Amikom Learning - Amikom Berbagi Ilmu

Project Mata Kuliah Multimedia STMIK AMIKOM Purwokerto (TI 09)

2011-05-08T17:23:00.000-07:00

Project Multimedia untuk Mahasiswa STMIK AMIKOM Purwokerto, khususnya kelas TI 09-A, TI 09-B, TI 09-C dan TI 09-Sore.

Buat sebuah Project Iklan Televisi beserta Storyboard-nya.
Project ini akan dijadikan sebagai nilai UTS.

Untuk detail dan ketentuan UTS dapat didownload disini

Thanks.......

Info Lowongan Staff MARKETING STMIK AMIKOM YOGYAKARTA

2011-05-04T23:55:00.000-07:00

STMIK AMIKOM Yogyakarta, membuka lowongan untuk posisi Staf Marketing bagi alumni STMIK AMIKOM lulusan Strata 1 (diutamakan) semua jurusan dan tidak terikat hubungan kerja dengan institusi/pekerjaan lainnya
Dengan syarat:

1. Menulis surat lamaran, dengan lampiran : fc. Ijazah dilegalisir dan fc. Transkrip nilai
Dilegalisir (atau surat keterangan lulus bagi Yang akan di wisuda periode juli 2011), fotokopi ktp 1 lembar, pas foto warna 3x4 1 lembar, membuat curriculum vitae.
2. Indeks prestasi kumulatif lebih dari 3.0
3. Menuliskan pengalaman dibidang marketing
4. Memiliki wawasan keamikoman, berpenampilan simpatik dan komunikatif.

Surat lamaran ditujukan ke
BPC STMIK AMIKOM Yogyakarta,
Selambat-lambatnya
Senin, 9 Mei 2011 pukul 15.00 wib

Psikotest akan di laksanakan rabu, 11 mei 2011
Pukul 09.00 wib. Di ruang meeting 1 (unit 1 lantai 1)

Yogyakarta, 4 Mei 2011
Staf BPC

Kusnawi, S.Kom, M.Eng.

Setelah Sekian Lama......

2011-05-04T23:35:00.000-07:00

Setelah sekian lama.... akhirnya kembali untuk menulis.... yah... entah kenapa kemarin lama ga buka dan ga post di Amikom Learning - Amikom Berbagi Ilmu.
mulai hari ini dan kedepan mungkin akan sering di update.

OK.... Let's Blogging......

Google Earth Kini Makin Berwarna

2008-12-28T10:37:00.000-08:00

Kesuksesan peluncuran satelit GeoEye-1 dari Vandenberg Air Force Base di California awal September lalu, menjadikan Google Earth sebagai penerima gambar satelit dengan resolusi warna tertinggi di pasar komersial.

Kok bisa? GeoEye-1 akan menangkap gambar-gambar digital bumi dari jarak 423 mil, sementara bergerak dengan kecepatan 4,5 mil per detik. Nah, satelit ini mampu menangkap semua gambar tersebut dengan resolusi 5,5 kaki untuk warna, dan 16 inci untuk hitam-putih. Meski begitu, sesuai regulasi pemerintah saat ini, GeoEye hanya diizinkan menayangkan gambar resolusi 1,64 kaki ke publik. Menurut Reuters, meski si satelit juga menyediakan gambar yang sama ke para kompetitor Google seperti Yahoo!, Google akan menjadi satu-satunya pelanggan GeoEye yang menyediakan layanan online-search mapping (pencarian peta via online).

Tertarik menjajal performa anyar layanan Google ini? Unduh dulu aplikasinya di earth.google.com.
atau disini

Sumber : dokterkomputer.com

Melindungi Diri dan Investasi

2008-12-28T10:08:00.000-08:00

Nebeng iklan dikit di blog ini...
Denger akhir akhir ini banyak kebakaran dimana-mana rasanya miris.... kenapa hal itu bisa terjadi... kerugian materi, kehilangan saudara... Mungkin itu semua karna kelalaian manusia...
Bagi kita semoga terjauh dari berbagai musibah...
Bermaksud sedikit iklan dan mungkin berbagi info buat temen-temn yang ingin melindungi diri dan investasi dari bahaya kebakaran yang bisa datang secara tiba-tiba,

Kami menyediakan berbagai jenis tabung alat pemadam api sebagai penanggulangan kebakaran. Berikut daftar alat pemadam api dan price list harganya.

