This is our final test of class 601,,, please visit our blog down here if u have problem viewing our 601 blog.
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Anna Tohir ( our lecture ) here.
Fadilah Oky ( student ) here.
Haris Abidin ( student ) here.
Sandy Kurniawan ( student ) here.
Cynthia Dewi ( student ) here
Dwi Indah ( student ) here.
Oktarina Maharani ( student ) here.
Dinda Maharani A Loebis ( student ) here.
Nizar Hadi ( student ) here.
Alqhadafi ( student ) here.
Yuli Eko Purwanto ( student ) here.
Adhitya Setiadi ( student ) here.
Dany ( student ) here.
M Gama Iffahindra ( student ) here.
Andhika Wijanarko ( student ) here.
Sinarino Wicaksono ( student ) here.
Fenno Steginga ( student ) here.
Tuesday, June 16, 2009
Final Test Surya Halim (065.07.002)
COMPUTER ETHICS
Abstract : Computer ethics is how people use a computer with following the real rules that normally still has no boundary because of unreal world. This journal contain about what does the problem created by computer technology, the connection between ethics and some rules about computer ethics with no real boundary that is implemented.
When computers being invented, it generated a complex social, ethical, and value concerns. Computer technology evolves and gets deployed in new ways that make new issue about privacy, property rights, accountability, and social value. Computer is used in the first time for military to coordinating their target. In the shadow of the Second World War, the computer concern change to governments to make centralize and concentrate power. These concerns accompanied the expanding use of computers for record-keeping and the exponential growth in scale of databses, allowing the creation, maintenance, and manipulation of huge quantities of personal information. This was followed by the inception of software control system and video games, raising issues of accountability-liability and property rights. This evoltion of computer technology can be followed through to more recent developments including the internet, simulation and imaging technologies, and virtual reality systems. Each one of these developments was accompanied by conceptual and moral uncertainty. Ethical issues arise in real-world contexts and texts in which computers are used. Each context has different issues, and if we ignore this context we miss important part of computer ethical issues.
The connection between technology and ethics
Techonology is develop by human to make something that before it created or invented we can’t do it but when it happen we can. It is also that we can do the same sorts of things we did before but in new ways. As a result of technology, we can travel, work, keep records, be entertained, comminicate, and engage in warfare in new ways. When we engage in these activities using computer technology, our actions have different properties, properties that may change the character of the activity or action-type.
Computer technology instruments human action in ways that turn very simple movements into very powerful actions. The technology has instrumented an action not possible without it. This is the first step in understanding the connection between computer technology and ethics is to acknowledge how intimate the connection between technology and human action can be. The second step is connect human action to ethics. Computer technology changes the domain of human action.
The involvement of computer technology has moral significance for several reasons. Technology creates new possibilities for human action and this means that human being face ethical question they never faced before. In the case of computer technology, is it wrong to monitor keystrokes of employees who are using computers ? To place cookies on computers when the computers are used to visit a website ? To combine separate pieces of personal data into a single comprehensive portfolio of a person ?
Ethics for computer
In an information society, a large number of individuals are educated for and employed in jobs that invlove development, maintenance, buying and selling, and use of computer and information technology. Expertise in computing can be deployed recklessly or cautiously, used for good or evil, and the organization of information technology experts into occupations/professions is an important social means of managing that expertise in ways that serve human well-being.
Recognizing that justification of social responsibilities of computer experts is connected to more general notions of duty and responsibility, computer ethicists have drawn on a variety of traditional philosophical concepts and theories, but especially social contract theory. Notice that the connection between being a computer expert and having a duty to deploy that expertise for good of humanity cannot be explained simply as a causal relationship.
At least one computer ethicist has gone so far as to argue that the central task of the field of computer ethics is work out issues of professionals for computer professionals. Gotterbarn (1995: 21) writes that the “only way to make sense of ‘Computer Ethics’ is to narrow its focus to those actions that are within the control of the individual moral computer professional.”
Privacy
In an information society privacy is a major concern in that much of the information gathered and processed is information about individuals. Computer technology makes possible a previously unimaginable magnitude of data collection, storage, retention, and exchange. Computer technology made information collection a built-in feature of many activities.
Cybercrime and abuse
While the threats to privacy described arise from uses of computer and information technology, other threats arise from abuses. As individuals and companies do more and more electronically, their privacy and property rights become ever more important, and these rights are sometimes threatened by individuals who defy the law or test its limits. Such individuals may seek personal gain or may just enjoy the challenge of figuring out how to crack security mechanisms. They are often called hackers or crackers. The term hacker used to refer to individuals who simply loved the challenge of working on programs and figuring out how to do complex things with computers, but did not necessary break the law. Crackers were those who broke law. The term are now used somewhat interchangeably to refer to those who engage in criminal activity.
Internet issues
The internet is the most powerful technology development of the late twentieth century. The internet brings together many industries, but especially the computer, telecomunications, and media enterprises. It brings together and provides a forum for millions of individuals and businesses around the world. The development of the internet has involving moving many basic social institutions from paper and ink medium to the electronic medium.
The internet have three features that make it unusual or special. First, it has an unusual scope in that it provides many-to-may communication on global scale. Of course, television and radio as well as the telephone are global in scale, but television and radio are one-to-many forms of communication, and the telephone, which is many-to-many, is expensive and more difficult to use. With the internet, individuals and companies can have much more frequent communication with one another, in real time, at relatively low cost, with case and with visual as well as sound component. Second, the internet facilities a certain kind of anonymity. One can communicate extensively with individuals across the globe, using pseudonyms or real identities, and yet one never has encounter the other face-to-face. This type of anonymity affects the content and nature of communication that takes place on the internet. Third, the internet is its reproducibility. When put on the internet, text, software, music, and video can be duplicated. They can also be altered with ease. The reproducibility of the medium means that all actovity on the internet is recorded and can be traced.
Positive side
•Bring people closer together.
•Removing bariers based on physical appearance.
•Reproducibility facilitates.
Negative Side
•Launched viruses.
•Distrub communication.
•Multiple identities.
•Threatens privacy and property rights.
Virtual Reality
One of the most philosophically capacities of computer technology is “virtual reality system.” These are system that graphically and aurally represent environments into which individuals can project themselves and interact. Virtual environments can be designed to represent real-life situations and then used to train individuals for those environments. They can also be designed to do just the oppsite, that is to create environments with features radically different from the real world. The meaning of actions in virtual reality is what is at stake as well as the moral accountability of individual behavior in virtual systems. When one acts in virtual systems one “does” something, though it is not the action represented. Actions in virtual systems can have real-world consequences.
The ten commandment of computer ethics
1) User shall not use a computer to harm other people: If it is unethical to harm people by making a bomb, for example, it is equally bad to write a program that handles the timing of the bomb. Or, to put it more simply, if it is bad to steal and destroy other people’s books and notebooks, it is equally bad to access and destroy their files.
2) User shall not interfere with other people's computer work: Computer viruses are small programs that disrupt other people’s computer work by destroying their files, taking huge amounts of computer time or memory, or by simply displaying annoying messages. Generating and consciously spreading computer viruses is unethical.
3) User shall not snoop around in other people's files: Reading other people’s e-mail messages is as bad as opening and reading their letters: This is invading their privacy. Obtaining other people’s non-public files should be judged the same way as breaking into their rooms and stealing their documents. Text documents on the Internet may be protected by encryption.
4) User shall not use a computer to steal: Using a computer to break into the accounts of a company or a bank and transferring money should be judged the same way as robbery. It is illegal and there are strict laws against it.
5) User shall not use a computer to bear false witness: The Internet can spread untruth as fast as it can spread truth. Putting out false "information" to the world is bad. For instance, spreading false rumors about a person or false propaganda about historical events is wrong.
6) User shall not use or copy software for which you have not paid: Software is an intellectual product. In that way, it is like a book: Obtaining illegal copies of copyrighted software is as bad as photocopying a copyrighted book. There are laws against both. Information about the copyright owner can be embedded by a process called watermarking into pictures in the digital format.
7) User shall not use other people's computer resources without authorization: Multiuser systems use user id’s and passwords to enforce their memory and time allocations, and to safeguard information. You should not try to bypass this authorization system. Hacking a system to break and bypass the authorization is unethical.
8) User shall not appropriate other people's intellectual output: For example, the programs you write for the projects assigned in this course are your own intellectual output. Copying somebody else’s program without proper authorization is software piracy and is unethical. Intellectual property is a form of ownership, and may be protected by copyright laws.
9) User shall think about the social consequences of the program you write: You have to think about computer issues in a more general social framework: Can the program you write be used in a way that is harmful to society? For example, if you are working for an animation house, and are producing animated films for children, you are responsible for their contents. Do the animations include scenes that can be harmful to children? In the United States, the Communications Decency Act was an attempt by lawmakers to ban certain types of content from Internet websites to protect young children from harmful material. That law was struck down because it violated the free speech principles in that country's constitution. The discussion, of course, is going on.
