Kita mengira komputer kita adalah dinosaurus, atau yang paling tua? Ternyata salah. Baru-baru ini, komputer tertua di dunia kembali bekerja dari penyimpanan di National Museum of Computing di Bletchley Park.
The Harwell Komputer, juga dikenal sebagai penyihir (Wolverhampton Instrumen untuk Pengajaran Komputasi dari Harwell) adalah sebuah relay berbasis komputer yang fungsional pertama kali pada tahun 1951.
Dari 1952-1957 itu digunakan di Atomic Energy Research Establishment di Oxfordshire. Komputer ini bekerja sampai tahun 1973, sebagai alat pendidikan di Staffordshire Technical College. Setelah itu, disumbangkan ke Museum Sains dan Industri di Birmingham, di mana sejak saat itu telah menempati gudang selama hampir 30 tahun.
Mesin raksasa itu sekarang diseret keluar dari kemasannya untuk sekali lagi akan ditampilkan dan dikagumi di National Museum of Computing. Ini adalah bagian dari proyek Conservation Society Computer, dan sedang dengan hati-hati disusun ulang dari foto-foto lama. Meskipun diagram sirkuit asli yang tersedia untuk membantu pemulihan tidak ada lagi namun banyak hal lain yang bisa menggantikannya. Foto-foto yang telah terbukti sangat berguna dalam menempatkan kembali mesin dengan benar.
The Harwell Komputer adalah suatu bagian dari sejarah karena merupakan yang tertua yang masih bekerja secara elektronik dengan data dan program disimpan. Ini membantu untuk merancang reaktor nuklir pertama di Britania pada tahun 1950. Restorasi akan dilakukan selama beberapa bulan sebelum si penyihir ini akan ditampilkan di sebelah komputer bersejarah lain: Colossus Mark II.
Komputer Tertua Di Dunia Kembali Bekerja
Minggu, 20 Desember 2009
Trik Memproteksi Blog dari Penjiplakan
Selasa, 15 Desember 2009Mungkin bagi sebagian para pemilik blog sering kali jengkel jika melihat artikel-artikel yang dibuatnya dengan memeras otak (emangnya cucian) tiba-tiba sudah ada di tempat blog milik orang lain, apalagi kalo disitu tidak disebutkan sumber asli dari artikel tersebut, pasti orang tersebut akan bilang "ANJRIT" :@ dan sumpah serapah yang lain (apa aja ya kata sumpah serapah?, aku taunya cuma itu doang, aku kan selalu ngomong yg baik2 jadi nggak tahu kata-kata kotor :D hooooeeeekkkkk..). Tapi mungkin bagi sebagian orang lagi sih nggak mempermasalahkannya, entah artikelnya diambil kek, di copy kek, di cekek kek "No Problem". Nha, kamu termasuk golongan yang mana nih? yang Protectif atau yang Cuekif (bahasa mana tuh "Cuekif"). Kalo kamu termasuk yang yang Protectif alias golongan orang yang artikelnya nggak mau dicuri orang, sini ikut saya , tak tunjukin jalan menuju sorga, eeh, maksudnya cara melakukannya.
Udah berdebar-debar ya?, nggak sabar nunggu ya? ya udah deh ini dia Tips dan Trik untuk memproteksi artikel dari pencurian...
pertama-tama kita panjatkan puja dan puji sukur kita kepada Tuhan YME. Walah malah pidato. Langsung aja deh
Pertama-tama kita panjatkan, walah kok itu lagi sih :@
Pertama-tama kita analisa dulu, biasanya kalo mau nyuri artikel kan ada beberapa cara nih, mulai dari menyeleksi tulisan yang mau dicuri kemudian di copy-paste. Atau melihat "Source Code"nya dengan meng-klik kanan dan lain-lain. Ada beberapa cara untuk mengatasi masalah tersebut, mulai dari cara yang mudah sampai cara yang sulit. Nha untuk Tips dan Trik kali ini kita akan mencoba menggunakan cara yang mudah saja, tapi ingat, cara ini hanya efektif untuk menghadapi maling kelas teri, jadi nggak akan mempan menghadapi para penjahat kelas kakap yang sudah banyak makan asam garam dunia internet (emangnya enak makan asam ama garam?). Tapi lumayan kan untuk berjaga jaga dari maling-maling kelas teri. Nha berikut adalah triknya...
copy script dibawah ini kedalam body kamu (lho? kok kedalam body sih?), maksudnya kedalam tag Layout --> Edit HTML
cari kode ini letaknya kira-kira di tengah bagian kiri, dan biasanya setelah kode . perlu diperhatikan bahwa di dalam kode html terdapat banyak tulisan "body", jangan salah memilih body :D .
kalo sudah ketemu letakkkan script ini didalamnya
onmousedown="return false" oncontextmenu="return false" onselectstart="return false"
contohnya kayak gini nih
Nha, script diatas untuk memproteksi agar text yang ada tidak bisa di seleksi untuk dicopy, dan juga tidak bisa di klik kanan.
trus bagaimana kalo kalo pencurinya lihat source code kita lewat menu-menu yang ada di web browser? misalnya yang pake Mozilla dengan cara Klik View -->> Page Source atau dengan menekan Ctrl+u. Nha untuk menakali masalah ini kita kita pakai cara licik aja, yaitu dengan menurunkan script html kebawah, caranya gimana tuh?
gini, taruh kursor/pointer ke atas tag (letaknya dibagian atas), trus tekan enter sampai kira-kira 70 kali. Nha kalo pencurinya melihat source code kita, dia hanya akan melihat kode kepala dari html kita, sedangkan isi dari blog kita kan udah turun ke bawah, tul ga? :D
tapi ingat sekali lagi, ini hanya untuk pencuri kelas teri, walaupun diproteksi secanggih apapun, pasti tetap aja ada orang yang akan bisa membongkarnya, tapi kan setidaknya kita berjaga-jaga, ya tho?
Monggo di jajal..
