Education programme design Desain Program Pendidikan

Presentasi berjudul: "Education programme design Desain Program Pendidikan"— Transcript presentasi:

1 Education programme design Desain Program Pendidikan

2 Education programme design Desain Program Pendidikan
A Theory of Change based approach helps you ensure that all of your education activities contribute to the outcomes and overall goals you are trying to achieve. Teori Perubahan berdasarkan pendekatan dapat memastikan bahwa semua aktivitas pendidikan berkontribusi pada hasil akhir dan seluruh tujuan yang ingin dicapai. Perlengkapan Aktivitas Pendekatan Hasil Akhir Tujuan akhir/Visi Intro to workshop: This approach is a version of Theory of Change. We have simplified it and adapted it so that it is designed specifically for creating education programmes. Some people also use logframes or logic models – which are very similar. These are similar although don’t focus as strongly on the links between activities and outcomes – and tend to be represented in a table rather than as a process. It is really a way of checking that you focus on activities that deliver the outcomes and overall goals. Starting with the activities (or tools) you want to deliver can sometimes mean you are not using the tools that would be most effective for delivering your outcomes. We will start by thinking about the overall goals of education in your zoo. Resources Activities Approaches Outcomes Goals/Vision

3 Theory of Change - Teori Perubahan
sumber aktivitas pendekatan hasil tujuan

4 Education programme design Desain Program Pendidikan
Dengan menanyakan beberapa pertanyaan sederhana dan belajar dari tujuan aktivitas anda, anda dapat mendesain program yang memiliki dampak nyata: -Apa tujuan keseluruhan program anda? -Apa hasil yang ingin anda capai? -Untuk siapakah program tersebut? Apa yang memotivasi mereka untuk ikut? -Aktivitas dan pendekatan yang seperti apa untuk meraih hasil akhir anda? -Peralatan apa yang anda akan butuhkan? By asking some simple questions and working from your goals back to your activities you can design a programme that has real impact: What are the overall goals of your programme? What outcomes are you aiming to achieve? Who is it for? What will motivate them to participate? Which activities and approaches are best for achieving your outcomes? What resources will you need? Intro to workshop: This approach is a version of Theory of Change. We have simplified it and adapted it so that it is designed specifically for creating education programmes. Some people also use logframes or logic models – which are very similar. These are similar although don’t focus as strongly on the links between activities and outcomes – and tend to be represented in a table rather than as a process. It is really a way of checking that you focus on activities that deliver the outcomes and overall goals. Starting with the activities (or tools) you want to deliver can sometimes mean you are not using the tools that would be most effective for delivering your outcomes. We will start by thinking about the overall goals of education in your zoo.

5 Definition of learning - definisi pembelajaran
“a process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve the development or deepening of skills, knowledge, understanding, values, ideas and feelings. Effective learning leads to change, development and the desire to learn more” Campaign for Learning, UK Proses interaksi dari pengalaman merupakan hal yang dilakukan oleh masyarakat ketika mereka ingin memahami dunia. Hal ini mungkin melibatkan pengembangan dan pendalaman keterampilan, pengetahuan, pemahaman, nilai, gagasan, dan perasaan. Pembelajaran yang efektif menghasilkan perubahan, perkembangan, dan keinginan untuk belajar lebih lanjut” Kampanye pembelajaran , UK Learning and education is about change – we want to make change that supports the work of our zoos and ultimately achieve conservation of wildlife. Thinking about learning as change can help us define the goals and outcomes we want to achieve – it is sometimes easy to think of these as the changes we want to happen as a result of our learning programme. It includes more than knowledge gain – it includes feelings, values, attitudes and can lead to action.

