4087- TECHNOLOGY FOR TEACHING AND LEARNING 1

“Technology should not corrupt your time.”

VUCA WORLD— during COVID-19

V- volatile (understanding dynamic change)
U- uncertain (unknown outcomes)
C- complex (multiple interconnected parts ex. learning in remote area, nagrerely lang sa
modules,
learning environment)
A- ambiguous (vagueness of data, malabo ba, ex. parental intervention during online class,
confusion of authority)

VUCA meaning sa Educational Institutions

Vision, Understanding, Clarity, Agility

Pedagogical Principles
1. Flexible Learning- parang pag-adapt, example nung nagkacovid, we adapted online
learning/class
2. The Three C's (Content, Coach, Classmates)
3. Synchronous (magkasama ang teacher at student either ftf or online) and Asynchronous
(pag binibigyan tayo ng task or module or links, sinesend lang sa gc and hindi limited yung time)
Modularity

Modes of Learning During COVID-19

FtF, Remote Learning, Blended Learning, Modular Distance Learning, Online Class,
Television/Radio Based Instructions

ABAS & YNDAIRAH

Flexible learning is a principle of practice in formal education, concerned with increasing

flexibility in the requirements, time and location of sturdy, teaching, assessment and
certification (Wikipedia)

INTRODUCTION
Let us begin with the principle used by our government agencies to refer to the type of education
we are to implement in the time of the COVID-19 pandemic flexibility. This change in layout is a
form of adjustment is called adaptive design in computer-related skills

FLEXIBILITY APPLIES TO BOTH DELIVERY AND DESIGN:

DELIVERY— when flexibility is applied to delivery, it involves the design process.
With technology at the heart of learning process, it is best to redesign learning experience from
this perspective. The second form of flexibility that we need to engage entail delivery When
speaking of delivery, contemporary educators speak of a spectrum between a fully online mode
and reconfigured based for traditional face to face classes Flexibility cannot be separated from
most important aspect-learning. The use of technology is only a means of desired end. This
means that technology is only a means to facilitate learning. However technological mediated
and well-designed learning experiences should enable our students to learn by doing
(performative and to learn from the fellow learners (interactive)

HOOD & AIMA LESSON 4

Three Components of Interactional Learning

In designing our courses, interactional learning reminds us that learning happens in the
context of relationships. In our sense, we are referring to the relationship between content-coach
(teacher)- classmates. We are to consider three kinds of online interactions that learners engage
in.
Content—Is the first of our three Cs and it is easy to get. It is technically googleable. By content,
we refer to the series of lectures, readings, videos, and other materials that teachers and
designers curated or even created for the learners to interact with.
Coach—refers to us as teachers. Experts are coaches, more than mere sources of data. As such,
the teacher's presence is to be felt in all instances, synchronous or asynchronous. By taking the
position of a coach, the teacher plans and designs the learning experience.
Classmates—are the cohort with whom the learner can discuss and work either synchronously
(recitation or presentations via video conferences in plenary or smaller-group conferences) or
asynchronously (group tasks, discussion boards, where learners post responses to questions
from instructors as well as to comments from classmates).

Three Component of Interactional Learning

• Remote Teaching (coach+content)
Primarily or oxclusively Synchronous delivery of online lecture. It is primarily about delivering
real-time and online lecture.
• Remote self-study (content)
Posting of online videos assignment (reading, videos and assessments for learners to accomplish
asynchronously.
• Online Learning (Content+coach+community)
"Design of online learning experiences that enables interaction among the three components.

ABPI

1. Learner Access- In online learning. learners can only participate if they have access.
2. Learner Autonomy. We need to also consider our students capacity to engage in
autonomous and self-directed learning
3. Learner Task- What do you want your learner to be doing the session? If your goal get
them to reflect. Asynchronous taks would be the way.

Fr. Johnny Go, Sj (2020) Provides two big ideas about modularity.

Lesson 5

ASYNCHRONOUS AND SYNCHRONOUS MODULARITY

This lesson discusses two of the basic features of online learning-synchronous and
modularity. What is the asynchronous?

Asynchronous learning means that the instructor and the students in the course all
engage with the course content at different times (and from different locations).
 What are the synchronous?

A synchronous class is a type of learning in which students and instructors gather

together in real-time, either in-person or online.

What is modularity learning?

Modular learning, as the word connotes, uses learning modules that facilitate student
learning by themselves

There are two types of learning experiences and each if different to the other
In considering these two modes, it needs to be asserted that their advantages and
disadvantages really depends on the course being taught:
1. ASYNCHRONOUS LEARNING
 Occurring at different times and in different places (eg, students working at home).
 Students can access content, resources, activities at any time, and from anywhere.
 Students can control the time, place, and pace of their learning
 Students work independently to complete assignments and tasks.