Perhatian : Kalo pake trik proteksi ini, maka untuk form-form isian seperti search engine, kotak komentar haloscan, shoutbox ogix. tidak bisa diisi. Jadi kalo memang tidak benar-benar diperlukan, jangan menggunakan trik ini. he..he.. :D
Melacak Jejak Pengunjung Blog Dengan Google Analytics
Bagi sebagian pemilik blog, mungkin terramat suangat uingin swekali mengetahui data-data dari para pengunjung blognya. Hal tersebut dijuntukkan dengan adanya bermacam-macam pernak-pernik yang ada di blognya, seperti misalnya "Hit Counter", "Site Track Meter", "Alat pendeteksi jumlah pengunjung", "Alat pendeteksi Tsunami (eh, yg ini nggak deng)", dll. Nah buat kamu yang termasuk kedalam golongan umat ini, ada sebuah layanan masyarakat dari Pak Dhe "Google", namanya Google Analytics. Bagi yang sering bergentayangan di dunia maya mungkin tahu apa itu Google Analytics, tapi bagi yang masih Newbe ato masih O-On :p (jangan marah ya dikatakan o'on) pasti belum tahu atao tahu tapi dikit. Nha.. disini akan coba saya terangkan tentang Google Analytics. Simaklah dengan cermat penjelasan berikut ini:
deng..deng..deng..
Google Analytics berbeda dengan Hit Counter. Hit Counter biasanya hanya menghitung jumlah pengunjung yang datang untuk menjenguk (emangnya sakit). Sedangkan Google Analytics, beliau tidak hanya menghitung jumlah para pengunjung tapi juga data-data yang lainnya, misalnya tentang:
* Berapa pengunjung yang datang tiap harinya
* Berapa lama mereka nognkrong di blog kamu
* Browser apa yang mereka gunakan
* Dengan cara apa mereka datang, misalnya naik angkot ato jalan kaki (maksudnya lewat search engine, lewat situs orang lain atao langsung datang mak pedunduk).
* Dari negara mana mereka datang
* Dari kota mana
* umurnya berapa
* Anaknya siapa
* Udah punya pacar apa belum
* Ortunya galak ga, dll
NB: Tiga poin terakhir bo'ong.
Nah, pengen gak tuh? kalo pengen daftar disini http://google.com/analytics
Tapi syarat daftarnya sangat berat, yaitu kamu harus punya account di google. Nah berat banget kan? (berat bagi yang gak bisa baca ngetik). Kalo udah daftar nanti kamu tinggal ngisi form yang disodorkan, tapi sante aja cara ngisinya gampang kok gak kayak di SPMB, diantaranya yaitu ngisi alamt webblog kamu, trus jangan lupa nge-set "Time Zone" tapi harus beli coin dulu (emangnya time zone yang ada di mall2). Trus setelah itu kamu nanti akan dikasih kode/script sama Pak Dhe Google (jangan lupa bilang terima kasih). Selesai??? belooommmmm... masih ada lagi..
Nha setelah itu kopi kode/script tersebut, trus login ke blogger Klik Templat -->> Edit HTML. Paste kode/script yang udah dikopi kedalam tag HTML yaitu sebelum tag jangan lupa disimpan. Selesai??? Belooommm...
Kembali lagi ke google.com/analytics, kamu harus mengklikCheck Status dulu (Dicek apakah kamu masih single atau doble). Kalo udah berhasil maka akan ada tandanya, kalo belum ya dicoba lagi.
Datanya baru akan muncul satu hari kemudian, jadi ini bukan seperti hit conter yang datanya akan langsung berubah tiap detik tapi data-data google.com/analytics ini akan muncul tiap ganti hari.
Cara Membackup Blog
Setelah mengalami kejadian hilangya blog yang kemarin itu, ternyata baru tahu betapa pentingnya untuk membackup blog kita. Setelah mutar-mutar akhirnya nemu juga layanan untuk membackup blog kita, yaitu di blogbackuponline. Dengan layanan ini kita bisa dengan mudah membackup blog kita disana secara gratis. Tapi layanan ini hanya memberikan space sebesar 5 MB (kok sedikit ya).Tapi jangan khawatir walopun cuma 5 MB tapi aku rasa cukup untuk membackup data-data blog kita. Jika kita memposting rata-rata perpostingan itu 1000 karakter, maka itu cukup untuk membackup sampai 5000 postingan, lumayan kan. Tapi untuk yang versi FREE alias gratis kita tidak bisa membackup data berupa gambar dan video. Kita hanya bisa membackup artikel-artikel postingan kita saja.
Gimana? tertarik untuk membackup datamu? Caranya cukup mudah, yaitu:
1. Buka website https://www.blogbackuponline.com dan daftarkan diri kamu disana. Setelah mendaftar kamu akan mendapatkan kiriman email untuk mengaktifkan account km.
2. Kalo sudah aktif login ke website tersebut. Setelah login maka segera registrasikan alamat blogmu yaitu dengan cara mengklik tombol "Start Registering Your Blog".
3. Masukkan alamat blog km dalam kotak yang disediakan, kemudian klik tombol "Register Blog"
4. Setelah itu maka tunggulah proses backupnya. setelah itu pilih tombol "Start Full Backup", Selesai deh.
Trus caranya mengembalikan data kita gimana?
Untuk yang versi bayar, sangat mudah dan bisa dilakukan secara otomatis dengan memencet menu restore. Tapi untuk yang versi GRATIS, kita hanya bisa mendapatkan data-data postingan kita. Caranya masuk ke "Dashboard" trus klik tombol "Manage" setelah itu pilih menu "Content". Nha disitulah semua data-data postinganmu berada. Giamna lumayan kan, daripada harus mengetik ulang ampe membuat tangan gempor mending tinggal copy paste aja. Lagian apa kita ingat semua isi postingan kita? ya to?
Computer Assisted Language Learning
Computer-assisted language learning (CALL) is a form of computer-based learning which carries two important features: bidirectional learning and individualized learning. It is not a method. CALL materials are tools for learning. The focus of CALL is learning, and not teaching. CALL materials are used in teaching to facilitate the language learning process. It is a student-centered accelerated learning material, which promotes self-paced accelerated learning.Definition
CALL originates from CAI (Computer-Accelerated Instruction), a term that was first viewed as an aid for teachers. The philosophy of CALL puts a strong emphasis on student-centered lessons that allow the learners to learn on their own using structured and/or unstructured interactive lessons. These lessons carry 2 important features: bidirectional (interactive) learning and individualized learning. CALL is not a method. It is a tool that helps teachers to facilitate language learning process. CALL can be used to reinforce what has been learned in the classrooms. It can also be used as remedial to help learners with limited language proficiency.