10) User shall use a computer in ways that show consideration and respect: Just like public buses or banks, people using computer communications systems may find themselves in situations where there is some form of queuing and you have to wait for your turn and generally be nice to other people in the environment. The fact that you cannot see the people you are interacting with does not mean that you can be rude to them.
Conclusion
Computer ethics has to be made with a good boundary that write down the limition that must not be broke by computer users. The consequence must be receive for those who break it. By creating a good computer ethics the users can know which one is the limit that cannot be pass by.
References
http://www.geocities.com/lool95/
http://books.google.com/books?hl=id&lr=&id=rIbJJOjoqygC&oi=fnd&pg=PA65&dq=Computing+Ethics+jurnal&ots=T8utE6aVTP&sig=zjLRbsRA-ypymLe8fTfvc1Pr8v0#PPA67,M1
Abstract : Computer ethics is how people use a computer with following the real rules that normally still has no boundary because of unreal world. This journal contain about what does the problem created by computer technology, the connection between ethics and some rules about computer ethics with no real boundary that is implemented.
When computers being invented, it generated a complex social, ethical, and value concerns. Computer technology evolves and gets deployed in new ways that make new issue about privacy, property rights, accountability, and social value. Computer is used in the first time for military to coordinating their target. In the shadow of the Second World War, the computer concern change to governments to make centralize and concentrate power. These concerns accompanied the expanding use of computers for record-keeping and the exponential growth in scale of databses, allowing the creation, maintenance, and manipulation of huge quantities of personal information. This was followed by the inception of software control system and video games, raising issues of accountability-liability and property rights. This evoltion of computer technology can be followed through to more recent developments including the internet, simulation and imaging technologies, and virtual reality systems. Each one of these developments was accompanied by conceptual and moral uncertainty. Ethical issues arise in real-world contexts and texts in which computers are used. Each context has different issues, and if we ignore this context we miss important part of computer ethical issues.
The connection between technology and ethics
Techonology is develop by human to make something that before it created or invented we can’t do it but when it happen we can. It is also that we can do the same sorts of things we did before but in new ways. As a result of technology, we can travel, work, keep records, be entertained, comminicate, and engage in warfare in new ways. When we engage in these activities using computer technology, our actions have different properties, properties that may change the character of the activity or action-type.
Computer technology instruments human action in ways that turn very simple movements into very powerful actions. The technology has instrumented an action not possible without it. This is the first step in understanding the connection between computer technology and ethics is to acknowledge how intimate the connection between technology and human action can be. The second step is connect human action to ethics. Computer technology changes the domain of human action.
The involvement of computer technology has moral significance for several reasons. Technology creates new possibilities for human action and this means that human being face ethical question they never faced before. In the case of computer technology, is it wrong to monitor keystrokes of employees who are using computers ? To place cookies on computers when the computers are used to visit a website ? To combine separate pieces of personal data into a single comprehensive portfolio of a person ?
Ethics for computer
In an information society, a large number of individuals are educated for and employed in jobs that invlove development, maintenance, buying and selling, and use of computer and information technology. Expertise in computing can be deployed recklessly or cautiously, used for good or evil, and the organization of information technology experts into occupations/professions is an important social means of managing that expertise in ways that serve human well-being.
Recognizing that justification of social responsibilities of computer experts is connected to more general notions of duty and responsibility, computer ethicists have drawn on a variety of traditional philosophical concepts and theories, but especially social contract theory. Notice that the connection between being a computer expert and having a duty to deploy that expertise for good of humanity cannot be explained simply as a causal relationship.
At least one computer ethicist has gone so far as to argue that the central task of the field of computer ethics is work out issues of professionals for computer professionals. Gotterbarn (1995: 21) writes that the “only way to make sense of ‘Computer Ethics’ is to narrow its focus to those actions that are within the control of the individual moral computer professional.”
Privacy
In an information society privacy is a major concern in that much of the information gathered and processed is information about individuals. Computer technology makes possible a previously unimaginable magnitude of data collection, storage, retention, and exchange. Computer technology made information collection a built-in feature of many activities.
Cybercrime and abuse
While the threats to privacy described arise from uses of computer and information technology, other threats arise from abuses. As individuals and companies do more and more electronically, their privacy and property rights become ever more important, and these rights are sometimes threatened by individuals who defy the law or test its limits. Such individuals may seek personal gain or may just enjoy the challenge of figuring out how to crack security mechanisms. They are often called hackers or crackers. The term hacker used to refer to individuals who simply loved the challenge of working on programs and figuring out how to do complex things with computers, but did not necessary break the law. Crackers were those who broke law. The term are now used somewhat interchangeably to refer to those who engage in criminal activity.
Internet issues
The internet is the most powerful technology development of the late twentieth century. The internet brings together many industries, but especially the computer, telecomunications, and media enterprises. It brings together and provides a forum for millions of individuals and businesses around the world. The development of the internet has involving moving many basic social institutions from paper and ink medium to the electronic medium.
The internet have three features that make it unusual or special. First, it has an unusual scope in that it provides many-to-may communication on global scale. Of course, television and radio as well as the telephone are global in scale, but television and radio are one-to-many forms of communication, and the telephone, which is many-to-many, is expensive and more difficult to use. With the internet, individuals and companies can have much more frequent communication with one another, in real time, at relatively low cost, with case and with visual as well as sound component. Second, the internet facilities a certain kind of anonymity. One can communicate extensively with individuals across the globe, using pseudonyms or real identities, and yet one never has encounter the other face-to-face. This type of anonymity affects the content and nature of communication that takes place on the internet. Third, the internet is its reproducibility. When put on the internet, text, software, music, and video can be duplicated. They can also be altered with ease. The reproducibility of the medium means that all actovity on the internet is recorded and can be traced.
Positive side
•Bring people closer together.
•Removing bariers based on physical appearance.
•Reproducibility facilitates.
Negative Side
•Launched viruses.
•Distrub communication.
•Multiple identities.
•Threatens privacy and property rights.
Virtual Reality
One of the most philosophically capacities of computer technology is “virtual reality system.” These are system that graphically and aurally represent environments into which individuals can project themselves and interact. Virtual environments can be designed to represent real-life situations and then used to train individuals for those environments. They can also be designed to do just the oppsite, that is to create environments with features radically different from the real world. The meaning of actions in virtual reality is what is at stake as well as the moral accountability of individual behavior in virtual systems. When one acts in virtual systems one “does” something, though it is not the action represented. Actions in virtual systems can have real-world consequences.
The ten commandment of computer ethics
1) User shall not use a computer to harm other people: If it is unethical to harm people by making a bomb, for example, it is equally bad to write a program that handles the timing of the bomb. Or, to put it more simply, if it is bad to steal and destroy other people’s books and notebooks, it is equally bad to access and destroy their files.
2) User shall not interfere with other people's computer work: Computer viruses are small programs that disrupt other people’s computer work by destroying their files, taking huge amounts of computer time or memory, or by simply displaying annoying messages. Generating and consciously spreading computer viruses is unethical.
3) User shall not snoop around in other people's files: Reading other people’s e-mail messages is as bad as opening and reading their letters: This is invading their privacy. Obtaining other people’s non-public files should be judged the same way as breaking into their rooms and stealing their documents. Text documents on the Internet may be protected by encryption.
4) User shall not use a computer to steal: Using a computer to break into the accounts of a company or a bank and transferring money should be judged the same way as robbery. It is illegal and there are strict laws against it.
5) User shall not use a computer to bear false witness: The Internet can spread untruth as fast as it can spread truth. Putting out false "information" to the world is bad. For instance, spreading false rumors about a person or false propaganda about historical events is wrong.
6) User shall not use or copy software for which you have not paid: Software is an intellectual product. In that way, it is like a book: Obtaining illegal copies of copyrighted software is as bad as photocopying a copyrighted book. There are laws against both. Information about the copyright owner can be embedded by a process called watermarking into pictures in the digital format.
7) User shall not use other people's computer resources without authorization: Multiuser systems use user id’s and passwords to enforce their memory and time allocations, and to safeguard information. You should not try to bypass this authorization system. Hacking a system to break and bypass the authorization is unethical.
8) User shall not appropriate other people's intellectual output: For example, the programs you write for the projects assigned in this course are your own intellectual output. Copying somebody else’s program without proper authorization is software piracy and is unethical. Intellectual property is a form of ownership, and may be protected by copyright laws.
