SGD 5

LBM 2

STEP 1

1. relevant : having significant and demonstrable bearing on the matter at hand

sumber : http://www.merriam-webster.com/dictionary/relevant
2. resources : reverence to take information,
3. ethical issues : ethical issues is something that is in accordance with the rules,
4. wisely : is when we use something to good purpose
5. bear : is supporting for study
6. realible sources : a relevant information from reference
7. online databases : is a databases, accessible, from a network including from the
internet
8. textbook : a manual of instruction in any branch of study filled with many
knowledge and to have it is a must, is a book used for the study of a subject
9. libraries : place to we search resorch for learning, at places in which literary
artistic materials, such a book, periodicals, are kept for reading, reference or
lending
10. unreliable : the sources which can’t believe, liable to be erroneous or misleading.

STEP 2

1. what is the kind of learning resources?

2. what is the functions of learning resources?
3. what is the relation between learning resources and relevant information?
4. how to get reliable sources of information?
5. how we can know that the resources is realible?
6. how to use those relevant information correctly and wisely?
7. what are the benefits of self directed learning?
8. what kind of people will be able to follow SDL?
9. what is the characteristic of quality information?
10. what is the advantages and disadvantages of learning from internet?
11. when we search learning research from the internet, what should be the
attentions?
12. what is meaning archiving and how the arechiving process?
13. apart of newspaper which can be sources for learning?
14. what kind of data that can be learning resources?
15. what is the meaning of SDL?
16. what is different from learning relevant resources and irrelevant reources?
17. what is definition of journal?
 18. what is the characteristic of journal reliable?
19. what are the caution if you find the learning resources?
20. what are the ethical issues to gain information from online and also text book
resources?

STEP 3

1. how to use those relevant information correctly and wisely?

Establish a routine for using the internet beware of overuse, set a time limit every
time you get online, explore other fields of interest, place your computer smartly,
seek help.

2. what are the benefits of self directed learning?

 Self-directed learning promotes the natural development of self-confidence,
initiative, perseverance and life satisfaction. While we do not
ultimately control our lives (due to many outside factors that affect us all,
including genes to environmental circumstances), we are each in charge of our
own life. We are responsible for making the choices that help create our own
paths, certainly once we become of age. Self-directed learning greatly increases a
person’s ability to make sound, intelligent, self-affirming choices when the stakes
are high. The more practice people have with making their own decisions–with
reading their own ideas, feelings, wants, and needs and weighing them against
available options–when they are young, the more likely they are to grow into
mature, sensible, healthy, productive and compassionate adults.
 Self-directed learning decreases the probability that children will suffer from
the life-long wounds commonly produced by coercive schooling. This does not
mean that no one will ever say anything derisive to them, call them stupid, or
suggest that they are incompetent in one way or another. It does suggest, however,
that they will not experience systemic reinforcement of such negative messages,
such as being put into a lower reading group in the first grade because they’re not
on the same schedule as their friends, or having it suggested that they are
“unmotivated” or lazy because they prefer their own path over that which school
authorities lay out. In How Children Fail, John Holt wrote, “School is a place
where children learn to feel stupid.” This also applies to the many young people
that schools deem to be “winners” by virtue of their high grades. As Holt, and
later Kirsten Olson (in her bookWounded By School), have so artfully described,
no one is impervious to the secret fear that she or he may, at any time, be exposed
as a “failure,” when failure and success are pinned on arbitrary tests and measures
devised by others, as occurs in school. Such wounds are lifetime sentences. We
 may try to bury them under many years of successful post-school experiences, but
they don’t disappear. For many people, the battle to compensate for such feelings
is a constant drain. Consider how much happier and more successful we could be
if we didn’t have to keep trying to prove that we are not the dummies we were led
to fear that we might be, or that we are the intellectually superior ones that we
were labeled as at school. How much better listeners and learners we could be if
we didn’t always have to defend ourselves and prove our knowledge to others.
How much more open and inquisitive we could be—as we were when we were
two—if our self-esteem had been neither pummeled nor falsely bolstered for all
those years.
 Self-directed learning provides opportunities to pursue a far wider range of
interests than is possible in a typical school with its pre-defined curriculum,
fixed schedule, and inability to accommodate the needs and interests of
individuals. Even those topics that are within the usual school curriculum can be
explored in greater depth, and more meaningfully, in self-directed learning—such
as by actually building and sailing a boat rather than merely reading about how
others have done so, or by surveying a plot of ground rather than simply
calculating the area of a polygon presented on a worksheet. And if the boat sinks,
one can repair it and learn from the mistake, instead of having it marked wrong
and moving on to the next “project.” When the boat floats, there can be time to
take it for a sail—even a long one, perhaps one that results in the exploration of
an entirely new set of interests. Whatever restrictions there may be, they are not
the result of some pre-determined curriculum.
 Self-directed learning reinforces collaboration, within and beyond the
family. Without the imposed requirements of a school curriculum, parents and
youth are free to create, discuss, negotiate, design, explore—do—
what they decide will best serve their goals, values and personal desires.
Experience has demonstrated that this approach does the opposite of what most
skeptics fear. The result tends to be young adults who are comfortable in their
own skin and deeply sensitive to the needs of others. This is often reflected in
their choice of occupation and manner of work: They choose to work
collaboratively and empower others rather than seek power over others.
Happiness breeds more happiness, and the same can be said for self-direction.
People who feel in charge of their own lives are more likely to support self-
direction in others and to accept the responsibilities of membership in the human
family.
Source : http://alternativestoschool.com/articles/benefits-self-directed-learning/