The design of CALL lessons generally takes into consideration principles of language pedagogy, which may be derived from learning theories (behaviorist, cognitive, and constructivist) and second language learning such as Krashen's Monitor Theory.
Others may call CALL an approach to teaching and learning foreign languages whereby the computer and computer-based resources such as the Internet are used to present, reinforce and assess material to be learned. CALL can be made independent of the Internet. It can stand alone for example in a CDROM format. Depending on its design and objectives, it may include a substantial interactive element especially when CALL is integrated in web-based format. It may include the search for and the investigation of applications in language teaching and learning. [1] Except for self-study software, CALL is meant to supplement face-to-face language instruction, not replace it.[2]
Computers have been used for language teaching ever since the 1960s. This 40-year period can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL. Each stage corresponds to a certain level of technology and certain pedagogical theories. The reasons for using Computer-assisted Language Learning include: (a) experiential learning, (b) motivation, (c) enhance student achievement, (d) authentic materials for study, (e) greater interaction, (f) individualization, (g) independence from a single source of information, and (h) global understanding. The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories: (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology.
Introduction
History
CALL’s origins and development trace back to the 1960’s (Delcloque 2000). Since the early days CALL has developed into a symbiotic relationship between the development of technology and pedagogy.
Warschauer divided the development of CALL into three phases: Behavioristic CALL, Communicative CALL and Integrative CALL (Multimedia and the Internet)[1]. Bax (2003) perceived the three phases as Restricted, Open and Integrated - and there have been several other attempts to categorize the history of CALL: see the ICT4LT website (Section 3 of Module 1.4)].
Because repeated exposure to material was considered to be beneficial or even essential, computers were considered ideal for this aspect of learning as the machines did not get bored or impatient with learners and the computer could present material to the student as his/her own pace and even adapt the drills to the level of the student. Hence, CALL programs of this era presented a stimulus to which the learner provided a response. At first, both could be done only through text. The computer would analyze errors and give feedback. More sophisticated programs would react to students’ mistakes by branching to help screens and remedial activities. While such programs and their underlying pedagogy still exist today, to a large part behavioristic approaches to language learning have been rejected and the increasing sophistication of computer technology has lead CALL to other possibilities.
Communicative CALL is based on the communicative approach that became prominent in the late 1970’s and 1980’s. In the communicative approach, the focus is on using the language rather than analysis of the language, teaching grammar implicitly. It also allowed for originality and flexibility in student output of language. It also correlates with the arrival of the PC, making computing much widely available resulting in a boom in the development of software for language learning. The first CALL software in this phase still provided skill practice but not in a drill format, for example, paced reading, text reconstruction and language games but computer remained the tutor. In this phase, however, computers provided context for students to use the language, such as asking for directions to a place. It also allowed for programs not designed for language learning, such as Sim City, Sleuth and Where in the World is Carmen Sandiego? to be used for language learning. However, criticisms of this approach include using the computer in an ad hoc and disconnected manner for more marginal rather than the central aims of language teaching. It usually taught skills such as reading and listening in a compartmentalized way, even if not in a drill fashion.
Integrative/explorative CALL, starting from the 1990’s, tries to address these criticisms by integrating the teaching of language skills into tasks or projects to provide direction and coherence. It also coincides with the development of multimedia technology (providing text, graphics, sound and animation) as well as computer-mediated communication. CALL in this period saw a definitive shift of use of computer for drill and tutorial purposes (computer as a finite authoritative base for a specific task) to a medium for extending education beyond the classroom and reorganizing instruction. Multimedia CALL started with interactive laser videodiscs such as “Montevidisco” (Schneider & Bennion 1984) and “A la rencontre de Philippe” (Fuerstenberg 1993), all of which were simulations of situations where the learner played a key role. These programs later were transferred to CD-ROMs, and new RPGs such as Who is Oscar Lake? made their appearance in a range of different languages.
In multimedia programs, listening is combined with seeing, just like in the real world. Students also control the pace and the path of the interaction. Interaction is in the foreground but many CALL programs also provide links to explanations simultaneously. An example of this is Dustin’s simulation of a foreign student’s arrival in the USA. Programs like this led also to what is called explorative CALL.
More recent research in CALL has favored a learner-centered explorative approach, where students are encouraged to try different possible solutions to a problem, for example the use of concordance programs. This approach is also described as data-driven learning (DDL), a term coined by Tim Johns. See Module 2.4 at the ICT4LT site, Using concordance programs in the Modern Foreign Languages classroom.
[edit] CALL and computational linguistics
CALL and computational linguistics are separate but somewhat interdependent fields of study. The basic goal of computational linguistics is to “teach” computers to generate and comprehend grammatically-acceptable sentences… for purposes of translation and direct communication with computers where the computer understands and generates natural language. Computational linguistics takes the principles of
A very simple example of computers understanding natural language in relation to second language learning is vocabulary drill exercises. The computer prompts the learner with a word on either the L1 or target language and the student responds with the corresponding word.
On a superficial level, the core issue for humans and computers using language is the same; finding the best match between a given speech sound and its corresponding word string, then generating the correct and appropriate response. However, humans and machines process speech in fundamentally different ways. Humans use complex cognitive processes, taking into account variables such as social situations and rules while speech for a computer is simply a series of digital values to generate and parse language.journal=Language Learning and Technology |volume=2 |issue=1 |pages=45–60 |id= |url= |accessdate= 2007-12-02 }} For this reason, those involved in CALL from a computational linguistics perspective tend to be more optimistic about a computer’s ability to do error analysis and other pedagogical tasks than those who come into CALL via language teaching. [2]
The term Human Language Technologies is often used to describe some aspects of computational linguistics, having replaced the former term Language Engineering. There has been an upsurge of work in this area in recent years, especially with regard to machine translation and speech synthesis and speech analysis. The professional associations EUROCALL (Europe) and CALICO (USA) have special interest groups (SIGs), respectively devoted to Natural Language Processing (NLP) and Intelligent CALL (ICALL). See Module 3.5 at the ICT4LT website for further information.