2. SYNCHRONOUS LEARNING
 Occuring at the same time and in the same place (eg, students working in the
classroom or meeting online for a video conference session.
 Students can access content, resources, and activities at a specific time and location.
 Students may have some control over the pace of their learning, but they do not
control the time or the place.
 Students have access to teacher and peer support while completing assignments and
tasks.

Benefits and drawbacks of doing synchronous learning sessions

Benefits
 There is sense of immediary and spontaneity often not posible in asynchronous
sessions
 They are ideal for personal interactions hoth in plenary sessions small group
 They can produce a great sense of community especially when everyone gets to
participate
Drawbacks
 These may be scheduling difficulties jespecially across time zones).
  Synchronous sessions may be challengiing for people with families and busy
schedules
 They are biased for the more extroverted and articulated learners
 They often provide limited time for reflection before responding to questions
 Internet access lower bandwidth is required in synchronous sessions.

"Less Time" Time demand on the faculty

ABUSAMA & AMPATUAN

LESSON 6: THE CONCEPT OF INSTRUCTIONAL DESIGN

INTRODUCTION:
Practitioners and scholars working in the professions related to learning and
technology have struggled to clearly and precisely define the practice of instructional design. As
a professional group, instructional designers-IDs-often bemoan the fact that it is hard to tell
others what it is that they actually do for a living. The terms educational technology and
instructional technology are often used interchangeably. A definition of instructional design
offered by the University of Michigan (1996) named instructional design as one of two
components (the other being instructional development) that together constitute the domain of
instructional technology. Instructional design was then further described in four ways: as a
process, a science, a discipline, and a reality.
Instructional design is made up of two terms: INSTRUCTION AND DESIGN.
Instruction is an intentional arrangement of learning conditions to help learners achieve the
learning goals.
Design is a series of decision-making that is guided by clear objectives, constrained by limited
resources, centered on user experiences, situated in the context, and saturated with creativity
and innovations in order to solve problems.
Instructional design is viewed in many ways-as:
1. INSTRUCTIONAL DESIGN AS A PROCESS - Reiser and Dempsey (2007) defined instructional
design as a "systematic process that is employed to develop education and training programs in
a consistent and reliable fashion" (in Wagner, 2011).
2. INSTRUCTIONAL DESIGN AS A DISCIPLINE - Instructional design is also a discipline. It
deals with the research and theory on optimal instructional strategies and processes for
developing and implementing them for desired learning outcomes.
It entails certain competencies that must be acquired and developed by an instructional designer.
People Competency - This refers to specific communication skills, teamwork, and ability to
manage team members and clients.
Technical Competency- This pertains to the ability to apply instructional design models and
processes in order to create instructional deliverables and have some level of comfort in terms of
using development tools, usually technology-based, in order to create and develop instructional
deliverables for your clients.
Organizational Process and Business Competency - This entails the teacher to have some
grasp in terms of how organizational learning happens and why it is important for instructional
designers to understand that.
3. INSTRUCTIONAL DESIGN AS A SCIENCE - Instructional design also concerns the design of
learning experiences. It is all about connecting learning theories and educational practices using
the theories on learning and instruction.
Instructional designers create and provide detailed plans in order to develop, evaluate, and
sustain optimal learning conditions to facilitate warning in any level and domain.
In designing learning experiences, there are four essential components to be considered;
learners, objectives, methods, and evaluations.

• History and Evolution of Instructional Design

The history of instructional design is largely influenced by the advancements in science,
pedagogy, psychology, and technology. The list below contains some of the key scientific and
technological advancements that have shaped instructional design.
1. B. F. Skinner's article The Science of Learning and the Art of Teaching" guided educators in
instructional planning. Benjamin Bloom developed the "Taxonomy of Educational Objectives."
2. In 1965, Robert Gagne described three domains of learning outcomes (cognitive, affective, and
psychomotor), five learning outcomes (verbal information, intellectual skills, cognitive strategy,
attitude, and motor skills), and nine events of instruction in research called "The Conditions of
Learning.
3. Several instructional models emerged that are based on systems information processing and
were developed across the military, academia, and organizations. 4. David Merrill developed the
Component Display Theory (CDT), which focused on the methods of presenting instructional
materials. There was also a rising interest in the principles of cognitive psychology.
5. The influence of constructivist theory within the field of instructional design became more
active in the 1990s. Constructivists stated that learning should be "authentic" and produce real
world learning experiences that allow the learner to form and construct their own knowledge.
6. Performance improvement, performance support, and rapid prototyping were fast- growing
trends in the nineties.
7. Computer-Based Training (CBT) delivered via CD-ROM became a common vehicle to deliver
interactive training.
8. With improved Internet penetration, online learning or eLearning became much more
prevalent in the corporate sector. Companies started using online learning for onboarding new
employees and developing new skills. Rich instructional media, including video and simulations,
became possible as Internet bandwidth improved.
9. The infusion of smartphones and tablets into corporations and homes stimulated the mobile
and social learning in the industry. Blended learning, a combination of face-to- face and online
learning, was commonly used both in education and the industry to deliver training.
10. Today, instructional materials are much more personalized and targeted as a result of the
"Big Data" and analytics. The focus is not just on the learning outcomes, but also on the overall
user experience of the learner. This approach has given rise to the Learner Experience (UX)
Design, which focuses on the process of creating learning experiences that enable the learner to
achieve the desired learning outcome in a human- centered and goal-oriented way.
• The Teacher as Instructional Designer
The teacher assumes varied roles inside the classroom, such facilitator, instructional designer,
assessor, coach, and planner. His or her role as an instructional designer is as equally important
as the rest.