9) User shall think about the social consequences of the program you write: You have to think about computer issues in a more general social framework: Can the program you write be used in a way that is harmful to society? For example, if you are working for an animation house, and are producing animated films for children, you are responsible for their contents. Do the animations include scenes that can be harmful to children? In the United States, the Communications Decency Act was an attempt by lawmakers to ban certain types of content from Internet websites to protect young children from harmful material. That law was struck down because it violated the free speech principles in that country's constitution. The discussion, of course, is going on.
10) User shall use a computer in ways that show consideration and respect: Just like public buses or banks, people using computer communications systems may find themselves in situations where there is some form of queuing and you have to wait for your turn and generally be nice to other people in the environment. The fact that you cannot see the people you are interacting with does not mean that you can be rude to them.
Conclusion
Computer ethics has to be made with a good boundary that write down the limition that must not be broke by computer users. The consequence must be receive for those who break it. By creating a good computer ethics the users can know which one is the limit that cannot be pass by.
References
http://www.geocities.com/lool95/
http://books.google.com/books?hl=id&lr=&id=rIbJJOjoqygC&oi=fnd&pg=PA65&dq=Computing+Ethics+jurnal&ots=T8utE6aVTP&sig=zjLRbsRA-ypymLe8fTfvc1Pr8v0#PPA67,M1
Final Test Sinarino Wicaksono (064.07.026)
Cellular & WiFi Technology for Mobile Applications Merchant
Abstract
Electronic payment is always a part of the business that is growing rapidly, using various media to facilitate the consumer in every transaction. Along with that, wireless technology is also becoming an important part in providing solutions in a more efficient consumers to make payments electronic.
Level of mobility is very high at this time, so need a solution that can provide convenience, security and speed in conducting transactions. With wireless technology now allows us to perform transactions anywhere, anytime with all the facilities that are complete enough.
Mobile is one of the merchant payment forms of media use with wireless mobile technology in particular. This has provided new solutions for customers in the transaction with the highest level of security and flexibility is high.
Configuring Network Components & Mobile Merchant
In a mobile network merchant, there are several components forming the following:
• Consumer
• Wireless Network Operator (GSM, CDMA or WiFi)
• Bank
Based on the above components, in outline, flow can be seen on a mobile network to the merchant diagram below:
Here is the processes that occur on each component based on the diagram above:
• Mobile terminal
In this section, consumers make a transaction using a variety of wireless mobile terminals that have the ability to make the mobile merchant. Between mobile devices and the device can be a merchant of the device or can be separate.
• Cellular / WiFi service
Various transactions that have been done with consumers using the applications that come from the content provider, will go through the wireless network (GSM, CDMA, WiFi), to be processed on the next component. For example for a GSM cellular operator in Indonesia is Telkomsel, Satelindo / Indosat and Excelcomindo, while for the CDMA cellular operator can be done by Flexi (TELKOM), Mobile-8 and Esia. To WiFi or wireless LAN can be made by TELKOM example Hotspot operator, Indosat, CBN, and Centrin Melsa.
• Validate transaction
Last component is the core of the mobile merchant. Where all the transactions, will be returned by the bank, to ensure that data entry is a data-valid data in accordance with these transactions. The Bank will undertake to credit or debit card is used as a means of payment. Bank here as an example of Bank BRI, BNI, BCA, Mandiri and others.
Benefits of Mobile Merchant Service.
When using the mobile application is a merchant, there are many benefits that can be obtained either from the consumer, mobile operator and WiFi & by banks.
Some of the descriptions below, figure profits earned from their respective parties:
- Benefits for consumers
• Easy
Types of mobile payment merchant, to give a lot of convenience for consumers in the transaction. We do not need to have special knowledge to conduct a transaction using the mobile merchant. This is because applications that use very simple and have a navigation that is easy to use.
• Fast
Compared with other types of payments, mobile merchants who have a high speed is very high for the consumer in the transaction. Time required per transaction is very fast because the system that is used is automated, which transactions will be processed immediately.
• Safe
High level of security in conducting transactions on the type of mobile merchant payment, because it can reduce the risk of loss (credit card, ATM) and the transaction is processed by using encryption, so that the data necessary to conduct a transaction can not be known by others.
For a dealer who apply the mobile merchant, example the garage does not need to bring money that may be enough to take to the office as a result of the service has been granted.
- Benefits for the service provider
• Increased use of bandwidth
An increase in the use of wireless bandwidth on the network, caused by the existence of the various features of mobile merchants who cause the attraction for consumers to use these features. Ultimately related to the increased bandwidth usage, or it will automatically add that revenue. In addition to the mobile operator and WiFi, mobile merchant this application can be used as a means Retention customers.
• Development of mobile applications more flexible merchant
Applications that support mobile merchant will growing very fast according to the needs of consumers. This condition will create many business opportunities for service providers in providing services. In addition, various business models can be developed further.
- Benefits for business development (example, Toyota, KFC, etc.)
• Ease in the service
In accordance with the demands of consumers to do business in the services, mobile merchant is the right choice to make it easier to do business in the service. For example Toyota Home Service (THS) which serve customers Toyota car in the location / home customers. With the application of these mobile merchants of the Toyota will easy. In addition to avoid possible loss of income due to cash payments, also can be a brand image for Toyota.
• a rapid growth of business
For business, mobile merchant is one way to provide services to consumers. With a high level of flexibility, the various business opportunities will automatically appear and business development will also increase.
- Benefits for BANK
• Additional features (traction)
Institutions for the mobile merchant banking application can be used as charms for me-maintained and attract new customers.
Easy, Fast and secure is a characteristic of a mobile merchant. Level of flexibility means that one type of payment is so high. This has a big enough role in promoting the growth of businesses that have at this time.
Many of the benefits above will give us new solutions in the transaction or provide services to consumers. Along with this, many business opportunities that can be created. Implementation of mobile merchants to become a product business.
We can see that so many services that can be done by the business and so many services that are also obtained by consumers. The types of services can be done with this system using a mobile merchant. System such as this will facilitate customers in making transactions and the business will create a new concept in getting consumers.
Example Mobile Merchant
Some examples of devices Mobile Merchant circulating in the market are as follows:
• Mobile Charge
This device is compatible with Palm OS, Pocket PC and have the applications that are complete enough to process the transaction in any location using wireless technology.
Wireless data capable cellular PDA (PalmOne Treo 600 & Samsung i700 is an example of some type of device that is capable, support by. Blackberry 7100T, 7230, 7250, 7280, 7290, 7510, 7520, 7700), IPC PP or PP-50MS-55MS is a type of printer - type of device that can be used for mobile merchants can be used as a mobile terminal in its function to send data transactions made by consumers.
• bark MPS (Mobile Payment Solution)
Solutions offered by MPS bark for the mobile merchant is combined with a level high enough flexible.
MPS bark can be combined with a variety of smart phones or PDAs that have Bluetooth features and applications can run mobile merchant.
Compatible with 60 types of smart phones platform and Symbian operating system, which provides many choices in determining the type of wireless technology that will be used for running the system mobile merchant.
Conclusion
Conclusions that can be obtained from the above description is as follows:
- Application Mobile Merchant can be missed either through mobile technology (GSM & CDMA) technology as well as Wireless LAN.
- All parties involved in the mobile business merchants, will benefit each.
References
- Http://www.ristinet.com/
Abstract
Electronic payment is always a part of the business that is growing rapidly, using various media to facilitate the consumer in every transaction. Along with that, wireless technology is also becoming an important part in providing solutions in a more efficient consumers to make payments electronic.
Level of mobility is very high at this time, so need a solution that can provide convenience, security and speed in conducting transactions. With wireless technology now allows us to perform transactions anywhere, anytime with all the facilities that are complete enough.
Mobile is one of the merchant payment forms of media use with wireless mobile technology in particular. This has provided new solutions for customers in the transaction with the highest level of security and flexibility is high.
Configuring Network Components & Mobile Merchant
In a mobile network merchant, there are several components forming the following:
• Consumer
• Wireless Network Operator (GSM, CDMA or WiFi)
• Bank
Based on the above components, in outline, flow can be seen on a mobile network to the merchant diagram below:
Here is the processes that occur on each component based on the diagram above:
• Mobile terminal
In this section, consumers make a transaction using a variety of wireless mobile terminals that have the ability to make the mobile merchant. Between mobile devices and the device can be a merchant of the device or can be separate.
• Cellular / WiFi service
Various transactions that have been done with consumers using the applications that come from the content provider, will go through the wireless network (GSM, CDMA, WiFi), to be processed on the next component. For example for a GSM cellular operator in Indonesia is Telkomsel, Satelindo / Indosat and Excelcomindo, while for the CDMA cellular operator can be done by Flexi (TELKOM), Mobile-8 and Esia. To WiFi or wireless LAN can be made by TELKOM example Hotspot operator, Indosat, CBN, and Centrin Melsa.