Theoretical basis for CALL instruction design
Computers have become so widespread in schools and homes and their uses have expanded so dramatically that the majority of language teachers now think about the implications. Technology can bring about changes in the teaching methodologies of foreign language beyond simply automating fill-in-the-gap exercises. [3] The use of the computer in and of itself does not constitute a teaching method, but rather the computer forces pedagogy to develop in new ways that exploit the computer's benefits and that work around its limitations. [1] To exploit the computers’ potential, we need language teaching specialists who can promote a complementary relationship between computer technology and appropriate pedagogic programs. [3]
A number of pedagogical approaches have developed in the computer age, including the communicative and integrative/experimentative approaches outlined above in the History of CALL. Others include constructivism, whole language theory and sociocultural theory although they are not exclusively theories of language learning. With constructivism, students are active participants in a task in which they “construct” new knowledge based on experience in order to incorporate new ideas into their already-established schema of knowledge. Whole language theory postulates that language learning (either native or second language) moves from the whole to the part; rather than building sub-skills like grammar to lead toward higher abilities like reading comprehension, whole language insists the opposite is the way we really learn to use language. Students learn grammar and other sub-skills by making intelligent guesses bases on the input they have experienced. It also promotes that the four skills (reading, writing, listening and speaking) are interrelated. [4] Sociocultural theory states that learning is a process of becoming part of a desired community and learning that communities rules of behavior. [5]
What most of these approaches have in common is taking the central focus away from the teacher as a conveyor of knowledge to giving students learning experiences that are as realistic as possible, and where they play a central role. Also, these approaches tend to emphasize fluency over accuracy to allow students to take risks in using more student-centered activities, and to cooperate, rather than compete. [3] The computer provides opportunity for students to be less dependent on a teacher and have more freedom to experiment on their own with natural language in natural or semi-natural settings.
Role changes for teachers and students
Teachers
Although the integration of CALL into a foreign language program can lead to great anxiety among language teachers, [6] researchers consistently claim that CALL changes, sometimes radically, the role of the teacher but does not eliminate the need for a teacher altogether. Instead of handing down knowledge to students and being the center of students’ attention, teachers become guides as they construct the activities students are to do and help them as students complete the assigned tasks. In other words, instead of being directly involved in students’ construction of the language, the teacher interacts with students primarily to facilitate difficulties in using the target language (grammar, vocabulary, etc.) that arise when interacting with the computer and/or other people. [4] [3]
Elimination of a strong teacher presence has been shown to lead to larger quantity and better quality of communication such as more fluidity, more use of complex sentences and more sharing of students’ personal selves. [4] However, teacher presence is still very important to students when doing CALL activities. Teachers should be familiar enough with the resources to be used to anticipate technical problems and limitations. [3] Students need the reassuring and motivating presence of a teacher in CALL environments. Not only are they needed during the initial learning curve, they are needed to conduct review sessions to reinforce what was learned. Encouraging students to participate and offering praise are deemed important by students. Most students report preferring to do work in a lab with a teacher’s or tutor’s presence rather than completely on their own. [4]
Students
Students, too, need to adjust their expectations, of their participation in the class in order to use CALL effectively. Rather than passively absorbing information, learners must negotiate meaning and assimilate new information through interaction and collaboration with someone other than the teacher, be that person a classmate or someone outside of the classroom entirely. Learners must also learn to interpret new information and experiences on their own terms. However, because the use of technology redistributes teachers’ and classmates’ attentions, less-able students can become more active participants in the class because class interaction is not limited to that directed by the teacher. [4] Moreover more shy students can feel free in their own students'-centered environment. This will raise their self-esteem and their knowledge will be improving. If students are performing collaborative project they will do their best to perform it within set time limits.
Use of CALL for the four skills
A number of studies have been done concerning how the use of CALL affects the development of language learners’ four skills (listening, speaking, reading and writing). Most report significant gains in reading and listening and most CALL programs are geared toward these receptive skills because of the current state of computer technology. However, most reading and listening software is based on drills. [3] Gains in writing skills have not been as impressive as computers cannot assess this well. [4]
However, using current CALL technology, even with its current limitations, for the development of speaking abilities has gained much attention. There has been some success in using CALL, in particular computer-mediated communication, to help speaking skills closely linked to “communicative competence” (ability to engage in meaningful conversation in the target language) and provide controlled interactive speaking practice outside the classroom. [7] Using chat has been shown to help students routinize certain often-used expressions to promote the development of automatic structure that help develop speaking skills. This is true even if the chat is purely textual. The use of videoconferencing give not only immediacy when communicating with a real person but also visual cues, such as facial expressions, making such communication more authentic. [4]
However, when it comes to using the computer not as a medium of communication (with other people) but as something to interact with verbally in a direct manner, the current computer technology’s limitations are at their clearest. Right now, there are two fairly successful applications of automatic speech recognition (ASR) (or speech processing technology) where the computer “understands” the spoken words of the learner. The first is pronunciation training. Learners read sentences on the screen and the computer gives feedback as to the accuracy of the utterance, usually in the form of visual sound waves. [7] The second is software where the learner speaks commands for the computer to do. However, speakers in these programs are limited to predetermined texts so that the computer will “understand” them. [3]
Multimedia language centers
During the 1960s, language laboratories with cassette players and headphones were introduced into educational institutions. The use of this kind of center grew rapidly in the late 1960s and 1970s, but then went rapidly out of fashion."[8] Later, “digital language labs” were introduced, still following the traditional language format, such as teacher monitoring. What made them new was that they incorporated new technologies such as video. The term multimedia was originally used to describe sets of learning materials which included a book, audiocassettes and/or videocassettes. However, with the advent of computer-based materials, such packages tend to be called multiple media or mixed media - although there is not absolute consensus on this point. Nowadays multimedia refers to computer-based materials that can perform more varied tasks then the purely-audio mixed-media. Not only can such play pre-recorded audio and video material, it can create new audio and video recordings. It also has the capability of integrating the four basic skills of listening, speaking, reading and writing, as well as giving immediate, if limited, feedback to the student. However, like its predecessors, multimedia centers run the risk of being underutilized due to poor management. [9]
While multimedia computer-based materials can be used directly in the classroom, because of costs, such resources are usually found in a multimedia language center, fulfilling the role of the previous cassette-based and digital language laboratories. However, managing such a center requires knowledge of a wide range of equipment and the increasing expectations of such equipment from administrators, language teachers and students. Administrators often have the mistaken belief that buying hardware by itself will meet the needs of the center (often devoting 90% of a center’s budget to such and ignoring software and training needs) and will cut down on the number of teaching staff needed. [10]
While multimedia offers many opportunities for language learning with the availability of text, images, sound and video as well as interactive activities, the problem is that these opportunities have not been taken advantage of well. Most multimedia computer programs tend to be strong on presentation but weak as far as pedagogy and even interaction. One of the main promises of CALL is the ability to individualize learning, but like with past language laboratories, use of the facilities in many cases have devolved into rows of students all doing the same drills. The only advantage to the multimedia in these cases has been better sound and color images. Most modern language learning theories stress the importance of teacher guidance rather than control, giving students control over what they do, how fast they do it and even the ability to find and correct their own mistakes.[10]
Managing a multimedia language center properly requires not only knowledge of foreign languages and language teaching methodology, it also requires a certain amount of technical know-how and budget management ability as well as the ability to combine all these into creative ways of taking advantage of what the technology can offer. Often a center manager needs assistants for technical problems, for managing resources and even the tutoring of students. Multimedia centers lend themselves to self-study, and potentially self-directed learning, but such is often misunderstood. The simple existence of computers in a laboratory does not automatically lead to students learning independently. Significant investment of time is essential for materials development and creating an atmosphere conducive to such.