6 What do we mean by zoo education
What do we mean by zoo education? Apa yang dimaksud dengan pendidikan di lembaga konservasi? Pendidikan di lembaga konservasi meliputi berbagai aktivitas: -Papan informasi -Penyampaian materi ke publik -Alat peraga sentuh -Kunjungan ke luar -Lokakarya untuk sekolah dan perguruan tinggi -Jalan tapak -Kunjungan keluarga -Mendongeng -Debat -Drama -Permainan dan banyak hal lainnya! Zoo education can include many different activities: Signage Public talks Touch tables Outreach Workshops for school, college and university groups Trails Family activities Storytelling Debates Drama Games … and much more! Whilst we do not start designing a programme by talking about the activities we might do, we thought it might be useful to describe some of the things we mean when we talk about zoo or conservation education so we are clear what we are talking about. There are many different activities, in fact most activities that engage the public can be adapted for zoo education – if they are appropriate for the audience and will help you achieve the outcomes you want to achieve. There may be some activities that audiences and sometimes zoo managers expect – but there is really no right or wrong in terms of what activities you have as long as you are achieving your learning outcomes. This is why we start with goals and outcomes and not by deciding we would like a particular type of activity. If someone suggests creating an activity – it is useful to ask why or what will it achieve? It is also worth noting that education has strong links to other areas of zoo activity eg. marketing, exhibit design and collection planning. And should not be viewed in isolation.

7 Why do we have education programmes in zoos
Why do we have education programmes in zoos? Mengapa kita mempunyai program pendidikan di lembaga konservasi? Our starting place is really to think about the overall goal for our education programmes. In pairs or small groups think of as many reasons as you can that describe why we do education work in zoos? Why is a useful question for developing strategy. It helps you stay focused on the difference you are trying to make. Rather than what you are trying to get done – its easy to get bogged down in the day to day and forget why we do what we do.

8 Why we have education programmes Mengapa kita mempunyai program edukasi
Perizinan atau akreditasi Buat perbedaan untuk masyarakat dan/atau satwa Kurikulum sekolah Mendukung belajar di perguruan tinggi Menginspirasi masyarakat untuk peduli pada satwa Mengubah perilaku manusia Meningkatkan pengetahuan mengenai satwa Membantu pengunjung menikmati kunjungannya ke lembaga konservasi Mempromosikan apa yang lembaga konservasi lakukan untuk masyarakat Membantu para siswa lulus dalam ujian Melindungi satwa di alam Budaya dan pengharapan Licensing or accreditation Make a difference to people and/or for wildlife School curriculum Support college or university studies Inspire people to care about wildlife Change people’s behaviour Increase knowledge about animals Help people enjoy their visit to the zoo Promote what the zoo does to the public Help students pass exams Protect animals in the wild Tradition and expectations These are just some of the reasons, there are many more and different reasons will be important to different people. We will go on to talk about who those people are in a moment. There is no suggested heirarchy.

9 Overall goals What are the overall goals of your education programme?
How does education contribute to your organisation’s mission and objectives? Goals are the long term change you want to happen. Be concise. Apa tujuan keseluruhan program edukasi anda? Bagaimana edukasi dapat berperan pada misi dan tujuan organisasi anda? Tujuan adalah perubahan jangka panjang yang ingin anda lakukan Ringkas dan padat After discussing why we do education. Think about which reasons are important to you and which reasons are important to your organisation. Try and shape them into a short vision for education. Write one goal on each post-it notes. Outcomes will help you describe the changes that need to happen to achieve your goal. You may find that some of the goals you discuss are actually outcomes. Save these post-it notes for later. You can use this process for whole education programmes, for a part of your programme (for example a youth programme, a programme for schools or an education programme to create awareness about the Babirusa). Decide now what you want to focus on today as we go through the process. Focusing on something smaller can be easier if you have not used this sort of process before. Perlengkapan Aktivitas Pendekatan Hasil Akhir Tujuan akhir/Visi