• Validate transaction
Last component is the core of the mobile merchant. Where all the transactions, will be returned by the bank, to ensure that data entry is a data-valid data in accordance with these transactions. The Bank will undertake to credit or debit card is used as a means of payment. Bank here as an example of Bank BRI, BNI, BCA, Mandiri and others.
Benefits of Mobile Merchant Service.
When using the mobile application is a merchant, there are many benefits that can be obtained either from the consumer, mobile operator and WiFi & by banks.
Some of the descriptions below, figure profits earned from their respective parties:
- Benefits for consumers
• Easy
Types of mobile payment merchant, to give a lot of convenience for consumers in the transaction. We do not need to have special knowledge to conduct a transaction using the mobile merchant. This is because applications that use very simple and have a navigation that is easy to use.
• Fast
Compared with other types of payments, mobile merchants who have a high speed is very high for the consumer in the transaction. Time required per transaction is very fast because the system that is used is automated, which transactions will be processed immediately.
• Safe
High level of security in conducting transactions on the type of mobile merchant payment, because it can reduce the risk of loss (credit card, ATM) and the transaction is processed by using encryption, so that the data necessary to conduct a transaction can not be known by others.
For a dealer who apply the mobile merchant, example the garage does not need to bring money that may be enough to take to the office as a result of the service has been granted.
- Benefits for the service provider
• Increased use of bandwidth
An increase in the use of wireless bandwidth on the network, caused by the existence of the various features of mobile merchants who cause the attraction for consumers to use these features. Ultimately related to the increased bandwidth usage, or it will automatically add that revenue. In addition to the mobile operator and WiFi, mobile merchant this application can be used as a means Retention customers.
• Development of mobile applications more flexible merchant
Applications that support mobile merchant will growing very fast according to the needs of consumers. This condition will create many business opportunities for service providers in providing services. In addition, various business models can be developed further.
- Benefits for business development (example, Toyota, KFC, etc.)
• Ease in the service
In accordance with the demands of consumers to do business in the services, mobile merchant is the right choice to make it easier to do business in the service. For example Toyota Home Service (THS) which serve customers Toyota car in the location / home customers. With the application of these mobile merchants of the Toyota will easy. In addition to avoid possible loss of income due to cash payments, also can be a brand image for Toyota.
• a rapid growth of business
For business, mobile merchant is one way to provide services to consumers. With a high level of flexibility, the various business opportunities will automatically appear and business development will also increase.
- Benefits for BANK
• Additional features (traction)
Institutions for the mobile merchant banking application can be used as charms for me-maintained and attract new customers.
Easy, Fast and secure is a characteristic of a mobile merchant. Level of flexibility means that one type of payment is so high. This has a big enough role in promoting the growth of businesses that have at this time.
Many of the benefits above will give us new solutions in the transaction or provide services to consumers. Along with this, many business opportunities that can be created. Implementation of mobile merchants to become a product business.
We can see that so many services that can be done by the business and so many services that are also obtained by consumers. The types of services can be done with this system using a mobile merchant. System such as this will facilitate customers in making transactions and the business will create a new concept in getting consumers.
Example Mobile Merchant
Some examples of devices Mobile Merchant circulating in the market are as follows:
• Mobile Charge
This device is compatible with Palm OS, Pocket PC and have the applications that are complete enough to process the transaction in any location using wireless technology.
Wireless data capable cellular PDA (PalmOne Treo 600 & Samsung i700 is an example of some type of device that is capable, support by. Blackberry 7100T, 7230, 7250, 7280, 7290, 7510, 7520, 7700), IPC PP or PP-50MS-55MS is a type of printer - type of device that can be used for mobile merchants can be used as a mobile terminal in its function to send data transactions made by consumers.
• bark MPS (Mobile Payment Solution)
Solutions offered by MPS bark for the mobile merchant is combined with a level high enough flexible.
MPS bark can be combined with a variety of smart phones or PDAs that have Bluetooth features and applications can run mobile merchant.
Compatible with 60 types of smart phones platform and Symbian operating system, which provides many choices in determining the type of wireless technology that will be used for running the system mobile merchant.
Conclusion
Conclusions that can be obtained from the above description is as follows:
- Application Mobile Merchant can be missed either through mobile technology (GSM & CDMA) technology as well as Wireless LAN.
- All parties involved in the mobile business merchants, will benefit each.
References
- Http://www.ristinet.com/
Final Test Fenno Steginga
This is my Journal,
Fenno Steginga (064.06.036)
Learning and Designing ICT in Virtual Environments for Informal and Community Learning
Abstract
The Governments have demonstrated faith in information and Communications
Technology (ICT) as a means of achieving a participative and inclusive society through various high-profile initiatives. It is also claimed that ICT or e-learning can bring about new patterns of power and participation for excluded learners. In this context, this article examines the following questions: What new patterns of power and participation are ICTs enabling through elearning? And what else is needed for a participative and inclusive society? The article addresses the questions from two different perspectives. First, the authors look at the small but growing empirical base in the area of informal and community learning, including the description of a previously unreported study in this area. Second, they discuss what is required to design digital media that plug into the motivations of ‘real people’ in a way that empowers them. It is argued that we need a merging of interdisciplinary perspectives if we are to enable true power and participation for e-learners. Specifically, the authors illustrate how the careful design of ICTs can contribute to empowerment.
Introduction
Through initiatives such as LearnDirect, the Government has demonstrated
faith in information and communications technology (ICT) as a means of achieving a participative and inclusive society. It is also claimed that ICT or e-learning can bring about new patterns of power and participation for excluded learners. This policy drive is exemplified by the provision of many online learning centres, which provide technology-mediated opportunities for learning These initiatives aim to widen participation to those groups traditionally underrepresented in adult learning. ICTs are perceived as having a pivotal role in this ‘empowering’ process. Consequently, in this article i present what i hope is a balanced discussion of the relationship between participation and technology. The nature of participation in our view is fluid, moving beyond e-voting and the provision of e-government services to include participation in e-learning and that includes participation in the way society shapes the technologies that are developed for
learners, citizens and consumers. My view is that there are several precursors needed if ICTs are to make any difference to participation levels. Blind optimism that the provision of technology will enable, rather than further alienate, is not one of them. At the very least, e-learning is an important precursor for e-government and e-democracy; higher level ‘e-gearing’ can not be accessed before lower level ICT e-learning ‘competency’ has been acquired.
The Background
The Internet brings the opportunity for ubiquitous computing: networks of things where the connections are as important as the individual devices. Suddenly new dimensions to our world can emerge out of ordinary objects, rather as the cupboard opened into Narnia, in C.S. Lewis’s chronicles. The trend is already apparent: as well as colonising education, networked digital devices are becoming part of our domestic scene, our apparel and our social world. The impact will be felt more broadly too, where decisions about implementation of civil projects will increasingly involve understanding digital phenomena, and differentiation in people’s understanding would see a new
kind of digital divide emerge, what Light has called the ‘Narnia Effect’: as some people ‘see’ the digital dimension, and others do not (Light, 2003). In other words, as networks offer the potential to develop from connecting people to connecting the things around us, new skills and sensibilities are needed to understand the world
and design for it. We need to make explicit what these new abilities are and place the means for learning these skills at the heart of society. The alternative is the gradual curtailment of democratic processes, as people lose their power to contribute to debates about their future, the services they wish to use, even the systems in their homes. This is true for e-learning, as it is for other arenas in which self-determination is to be encouraged. So we can also ask:
• What is the most effective way to teach about the potential and impact of these structures and systems?
• How do we avoid a new digital divide between people who have the power to manipulate their learning and those who, because they do not understand the potential of e-learning, cannot?
It is in this context that our article will examine questions about power and participation. We will address the questions from two different perspectives. First, we will look at the small but growing empirical base in the area of informal and community learning, including a report of new research on ‘informality and progression’ in this area conducted by one author.
Second, we will draw on this empirical work in order to discuss the design of digital media that plug into the motivations of ‘real people’ in a way that empowers them. It is a merging of interdisciplinary perspectives that, we argue, is needed if we are to enable true power and participation for e-learners.
Specifically, we will illustrate how the careful design of ICTs can contribute to empowerment by looking at some new design initiatives in the field of reusable learning objects.
Study Case
Designing ICT for Informal and Community Learning
The letters ‘A’ to ‘J’ have been used to refer to each of the 10 interview subjects in this study. All 10 subjects were female (the reason for the absence of male subjects was not explored in the
pilot study). Four subjects were centre managers, four subjects were centre users and two subjects were tutors. Where its use was not considered intimidating (and permission was granted by the subjects), audio recordings were made during the interviews and the recordings later transcribed to support analysis and accurate quotation. A set of research questions was developed based on key issues identified during the earlier studies (Cook & Smith, 2004).