Self access language learning centers or independent learning centres have emerged partially independently, and partially in response to these issues. In self-access learning, the focus is on developing learner autonomy through varying degrees of self-directed learning, as opposed to (or as a complement to) classroom learning. In most centres, learners access materials and manage their learning independently, but have access to staff for help. Many self-access centres are heavy users of technology and an increasing number of them are now offering online self-access learning opportunities. Some centres have developed novel ways of supporting language learning outside the context of the language classroom (also called 'language support') by developing software to monitor students' self-directed learning and by offering online support from teachers (cf. [11])
Center managers and support staff need to have new roles defined for them to support students’ efforts at self-directed learning. In fact, a new job description has emerged recently, that of a “language advisor”[12].
Advantages of CALL
Motivation
Generally speaking, the use of technology inside or outside the classroom tends to make the class more interesting. However, certain design issues affect just how interesting the particular tool creates motivation. [4] One way a program or activity can promote motivation in students is by personalizing information, for example by integrating the student’s name or familiar contexts as part of the program or task. Others include having animate objects on the screen, providing practice activities that incorporate challenges and curiosity and providing a context (real-world or fantasy) that is not directly language-oriented.
For example, a study comparing students who used “CornerStone” (a language arts development program) showed a significant increase in learning (compared to students not using the program) between two classes of English-immersion middle-school students in language arts. This is because CornerStone incorporate personalized information and challenging and imaginative exercises in a fantasy context. [13] Also, using a variety of multimedia components in one program or course has been shown to increase student interest and motivation. [4]
One quantifiable benefit to increased motivation is that students tend to spend more time on tasks when on the computer. More time is frequently cited as a factor in achievement. [4]
Adapting learning to the student
Computers can give a new role to teaching materials. Without computers, students cannot really influence the linear progression of the class content but computers can adapt to the student. [3] Adapting to the student usually means that the student controls the pace of the learning but also means that students can make choices in what and how to learn, skipping unnecessary items or doing remedial work on difficult concepts. Such control makes students feel more competent in their learning. [13] Students tend to prefer exercises where they have control over content, such as branching stories, adventures, puzzles or logic problems. With these, the computer has the role of providing attractive context for the use of language rather than directly providing the language the student needs. [3]
Authenticity
“Authenticity” in language learning means the opportunity to interact in one or more of the four skills (reading, writing, listening, speaking) by using or producing texts meant for an audience in the target language, not the classroom. With real communication acts, rather than teacher-contrived ones, students feel empowered and less afraid to contact others. Students believe they learn faster and better with computer-mediated communication. [3] Also, students learn more about culture in such an environment. [4] In networked computer environments, students have a conscious feeling of being members of a real community. In situations where all are learners of a foreign language, there is also a feeling of equality. In these situations students feel less stressed and more confident in a language learning situation, in part because surface errors do not matter so much. This works best with synchronous CMC (e.g. chats) as there is immediate feedback but email exchanges have been shown to provide most of the same benefits in motivation and student affect. [3]
[edit] Critical thinking skills
Use of computer technology in classrooms is generally reported to improve self-concept and mastery of basic skills, more student-centered learning and engagement in the learning process, more active processing resulting in higher-order thinking skills and better recall, gain confidence in directing their own learning. This is true for both language and non-language classrooms. [4]
Problems and criticisms of CALL instruction
The impact of CALL in foreign language education has been modest. [7] Several reasons can be attributed to this.
The first is the limitations of the technology, both in its ability and availability. First of all, there is the problem with cost[1] and the simple availability of technological resources such as the Internet (either non-existent as can be the case in many developing countries or lack of bandwidth, as can be the case just about anywhere). [3] However, the limitations that current computer technology has can be problematic as well. While computer technology has improved greatly in the last three decades, demands placed on CALL have grown even more so. One major goal is to have computers with which students can have true, human-like interaction, esp. for speaking practice; however, the technology is far from that point. Not to mention that if the computer cannot evaluate a learner’s speech exactly, it is almost no use at all. [7][1]
However, most of the problems that appear in the literature on CALL have more to do with teacher expectations and apprehensions about what computers can do for the language learner and teacher. Teachers and administrators tend to either think computers are worthless or even harmful, or can do far more than they are really capable of. [6]
Reluctance on part of teachers can come from lack of understanding and even fear of technology. Often CALL is not implemented unless it is required even if training is offered to teachers. [6] One reason for this is that from the 1960’s to the 1980’s, computer technology was limited mostly for the sciences, creating a real and psychological distance for language teaching. [14] Language teachers can be more comfortable with textbooks because it is what they are used do, and there is the idea that the use of computers threatens traditional literacy skills since such are heavily tied to books. [14] [15] These stem in part because there is a significant generation gap between teachers (many of whom did not grow up with computers) and students (who did grow up with them).
