create effective teaching. Therefore special treatment is needed to upgrade their knowledge and Lesson Study is believed to be the impactful professional development on teachers’ knowledge. This article reports on a case study regarding changes on three English lecturers’ TPACK after engaging in Lesson Study project. Those lecturers were voluntarily recruited for the case study. The findings show that Lesson Study broadened English lecturers knowledge of content, pedagogy, technology and the combination of these domains.

Moving towards 21st Century English Language Teaching

Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020), 2020

Learning materials are considered as one of the primary agents of conveying knowledge to learners... more Learning materials are considered as one of the primary agents of conveying knowledge to learners that their roles are undoubtedly pivotal in the teaching and learning process. This paper attempts to delineate course materials development in the context of English for Specific Purposes (ESP) in Informatics Engineering area in a state polytechnic of Banjarmasin. The proposed learning materials was designed for the purpose of providing learners with up-to-date instructional materials relevant to their needs and current conditions. Two prominent theoretical constructs of multiliteracies and the knowledge processes of Learning by Design (LbD) were set as guideline in determining the activity and the task types. For the purpose of developing ESP learning materials in this paper, Research and Development (R&D) design was utilized in which Jolly and Bolitho's (1998) model of materials development was selected in the process of materials writing. This model involved six major stages including identification of needs, exploration of needs, contextual realization, pedagogical realization, physical production, and evaluation. The discussion of this paper specified merely on the first four stages within the model consisting of identification of needs, exploration of needs, contextual realization, and pedagogical realization. To identify and explore learners' needs, questionnaire and document analysis were conducted. The results of this study hopefully could contribute to the development of ESP learning materials and course materials writing theory and serve as the guideline for teachers and other materials developers to produce and create appropriate and meaningful materials for ESP learners.

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