10 Tujuan akhir/visi Goals/vision
Berkontribusi dalam kegiatan GSMP dengan meningkatkan kepedulian terhadap Anoa, Babirusa, dan Banteng, serta ancaman yang mereka hadapi di alam Jumlah Anoa, Babirusa, dan Banteng meningkat di alam Goals/vision Contribute to the work of the GSMP by raising awareness of Anoa, Babirusa and Banteng and the threats they face iin the wild. Numbers of Anoa, Babirusa and Banteng increase in the wild. In this model the overall goal is focused on contributing to a particular aspect of the GSMP and the outcomes are designed to lead to that goal. These are quite generic and focused on zoo visitors very generally. If you wanted to plan in detail or were looking at very specific activities you would go into more detail to describe who the visitors are and may have more detailed outcomes to state exactly what knowledge you want them to gain and so on.

11 Outcomes – who is involved? Hasil – siapa yang terlibat?
Hasil merupakan perubahan yang anda inginkan bagi pemangku kepentingan yang terlibat dalam program anda. Buatlah daftar semua pemangku kepentingan yang berbeda yang terkait program edukasi di lembaga konservasi Siapa yang dapat membantu anda dalam pencapaian tujuan? Siapa yang akan merasakan perubahan yang anda lakukan? Outcomes are the changes you want to make for the different stakeholders involved in your programme. Make a list of all of the different stakeholders who are affected by zoo education programmes. Who can help you achieve your goals? Who will be affected by the changes you need to make happen? Outcomes are really the changes you want to make for the different stakeholders involved in your programme. Some may be short term and happen immediately after someone participates in your education activities (for example learning something new about a species) some may be longer term and happen later (eg. changing shopping habits or becoming a regular recycler). Before we focus on the outcomes we want to achieve. We need to think about who the stakeholders are and who will be affected by the changes our programme will create. Most of the changes (outcomes) that are achieved through education work happen for people (and animals). Perlengkapan Aktivitas Pendekatan Hasil Akhir Tujuan akhir/Visi

12 Stakeholders in zoo education Pemangku kepentingan di bagian edukasi lembaga konservasi
Pengunjung lembaga konservasi Staff lembaga konservasi Manajemen Penyedia materi edukasi – sekolah dan perguruan tinggi Pemerintah Masyarakat umum yang mengunjungi lembaga konservasi anda Kelompok masyarakat lokal Kelompok masyarakat yang hidup dekat dengan jenis satwa yang menjadi target anda Zoo visitors Zoo staff Management Education providers – schools, colleges and universities Government departments Public visiting your zoo Local communities Communities who live near to your target species These are just some examples. Different stakeholders will be important to different zoos. These are very broad categories each of them can be broken down further. Some stakeholders can help you achieve your goals, some might prevent you from achieving your goals.

13 Zoo visitors – they’re not all the same Pengunjung lembaga konservasi – mereka tidak semuanya sama
Who are they? Why do they visit? What do they want from their zoo visit? Siapa mereka ? Mengapa mereka datang? Apa yang mereka inginkan dari kunjungan ke lembaga konservasi? Zoo visitors covers a very broad range of people. They are the major recipients of zoo education and what they want will affect how they engage, so it is worth spending some time thinking about this. In small groups brainstorm and create a list of all the different people that visit the zoo (or give each group a different audience from the list). Then think about why they come? What do they want from their visit? Is this the same as you want them to go away with? Write a list of motivations next to each one.

14 Zoo visitors – they’re not all the same
Families Adults School groups Teachers Tourists Children Teenagers Elders Students A fun day out Learn about wildlife See their favourite animal Study Spend time with family and friends See interesting things Get outdoors Meet other people Take photographs Keluarga Orang dewasa Kelompok sekolah Guru Turis Anak-anak Remaja Pemuda Siswa Hari yang menyenangkan Belajar mengenai satwa Melihat satwa favoritnya Belajar Menghabiskan waktu dengan keluarga dan teman Melihat hal yang menarik Jalan-jalan Bertemu orang lain Mengambil foto Zoo visitors covers a very broad range of people. They are the major recipients of zoo education and what they want will affect how they engage, so it is worth spending some time thinking about this. In small groups brainstorm and create a list of all the different people that visit the zoo (or give each group a different audience from the list). Then think about why they come? What do they want from their visit? Is this the same as you want them to go away with? Write a list of motivations next to each one.

