Learning Program Design

Meeting 2
30 August 2021

FX Mukarto
 Agenda
1. Introduction: Who I am.
2. LPD & and its position in PBI curriculum
3. Syllabus
4. Systems approach
5. Backward design
 1. Who am I?
• Originally from Bantul. Now living in Sleman.
• PBI IKIP Sanata Dharma class of 1979
• 1982 AMT class: Now… Wisma Bahasa, Alam Bahasa, Realia, PeMad International
Translation (PT Transearch)
• 1983: Teaching assistant PBI IKIP Sanata Dharma
• 1984 – 1985: Galang refugee camp
• 1985 – present: Sanata Dharma University
• 1990-1992: Linguistics, Georgetown University, Washington DC
• 1993 – 1998: PBI Chairperson
• 1999 – 2004: Linguistics, School of Humanities, Universiti Sains Malaysia
• 2005 – present: The Garduate Program in English Language Studies
• Course book author: English for Students of Accounting (YKPN Accounting Academy),
Grow with English (Erlangga), English on Sky (Erlangga), among others.
 2. LPD in PBI Curriculum
• PBI Graduate Profile
• Learning outcome: Ability to design a learning program and account
for it well
• Pre-requisite: AMT (Sem 4)
• Concurrent course: Language Learning Evaluation (Sem 5)
• Pre-requisite for micro teaching
• Relevant professions
• English teacher
• Human Resource Development
• Course book writer
• (Language) Program designer
 3. Syllabus or Course Outline

• Please download from our LMS www.

belajar.usd.aci.id
 4. Systems Approach

INPUT OUTPUT

Components Processes Goals

Entities Activities Outcomes
 Systems Approach?
• A system is a group of interacting or interrelated entities that form a
unified whole, e.g. a product system like computers, bikes, brakes
• A system is a set of things working together as parts of a mechanism or
an interconnecting network, e.g. service system like transportation
system.
• A system is a set of principles or procedures according to which
something is done; an organized scheme or method, e.g. multi party
system.
• Approach is a way of dealing with something.
• System approach is a way of dealing or looking at something as a system.
 Is LPD a System?
• Is LPD an system? Yes.
• Do we have any evidence that LPD is a system? Yes.
• Three important aspects of a system: Goal – Processes – Components.
• A system has a goal. Is is designed to achieve or produce something.
• How is the goal achieved? Through processes.
• Who or what carries out the processes to achieve the goal? The components or
resources.
• Process of LPD as a system
• Input: Students without the intended competence
• Process: Learning teaching processes or students’ learning experiences
• Output: Learning outcome in the form of competence (knowledge, skill, attitude)
 LPD an INSTRUCTIONAL system?
• Is LPD an instructional system? Yes. Why? It involves learning teaching
processes.
• What are the goals of the LPD as an instructional system? Look at the
learning outcomes in the syllabus. The syllabus describes the learning
outcomes: what the students will know or understand, what they will be
able to do with your knowledge or understanding, and how they deal
with what they know and what they do.
• What are the processes in the LPD? They are the students’ learning
experiences or the learning teaching processes the students are involved
in. The learning teaching processes are what make the system an
INSTRUCTIONAL system.
• What are the components? So many. The most important is the students
or learners. Can you mention the other components?
 LPD: Focal System
1. What is its supra system?
2. What are its subsystems?
3. Mention one of its goals?
4. Mention one of the processes?
5. Mention one of the components?
6. What is the most important input in LPD?
7. What is the most important output in LPD?
8. How does the output differ from the input?
9. How is it possible that the output is different from the input?
10. Do you think the quality of the components have any impact on the output?
5. Backward Design
Does LPD adopt the backward design approach?
• Yes. LPD adopts the backward design approach.
• Any evidence?
• LPD starts with defining the desired results: LPD students’ competence, i.e.
what the students will know or be able to do at the end of the instruction.
• Deciding on the assessment evidence: There must be evidence for the
achievement of the students’ competence. Evidence for knowledge is
obtained via quizzes in the LMS. Evidence for skills is obtained through the
deliverables from (1) the tasks, i.e. learning objectives, instructional or
learning materials, learning teaching activities, and (2) project, in the form of
a lesson plan.
• Learning experiences or instructional activities: what the students and the
teacher do to help students achieve the learning outcomes.
Any Questions?