3. what is the characteristic of quality information?

Five characteristics of high quality information are accuracy, completeness, consistency,
uniqueness, and timeliness.
 Information needs to be of high quality to be useful and accurate. The
information that is input into a data base is presumed to be perfect as well as
accurate. The information that is accessed is deemed reliable. Flaws do arise
with database design but do not let something in your control, accurate and
reliable data, be one of them. A database design that is accurate and reliable will
help achieve the development of new business ideas as well as promoting the
organizational goals.
 Completeness is another attribute of high quality information. Partial information
may as well be incomplete information because it is only a small part of the
picture. Completeness is as necessary as accuracy when inputting data into a
database.
 Consistency is key when entering information into a database. For example, with
a column for a phone number entry 10 digits is the expected length of the
field. Once the fields have been set in the database, a number more or less than
10 digits will not be accepted. The same applies for any field, whether it is an
entry that requires a number, a series of numbers, an address, or a name, etc. If
the fields are not set to a specific limit for information then consistency is even
more important.
 Uniqueness is the fourth component of high quality information. In order to add
value to any organization, information must be unique and
distinctive. Information is a very essential part of any organization and if used
properly can make a company competitive or can keep a company competitive.
 A fifth important aspect of information is timeliness. New and current data is
more valuable to organizations than old outdated information. Especially now, in
this era of high technological advances, out-of-date information can keep a
company from achieving their goals or from surviving in a competitive
arena. The information does not necessarily need to be out of date to have effect,
it just needs to not be the most current. Real-time information is an element of
timeliness.
Source : http://www.computerbusinessresearch.com/Home/database/five-
characteristics-of-high-quality-information

4. what is the kind of learning resources?

From textbook, journal, enclopedia, internet. Thesis. Newspaper,

5. how to get realible sources of information?

Find news journal, choose the right textbook and if we use internet we can
evaluated the website,
 6. what is the functions of learning resources?
The purpose of a resource center is to advanced the learning experience of
students and teachers in any educational sector(
Source : http://en.wikipedia.org/wiki/Learning_resource_center

7. how we can know that the resources is realible?