The designers of ICTs may need to take these more egalitarian notions of social inclusion into account. (We return to this point below.) Following on from the pre-progression stage, users may begin to develop goals and motivations to consider and begin to work towards changes in their lives. What emerged from our study was a richer picture of the meaning of ‘progression’ as an instantiation of socially productive, informal, community-based learning for those in pre-employment and pre-further education situations. So it can be seen that, in arguing for the egalitarian notion of ICT designs that are capable of empowering, and focusing this on ‘pre-progression’ stages where community centre users build up confidence and start to articulate personally motivating progression goals, we may be questioning government purposes in providing the training, but we are not in conflict with centre users’ purposes in taking up offers available in community centres. They are potentially more receptive to the value of the less immediate learning gained, such as an awareness of areas that ICT can impact upon and how it might be used. What emerges is the prerequisite that personal goals, such as a gain in confidence, must be met as part of any broader training agenda. Of course, while confidence and awareness are individually enabling, fostering them is part of producing a digitally literate and effective population, with longer-term benefits to the economy than just a greater number of IT-trained workers. It could be argued that this fostering should thus also be part of the country’s economic vision.
The Master of Teaching course team shares Lapadat’s view (2002) that ‘the interactive textual environment of asynchronous online conferences is particularly facilitative of both social and cognitive construction of meaning’. Like her, we attribute this partly to the possibilities afforded by technology in terms of creating online learning communities as well as, more crucially, to the fact that the nature of interactive writing can support meaning making and conceptual change, in particular due to the increased demands on higher order thinking compared with speaking. The Master of Teaching course pedagogy, therefore, is predicated on notions of socialinteractionist knowledge construction in which students become not only participants but take the lead in knowledge construction and negotiation around topics and themes that relate directly to their professional lives (see also Pachler et al, 2003). Working with texts online has, however, proved problematic in inducting participants into collaborative interaction at Master’s level. For participants to be authors of learning texts in what they write online, the text should operate as a thinking tool, and the interaction needs a process orientation.
Empowering through Design
This article is fuelled by the need to examine current trends in the use of ICT to enable participation by individuals and groups who have normally been excluded. We have highlighted the way in which pervasive computing promises a ‘network of things’, a joined-up world where learning can be conducted anywhere, at any time, about anything. An emerging question must then be: How can people understand the potential of what is within their grasp? We have argued that a new divide will emerge between the people who can ‘see’ and control the structures behind digital environments and those that cannot even conceive of what they are missing. Indeed, we have presented some empirical evidence above that appears to suggest that the affective and personal goals of potential learners must be supported if more citizens are to be digitally included. The following question now arises: Are the excluded to remain mere recipients of learning systems at a time when technologies are potentially enabling everyone to take these matters into their own hands?
In creating learning systems to which individual learners can contribute some design input, it is possible to combine a variety of goals. At base, this kind of system will meet the needs of the learner better than less flexible approaches. The content, pace and means of the learning may be chosen by the learner or in peer groups. But in assembling the means of learning, the learner and their group must engage in several of the research and reasoning activities that underpin successful engagement with a digital society. Informal learning situations lend themselves especially to this kind of shared responsibility for learning design and so offer greater potential for serendipitous learning about ICTs. In other words, the process of working with the technology is educational both in terms of skills development and also in vision development, and can be – more or less deliberately – extrapolated to give a perspective on the potential of digital technology more generally. So, as learners gain confidence in their skills, they are also gaining the awareness that will equip them to be participants in the developments of the twenty-first century. Above we pointed out that what emerges from our empirical work is the suggestion that a number of important prerequisite goals, such as a gain in confidence, must be met as part of any broader training agenda. Because these goals can be potentially infinite, we need cyberspace resources that can easily be repurposed in a way to meet these different needs in countless situations. Reusable learning objects (RLOs) and mobile learning are two potential yet promising approaches to meeting this need. This approach is exemplified by work at the Designing for Informal and Lifelong Learning (DILL) Research Group [3] at London Metropolitan University. DILL is looking at how computer-based adaptive learning support and mobile devices can be designed for learner empowerment. As will become clear in the following discussion, what we have in mind is at this stage aspirational; in this article we are interested in teasing out the implications of our proposed approach. This is a jargon-ridden area and so first some definitions are required:
• Adaptive learning support is a type of learning support typically found in tutorial session or peer group informal learning.
• Computer-based adaptive learning support (Ljubojevic et al, 2005) has the goal of orchestrating the available reusable learning objects so as to meet a particular learner’s context and learning needs.
• Reusable learning objects are web-based interactive ‘chunks’ of e-learning designed to explain a stand-alone learning objective.
• A learning object is any entity, digital or non-digital, which can be used, reused and referenced during technology-supported learning.
• A Tiki is an open source Content Management System and Groupware web application.[4]
• A blog (or weblog) is a web-based publication consisting primarily of periodic articles with, in some cases, the opportunity for the wider public to comment on the blog
• Mobile blogging is the use of mobile digital devices such as phones and personal digital assistants (PDAs) to blog with.
Conclusions
This article has covered a lot of ground. holistic look at the complex issues involved in equipping today’s society for a digital future. As a society, we face difficult questions about the nature of citizenship when ‘technology does not serve the solution of problems; it is, rather, the accessibility of a given technology that redefines successive parts of human reality as problems clamouring for resolution’ (Bauman, 1990, p. 220). If the interests of technology developers shape the future, their narrow definition of education remaining unchallenged and their insights outpacing the educators who might encourage debate, then means become an end in themselves. The nature of the learning needed to keep abreast of developments is changing. A century ago, engineering a concrete world required information about the nature of physical matter. In acknowledging the implications of a paradigmatic shift to the simultaneous existence of a digital world computing tools offer an extension of the brain (1964). It follows that we will need a corresponding shift, not just in what, but also in how, we learn, since we are dealing with something qualitatively different from the challenges of the past. Informal learning seems a particularly rich area in which to pursue these goals for all the reasons mentioned above. Evidence from the study shows that participants are not driven exclusively by vocational objectives, being motivated by a variety of personal goals, which include, but do not rest upon, keeping up to date. Their way of approaching study and the contexts in which they learn lend themselves to the kind of thoughtful customisation that gives the best insights into the potential that digital networks might unleash. What we raise at the end of this article are considerations about how to support that customisation. A successful policy for digital inclusion can be seen to require considerable support if everyone is genuinely to be able, even if not willing, to participate. It must do so in a way that adds to the process of participation: able to lead the learner through the process transparently, while offering exactly as much learning about the process as each individual can stand.
Teachers, and all online learners in the ‘knowledge age’, have a range of affordances at their disposal to support processes of knowledge construction. We have referred to some of the most significant of them here – argumentation, interactive writing, autonomy, peer-learning, selfdisclosure, inceased capacity for risk-taking and experimentation – but the list is perpetually expanding. In terms of ‘who they become’ and ‘how they learn’, there is evidence that virtual environments can have a significant impact on teachers’ identities as learners, by fostering engagement with reflexive processes in order to negotiate the meanings of their professional actions and the contexts within which they occur. Playing out the self can invoke a range of autonomous and interdependent practices, but each contributes to the professional reassessment of an issue or topic. These teachers’ accounts of online learning indicate that multiple transformational processes take place within the electronic environment, and that learning in this medium is indeed not only a reality, but can support communities of professionals to better understand the learning practices they are engaged in, and thereby the learning potential of constructivist pedagogies.
Reference
Andriessen, J., Baker, M. & Suthers, D. (2003) Arguing to Learn. Confronting Cognitions in Computer-supported Collaborative Learning Environments. Dordrecht: Kluwer.
Bauman, Z. (1990) Social Manipulation of Morality: the European Amalfi Prize Lecture in Modernity and the Holocaust, pp. 208-221. Cambridge: Polity Press.
Colley, H., Hodkinson, P. & Malcom, J. (2003) Informality and Formality in Learning: a report for the Learning and Skills Research Centre. London: Learning and Skills Research Centre.
Cook, J. & Smith, M. (2003) Bridging the ICT Gap, Learning and Skills Research Journal, 6(2), pp. 43-44.
Cook, J. & Smith, M. (2004) Beyond Formal Learning: informal community eLearning, Computers and Education, CAL03 Special Issue, 43(1-2), pp. 35-47.
Cullen, J., Hadjivassiliou, K., Hamilton, E., Kelleher, J., Sommerlad, E. & Stern, E. (2002) Review of Current Pedagogic Research and Practice in the Fields of Post-Compulsory Education and Lifelong Learning, Final Report (Revised) Submitted to the Economic and Social Research Council. The Tavistock Institute, February 2002. http://www.ex.ac.uk/ESRC-TLRP/docs/tavistock.report.final.doc (accessed July 2003).