Also, teachers may resist because CALL activities can be more difficult to evaluate than more traditional exercises. For example, most Mexican teachers feel strongly that a completed fill-in textbook “proves” learning. [15] While students may be motivated by exercises like branching stories, adventures, puzzles or logic, these activities provide little in the way of systematic evaluation of progress. [3]
Even teachers who may otherwise see benefits to CALL may be put off by the time and effort needed to implement it well. However “seductive” the power of computing systems may be[3], like with the introduction of the audio language lab in the 1960’s, those who simply expect results by purchasing expensive equipment are likely to be disappointed. [1] To begin with, there are the simple matters of sorting through the numerous resources that exist and getting students ready to use computer resources. With Internet sites alone, it can be very difficult to know where to begin, and if students are unfamiliar with the resource to be used, the teacher must take time to teach it. [3] Also, there is a lack of unified theoretical framework for designing and evaluating CALL systems as well as absence of conclusive empirical evidence for the pedagogical benefits of computers in language. [7] Most teachers lack the time or training to create CALL-based assignments, leading to reliance on commercially-published sources, whether such are pedagogically sound or not. [1]
However, the most crucial factor that can lead to the failure of CALL, or the use of any technology in language education is not the failure of the technology, but rather the failure to invest adequately in teacher training and the lack of imagination to take advantage of the technology's flexibility. Graham Davies states that too often, technology is seen as a panacea, especially by administrators, and the human component necessary to make it beneficial is ignored. Under these circumstances, he argues, "it is probably better to dispense with technology altogether".[8]
Rody Klein, Clint Rogers and Zhang Yong (2006), studying the adoption of Learning Technologies in Chinese schools and colleges, have also pointed out that the spread of video games on electronic devices, including computers, dictionaries and mobile phones, is feared in most Chinese institutions. And yet every classroom is very well equipped with a desk imbedded computer, Internet connexion, microphone, video projector and remote controlled screen to be used by the teacher for multimedia presentations. Very often the 'leaders' prefer to ban completely Learning Technologies for students at the dismay of many foreign ESL teachers. Books and exercise books still prevail. In order to enhance CALL for teaching ESL and other languages in developing countries, it would be also crucial to teach students how to learn by themselves and develop the capacity to practice self evaluation and enhance intrinsic motivation. Tests and quizzes should be designed accordingly to encourage and enhance students autonomous practice. Teachers using CALL should be computer literate and trained continuously. Ideally each Foreign Language Department using CALL should hire an experienced Computer Scientist who could assist teachers. That expert should demonstrate dual expertise both in Education and Learning Technologies.
References
1. ^ a b c d e f "Computer Assisted Language Learning: an Introduction". Warschauer Mark. http://www.ict4lt.org/en/warschauer.htm. Retrieved 2008-04-11.
2. ^ "CALL (computer assisted language learning) Guide to Good Practice 3". Davies Graham. http://www.yarasystem.ir/index.html?www.llas.ac.uk&resources&goodpracticeaspx&resourceid=61. Retrieved 2007-12-01.
3. ^ a b c d e f g h i j k l m n o "Computer-assisted language learning: Increase of freedom of submission to machines?" (Domingo Noemi). http://www.terra.es/personal/nostat. Retrieved 2007-12-10.
4. ^ a b c d e f g h i j k l {{cit
e journal |last=Stepp-Greany |first=Jonita |year=2002 |month=January |title=Students perceptions on language learning in a technological environment: Implications for the new millennium |journal= Language Learning and Technology |volume= |issue= |pages= |id= |url= |accessdate= 2007-12-15 }}
5. ^ Mitchell, R; F. Myles (1998). Second Language Learning Theories. London: Arnold.
6. ^ a b c Thelmadatter, Leigh (July/Sept 2007). "The Computers Are Coming … Are Here!". TESOL Greece Newsletter 95.
7. ^ a b c d e Ehsani, Farzad; Eva Knodt (July 1998). "Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm". Language Learning and Technology 2 (1): 45–60.
8. ^ a b "ICT4LT Module 1.1". http://www.ict4lt.org/en/index.htm. Retrieved 2008-07-11.
9. ^ "Introduction to multimedia CALL". http://www.ict4lt.org/en/index.htm. Retrieved 2008-07-11.
10. ^ a b "Managing a multimedia language centre". http://www.ict4lt.org/en/index.htm. Retrieved 2008-07-11.
11. ^ Reinders, Hayo (July 2007). "Big brother is helping you. Supporting self-access language learning with a student monitoring system". System 35 (1): 93–111. http://www.innovationinteaching.org.
12. ^ [1]
13. ^ a b Traynor, Patrick (July 2003). "Effects of computer-assisted instruction on different learners". Journal of Instructional Psychology.
14. ^ a b Ravichandran, T (2000). Computer-assisted language learning (CALL) in the perspective of the interactive approach: Advantages and apprehensions.
15. ^ a b Bollin, G.G. (Mar/Apr 2003). "The Realities of Middle School for Mexican Children". The Clearing House 76 (4): 198.
15 Web Tools to Enhance Language Learning
With the world becoming more culturally diverse everyday, it is becoming increasing important for everyone to learn a new language. Whether you are learning for your career, education, or just want to increase you knowledge of other languages, the Internet provides a wide variety of tools that can enhance your learning experience. Here is a list of 15 free language learning tools to explore today:
Popling – Popling is free online web software that is great for practicing language vocabulary without any real effort. This unique software works by having a window (flash card) pop up at certain intervals on your desktop. You can either click on the window to study the full flash card or ignore it and the window will disappear.
Radio Lingua Network – The Radio Linga Network offers free online podcasts that you can use to enhance listening comprehension and language learning skills for 20 different languages. The podcast episodes range from one-minute quick lessons to longer, five-minute lessons.
Livemocha – Livemocha is a free community language learning tool with online interactive lessons, user created courses, and language partners that are ready to practice with you. The language partners are a great way build your language confidence though conversations with live native speakers. You have the option of either using conversation exercises or submitting text and audio files to native speakers for corrections and edits.
Palabea – With this large international language learning community, you can interact with native speakers, find audio and visual learning aids, improve writing and grammar, and even find native speakers in your hometown. Through these tools, Palabea gives everyone the opportunity to learn or study their foreign speaking skills on an international web platform.
Freelang.net – Freelang.net offers free language dictionaries, translations, blogs, and forums to help you increase your language skills. These tools are an excellent way for you to improve your reading, writing, and speaking skills in the language you’re studying. This site also provides links to other translation software, learning tools, and more.
ForiegnWord.com – This site features four different tools that foreign language learners can use to translate text, find language links, and gain access to 265 online dictionaries. Just one of the tools featured on this site, Translate Now, provides access to 28 translators in over 38 different languages.
