I.

Scenario Iwan, a student of Block 4 FK Unsri, got asssignment from lecturer to write a scientific paper relation tomedical field. The paper has to write referring to some medical journals, then must be summarized and then be presented in class using audio visual projector. After that, the presentation file must be sent to a second opinion reviewer in Australia by electronic mail The task must be collected after 7 days. However Adam did not know how to make a good scientific paper, how to operate the computer for searching for medical resources in internet and how to send an electronic mail. Iwan asked a cyber cafe (warnet) attendants to search the journals. Unfortunately, they could not help him because they did not understand about the task.

II.

Term Clarification 1. Scientific paper 2. Medical Field terms 3. Medical Journal reference 4. Audio Visual Projector 5. Electonic mail 6. Assigment 7. 8. 9. Projector Electronic mail Cyber cafe : Device to helps us presents our assignment : some letters in electronical format : Piece work that given to do : Apparatus for projecting pictures onto a screen : Message that send by using internet : Public services which provide internet conection : Work in aparticullary way : Person whose job is to serve people in a public place 1 : Collection of articles which can be used a medical : Assignment that related with medical science : A part of science which scopes around medical

10. Operate 11. Attendant

12. Resources 13. Presentation

: Supply of raw material by using internet : Act or showing something or giving something to Somebody

14. Summarized 15. Searching

: Conclude : Look information on a computer

III.

Problems Identification 1. Iwan got assignment from lecturer to write a scientific paper relation to medical field 2. The task must be collected after seven days 3. Iwan didnt know how to make agood scientific paper 4. how to operate the computer for searching medical resources in the internet. 5. Iwan asks cyber cafe attendants to search the jounals. 6. The journal must be summarized and then presented in class using audio visual 7. Lecturer asks him to send their assigment by using e-mail 8. The attendant in cyber cafe could not help him to search the journal 9. Iwan did not know to operate computer

IV.

Problem Analysis 1. How could Iwan manage his time to finish the task on time? 2. How to make good scientific papers? 2

3. How to operate the computer for searching the medical resources in internet? 4. How to send an electronic email? 5. Why Iwan doesnt know how to make good scientific papers? 6. Why Iwan doesnt know how to operate the computer for searching the medical resources in internet? 7. Why Iwan doesnt know how to send an electronic email? 8. Why does the cyber cafe attendant couldnt help Iwan ? 9. Is it right for Iwan to ask the cyber cafe attendants about Medical Journals? 10.How to make good persentation by using audio visual projector ? 11.How to make Iwan realize that IT is important ?

Answer :

1. Iwan should trying to apply the time management like setting priorities and make a planning on his activities 2. Iwan should do effective writing and effective reading (Lerning issue) 3. How to use the computer : a. Connect the computer with the electricity b. Press the power button c.Wait for a while until you the monitor show the desktop. d. the computer ready to use 3

4. Steps to send an email a. Connect to the internet b. Open the internet explorer c. Go to Yahoo or other email operator d. Sign up if you dont have any email e. Sign in after that f. Choose compose mail g. Fiil the target email address h. Fill the subject if there are any file that you want to send i. j. Choose attach file And finally choose send

k. The email should be send already

5. Iwan doesnt know the steps to make scientific papers (learning Issue) 6. Iwan isnt aware about the technology and maybe he is uninterested in technology and he is lazy. 7. Iwan isnt aware about the technology and maybe he is uninterested in technology and he is lazy. 8. Because they didn t understand about the task. 9. No, because its not their competence. 10.How to make a good power point slides a. Make sure that the text is large enough for everyone to see

b. The text and the backgroud are better to contrast with each other so the text dont fade by the background c. Make sure that each slides dont contain with too many words. d. Dont forget to add some animation too atract people attention.

11.By becoming an adult learner. Concept Mapping

V.

Hyphothesys

Iwan couldnt finish his task on time because he doesnt know how to make a good scientific paper and not technology aware.

VI.