Digital Home Working Group (2003) On-Line, Now: Digital Living Network Alliance. http://www.dlna.org/home (accessed 25 January 2005).
Papert, S. (1991) Situating Constructionism, in I. Harel & S. Papert (Eds) Constructionism. Norwood: Ablex.
Schwienhorst, K. (2002) Why Virtual, Why Environments? Implementing Virtual Reality Concepts in Computer-assisted Language Learning, Simulation and Gaming, 33(2), pp. 196-209.
Fenno Steginga (064.06.036)
Learning and Designing ICT in Virtual Environments for Informal and Community Learning
Abstract
The Governments have demonstrated faith in information and Communications
Technology (ICT) as a means of achieving a participative and inclusive society through various high-profile initiatives. It is also claimed that ICT or e-learning can bring about new patterns of power and participation for excluded learners. In this context, this article examines the following questions: What new patterns of power and participation are ICTs enabling through elearning? And what else is needed for a participative and inclusive society? The article addresses the questions from two different perspectives. First, the authors look at the small but growing empirical base in the area of informal and community learning, including the description of a previously unreported study in this area. Second, they discuss what is required to design digital media that plug into the motivations of ‘real people’ in a way that empowers them. It is argued that we need a merging of interdisciplinary perspectives if we are to enable true power and participation for e-learners. Specifically, the authors illustrate how the careful design of ICTs can contribute to empowerment.
Introduction
Through initiatives such as LearnDirect, the Government has demonstrated
faith in information and communications technology (ICT) as a means of achieving a participative and inclusive society. It is also claimed that ICT or e-learning can bring about new patterns of power and participation for excluded learners. This policy drive is exemplified by the provision of many online learning centres, which provide technology-mediated opportunities for learning These initiatives aim to widen participation to those groups traditionally underrepresented in adult learning. ICTs are perceived as having a pivotal role in this ‘empowering’ process. Consequently, in this article i present what i hope is a balanced discussion of the relationship between participation and technology. The nature of participation in our view is fluid, moving beyond e-voting and the provision of e-government services to include participation in e-learning and that includes participation in the way society shapes the technologies that are developed for
learners, citizens and consumers. My view is that there are several precursors needed if ICTs are to make any difference to participation levels. Blind optimism that the provision of technology will enable, rather than further alienate, is not one of them. At the very least, e-learning is an important precursor for e-government and e-democracy; higher level ‘e-gearing’ can not be accessed before lower level ICT e-learning ‘competency’ has been acquired.
The Background
The Internet brings the opportunity for ubiquitous computing: networks of things where the connections are as important as the individual devices. Suddenly new dimensions to our world can emerge out of ordinary objects, rather as the cupboard opened into Narnia, in C.S. Lewis’s chronicles. The trend is already apparent: as well as colonising education, networked digital devices are becoming part of our domestic scene, our apparel and our social world. The impact will be felt more broadly too, where decisions about implementation of civil projects will increasingly involve understanding digital phenomena, and differentiation in people’s understanding would see a new
kind of digital divide emerge, what Light has called the ‘Narnia Effect’: as some people ‘see’ the digital dimension, and others do not (Light, 2003). In other words, as networks offer the potential to develop from connecting people to connecting the things around us, new skills and sensibilities are needed to understand the world
and design for it. We need to make explicit what these new abilities are and place the means for learning these skills at the heart of society. The alternative is the gradual curtailment of democratic processes, as people lose their power to contribute to debates about their future, the services they wish to use, even the systems in their homes. This is true for e-learning, as it is for other arenas in which self-determination is to be encouraged. So we can also ask:
• What is the most effective way to teach about the potential and impact of these structures and systems?
• How do we avoid a new digital divide between people who have the power to manipulate their learning and those who, because they do not understand the potential of e-learning, cannot?
It is in this context that our article will examine questions about power and participation. We will address the questions from two different perspectives. First, we will look at the small but growing empirical base in the area of informal and community learning, including a report of new research on ‘informality and progression’ in this area conducted by one author.
Second, we will draw on this empirical work in order to discuss the design of digital media that plug into the motivations of ‘real people’ in a way that empowers them. It is a merging of interdisciplinary perspectives that, we argue, is needed if we are to enable true power and participation for e-learners.
Specifically, we will illustrate how the careful design of ICTs can contribute to empowerment by looking at some new design initiatives in the field of reusable learning objects.
Study Case
Designing ICT for Informal and Community Learning
The letters ‘A’ to ‘J’ have been used to refer to each of the 10 interview subjects in this study. All 10 subjects were female (the reason for the absence of male subjects was not explored in the
pilot study). Four subjects were centre managers, four subjects were centre users and two subjects were tutors. Where its use was not considered intimidating (and permission was granted by the subjects), audio recordings were made during the interviews and the recordings later transcribed to support analysis and accurate quotation. A set of research questions was developed based on key issues identified during the earlier studies (Cook & Smith, 2004).
The designers of ICTs may need to take these more egalitarian notions of social inclusion into account. (We return to this point below.) Following on from the pre-progression stage, users may begin to develop goals and motivations to consider and begin to work towards changes in their lives. What emerged from our study was a richer picture of the meaning of ‘progression’ as an instantiation of socially productive, informal, community-based learning for those in pre-employment and pre-further education situations. So it can be seen that, in arguing for the egalitarian notion of ICT designs that are capable of empowering, and focusing this on ‘pre-progression’ stages where community centre users build up confidence and start to articulate personally motivating progression goals, we may be questioning government purposes in providing the training, but we are not in conflict with centre users’ purposes in taking up offers available in community centres. They are potentially more receptive to the value of the less immediate learning gained, such as an awareness of areas that ICT can impact upon and how it might be used. What emerges is the prerequisite that personal goals, such as a gain in confidence, must be met as part of any broader training agenda. Of course, while confidence and awareness are individually enabling, fostering them is part of producing a digitally literate and effective population, with longer-term benefits to the economy than just a greater number of IT-trained workers. It could be argued that this fostering should thus also be part of the country’s economic vision.
The Master of Teaching course team shares Lapadat’s view (2002) that ‘the interactive textual environment of asynchronous online conferences is particularly facilitative of both social and cognitive construction of meaning’. Like her, we attribute this partly to the possibilities afforded by technology in terms of creating online learning communities as well as, more crucially, to the fact that the nature of interactive writing can support meaning making and conceptual change, in particular due to the increased demands on higher order thinking compared with speaking. The Master of Teaching course pedagogy, therefore, is predicated on notions of socialinteractionist knowledge construction in which students become not only participants but take the lead in knowledge construction and negotiation around topics and themes that relate directly to their professional lives (see also Pachler et al, 2003). Working with texts online has, however, proved problematic in inducting participants into collaborative interaction at Master’s level. For participants to be authors of learning texts in what they write online, the text should operate as a thinking tool, and the interaction needs a process orientation.
Empowering through Design
This article is fuelled by the need to examine current trends in the use of ICT to enable participation by individuals and groups who have normally been excluded. We have highlighted the way in which pervasive computing promises a ‘network of things’, a joined-up world where learning can be conducted anywhere, at any time, about anything. An emerging question must then be: How can people understand the potential of what is within their grasp? We have argued that a new divide will emerge between the people who can ‘see’ and control the structures behind digital environments and those that cannot even conceive of what they are missing. Indeed, we have presented some empirical evidence above that appears to suggest that the affective and personal goals of potential learners must be supported if more citizens are to be digitally included. The following question now arises: Are the excluded to remain mere recipients of learning systems at a time when technologies are potentially enabling everyone to take these matters into their own hands?
In creating learning systems to which individual learners can contribute some design input, it is possible to combine a variety of goals. At base, this kind of system will meet the needs of the learner better than less flexible approaches. The content, pace and means of the learning may be chosen by the learner or in peer groups. But in assembling the means of learning, the learner and their group must engage in several of the research and reasoning activities that underpin successful engagement with a digital society. Informal learning situations lend themselves especially to this kind of shared responsibility for learning design and so offer greater potential for serendipitous learning about ICTs. In other words, the process of working with the technology is educational both in terms of skills development and also in vision development, and can be – more or less deliberately – extrapolated to give a perspective on the potential of digital technology more generally. So, as learners gain confidence in their skills, they are also gaining the awareness that will equip them to be participants in the developments of the twenty-first century. Above we pointed out that what emerges from our empirical work is the suggestion that a number of important prerequisite goals, such as a gain in confidence, must be met as part of any broader training agenda. Because these goals can be potentially infinite, we need cyberspace resources that can easily be repurposed in a way to meet these different needs in countless situations. Reusable learning objects (RLOs) and mobile learning are two potential yet promising approaches to meeting this need. This approach is exemplified by work at the Designing for Informal and Lifelong Learning (DILL) Research Group [3] at London Metropolitan University. DILL is looking at how computer-based adaptive learning support and mobile devices can be designed for learner empowerment. As will become clear in the following discussion, what we have in mind is at this stage aspirational; in this article we are interested in teasing out the implications of our proposed approach. This is a jargon-ridden area and so first some definitions are required:
• Adaptive learning support is a type of learning support typically found in tutorial session or peer group informal learning.