15 Your outcomes Write down the outcomes you would like to achieve for each stakeholder in your programme. What is the difference that your education programme will make for that stakeholder? Eg. zoo visitors will have increased knowledge about Anoa/Babirusa/Banteng and how to mitigate threats they face in the wild. Tulislah hasil yang ingin anda dapat untuk tiap pemangku kepentingan di program anda. Apa perbedaan program edukasi yang anda buat bagi tiap pemangku kepentingan? Not all the stakeholders we have listed will be relevant to every zoo. This example outcome would support the overall goals of an education programme that supports the delivery of an effective GSMP and a vision to conserve Anoa, Babirusa and Banteng for the future. It would need to have further outcomes such as being inspired to protect the species, knowing what threatens them and you may need to remove barriers to participation. Several outcomes combine to deliver a single goal. Some outcomes may be shorter term than others – some happen immediately and some take time. Misalnya: Pengunjung LK akan meningkat pengetahuannya mengenai Anoa/Babirusa/Banteng dan cara mengurangi ancaman yang mereka hadapi di alam.

16 Outcomes Goals/vision Hasil
Pengunjung lembaga konservasi meningkat pengetahuannya mengenai Anoa Banteng dan Babirusa dan cara mengurangi ancaman yang mereka hadapi di alam Pengunjung lembaga konservasi lebih mengenal Anoa Banteng Babirusa Pengunjung lembaga konservasi lebih termotivasi melindungi Anoa Banteng Babirusa . Pengunjung lembaga konservasi meningkat pemahamannya mengenai konservasi peran lembaga konservasi, termasuk perannya dalam GSMP Pengunjung lembaga konservasi lebih termotivasi mendukung lembaga konservasi dan perannya dalam GSMP Pengunjung lembaga konservasi menceritakan teman dan keluarganya mengenai Anoa Banteng Babirusa dan cara mengurangi ancaman yang dihadapi Outcomes Zoo visitors have increased knowledge about ABB and how to mitigate the threats they face in the wild. Zoo visitors feel more connected to ABB. Zoo visitors feel more motivated to protect ABB. Zoo visitors have increased understanding of the conservation role of zoos, including their role in GSMPs. Zoo visitors feel more motivated to support zoos and their role within the GSMP. Zoo visitors tell their friends and families about ABB and how to mitigate the threats they face. Goals/vision Contibute to the work of the GSMP by raising awareness of Anoa, Babirusa and Banteng and the threats they face iin the wild. Numbers of Anoa, Babirusa and Banteng increase in the wild. In this model the overall goal is focused on contributing to a particular aspect of the GSMP and the outcomes are designed to lead to that goal. These are quite generic and focused on zoo visitors very generally. If you wanted to plan in detail or were looking at very specific activities you would go into more detail to describe who the visitors are and may have more detailed outcomes to state exactly what knowledge you want them to gain and so on.

17 Prioritising outcomes Hasil yang diprioritaskan
Ask each other: Which outcomes are really important? Which outcomes will help you achieve your vision? Divide your outcomes into three groups: Essential Important Nice to have Tanyakan masing-masing: Hasil apa yang sangat penting? Hasil apa yang akan membantu anda mencapai misimu? Kelompokkan hasil anda menjadi tiga kelompok This may depend on how detailed their outcomes are. Esensial Penting Bagus jika punya

18 Choosing activities Audiences Outcomes Activities
All the time we are thinking about these three things when choosing which activities we want to do. The activities you choose to deliver must be appropriate for your audience and focus on the outcomes you have chosen. So for example if our chosen audience is adults and our outcome is that they will increase their knowledge about something we need to design an activity that is very good at enabling that audience to learn new things. We need to think about whether they want to learn – in which case we can present information where they will have to look for it or whether they are motivated by something other than learning. If they come to the zoo for a fun social day out, we might want to make sure we present the information in a way that enables them to be sociable – a touch table where they can discuss things with friends or a large sign they can read as a group might be appropriate.