Jika temen-temen berminat dapat menghubungi di :
dhanar.amikom@gmail.com atau korek_jaz@yahoo.com

Men-disable Autorun pada USB

2008-12-27T12:20:00.001-08:00

Entri ini dah banyak di posting di beberapa situs tetangga se...
Tapi kebetulan banyak yang nanyain, jadi di post disini juga gapapa kan??

Pada flash disc yang terkena virus biasanya (tidak selalu) terdapat file autorun.info yang di dalamnya terdapat perintah untuk menjalankan program virus. Nah, ketika flash disc tersebut dimasukkan ke drive USB yang fitur autorun-nya tidak di-disable maka secara otomatis Windows akan menjalankan program pada background tanpa adanya konfirmasi kepada user.

Salah satu cara untuk mengurangi resiko terkena virus tersebut adalah dengan mendisable fitur autorun pada drive USB. Ada pun caranya adalah sebagai berikut :

Klik tombol Start - Run.
Ketik gpedit.msc dan tekan OK.
Klik pada User Configuration - Administrative Templates - System.
Klik 2x pada Turn Off Autoplay.
Klik pada option Enable.
Pada option Turn off Autoplay on, pilih All drives.
Klik OK.
Selesai.

Catatan: gpedit.msc hanya ada di Windows XP Professional.

*) Jika Cara itu tidak bisa... temen-temen bisa coba cara ini. Klik Disini

Cara buat create motion shape - Flash 8

2008-12-21T01:54:00.000-08:00

Motion Shape, bagaimana cara buatnya??

cara buat kotak menjadi bola:

Buat sebuah kotak di frame 1,

kemudian klik kanan frame 10 masukkan insert blank keyframe

Frame 10 buatlah sebuah bola,

Klik frame 10, lalu pada panel properties pilih Tween: Shape

selesai...

contoh tutorialnya : motion shape

Berbeda untuk font dan beberapa tipe grafik harus dirubah, dengan cara klik kanan font atau grafik tersebut pilih break apart sehingga font atau grafik terseleksi sendiri. Setelah itu lakukan langkah seperti diatas.

contoh tutorialnya : motion shape2

MULTIMEDIA

2008-11-27T12:21:00.000-08:00

Multimedia = Berbagai media. Istilah bagi transmisi data dan manipulasi semua bentuk informasi, baik berbentuk kata-kata, gamber, video, musik, angka, atau tulisan tangan. Bagi komputer, bentuk informasi tersebut, semuanya diolah dari data digital (yang terdiri dari nol dan satu).

Multimedia adalah penggunaan komputer untuk menyajikan dan menggabungkan teks, suara, gambar, animasi dan video dengan alat bantu ([tool]) dan koneksi ([link]) sehingga pengguna dapat ber-([navigasi]), berinteraksi, berkarya dan berkomunikasi. Multimedia sering digunakan dalam dunia hiburan. Selain dari dunia hiburan, Multimedia juga diadopsi oleh dunia Game.

Multimedia dimanfaatkan juga dalam dunia pendidikan dan bisnis. Di dunia pendidikan, multimedia digunakan sebagai media pengajaran, baik dalam kelas maupun secara sendiri-sendiri. Di dunia bisnis, multimedia digunakan sebagai media profil perusahaan, profil produk, bahkan sebagai media kios informasi dan pelatihan dalam sistem e-learning.

Introducing Flash 8

2008-11-17T13:10:00.000-08:00

With Flash 8, you can build a tremendous variety of projects from games to commerce applications to prototypes and beyond. Regardless of the type of project, there are some common threads when building Flash applications. One of those common threads is the subject of this book—ActionScript. In this chapter, we’ll look at the sorts of things you can do with ActionScript in Flash 8. We’ll also discuss the new features so that you can get a sense of what topics you’ll be able to learn in this book.