Lingro – Lingro is a free site with open content dictionaries that provide free online learning in 11 different languages. With this site, you can increase your language comprehension and understanding through online translations, word lists, games, a collaborative dictionary, and more.
Babbel – The Babbel site is a free online learning portal for Spanish, English, German, French, and Italian. Within this site, you will find multimedia learning methods and tools that are easy and fun to use. Babbel also offers a language exchange community with more than 400,000 registered users.
Transparent Language – Transparent Language provides language software that has helped millions of individuals worldwide with language learning. On this site you can find several free resources and tools, including language software, blogs, games, articles, and learning communities to enhance your language skills.
Open Culture – This free site provides podcasts for learning 37 different languages. The podcasts cover everything from Arabic to Yiddish and are perfect for beginner, intermediate, and advanced learners. You can listen to lessons instantly on your computer or download them in MP3 format for listening on the go.
SharedTalk – SharedTalk is an online language learning community that provides tools to practice and study a multitude of different languages. With this site, you can use language partners, voice chat, text chat, and email to enhance your language skills while helping other people to enhance theirs.
Lang-8 – This site encourages language learners to practice writing skills by writing in the language they are studying. Once your writing assignment is complete you can send it to a native speaker for editing and corrections. This site also works as an online exchange community–you will be asked to read and correct the writings of others who are studying your language.
Digital Dialects – Digital Dialects offers free interactive learning games for 58 different languages. The games provide practice with beginning phrases as well as vocabulary builders to help language learners increase their knowledge. The site is updated regularly with new material.
Translation2 – With four free online translators, Translation2 is a good site for increasing your understanding and comprehension in language learning. Translation tools include a text translator, dictionary, text to speech translator, and an IM translator. The text to speech translator is an excellent way to practice pronunciation and can be embedded in emails or web pages.
Karen Schweitzer is an education writer and Guest Blogger for PickTheBrain. She is the About.com Guide to Business School. She also writes for OnlineCollege.org, an accredited online college resource.
What computers can and can’t do
A computer is an electronic machine that stores and manipulates information (data). It does this by following specific instructions. These instructions are called programs or software. It can process and store large amounts of data very quickly. A computer seems to be able to do lots more than this. You may see pictures, text, or video and hear sound, but all the computer sees is numbers.
If you wanted to give the computer specific instructions to follow, you’d have to write a program for it to follow. These programs are written in one of many computer languages such as C++, Visual Basic or HTML. Someone who writes programs is called a programmer.
Computers require both hardware and software in order to work.
Hardware. Hardware is the physical parts of the computer like the monitor, keyboard, mouse, speakers, and of course the computer itself called the system unit. Hardware is also the parts inside the system unit that you can’t see unless you open it up. Parts like the motherboard, RAM, and modem. Many hardware devices can be attached to a system unit to expand its capabilities, such as a speaker, scanner or printer.
Software. Software is the instructions given to the computer that tells it what to do. A computer cannot do anything without instructions. A computer must first read instructions before it can start to work. These instructions are called operating system software. When a computer is turned on, the first thing it does is find and read its system software. This software tells the computer how to work; how to be a computer. Once a computer has done this and is “booted up” or ready to go, it can read other instructions called application software. This type of software tells the computer how to do a specific task with a user, like writing a report, playing a game, or creating a graph.
A computer can do anything. However, you need to program it to do anything.
Computers can save a large amount of data, but there is must be a sufficient hard disk.
Computers can change the function of typewriter in writing a letter or a novel if there is Microsoft Word program.
Computers can help people in a presentation. Microsoft Powerpoint could make the presentation in an interesting visual form.
Computers can also entertain people with some interesting games for instance. There is also a program to play songs.
Unfortunately, computers can’ think as a person does
Computers will never be able to think. That is, really think. Not now or ever.
What the computer is doing is merely a superficial imitation of human intelligence. It has been designed to obey certain simple commands, and then it has been provided with programs composed of those commands. Because of this, the computer has to obey those commands, but without any idea of what's happening.
500 – Internal Server Error
Pesan error di atas diartikan sebagai adanya masalah atau kesalahan dalam server internal situs sehingga Anda tidak bisa mengakses situs yang bersangkutan, selama administrator situs belum memperbaiki pesan kesalaahan tersebut.
404 - Not Found
Anda beberapa hal yang menyebabkan tampilnya pesan kesalahan di atas :
* Data di database sebelumnya sudah ada, namun sudah dihapus atau dihilangkan dari database server.
* Terjadi gangguan akses Internet atau down
* Jika akses Internet tetap gagal, maka kemungkinan halaman tersebut memang tidak ada
* Terjadi kesalahan penulisan alamat URL
400 - Bad Request
Pesan kesalahan tersebut dialami oleh server yang tidak bisa mengerti perintah dari client. Penyebabnya pada umumnya berupa kesalahan script coding di server, sehingga hanya administrator server-lah yang bisa mengatasinya.
403 - Forbidden
Pesan kesalahan tersebut memiliki dua alasan :
* Menandakan bahwa halaman situs tidak adapat diakses karena telah diatur demikian dalam servernya.
* Owner atau pemilik situs belum membayar sewa hosting ke perusahaan pemilik server, sehingga terjadi pemblokiran dari pihak perusahaan server.
408 - Request Timeout
Pesan ini memiliki alasan bahwa timer atau waktu untuk mengakses situs telah habis. Hal tersebut disebabkan oleh kecepatan akses Internet yang cukup lambat, dan server biasanya memiliki timer atau batas waktu tertentu dalam pengaksesan data dalam database-nya.
401 - Unauthorized
Pesan kesalahan tersebut artinya user tidak memiliki otoritas atau izin untuk mengakses halaman web tersebut. Biasanya situs diberi pengaman username dan password, sehingga Anda harus mengerti username dan password situs tersebut.
Movie Making in the Classroom
In our classroom, we enjoy making movies to extend our learning. Writing scripts and working together to display our knowledge in a creative way are both benefits of movie-making in the classroom. We use the movie-making process to help us understand, reinforce, and review new concepts we are learning in different areas of the curriculum. We also make creative movies to enhance our ability to write interesting stories.