We can try to judge the reliability of information you find on the Internet with
some questions such as:

 Who is the author or sponsor of the page? On the page you are citing, or on a
page linked to it, that individual or organization should be identified, that
individual's qualifications should be apparent, and other avenues of verification
should be open to you. For a good example of a reliable source, see "Notes about
this document" for the hypertext version of Pride and Prejudice at
<http://www.pemberley.com/janeinfo/pridprej.html>. On the other hand, a page
created by a person or an organization that does not provide this information is
not a good source to cite.

 Are there obvious reasons for bias? If the page is presented by a tobacco
company consortium, you should be suspicious of its reports on the addictiveness
of nicotine. Is there any advertising? If the page is sponsored by Acme Track
Shoes, you should be suspicious of its claims for Acme track shoes' performance.
 Is contact information provided? If the only identification available is
something cryptic, such as "Society for Ferruginous Retorts," be suspicious of the
page's reliability. If the page is sponsored by a reputable person or organization,
there should be some other way to verify that reputation, such as an e-mail or
postal address. (Note that a tilde [~] in the page's address usually indicates a
personal home page and may require more searching for reliability.)
 Is there a copyright symbol on the page? If so, who holds the copyright?
 Is this page a "zombie," or one considered "walking dead" because the person
who posted it no longer maintains or updates it? Even though the information is
"alive" in that it is still accessible, it is "dead" in that it could well be several years
old!
 What is the purpose of the page? Why is this information being posted--as
information, as a public service, as a news source, as a research tool for
academics, as a personal ax to grind, or as a way to gain attention?
 How well organized is the page? Is the page easy to navigate? Is it complete?
When was the page last updated? Is the information on it current? How credible
are the links it provides?
  Is the information on the page primary or secondary? That is, is it a report of
facts, such as a medical researcher's article counting cases of "mad cow" disease
in England in 1997, thus making it primary information, or is it an Internet
newsgroup discussion about "mad cow" disease, thus making it secondary
information? The papers and reports you write for your college classes need to be
based on primary information whenever possible. The further away from the
primary sources your own sources are, the less reliable the information is.
 Can you verify the information on the Web page some other way? For example,
can you check the page's bibliography (if there is one) against your library's
holdings or check the information against a source in the library?
 If you are worried that the information may lack credibility, try starting with
a source you know is reputable. For example, if you have to do a project on the
latest in cancer research, you can begin your search at major cancer research
institutes, such as Mayo Clinic in Rochester, Minnesota .

 Finally, remember that even though a page might not meet your standards as a
citable source, it may help you generate good ideas or point to other usable
sources. Also, be sure not to stop your search at the first page you find--shop
around and do some comparing so that you can have points of reference.

Source : http://www.mhhe.com/mayfieldpub/webtutor/judging.htm

8. what is the advantages and disadvantages of learning from internet?