Understanding the Capabilities of Flash 8

The Macromedia Flash authoring tool was originally an animation tool, but it is so much more than that today. From the early days when it was known as FutureSplash to the Flash 8 version today, Flash has always excelled as a vector-drawing and animation tool. Even though animation is still a large part of what Flash does, now it is only a fraction of the Flash toolset. Here are the broad categories available in Flash 8 authoring:
✦ Vector graphics—Vector drawings are made up of many lines and curves and fills, each defined by a set of coordinates and the paths along them. These paths—vectors—are described
via mathematical functions. Because mathematical formulas are used to store and create the image, they are resolutionindependent and can be resized arbitrarily smaller or larger with no loss of quality. Also, images based on calculations are generally smaller in file size than bitmap images, which is an advantage for bandwidth-limited Web delivery.
✦ Bitmap graphics—Bitmap (a.k.a. raster) images are made up of a grid of pixels. Every pixel’s color and location in the grid must be stored individually, which usually (but not always) means larger file sizes than images made of vector calculations. Although Flash handles bitmap graphics, the program is not built for direct image manipulation on a pixel level; rather, Flash
is primarily an image handler. Flash can retain JPEG compression of imported JPEG files, as well as apply lossless or custom lossy compression to imported bitmap images.
✦ Animation—Flash is an excellent tool for vector animation, given that the native file
format is vector-based. Color and alpha effects can be applied over time by using
Flash’s built-in tweening, by using a series of manually modified keyframes, or by controlling
symbols with ActionScript. Time-based animations can also be streamed so
that playback can begin before the entire Flash movie has downloaded into the Flash
Player.
✦ Multimedia authoring—Flash can import a wide range of media formats in addition to standard vector and bitmap image formats. For example, Flash is capable of importing video directly into the authoring environment. Flash can also import audio files in most common formats at author-time or dynamically stream MP3 audio at runtime. Both of these can be used to enhance your productions and animations. You can manipulate these assets with ActionScript and add interactive functionality to them.
✦ Dynamic content—Flash can incorporate dynamically loaded information into your productions. Text, images, and MP3s can be loaded into the movie at runtime, and information can also be sent from the movie to a server or database.
✦ Rich Internet Applications—Since the release of Flash MX, Macromedia has coined the term Rich Internet Applications, or RIAs, to refer to a new breed of Web applications that use Flash Player technology to access sophisticated enterprise-level server applications. Several technologies have been developed by Macromedia, including Flash Remoting and Flash Communication Server (also known as FlashCom, or FCS), to add enterprise-level features to Flash content. Flash Remoting is the fastest means of sending and receiving data from a Flash movie to server-side applications, whereas Flash Communication Server can enable simultaneous interaction among several users in real time. FlashCom can also deliver live or prerecorded audio/video to Flash movies as well.

The preceding list is only a general overview of some of the capabilities of Flash. Don’t think
that you have to be limited by that list. Flash can be a great tool for rapid prototyping of
applications, it’s often an easy way to build simple utility applications (data viewers/parsers,
slideshow presentations, etc.), and you’ll likely find more unusual ways to use Flash as well.

Flash Prof. 8

2008-11-17T09:46:00.000-08:00

Because Flash includes several manuals that cover a wide variety of topics, it is helpful to know where to start when learning Flash. This section helps you understand how to approach the documentation, depending on what your background is and what you intend to do with Flash.

If you are completely new to Flash:
Begin by reading this Getting Started with Flash guide.
Flash Basics provides a simple introduction to the Flash user interface and Tutorial: Building Your First Flash Application includes a tutorial that takes you through the entire process of creating a real-world Flash application.

Browse Using Flash, which provides detailed descriptions of the features in Flash and how to use them, including working with various media types, creating animation, and publishing your work.
Using Flash also describes how to use Script Assist mode, which allows you to create ActionScript code with minimal knowledge of the ActionScript language.

If you want to create Flash projects that include more complex ActionScript code, you can move on to Learning ActionScript 2.0 in Flash.
This book introduces you to the structure and techniques of the ActionScript language, and includes numerous examples. Each section describes a key concept of ActionScript and then presents details of how to accomplish specific tasks in ActionScript as well as real-world code samples that you can use.

After you are familiar with the basics of how ActionScript operates, you can use the ActionScript 2.0 Language Reference to find the specific terms and definitions you need for your projects.
This book presents dictionary-style entries for each term in the ActionScript language.

The Tutorials section of the Flash documentation contains many detailed tutorials that take you step-by-step through the process of creating various types of projects and effects in Flash.

The Samples section contains examples of FLA files with descriptions that you can explore to see how a specific feature is implemented in real-world projects.

Cartoons Learning Styles

2008-11-16T11:41:00.001-08:00

Learning

2008-11-16T10:58:00.000-08:00

In the fields of neuropsychology, personal development and education, learning is one of the most important mental function of humans, animals and artificial cognitive systems. It relies on the acquisition of different types of knowledge supported by perceived information. It leads to the development of new capacities, skills, values, understanding, and preferences. Its goal is the increasing of individual and group experience. Learning functions can be performed by different brain learning processes, which depend on the mental capacities of learning subject, the type of knowledge which has to be acquitted, as well as on socio-cognitive and environmental circumstances.