19 Activities and approaches Aktivitas dan pendekatannya
Approaches is really a notes section to record how you plan to deliver your activities. Pendekatan merupakan bagian yang perlu diperhatikan untuk mengetahui bagaimana rencana untuk aktivitas anda Perlengkapan Aktivitas Pendekatan Hasil Akhir Tujuan akhir/Visi

20 Activities and approaches
Signage about the GSMP at locations where people can also connect with the species. Touch tables led by staff with games to get visitors involved. Approaches Create opportunities for visitors to share their knowledge with each other and with their friends and family. Encourage visitors to look at and notice amazing features (adaptations) of ABB. Aktivitas Papan informasi mengenai GSMP di lokasi dimana masyarakat dapat mengenal jenisnya juga Alat peraga sentuh oleh staff dengan permainan untuk melibatkan pengunjung Pendekatan Memberi kesempatan bagi pengunjung untuk membagikan pengetahuannya dengan yang lain dan rekan dan keluarganya .Menarik pengunjung untuk melihat dan memperhatikan Anoa Banteng dan Babirusa Approaches is really a notes section to record how you plan to deliver your activities. Activities records what you are going to deliver.

21 Activities and approaches
Talks at ABB enclosures. Signage about the GSMP at locations where people can also connect with the species. Signage about the species and the threats they face in the wild at ABB enclosures. Touch tables led by staff with games to get visitors involved. Selfie point including a key message about the conservation of ABB. Photography workshop. Approaches Create opportunities for visitors to share their knowledge with each other and with their friends and family. Encourage visitors to look at and notice amazing features (adaptations) of ABB. Adapt content for different types of zoo visitor – fun and social, learning focused, different ages. Use creative ways to encourage people to look at animals. Ensure visitors are comfortable (eg. can sit) during longer activities. Aktivitas Penyampaian materi di kandang Anoa Banteng Babirusa Papan informasi mengenai GSMP di lokasi pengunjung dapat melihat jenis satwa Papan informasi jenis dan ancaman yang mereka hadapi di alam Alat peraga sentuh oleh staff dengan permainan yang melibatkan pengunjung Swafoto di titik yang terdapat pesan penting konservasi Anoa Banteng Babirusa Lokakarya fotografi Pendekatan Memberi kesempatan pengunjung berbagi informasi dengan yang lain dan teman dan keluarganya Menarik pengunjung untuk melihat-lihat dan memperhatikan Anoa Banteng Babirusa Menyesuaikan konten untuk tipe pengunjung yang berbeda Menggunakan cara yang kreatif untuk menarik pengunjung melihat satwa Memastikan pengunjung nyaman (misalnya, dapat tetap duduk selama aktivitas) Approaches is really a notes section to record how you plan to deliver your activities. Activities records what you are going to deliver. You should now have the four columns complete, take a look at someone elses again and help them to check if their activities and approaches will meet their outcomes and vision.

22 Resources What do you need to have in place to deliver those activities? Areas to consider: skills, knowledge, facilities, networks and partnerships, support, funding. Apa yang anda butuhkan untuk menyampaikan aktivitas anda? Hal-hal untuk dipertimbangkan: keterampilan, pengetahuan, fasilitas, jejaring kerja, kerjasama, dukungan, dan pembiayaan This is really a sense check to see whether you have everything you need to make your programme happen. Do you have the right skills, do you know the right people. If you have said that you will work with schools do you know how to market to them. Addressing your skills gaps might become new activities. Eg. design a leaflet to promote your schools activities and send it to local schools at the beginning of the school term or Create an list of school people. You might also need to prioritise activities that are easy for you to deliver. For example, if you only have one person available to talk to visitors, you may need to prioritise activities like signage that don’t need you to have staff available. Perlengkapan Aktivitas Pendekatan Hasil Akhir Tujuan akhir/Visi