Learning Issue

Learning Objectives Effective reading and writing

What I Know Definition

What I don't know about how to make a good scientific paper How to apply effective reading and writing How to manage time and make a good schedule

What I have to prove The Advantage and disadvantage from effective reading and effective writing the types of effective reading and writing Setting priorities The effectiveness of time management Setting schedule

How will I learn Journal text book Internet IT Experiences

time Management

Definition

ICT (Information and Communication Technology) Adult Learning

Definition, email, internet

How to use Internet How to use email how to send email Steps to be an adult learner

the Importance of technology in learning

Definitions

Importance be an adult learner

Effective Communicatio n

Definitions

How to communicate effectively

The importance of effective communication

VII.

Synthesis

I.

Time Management

Scheduling is best done on a regular basis, for example at the start of every week. Go through the following steps in preparing your schedule: 1. Start by identifying the time you want to make available for your work. This will depend on the design of your job and on your personal goals in life. 2. Next, block in the actions you absolutely must take to do a good job. These will often be the things you are assessed against. For example, if you manage people, then you must make time available for coaching, supervision, and dealing with issues that arise. Similarly, you must allow time to communicate with your boss and key people around you. (While people may let you get away with 'neglecting them' in the short-term, your best time management efforts will surely be derailed if you do not set aside time for those who are important in your life.) 3. Review your To Do List, and schedule in the high-priority, urgent activities, as well as the essential maintenance tasks that cannot be delegated and cannot be avoided. 4. Next, block in appropriate contingency time. You will learn how much of this you need by experience. Normally, the more unpredictable your job, the more contingency time you need. The reality of many people's work is of constant interruption: Studies show
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some managers getting an average of as little as six minutes uninterrupted work done at a time. Obviously, you cannot tell when interruptions will occur. However, by leaving space in your schedule, you give yourself the flexibility to rearrange your schedule to react effectively to urgent issues. 5. What you now have left is your "discretionary time": the time available to deliver your priorities and achieve your goals. Review your Prioritized To Do List and personal goals, evaluate the time needed to achieve these actions, and schedule them in. In this case Iwan must complete the task only for 7 days. Its means that he must make schedule on his activities. For example :

II.

Effective Reading & Writing

Type of effective reading : 1. Skim reading This is the strategy we employ when we want to obtain a quick overview of a text. We may: be looking for something quite specific; be wanting to get a general idea before putting effort into close reading; have already read the text thoroughly, and be wanting to recall the main points. If you have any of the above reasons for reading a text, you will find it helpful to employ the following skim reading strategies: Read the opening paragraph and the conclusion carefully.
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 Read the first and last sentence of each remaining paragraph to gain some idea of the main points. Look for words and phrases that act as sign posts to the main ideas or messages in the text, or that are clues to anything specific you might be looking for. Use a marker pen to mark out any items that you want to re-read, or refer to later. 2. Specific reading This strategy is usually employed in conjunction with skim reading. It is especially useful if you are looking for specific information which may be contained in a variety of books, journals or articles. The process is one of search and discovery. It requires you to skim read, locate, mark and then return to close reading. When doing this across a number of texts, you will need to reference the materials as you proceed. 3. In-depth reading This is the most essential of all reading skills. It involves reading a text thoroughly in order to comprehend the ideas and arguments it contains. In-depth reading is consequently much slower than skim reading, and you may find that you need to read certain sections of a difficult text more than once. When reading in-depth it is useful to: read the opening paragraphs and conclusion first. This will help you to digest the intention and conclusion of the writer prior to a closer reading of the text. go back to the beginning, and read through the whole text, marking out and noting: - key words and phrases; - ideas, facts, and data you think are important; - the structure of the argument.

 make sure you understand the writers main ideas and arguments, and the overall message of the text.