ADVANTAGES:
(1) Extendibility, Accessibility, and Suitability - Users can proceed through a training
program at their own pace and at their own place. They can also access the training
at any time, receiving only as much as they need. In other words, “just in time and
just enough."
(2) Quicker (and cheaper) turnaround of finished product.
(3) Collaborative and exploratory learning environments.
(4) Easy and affordable training delivery - Chances are (and you’ll want to access this
before embarking on WBT) your audience has access to a browser. Validate what
browser(s) your audience has and what version(s) and you can capitalize on the
delivery vehicle.
(5) Cross Platform - WBT can be accessed by web browsing software on any platform:
windows, MAC, Unix, etc. Basically, you can deliver your training course to any
machine over the Internet or company intranet without having to develop a different
course for each unique platform.
(6) Inexpensive worldwide distribution - No separate or distinct distribution
mechanism is needed (i.e., distributing CD-ROMs for CBT training). WBT can be
accessed from any computer anywhere in the world while at the same time keeping
delivery costs down.
(7) Reduced technical support - Web-based training courses decrease some of the
more “potent and deadly” technical support issues that often enshroud technologybased
training.
(8) Ease of content update - The changes you make to any of your content are
immediately available to your learning audience across the world.
(9) Installation options on private networks for security or greater bandwidth. If you
opt for intranet delivery, you have more control over plug-ins and bandwidth, giving
you more options for inclusion in your WBT.
(10) Travel cost and time savings - Learning is delivered directly to the learner instead
of the other way around.
(11) Web browsers and Internet connections are widely available - Most computer
users have access to a browser, such as IE4 or Netscape and are connected to a
company's intranet, and/or have access to the Internet.
(12) WBT-based development is easier to learn and pick up then CBT-based
development. You should be able to draw from a larger pool of WBT developers
than is available for creating traditional CBT.
(13) Vast, untapped market for training - The untapped WBT market is still large. If
you’re looking for commercial markets, the Internet also offers a huge audience
hungry for material via the Net.
(14) Access is controllable - You can direct and monitor who receives web training
when,
how many times, and in what sequence.
(15) Billing options - You can bill—and collect on that bill—through Net distribution,
billing by user ID, number of accesses, date/time of access, or any other means by
which you want to assess usage.
(16) Direct access to many other training resources - The Internet gives access to the
largest library in the world. Capitalize on the offerings that have already been
created, and use them to enhance the learning you are distributing.
DISADVANTAGES:
(1) Limited formatting of content in current browsers - The WBT you create will not
resemble the CBT you might be familiar with because of Net bandwidth constraints.
So if your content relies on a lot of media “bells and whistles,” or particular
formatting, the Net might not be the best delivery medium.
(2) Bandwidth/browser limitations may restrict instructional methodologies Again,
you are constrained by the technology. If your content relies on a lot of video,
audio, or intense graphics, and your audience isn’t on a T1 line, Net delivery will
only frustrate your learners.
(3) Limited bandwidth means slower performance for sound, video, and large
graphics. Know the bandwidth available to your audience—and what’s reasonable
“wait” time for them—before you commit to the Net. On average, most mobile endusers
are still running on a 28.8 kpbs
connection.
(4) Someone must provide web server access, control usage, and bill users (if
applicable) - The Net doesn’t magically solve all of your resource issues. Plan on
having someone oversee some of these issues.
(5) Time required for downloading applications - Again, be very, very aware of
download times—and we still recommend looking at delivery options considering a
28.8 kpbs modem if you are delivering training to an external audience or over the
Internet. Your training might be great, but if your audience isn’t patient enough to
wait for it to download, it doesn’t matter.
(6) Student assessment and feedback is limited - The Internet provides a wonderful
means to get all kinds of information back and forth to your audience, but it also
makes it harder to assess some types of student feedback and information.
(7) Many, if not most, of today's web-based training programs are too static, with
little if any interactivity - This is probably due to the bandwidth limitation, but if we
deliver poor, page-turning training, we can’t expect stellar results from our learners.
(8) Cannot design and develop robust multimedia courses - The bandwidth
limitations of the Net constrain what can be delivered effectively.
(9) Are computers replacing human contact? - The Net is not right for all training.
(10) Newness - It may take longer designing and developing WBT courses, the first time
around. Because of its recent emergence to the training arena, new technologies
always require time, experience, and money in order to take full advantage of its
capabilities. The great thing, however, is you’ll learn new skills and knowledge with
each new course.
(11) Web-based training has high-fixed costs - Some people assume that since you
don’t need a CD-ROM drive, you have no additional costs. Not so. It’s important
that you consider doing a pilot before proceeding further into the WBT game.
Validate what works well, when, and at what it cost.
Source: Advantages And Disadvantages Of Online Learning By Gary James

9. what is the relation between learning resources and relevant information?

10. what kind of people will be able to follow SDL?

The people who has a high disiplin and high motivation to learn.

