Yemima presentation

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Johnson Pardomuan Sitorus

Educación Empresariales

different types of talent
sing
leadership
model

piano
guitar
bass
drum
2

#1
miss indonesia 2013 finalist
winner cosmo girl of the year

3

people don't know what they
want until you show it to them
– Steve Jobs 1998

13

#3
give her a stage, a cast, a chance

25

Why Yemima?


26

A fresh young talent with a broad range of
interests from music, entertainment , art,
modelling, social media to creative industry
whose works have appeared on national
news media outlets, fashion show,
advertising, social media and music. Also a
creative worker dedicated to generating
social and culture awareness among the
Indonesian youth.

if a picture is worth 1,000 words,
your business is worth 30,000 words every second!
Business Agent:
Johnson (0812-9048-3688)
johnson@artmosvere.com

28

Follow: @yemimahutapea

29

this talent
seems to be
great

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Over the past years, I’ve conducted several research projects with intellectually disabled adults who were going through a process of residential and community integration. While working with this population, I’ve always been surprised by their collective intelligence. Although the word intelligence has to be used with some reserve when referring to intellectually disabled people, I like to say they’re highly able. For families, the label is devastating and most live it as a personal tragedy –there is no hope for their child. As a result, even though intellectually disabled people have some talents, they refuse to talk about it. Recently, I’ve taken an anthropologist perspective with the use of SAS2 techniques to get integrated to a community of intellectually disabled adults. Once I fostered a climate of mutual respect and showed authentic interests in the problems they were living in their everyday lives, it became increasingly obvious that their negativism, low self-esteem and self-efficacy were major barriers in their residential and community integration. In this communication, I will discuss the theme of hope in relation to this collaborative action research.

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In the present conjecture, many researchers have hypothesized that innovation with technology should lead to improved teaching approaches. Even though there is a lack of evidence and a lack of explanation to prove this hypothesis, in the field of education many have accepted the idea that technology will improve teaching and therefore, technology will make the learning experience better for students. Hence, the initial hypothesis has become a generally accepted premise.

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For most of the human population, living in one’s own place and getting paid employment are necessities for an emancipated adult life. These needs are also experienced by adults with intellectual disabilities (ID) who face the challenge of becoming autonomous contributing citizens. For over thirty years, deinstitutionalization agendas have brought researchers to study different residential integration formulas. However, there are very little studies who looked at the question from an insider’s perspective. What exactly does it mean to go through a process of community and residential integration, above living in one’s own apartment and participating to community programs? This is the question we were asking in this collaborative action research.

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This presentation will address the problem of designing interactive online courses in higher education. Despite many promises of richer and deeper learning experiences, in a typical online learning course, students go through well-defined sequences of instruction to complete learning activities and reach learning objectives (Ally, 2008). This is akin to Skinner’s programmed learning (1961), which was an extension of the operant conditioning chamber. While the intention of developing a technology of human behavior was interesting, the learners rapidly became disengaged. Despite its limitations, this metaphor of learning lived a long life and was present throughout the history of distance education and directed the advent of eLearning. After several decades of existence of eLearning and online learning, the step-by-step approach to designing instruction and the ADDIE model are still being used by course designers and upon observing several online courses in various universities, whether they be stand-alone online courses, full online programs or MOOCs, we notice that the classical approach to teaching and learning still dominates the field. However, in corpus of online courses that exist, there are some very interesting solutions pioneered by research teams that wish to innovate. Faced with a new course to design, our team tackled the challenge by using a problem-based learning (PBL) approach grounded in a socio-constructivist pedagogical approach. The course being discussed is an undergraduate course titled “Digital Communication Technologies”, offered as part of a fully online program. The course design included three components: 1) synchronous weekly tutorials; 2) asynchronous weekly discussions through a learning management system and various social media tools and platforms; 3) problem-based learning videos uploaded on YouTube for each tutorial session. After teaching the course, the teachers reflected on the gap between the theory and practice of PBL, as operationalizing theoretical concepts into actions is not as easy as it may seem. We will present the course design, two narratives of the researcher-designer-developer-instructors along with student reactions to the course. The data will be presented as a reflective analysis of the instructors with regards to the values that underlie the scholarship of teaching and learning. Topic of the presentation: This presentation is about the transformative experience that learners go through when they solve ill-defined authentic problems in an online higher education context. The students involved in such courses were distributed over a wide geographical setting and worked full-time. Intended outcomes: Discuss the problematic of online course design. Assess the content of an PBL online course; Analyze the multiplicity of interactions in an online PBL course; Interpret the teachers’ and students’ reactions in an online PBL learning experience.

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With about four decades of history, the research domain that relates to the pedagogical integration of technology still doesn’t have a precise epistemology. This is partly because it doesn’t have a well-defined object of research. One could argue that it is about how people learn and perform better with technologies, but this explanation doesn’t give us insight about how teachers prepare pedagogical activities in which they integrate technology. In the last ten years, I posited that perhaps, the problem is related to the approach to collecting data with teachers. This communication will present the methodological perspective I have adopted as an attempt to conduct research that gives insight about the pedagogical integration of ICT and that accompanies practitioners into reflective practices.

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Project Capabilities enables adults with intellectual disabilities (ID) to produce self-advocacy videos about their capabilities. The project is built on the capabilities approach developed by Sen (1992) and Nussbaum (2000), which focuses on what people are effectively able to do (Robeyns, 2005), rather than emphasizing limitations or locating disability exclusively in the social environment (Terzi, 2005). We interviewed eight adults with ID in a process of community integration using action research methodologies to engage participants to identify capabilities. We filmed the participants speaking about and demonstrating their capabilities. The videos were made publicly available on a moderated forum, and we analyzed participant reactions to the study through a structured interview process. Preliminary results show that self-advocacy videos have the potential to generate feelings of self-efficacy among adults with ID. By celebrating what adults with ID can do, the study encourages community integration. Making the videos available to the public further reduces community stigma.

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Yemima presentation

1. yemima hutapea surprise them! 1

2. different types of talent sing leadership model piano guitar bass drum 2

3. #1 miss indonesia 2013 finalist winner cosmo girl of the year 3

4. you will f ll for her 4

5. herself & others 5 of SHE CAN DO

6. entertaining and feeling i i 6

7. young fresh 7

8. 8

9. but small is also opportunity. 9

10. 10

11. 11 person, multi talent

12. y 12 e m i m a

13. people don't know what they want until you show it to them – Steve Jobs 1998 13

14. 14 talent talent 1 shot = positive

15. 15

16. #2 talents 16

17. a talent is worth 1,000 words 17

18. every song tells a story. 18

19. i have a dream 19

20. i have a dream. 20

21. i have a dream. 21

22. i have a dream. 22

23. i have a dream. 23

24. i have a dream. 24

25. #3 give her a stage, a cast, a chance 25

26. Why Yemima?  26 A fresh young talent with a broad range of interests from music, entertainment , art, modelling, social media to creative industry whose works have appeared on national news media outlets, fashion show, advertising, social media and music. Also a creative worker dedicated to generating social and culture awareness among the Indonesian youth.

27. When and where with Yemima?   TV Programmes  TV Commercials  Marketing, social, culture, art and music events  Digital marketing campaign  Social media awareness and buzzer  Writer (music)  Online and offline medias  Public speaking  27 NewsTV Programmes Brand persona

28. if a picture is worth 1,000 words, your business is worth 30,000 words every second! Business Agent: Johnson (0812-9048-3688) johnson@artmosvere.com 28

29. Follow: @yemimahutapea 29 this talent seems to be great

30. 30

31. D Y 31 fors light TA

Yemima presentation

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Yemima presentation