4. Critical reading Critical reading is a further dimension of in-depth reading. Reading a text critically means that you do not accept what you are reading at face value. This does not necessarily mean that you should find fault with a text, but rather that you should question and judge the merit and worth of the information it contains. A number of interrelated processes are involved in critical reading. They are: interpretation, analysis, synthesis, and evaluation. Whether you use all, or only some of these processes, will depend on both the particular reading situation, and your purpose for reading.

In this case, Iwan should do specific reading. He may be selective, focus on the question and purpose in mind, check for relevancy, preview the material,and taking notes.

Effective Writing 1. Start writing : based information that we had known, and what the reader want to know 2. Review the form and benefit. 3. Setting our own thinking. 4. Fill in the blanks 5. Edit 6. Use short and effective sentences.

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III.

ICT ( Information and Communication Technology)

How to operate computer to search medical resources in internet: 1. Jack in the cable 2. Turn on the computer 3. Check for connectivity 4. Connect to the internet 5. Open internet browser (eg : mozilla, internet explorer, opera etc) 6. Open search engine ( eg : google etc) 7. Enter the keywords
How to send an email a. Connect to the internet b. Open the internet explorer c. Go to Yahoo or other email operator d. Sign up if you dont have any email e. Sign in after that f. Choose compose mail g. Fiil the target email address h. Fill the subject if there are any file that you want to send i. j. Choose attach file And finally choose send

k. The email should be send already 11

In this case, Iwan must learn about ICT before he start searching for journal in the internet. IV. Adult Learning

Part of being an effective instructor involves understanding how adults learn best. Compared to children and teens, adults have special needs and requirements as learners. Despite the apparent truth, adult learning is a relatively new area of study. The field of adult learning was pioneered by Malcom Knowles. He identified the following characteristics of adult learners: Adults are autonomous and self-directed. They need to be free to direct themselves. Their teachers must actively involve adult participants in the learning process and serve as facilitators for them. Specifically, they must get participants' perspectives about what topics to cover and let them work on projects that reflect their interests. They should allow the participants to assume responsibility for presentations and group leadership. They have to be sure to act as facilitators, guiding participants to their own knowledge rather than supplying them with facts. Finally, they must show participants how the class will help them reach their goals (e.g., via a personal goals sheet). Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base. To help them do so, they should draw out participants' experience and knowledge which is relevant to the topic. They must relate theories and concepts to the participants and recognize the value of experience in learning.

Adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. They, therefore, appreciate an educational program that is organized and has clearly defined elements. Instructors must show participants how this class will help them attain their goals. This classification of goals and course objectives must be done early in the course. Adults are relevancy-oriented. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them. Therefore, instructors must identify objectives for adult participants before the course begins. This means, also, that theories and concepts must be related to a setting familiar to participants. This need can be fulfilled by letting participants choose projects that reflect their own interests. Adults are practical, focusing on the aspects of a lesson most useful to them in their work. They may not be interested in knowledge for its own sake. Instructors must tell participants explicitly how the lesson will be useful to them on the job. As do all learners, adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult participants bring to the classroom. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely in class.

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Motivating the Adult Learner Another aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult learning: Social relationships: to make new friends, to meet a need for associations and friendships. External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority.

Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work. Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors. Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life. Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind. Effective Communication
Communicator requirement : 1. Communication ability 2. Have a good manner 3. Have a good knowledge 4. Has sosial position 5. Have attitude 6. Feed back

V.

Message requirement :

1. The message must be clear 2. Using language that easy to understand 3. The message must be like we want 13

Media requirement

1. Must be able to take notes about what have been said so that the media dont make a mistake 2. Manage to find a good time and condition to say the message 3. Must be able to make a clear message delivery system

Receiver requirement

1. Watch the etique 2. have the ability to hear and understand about the message 3. Active in communication 4. Have a good response Iwan must communicate clearly with the cyber cafe attendant so that the cyber cafe attendant able to more undersatand about Iwans problem and want to help him.

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References

www.mindtools.com taken 09/15/09 at 04-15 www.honolulu.hawaii.edu Text book

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