23 Resources Barang yang diperlukan Educators to write and deliver talks.
Sound system for talks. Up to date information about ABB. Good imagery of ABB (for signs and resources) Space for signage – fences to attach them to. Enclosures with good viewing of animals in close to natural habitat. Budget for staff and materials. Maintenance for signage. Barang yang diperlukan Pendidik untuk menulis dan menyampaikan materi Pengeras suara untuk penyampaian materi .Informasi terbaru mengenai Anoa Banteng Babirusa Gambaran Anoa Banteng Babirusa yang bagus (untuk papan informasi dan keperluan) Ruang untuk papan informasi – pagar untuk melekatkannya Kandang dengan pemandangan satwa yang bagus yang dekat dengan habitat alaminya .Anggaran untuk staff dan materi Pemeliharaan papan informasi

24 Sense check With someone new, look across your programme.
Do your activities lead to your outcomes? Are there any other approaches that could achieve those outcomes more easily? What barriers to success are there? Dengan orang baru, cocokkan program anda. Apakah aktivitas anda akan berdampak pada hasil? Adakah pendekatan yang lain yang didapat lebih mudah? Penghalang apa yang telah sukses terjadi? Always check that everything makes sense. Any barriers might require more activities to be added to your activity list. Get a fresh paid of eyes – can someone else follow the logical sequence of your activities. Perlengkapan Aktivitas Pendekatan Hasil Akhir Tujuan akhir/Visi

25 Measuring success Measuring outcomes will tell you more about the difference you are making. Measuring numbers of activities or people involved can help you to measure scale. Pengukuran hasil akan memberikan informasi perbedaan yang anda buat. Pengukuran jumlah aktivitas atau pengunjung yang terlibat dapat membantu anda mengukur skala keberhasilan. Measuring outcomes will tell you more about true difference you are making, rather than measuring outputs (activities). Measuring outcomes - possible methods, avoiding self report, needs planning from the start of you want to use repeated measures. What frameworks are out there. Perlengkapan Aktivitas Pendekatan Hasil Akhir Tujuan akhir/Visi

26 Resources Activities Approaches Outcomes Goals/vision
Educators to write and deliver talks. Sound system for talks. Up to date information about ABB. Good imagery of ABB (for signs and resources) Photography experts to lead workshops. Space for signage – fences to attach them to. Robust materials for signage. Enclosures with good viewing of animals in close to natural habitat. Budget for staff and materials. Maintenance for signage. Activities Talks at ABB enclosures. Signage about the GSMP at locations where people can also connect with the species. Signage about the species and the threats they face in the wild at ABB enclosures. Touch tables led by staff with games to get visitors involved. Selfie point including a key message about the conservation of ABB. Photography workshop. Approaches Create opportunities for visitors to share their knowledge with each other and with their friends and family. Encourage visitors to look at and notice amazing features (adaptations) of ABB. Adapt content for different types of zoo visitor – fun and social, learning focused, different ages. Use creative ways to encourage people to look at animals. Ensure visitors are comfortable (eg. can sit) during longer activities. Outcomes Zoo visitors have increased knowledge about ABB and how to mitigate the threats they face in the wild. Zoo visitors feel more connected to ABB. Zoo visitors feel more motivated to protect ABB. Zoo visitors have increased understanding of the conservation role of zoos, including their role in GSMPs. Zoo visitors feel more motivated to support zoos and their role within the GSMP. Zoo visitors tell their friends and families about ABB and how to mitigate the threats they face. Goals/vision Contibute to the work of the GSMP by raising awareness of Anoa, Babirusa and Banteng and the threats they face iin the wild. Numbers of Anoa, Babirusa and Banteng increase in the wild.

27 Thank you Terima kasih