Brainstorming: The process begins at our class meeting where we decide on a topic or theme for a classroom movie. Oftentimes an idea has already surfaced during a learning experience in our classroom and we have gathered together to brainstorm and develop specific ideas as a class. This is a way for all students to be involved in the planning process. Students take turns explaining their ideas to the class, and I list all of the ideas on chart paper. Movie ideas in my classroom have ranged from a creative adventure that highlighted places in our local community to a fun yet informative reenactment of a day aboard the Titanic, to a commercial promoting a school-wide skating party. The options for movie topics are endless!
Developing a Plot and Assigning Roles: Once we have decided on a plot, we then create a rough draft of a storyboard on chart paper. We determine the scenes we will need and indicate what “characters” will need to be in each scene. We then list all of the acting parts in the movie and add parts if necessary to be sure that all students will have a part. I have yet to have a student who does not want to be in a movie, but, if this is the case, stage hands, camera operators, and set or costume designers can also be listed. I then type up the list of roles and have students rank their role choices on their own copy of the list. I try to give each student one of their top five choices. Students can even write a persuasive paragraph to let me know why they think they would be good in a certain role.
Writing the Script: Once the roles are assigned, students work in small groups with the other students in their scene to write their script. Writing workshop mini-lessons focus on script writing and how this genre of writing includes stage directions as well as an indication of who is speaking each line. Students finally type up their scene on a PowerPoint slide. All of the slides are combined into one slideshow and rearranged in the order they will be performed as I project the slideshow on the large TV in my classroom for the entire class to see. The storyboard view helps us organize and sequence our ideas to determine the final order of the scenes that will ultimately be part of the movie. Each student receives a copy of the PowerPoint slides (printed as handouts).
Planning & Practicing the Scenes: After all scenes are written, students make a list props that they will need to make or bring from home. This also includes costumes. Although I have collected quite an array of costumes over the past few years that are often used, students also enjoy designing with their own costumes by gathering materials and clothing from home. Students also determine if their scene will need to be taped in front of a green screen and decide whether or not they will need certain pieces of furniture in their scene. Actors then memorize their lines and then practice their scene to make sure it is ready for filming.
Filming the Movie and Using a Greenscreen: Sometimes we film scenes in front of our makeshift "green screen" using a turquoise flannel blanket that we tack to a bulletin board wall in our classroom. This allows me to project images behind the students when editing the video on the computer. For many movies, this makes students look like they are in different states and countries. By using a sturdy tripod, students can take turns as the camera operator.
Editing the Video: The scenes are captured onto the computer and edited using a software program called Pinnacle Studio. It is a user-friendly program that includes many great features including built-in music, titles, transitions, and DVD menus. I burn the final movie to a DVD and send a copy home with students as a traveling DVD so that students can enjoy a “movie night” with their families and friends when they get to bring it home. We also show some of our best movies to the entire school on the morning announcements. At the end of the school year, I put all of the movies on a single DVD and make a copy for each student as an end-of-the year gift. All of the class movies I have made with my classes over the past four years can also be viewed in Windows Media Player on our class website. Click HERE to check them out!
I have found that movie-making is a great way to build community among students, hone students’ writing skills, engage students’ creative imaginations, and instill confidence even in those students who might begin the school year afraid to be in front of the camera.
Macam - Macam blog
Rabu, 09 Desember 2009Blog Politik (PoliticalBlogs). Blog politik memiliki beberapa bentuk. Bentuk yang paling sering dipakai adalah seorang blogger akan melakukan link ke artikel dari berita suatu website dan kemudian mem-posting komentar mereka. Sedangkan yang lainnya, lebih berfokus pada esai mengenai topic politik. Faktanya, trend blog politik digunakan untuk melakukan kampanye politik, dalam rangka mencoba memasukkan blog ke dunia politik, seperti yang terjadi pada pemilihan presiden Amerika baru-baru ini.
Blog Personal (PersonalBlogs). Blog ini pada umumnya digunakan untuk mendeskripsikan sebuah diary atau jurnal online, seperti Xanga. Format weblog diary online ini memberikan kemudahan bagi user, tanpa perlu memiliki pengalaman dalam membuat, memformta, dan mem-posting masukan ke blog. User dapat menulis kejadian sehari-hari, komplain, puisi, prosa, ide pikiran, dan masih banyak lagi, juga memperbolehkan user lain untuk ikut berkontribusi didalamnya.
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Blog Topik (TopicalBlogs). Blog topic lebih berfokus pada hal-hal yang khusus. Sebagai contoh, seperti blog Google, atau blog prajurit atau blog militer (milblog). Banyak blog memperbolehkan banyak kategori, di mana sebauh blog umum dapat diganti menjadi blog topic sesuai keinginan user.
Blog Kesehatan (HealthBlogs). Blog ini ditulis sebagai account personal dari isu-isu kesehatan, berbagai informasi dengan user lain mengenai kesehatan. Kategori blog dalam blog kesehatan ini seperti blog medis, yang juga terbagi dalam dua kategori. Tipe pertama adalah blog yang ditulis oleh professional kesehatan mengenai pekerjaannya, berita kesehatan atau ide user lain. Kemudian tipe berikutnya berupa kasus pasien, yang memperbolehkan dokter untuk memasukkan kasus pasien ke website. Dokter juga dapat memberikan komentar atau ikut memecahkan kasus tersebut.
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Blog Perjalanan (TravelBlogs). Banyak pengembara yang menulis perjalanan mereka ke dalam paper. Dengan blog ini, mereka dapat menuangkan idenya, atau berbagai foto dan cerita, bahkan ketika mereka sedang traveling ke seluruh dunia.
Blog Penelitian (ResearchBlogs). Blog ini mengkombinasikan catatan sekolah dan blog siswa ke notebook pribadi dengan faslitas diskusi public. Blog ini menangani lebih ke arah yang berkaitan dengan akademis.
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Blog Pendidikan (EducationalBlogs). Pengguna blog ini adalah para siswa, yang belajar mengenai materi pelajaran tertentu di blog, ketika guru mereka telah mencatatkan materi pelajaran yang akan diajarkan kepada siswa menggunakan blog. Sebagai contoh, kursus online dan pemberian pekerjaan rumah dari guru untuk siswa. Keuntungan penggunaan blog ini adalah siswa dapat belajar dengan cepat jika mereka ketinggalan kelas. Selain itu, guru juga dapat merencanakan, materi dengan mudah, dan blog ini dapat membantu guru membuat kesimpulan hasil belajar siswa yang akurat.