Lesson 7: Instructional Design Theories

Introduction
Some of the common questions during a teacher application interview are "What are
your views on teaching and Learning" or "What is your teaching Philosophy?"
-Our views on teaching and Learning were influenced by our experiences and the learning
theories and researches we learned from our formal schooling.
-Learning theories help educator and instructional designer to understand how people
learn.
-A theory equips one with the principles and understanding to make informed decisions
around the design, development, and delivery of learning.
Reigeluth(1999) 4 major Characteristics of instructional design theory
1. It is Design Oriented
2. It identifies methods of instruction which refer to the ways to support and facilitate learning
and the situations in which those methods should be used.
3. The Methods of instruction can be broken into more detailed components method, which
provide more guidance to educators about different elements and ways to perform the methods.
4. Instructional design theories intend to control variables in the learning environment to
achieve certain results.

Methods of Instruction -methods for facilitating human learning and development

Instructional Situations -indications as to when and when not to use those methods and
descriptions of the conditions under which the instruction will take place
Behaviorism- stipulates that all behavior acquired through Conditioning
Behaviorism -Conditioning Occurs as an individual interacts with the environment.
-Any person can potentially be trained to perform any task, regardless of genetic background.
personality traits, and thoughts
-Learning Happens as the learner reacts to environmental stimuli, the responses that are
followed by reinforcement are more likely to recur in the future.

Principles that have direct relevance to instructional design include the Following:
1. An emphasis on Producing Observable and Measurable outcomes in students.
2. Pre-assesment of students to determine where instruction should begin.
3. Emphasis on mastering early steps before progressing to more complex levels of performance.
4. Use of reinforcement to impact performance.
5. Use of cues, shaping, and practice to ensure stimulus- response association.
Skinner's Programmed Situation
-This theory asserts that learner's behaviors are shaped by reinforcement of desired learning
behaviors.
Keller's Personalized sytem of Instruction
Four Essential of Personal course:
1. Self-pacing feature
2. Progressively sequential units
3. Vehicles of motivation
4. Teacher-student communication
Cognitivism—Focus on the conceptualization of students learning process and addresses the
issues of how information is recieved, organized stored, retrieved by the mind
Cognitivism - like behaviorism, emphasizes the rule that environmental conditions pley in
facilitating learning
-Cognitivist learning theories make shift from overt, observable behavior and strssed instead on
the more complex cognitive process, such as thinking, problem-solving, language, concept
information, and information processing (Snelbecker, 1989)
-Learning concerned not so much with what learners do but with what they know and how they
come to acquire it (jonassen, 1991)
The cognitive Approach focuses on the mental activitiesof the learner that lead up to a response
and acknowledges the process of mental planning, goal setting, and organizational stategies
(Shuell, 1986)
Principles that have direct relevance to instructional design include the Following
1. Emphasis on the active involvement of the learner in the learning Process
2. Use of Hierarchical analyses to identify and illustrate prerequisite relationships
3. Emphasis on structuring, organizing, and sequencing information to facilitate optimal
Processing
4. Creation of learning environments that allow and encourage students to make connections
with previously learned material
ARAB
Conditions of Learning by Robert Gagne
5 major categories of Learning:
1. Verbal Information
2. Intellectual skills
3. Cognitive strategies
4. Motor skills
5. Attitudes
9 Instructional events and corresponding cognitive processes
1. Gaining attention
2. Eliciting performance
3. Informing learners of the objective
4. Providing feedback
5. Assessing performance
6. stimulating recall of prior learning
7. Enhancing retention and Transfer
8. Presenting the stimulus
9. Providing learning guidance
Component Display Theory
According to CDT. The prescribed conditions for learning are dependent on types of presentation,
types of practice and kinds of learner guidance.