• Computer-based adaptive learning support (Ljubojevic et al, 2005) has the goal of orchestrating the available reusable learning objects so as to meet a particular learner’s context and learning needs.
• Reusable learning objects are web-based interactive ‘chunks’ of e-learning designed to explain a stand-alone learning objective.
• A learning object is any entity, digital or non-digital, which can be used, reused and referenced during technology-supported learning.
• A Tiki is an open source Content Management System and Groupware web application.[4]
• A blog (or weblog) is a web-based publication consisting primarily of periodic articles with, in some cases, the opportunity for the wider public to comment on the blog
• Mobile blogging is the use of mobile digital devices such as phones and personal digital assistants (PDAs) to blog with.
Conclusions
This article has covered a lot of ground. holistic look at the complex issues involved in equipping today’s society for a digital future. As a society, we face difficult questions about the nature of citizenship when ‘technology does not serve the solution of problems; it is, rather, the accessibility of a given technology that redefines successive parts of human reality as problems clamouring for resolution’ (Bauman, 1990, p. 220). If the interests of technology developers shape the future, their narrow definition of education remaining unchallenged and their insights outpacing the educators who might encourage debate, then means become an end in themselves. The nature of the learning needed to keep abreast of developments is changing. A century ago, engineering a concrete world required information about the nature of physical matter. In acknowledging the implications of a paradigmatic shift to the simultaneous existence of a digital world computing tools offer an extension of the brain (1964). It follows that we will need a corresponding shift, not just in what, but also in how, we learn, since we are dealing with something qualitatively different from the challenges of the past. Informal learning seems a particularly rich area in which to pursue these goals for all the reasons mentioned above. Evidence from the study shows that participants are not driven exclusively by vocational objectives, being motivated by a variety of personal goals, which include, but do not rest upon, keeping up to date. Their way of approaching study and the contexts in which they learn lend themselves to the kind of thoughtful customisation that gives the best insights into the potential that digital networks might unleash. What we raise at the end of this article are considerations about how to support that customisation. A successful policy for digital inclusion can be seen to require considerable support if everyone is genuinely to be able, even if not willing, to participate. It must do so in a way that adds to the process of participation: able to lead the learner through the process transparently, while offering exactly as much learning about the process as each individual can stand.
Teachers, and all online learners in the ‘knowledge age’, have a range of affordances at their disposal to support processes of knowledge construction. We have referred to some of the most significant of them here – argumentation, interactive writing, autonomy, peer-learning, selfdisclosure, inceased capacity for risk-taking and experimentation – but the list is perpetually expanding. In terms of ‘who they become’ and ‘how they learn’, there is evidence that virtual environments can have a significant impact on teachers’ identities as learners, by fostering engagement with reflexive processes in order to negotiate the meanings of their professional actions and the contexts within which they occur. Playing out the self can invoke a range of autonomous and interdependent practices, but each contributes to the professional reassessment of an issue or topic. These teachers’ accounts of online learning indicate that multiple transformational processes take place within the electronic environment, and that learning in this medium is indeed not only a reality, but can support communities of professionals to better understand the learning practices they are engaged in, and thereby the learning potential of constructivist pedagogies.
Reference
Andriessen, J., Baker, M. & Suthers, D. (2003) Arguing to Learn. Confronting Cognitions in Computer-supported Collaborative Learning Environments. Dordrecht: Kluwer.
Bauman, Z. (1990) Social Manipulation of Morality: the European Amalfi Prize Lecture in Modernity and the Holocaust, pp. 208-221. Cambridge: Polity Press.
Colley, H., Hodkinson, P. & Malcom, J. (2003) Informality and Formality in Learning: a report for the Learning and Skills Research Centre. London: Learning and Skills Research Centre.
Cook, J. & Smith, M. (2003) Bridging the ICT Gap, Learning and Skills Research Journal, 6(2), pp. 43-44.
Cook, J. & Smith, M. (2004) Beyond Formal Learning: informal community eLearning, Computers and Education, CAL03 Special Issue, 43(1-2), pp. 35-47.
Cullen, J., Hadjivassiliou, K., Hamilton, E., Kelleher, J., Sommerlad, E. & Stern, E. (2002) Review of Current Pedagogic Research and Practice in the Fields of Post-Compulsory Education and Lifelong Learning, Final Report (Revised) Submitted to the Economic and Social Research Council. The Tavistock Institute, February 2002. http://www.ex.ac.uk/ESRC-TLRP/docs/tavistock.report.final.doc (accessed July 2003).
Digital Home Working Group (2003) On-Line, Now: Digital Living Network Alliance. http://www.dlna.org/home (accessed 25 January 2005).
Papert, S. (1991) Situating Constructionism, in I. Harel & S. Papert (Eds) Constructionism. Norwood: Ablex.
Schwienhorst, K. (2002) Why Virtual, Why Environments? Implementing Virtual Reality Concepts in Computer-assisted Language Learning, Simulation and Gaming, 33(2), pp. 196-209.
Monday, May 11, 2009
Letter from National Yunlin University of Science and Technology, Taiwan
Dear Students,
Here I passed a letter from Our representatives friends (Student)name: Chuang, jyun-cheng from Information Management Graduate School National Yunlin University of Science and Technology , NYUST-Taiwan.
Please have a contact with them as you wanted to share the knowledge each other.
Regs,
Anna Tohir
Dear Ms. Tohir.
Good day. I am the coordinator of the Volunteer Project (Indonesia) from National Yunlin University of Science & Technology.
We apologize for we can't go to the University Trisakti of Indonesia in the middle of June because we are going to have the final exam at that time, we are very sorry about that.
We still look forward to having the chance to cooperate with the University Trisakti.
If there has any other service that we could do, please tell us, thank you very much.
Best Regards
Information Management Graduate School
National Yunlin University of Science and Technology , NYUST
Student Chuang, jyun-cheng
Email. chuangcc0129@gmail.com
Here I passed a letter from Our representatives friends (Student)name: Chuang, jyun-cheng from Information Management Graduate School National Yunlin University of Science and Technology , NYUST-Taiwan.
Please have a contact with them as you wanted to share the knowledge each other.
Regs,
Anna Tohir
Dear Ms. Tohir.
Good day. I am the coordinator of the Volunteer Project (Indonesia) from National Yunlin University of Science & Technology.
We apologize for we can't go to the University Trisakti of Indonesia in the middle of June because we are going to have the final exam at that time, we are very sorry about that.
We still look forward to having the chance to cooperate with the University Trisakti.
If there has any other service that we could do, please tell us, thank you very much.
Best Regards
Information Management Graduate School
National Yunlin University of Science and Technology , NYUST
Student Chuang, jyun-cheng
Email. chuangcc0129@gmail.com
Friday, May 8, 2009
Blue Ocean Strategy
Dear Students,
Please take your time by giving any suggestion about this posting:
Topic: "Blue Ocean Strategy yang telah diterapkan pada salah satu perusahaan di Indonesia"
PT. Wings Surya (Wings Corporation)
Kantor : Jl. Tipar Cakung Rt. 06/013, Cakung, Jakarta Timur, Telp : 021- 4890602, Fax : 021-4897529
Pabrik : Jl. Tipar Cakung Rt. 06/013, Cakung, Jakarta Timur
WINGS Corporation didirikan pada tahun 1948 di Surabaya, Indonesia. Setelah lebih dari lima puluh tahun berdiri, perusahaan yang bermula dari industri rumah/ home industry sekarang berkembang menjadi pemimpin pasar/market leader dengan memperkerjakan ribuan tenaga kerja dengan pabrik yang berlokasi di Jakarta dan Surabaya.
Sasaran dari WINGS Corporation adalah memproduksi produk-produk dengan kualitas internasional tetapi dengan harga yang ekonomis. Produk pertama dari perusahaan ini adalah memproduksi sabun hijau untuk mencuci, yang pada akhirnya berhasil menembus pasar pada akhir tahun 1940. Setelah itu diperkenalkan produk baru berupa sabun colek yang sampai saat ini masih diproduksi dan tetap menguasai pasar Indonesia.