Learning ranges from simple forms of learning such as habituation and classical conditioning seen in many animal species, to more complex activities such as play, seen only in relatively intelligent animals and humans. Therefore, in general, a learning can be conscious and not conscious.

For example, for small children, non-conscious learning processes are as natural as breathing. In fact, there is evidence for behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.

From the social perspective, learning should be the goal of teaching and education.

Conscious learning is a capacity requested by students, therefore is usually goal-oriented and requires a motivation.

Learning has also been mathematically modeled using a differential equation related to an arbitrarily defined knowledge indicator with respect to time, and dependent on a number of interacting factors (constants and variables) such as initial knowledge, motivation, intelligence, knowledge anchorage or resistance, etc. Thus, learning does not occur if there is no change in the amount of knowledge even for a long time, and learning is negative if the amount of knowledge is decreasing in time. Inspection of the solution to the differential equation also shows the sigmoid and logarithmic decay learning curves, as well as the knowledge carrying capacity for a given learner.

Physiology of learning

"Thought," in a general sense, is commonly conceived as something arising from the stimulation of neurons in the brain. Current understanding of neurons and the central nervous system implies that the process of learning corresponds to changes in the relationship between certain neurons in the brain. Research is ongoing in this area.

It is generally recognized that memory is more easily retained when multiple parts of the brain are stimulated, such as through combinations of hearing, seeing, smelling, motor skills, touch sense, and logical thinking.

Repeating thoughts and actions is an essential part of learning. Thinking about a specific memory will make it easy to recall. This is the reason why reviews are such an integral part of education. On first performing a task, it is difficult as according to current theory synaptic modification is necessary for the task to be acquired. After several repetitions it is believed that structural changes occur in relevant synapses, thus rendering the task easier. When the task becomes so easy that you can perform it at any time, these structural changes have likely ceased.

Types of learning

A. Simple non-associative learning

*) Habituation

In psychology, habituation is an example of non-associative learning in which there is a progressive diminution of behavioral response probability with repetition of a stimulus. It is another form of integration. An animal first responds to a stimulus, but if it is neither rewarding nor harmful the animal reduces subsequent responses. One example of this can be seen in small song birds - if a stuffed owl (or similar predator) is put into the cage, the birds initially react to it as though it were a real predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced (or the same one removed and re-introduced), the birds react to it again as though it were a predator, demonstrating that it is only a very specific stimulus that is habituated to (namely, one particular unmoving owl in one place). Habituation has been shown in essentially every species of animal, including the large protozoan Stentor Coeruleus.

*) Sensitization

Sensitization is an example of non-associative learning in which the progressive amplification of a response follows repeated administrations of a stimulus (Bell et al., 1995). An everyday example of this mechanism is the repeated tonic stimulation of peripheral nerves that will occur if a person rubs his arm continuously. After a while, this stimulation will create a warm sensation that will eventually turn painful. The pain is the result of the progressively amplified synaptic response of the peripheral nerves warning the person that the stimulation is harmful. Sensitization is thought to underlie both adaptive as well as maladaptive learning processes in the organism.

B. Associative learning

*) Operant conditioning

Operant conditioning is the use of consequences to modify the occurrence and form of behavior. Operant conditioning is distinguished from Pavlovian conditioning in that operant conditioning deals with the modification of voluntary behavior. Discrimination learning is a major form of operant conditioning. One form of it is called Errorless learning.

*) Classical conditioning

The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus (which unfailingly evokes a particular response) with another previously neutral stimulus (which does not normally evoke the response). Following conditioning, the response occurs both to the unconditioned stimulus and to the other, unrelated stimulus (now referred to as the "conditioned stimulus"). The response to the conditioned stimulus is termed a conditioned response.

C. Imprinting

Imprinting is the term used in psychology and ethology to describe any kind of phase-sensitive learning (learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior. It was first used to describe situations in which an animal or person learns the characteristics of some stimulus, which is therefore said to be "imprinted" onto the subject.

D. Observational learning

The most common human learning process is imitation; one's personal repetition of an observed behaviour, such as a dance. Humans can copy three types of information simultanesouly: the demonstrators goals, actions and environmental outcomes (results, see Emulation (observational learning)). Through copying these types of information, (most) infants will tune into their surrounding culture.