11. when we search learning research from the internet, what should be the
attentions?
 Who is the author or sponsor of the page? On the page you are citing, or on a
page linked to it, that individual or organization should be identified, that
 individual's qualifications should be apparent, and other avenues of verification
should be open to you. For a good example of a reliable source, see "Notes about
this document" for the hypertext version of Pride and Prejudice at
<http://www.pemberley.com/janeinfo/pridprej.html>. On the other hand, a page
created by a person or an organization that does not provide this information is
not a good source to cite.
 Are there obvious reasons for bias? If the page is presented by a tobacco
company consortium, you should be suspicious of its reports on the addictiveness
of nicotine. Is there any advertising? If the page is sponsored by Acme Track
Shoes, you should be suspicious of its claims for Acme track shoes' performance.
 Is contact information provided? If the only identification available is
something cryptic, such as "Society for Ferruginous Retorts," be suspicious of the
page's reliability. If the page is sponsored by a reputable person or organization,
there should be some other way to verify that reputation, such as an e-mail or
postal address. (Note that a tilde [~] in the page's address usually indicates a
personal home page and may require more searching for reliability.)
 Is there a copyright symbol on the page? If so, who holds the copyright?
 Is this page a "zombie," or one considered "walking dead" because the person
who posted it no longer maintains or updates it? Even though the information is
"alive" in that it is still accessible, it is "dead" in that it could well be several years
old!
 What is the purpose of the page? Why is this information being posted--as
information, as a public service, as a news source, as a research tool for
academics, as a personal ax to grind, or as a way to gain attention?
 How well organized is the page? Is the page easy to navigate? Is it complete?
When was the page last updated? Is the information on it current? How credible
are the links it provides?
 Is the information on the page primary or secondary? That is, is it a report of
facts, such as a medical researcher's article counting cases of "mad cow" disease
in England in 1997, thus making it primary information, or is it an Internet
newsgroup discussion about "mad cow" disease, thus making it secondary
information? The papers and reports you write for your college classes need to be
based on primary information whenever possible. The further away from the
primary sources your own sources are, the less reliable the information is.
 Can you verify the information on the Web page some other way? For example,
can you check the page's bibliography (if there is one) against your library's
holdings or check the information against a source in the library?
 If you are worried that the information may lack credibility, try starting with
a source you know is reputable. For example, if you have to do a project on the
latest in cancer research, you can begin your search at major cancer research
 institutes, such as Mayo Clinic in Rochester, Minnesota .

 Finally, remember that even though a page might not meet your standards as a
citable source, it may help you generate good ideas or point to other usable
sources. Also, be sure not to stop your search at the first page you find--shop
around and do some comparing so that you can have points of reference.

Source : http://www.mhhe.com/mayfieldpub/webtutor/judging.htm

12. what is meaning archiving and how the arechiving process?

- Data archiving is the process of moving data that is no longer actively used to
a separate data storage device for long-term retention.
Source: http://searchdatabackup.techtarget.com/definition/data-archiving

13. apart of newspaper which can be sources for learning?

14. what kind of data that can be learning resources?

15. what is the meaning of SDL?
Individuals (students) in order to archieve optimal development, so it does not
hider the development of student learning and specifically to help students to
be a deal with and solve learning problems.
Source : tohirin (2007:131) http://eprints.unv.ac.id.pdf
16. what is different from learning relevant resources and irrelevant reources?
17. what is definition of journal?
A journal is a magazine that deals with a specialized subject,
A journal is also a kind of diary in which you keep a record of events or progr
ess.
Source : http://www.thefreedictionary.com/journal

18. what is the characteristic of journal reliable?

 Have a serious appearance. The words "Journal," "Transactions," "Proceedings,"
or "Quarterly," may appear in the title.
 Written for professors, students or researchers. Signed by the authors.
 Articles are reviewed by a board of experts or "peer reviewed."
 Follow a format: abstract, literature review, methodology, results, conclusion,
possibly footnotes, endnotes and/or bibliography.
 May include tables, graphs or illustrations to support research.
 Very little advertising.

Source : http://library.albany.edu/usered/dr/char.html
 19. what are the caution if you find the learning resources?
20. what are the ethical issues to gain information from online and also text book
resources?

STEP 4