Semakin berkembangnya sayap Wings Corporation maka lahirlah pabrik kedua yaitu P.T. Sayap Mas Utama, di Jakarta yang memproduksi sabun mandi, bedak, deterjen, pembersih lantai, pelembut pakaian, dan pembalut wanita untuk didistribusikan di Indonesia dan Negara-negara lain. Akhirnya dikembangkan lagi dengan P.T. Lionindo Jaya, yang didirikan di Jakarta bersama dengan Lion Corporation of Japan untuk memproduksi merek-merek seperti Emeron, Page One, Ciptadent, dan Mama Lemon. Produk-produk ini termasuk shampoo, shower gel, produk perawatan kulit, pasta gigi, dan cairan pencuci piring. Setelah lima tahun berjalan merek-merek tersebut berhasil membidik marketshare di Indonesia.
Dapat diambil kesimpulan diatas bahwa untuk dapat menjadi 'berbeda' dari yang lain, tidak harus selalu dengan berusaha menciptakan suatu ruang pasar baru. Hal itu bisa dimulai dari value innovation, atau hanya sekedar memberikan value added pada produk/jasa yang sudah ada.
Anggapan umum bahwa produk-produk Wings adalah me too products dari produk-produk Unilever. Tetapi jika lebih diperhatikan, sebenarnya Wings selalu memberikan value added pada produk-produknya; suatu plus value yang tidak terdapat pada produk-produk Unilever.
Memberikan plus value pada sebuah produk caranya bisa bermacam-macam. Bisa dengan menambah features atau benefits dari produk-produk yang sudah ada, bisa dengan menawarkan harga yang lebih rendah untuk benefits yang sama (atau bahkan lebih) dengan produk yang sudah lebih dulu beredar di pasar (seperti yang selama ini selalu dilakukan oleh Wings -pen.), bisa juga dengan memberikan service yang lebih superior, atau bisa juga dengan memberikan experential value terhadap produk tersebut. Bila ditinjau dari kaca mata customer, value adalah hasil dari what to 'get' dikurangi dengan what to 'give'. Pengertian 'get' ini yang bisa bermacam-macam.
Cara lain lagi, untuk menjadi berbeda dan kemudian berenang-renang sendirian dengan penuh kemenangan di Blue Ocean, juga bisa didapat dari pricing-strategy. Dengan mengefesienkan segala macam proses produksi, otomatis dapat menawarkan harga yang lebih rendah dari pesaing. Namun patut dipertimbangkan bahwa harga yang murah tetap harus dibarengi dengan kualitas yang dapat dipertanggung-jawabkan.
Selain memberikan plus value pada produk-produknya dibanding produk-produk kompetitor, produk-produk Wings, secara rata-rata, harganya selalu berada di bawah harga produk-produk Unilever yang merupakan kompetitor sejatinya. Hal itu bisa dicapai bukanlah karena Wings memproduksi produk-produk dengan kualitas yang lebih rendah, namun adalah berkat 'kehebatan' mereka dalam memperkuat kompetensi di segala lini, mulai dari hulu ke hilir, sehingga biaya produksi mereka dapat lebih rendah dibandingkan pesaing-pesaing yang ada.
Namun patut dicamkan bahwa ini merupakan gambaran produk dengan pasar menengah ke bawah sebagai targetnya. Sedangkan bila ingin menarget pasar premium, yang seringnya selalu memikirkan prestise dan image, maka dapat menawarkan produk dengan harga yang juga 'premium'
The next level, atau mungkin bisa juga disebut sebagai the ultimate level, untuk menjadi berbeda dan kemudian berenang-renang sendirian dengan penuh kemenangan dalam Blue Ocean, barulah mengenai menciptakan suatu ruang pasar baru dan menciptakan suatu aturan main baru dalam industri yang ada, sekaligus menciptakan the new standard level of customer needs and wants.
Best Regards,
Anna Tohir
Please take your time by giving any suggestion about this posting:
Topic: "Blue Ocean Strategy yang telah diterapkan pada salah satu perusahaan di Indonesia"
PT. Wings Surya (Wings Corporation)
Kantor : Jl. Tipar Cakung Rt. 06/013, Cakung, Jakarta Timur, Telp : 021- 4890602, Fax : 021-4897529
Pabrik : Jl. Tipar Cakung Rt. 06/013, Cakung, Jakarta Timur
WINGS Corporation didirikan pada tahun 1948 di Surabaya, Indonesia. Setelah lebih dari lima puluh tahun berdiri, perusahaan yang bermula dari industri rumah/ home industry sekarang berkembang menjadi pemimpin pasar/market leader dengan memperkerjakan ribuan tenaga kerja dengan pabrik yang berlokasi di Jakarta dan Surabaya.
Sasaran dari WINGS Corporation adalah memproduksi produk-produk dengan kualitas internasional tetapi dengan harga yang ekonomis. Produk pertama dari perusahaan ini adalah memproduksi sabun hijau untuk mencuci, yang pada akhirnya berhasil menembus pasar pada akhir tahun 1940. Setelah itu diperkenalkan produk baru berupa sabun colek yang sampai saat ini masih diproduksi dan tetap menguasai pasar Indonesia.
Semakin berkembangnya sayap Wings Corporation maka lahirlah pabrik kedua yaitu P.T. Sayap Mas Utama, di Jakarta yang memproduksi sabun mandi, bedak, deterjen, pembersih lantai, pelembut pakaian, dan pembalut wanita untuk didistribusikan di Indonesia dan Negara-negara lain. Akhirnya dikembangkan lagi dengan P.T. Lionindo Jaya, yang didirikan di Jakarta bersama dengan Lion Corporation of Japan untuk memproduksi merek-merek seperti Emeron, Page One, Ciptadent, dan Mama Lemon. Produk-produk ini termasuk shampoo, shower gel, produk perawatan kulit, pasta gigi, dan cairan pencuci piring. Setelah lima tahun berjalan merek-merek tersebut berhasil membidik marketshare di Indonesia.
Dapat diambil kesimpulan diatas bahwa untuk dapat menjadi 'berbeda' dari yang lain, tidak harus selalu dengan berusaha menciptakan suatu ruang pasar baru. Hal itu bisa dimulai dari value innovation, atau hanya sekedar memberikan value added pada produk/jasa yang sudah ada.
Anggapan umum bahwa produk-produk Wings adalah me too products dari produk-produk Unilever. Tetapi jika lebih diperhatikan, sebenarnya Wings selalu memberikan value added pada produk-produknya; suatu plus value yang tidak terdapat pada produk-produk Unilever.
Memberikan plus value pada sebuah produk caranya bisa bermacam-macam. Bisa dengan menambah features atau benefits dari produk-produk yang sudah ada, bisa dengan menawarkan harga yang lebih rendah untuk benefits yang sama (atau bahkan lebih) dengan produk yang sudah lebih dulu beredar di pasar (seperti yang selama ini selalu dilakukan oleh Wings -pen.), bisa juga dengan memberikan service yang lebih superior, atau bisa juga dengan memberikan experential value terhadap produk tersebut. Bila ditinjau dari kaca mata customer, value adalah hasil dari what to 'get' dikurangi dengan what to 'give'. Pengertian 'get' ini yang bisa bermacam-macam.
Cara lain lagi, untuk menjadi berbeda dan kemudian berenang-renang sendirian dengan penuh kemenangan di Blue Ocean, juga bisa didapat dari pricing-strategy. Dengan mengefesienkan segala macam proses produksi, otomatis dapat menawarkan harga yang lebih rendah dari pesaing. Namun patut dipertimbangkan bahwa harga yang murah tetap harus dibarengi dengan kualitas yang dapat dipertanggung-jawabkan.
Selain memberikan plus value pada produk-produknya dibanding produk-produk kompetitor, produk-produk Wings, secara rata-rata, harganya selalu berada di bawah harga produk-produk Unilever yang merupakan kompetitor sejatinya. Hal itu bisa dicapai bukanlah karena Wings memproduksi produk-produk dengan kualitas yang lebih rendah, namun adalah berkat 'kehebatan' mereka dalam memperkuat kompetensi di segala lini, mulai dari hulu ke hilir, sehingga biaya produksi mereka dapat lebih rendah dibandingkan pesaing-pesaing yang ada.
Namun patut dicamkan bahwa ini merupakan gambaran produk dengan pasar menengah ke bawah sebagai targetnya. Sedangkan bila ingin menarget pasar premium, yang seringnya selalu memikirkan prestise dan image, maka dapat menawarkan produk dengan harga yang juga 'premium'
The next level, atau mungkin bisa juga disebut sebagai the ultimate level, untuk menjadi berbeda dan kemudian berenang-renang sendirian dengan penuh kemenangan dalam Blue Ocean, barulah mengenai menciptakan suatu ruang pasar baru dan menciptakan suatu aturan main baru dalam industri yang ada, sekaligus menciptakan the new standard level of customer needs and wants.
Best Regards,
Anna Tohir
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