E. Play

Play generally describes behavior which has no particular end in itself, but improves performance in similar situations in the future. This is seen in a wide variety of vertebrates besides humans, but is mostly limited to mammals and birds. Cats are known to play with a ball of string when young, which gives them experience with catching prey. Besides inanimate objects, animals may play with other members of their own species or other animals, such as orcas playing with seals they have caught. Play involves a significant cost to animals, such as increased vulnerability to predators and the risk or injury and possibly infection. It also consumes energy, so there must be significant benefits associated with play for it to have evolved. Play is generally seen in younger animals, suggesting a link with learning. However, it may also have other benefits not associated directly with learning, for example improving physical fitness.

F. Multimedia learning

The learning where learner uses multimedia learning environments (Mayer, 2001). This type of learning relies on dual-coding theory (Paivio, 1971).

G. e-Learning and m-Learning

Electronic learning or e-learning is a general term used to refer to Internet-based networked computer-enhanced learning. A specific and always more diffused e-learning is mobile learning (m-Learning), it uses different mobile telecommunication equipments, such as cellular phones.

Approaches to learning

A. Rote learning

Rote learning is a technique which avoids understanding the inner complexities and inferences of the subject that is being learned and instead focuses on memorizing the material so that it can be recalled by the learner exactly the way it was read or heard. The major practice involved in rote learning techniques is learning by repetition, based on the idea that one will be able to quickly recall the meaning of the material the more it is repeated. Rote learning is used in diverse areas, from mathematics to music to religion. Although it has been criticized by some schools of thought, rote learning is a necessity in many situations.

B. Informal learning

Informal learning occurs through the experience of day-to-day situations (for example, one would learn to look ahead while walking because of the danger inherent in not paying attention to where one is going). It is learning from life, during a meal at table with parents, Play, exploring.

C. Formal learning

A depiction of the world's oldest university, the University of Bologna, Italy

Formal learning is learning that takes place within a teacher-student relationship, such as in a school system.

Non-formal learning is organized learning outside the formal learning system. For example: learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in (international) youth organizations, workshops.

D. Non-formal learning and combined approaches

The educational system may use a combination of formal, informal, and non-formal learning methods. The UN and EU recognize these different forms of learning (cf. links below). In some schools students can get points that count in the formal-learning systems if they get work done in informal-learning circuits. They may be given time to assist international youth workshops and training courses, on the condition they prepare, contribute, share and can proof this offered valuable new insights, helped to acquire new skills, a place to get experience in organizing, teaching, etc.

In order to learn a skill, such as solving a Rubik's cube quickly, several factors come into play at once:

Directions help one learn the patterns of solving a Rubik's cube
Practicing the moves repeatedly and for extended time helps with "muscle memory" and therefore speed
Thinking critically about moves helps find shortcuts, which in turn helps to speed up future attempts.
The Rubik's cube's six colors help anchor solving it within the head.
Occasionally revisiting the cube helps prevent negative learning or loss of skill

E. Learning as a process you do, not a process that is done to you

Some critics of today's schools, of the concept of learning disabilities, of special education, and of response to intervention, take the position that every child has a different learning style and pace and that each child is unique, not only capable of learning but also capable of succeeding.

Sudbury Model democratic schools assert that there are many ways to study and learn. They argue that learning is a process you do, not a process that is done to you; That is true of everyone. It's basic. The experience of Sudbury model democratic schools shows that there are many ways to learn without the intervention of teaching, to say, without the intervention of a teacher being imperative. In the case of reading for instance in the Sudbury model democratic schools some children learn from being read to, memorizing the stories and then ultimately reading them. Others learn from cereal boxes, others from games instructions, others from street signs. Some teach themselves letter sounds, others syllables, others whole words. Sudbury model democratic schools adduce that in their schools no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write, and they have had no dyslexia. None of their graduates are real or functional illiterates, and no one who meets their older students could ever guess the age at which they first learned to read or write. In a similar form students learn all the subjects, techniques and skills in these schools.

Describing current instructional methods as homogenization and lockstep standardization, alternative approaches are proposed, such as the Sudbury Model of Democratic Education schools, an alternative approach in which children, by enjoying personal freedom thus encouraged to exercise personal responsibility for their actions, learn at their own pace and style rather than following a compulsory and chronologically-based curriculum. Proponents of unschooling have also claimed that children raised in this method learn at their own pace and style, and do not suffer from learning disabilities.