Primary Presentation form

1. Rules
2. Examples
3. Recall
4.Practice
Secondary Presentation form
1. Prerequisites
2. Objectives
3.Helps
4.mnemonics
5. Feedback
Constructivism

✓ Constructivism is a theory that equates learning with creating meaning from experience
(Bednar et al, 1991).

✓ Constructivist believe that the mind filters input from the world to produce its own unique
reality (Jonassen, 1991)
Constructivist argue that behavior is situationally determined (Jonassen 1991)
Principles from the constructivist positions that have direct relevance for the Instructional
designer
An emphasis on the identification of the context in w/c the skills will be learned and
subsequently applied.
An emphasis on learner control and the capability of the learner to manipulate information
The need for the information to be presented in a variety of different ways.
Supporting the use of problem-solving skills that allow learners to go "beyond the Information
given".
Assessment focused on transfer of knowledge and skills.
Problem-based Learning (PBL) Problem-based learning posits that learning is student-centered
and it happened best in small students’ group, teachers serve as facilitators or guides, problems
form the original focus and stimulus for learning. problems are a vehicle for the development of
clinical problem-solving skills.
Perkins and Unger's Teaching and learning for understanding (TLU)
■ Generative Topics
■ Understanding goals
■ Understanding performance
■ Ongoing assessment

Lesson 8: Instructional Design Mode (CASAN)

Introduction
The field of instructional design has been around for a long time. instructional design has
been applied in various educational field and settings.
Instructional design process in models was formed 1960s. since then, there have been many
different instructional design models developed and used.
Instructional design models help instructional designer provide structure and meaning to
development of training and instructional materials.

ADDIE MODEL
The Addie model has been the most popular I'd model used. this model served as basis for
other models developed it is an is an iterative instructional design process which means that the
end product of one phase is the starting product of the next phase one will note all other the
model that are followed share five essential phases which

SAMR MODEL
S – substitution in this stage, technology is used directly to substitute for a more traditional
one.
A – augmentation the technology is substituted for a traditional, but with significant
enhancementts to the student experience.
M – modification instead of replacement or enhancement, change is observed in the design of
the lesson and it's learning outcome
R – redifination in this stage, technology tools allow educators and practitioners to create a
novel learning experience, thereby redefining a traditional task in the way that would not be
possible without the technology

"Flexible learning" Reporter: Haris

What is flexible learning?

5 Flexible Learning Modes for the New Normal

Modular Distance Learning....
Online Distance Learning....
TV/Radio Based Learning....
Blended Learning....
Homeschooling
#1 It is an individualized instruction that lets the learners use a self-learning module either in
print or digital format depending on the applicability to the learner. In this chapter, modular
distance learning refers to the mode of learning commonly used by teachers in basic education,
particularly in rural areas.

#2 Simply put, distance learning is when students are separated from teachers and peers. This
means that students learn remotely and do not have face-to-face learning with instructors or
other students.

#3 Television/Radio-Based Instruction. TV/RADIO based program is an alternative learning

delivery modality that uses a radio broadcast to offer students lessons in utilizing self-learning
modules (SLM). This method, provides access to education to students living in remote areas and
those who have limited.

#4 Blended learning, as defined by DepEd, refers to a learning delivery that "combines face-to-
face with any or a mix of online distance learning, modular distance learning, and TV/Radio-
based Instruction."

#5 Homeschooling (also referred to as homebased learning), is an educational process where

parents or tutors teach children at home, instead of having them formally educated in a public
or provided school setting.

"Fundamental concepts on instructional delivery"

BACKGROUND DESIGN BY: GRANTS WIGGINS AND JAY MCTIGHE Reporter: Diaros

When using backward design approach to instructional design. teachers consider the
learning goals of the course first before planning the assessment

DICK AND CAREY MODEL

The Walter Dick and Lou Carey instructional design model or the System Approach Model
concerned with the steps in planning instruction
Stage 1: Instructional Goals
Stage 2: Instructional Analysis
Stage3: Entry Behaviors and Learner Characteristics
Stage4: Performance Objectives Stage5: Criterion Referenced Test Items
Stage6: Instructional Strategy
Stage7: Instructional Materials
Stage8: Formative Evaluation Stage? Summative Evaluation
.

LESSON 9: DESIGN AN INCLUSIVE LEARNING ENVIRONMENT

Reporter: Ebrahim, Maysora S.
Introduction
Learning does not take place in a vacuum. It always takes place within a context that can
influence how and what we learn. This becomes crucial in a volatile, uncertain, complex, and
ambiguous world.
Learning Environment
The Glossary of Educational Reform (2014) defines the learning environment as the diverse
physical locations, contexts, and cultures in which students learn.
two important points that must be made here.
1. that the learner is the one who has to do the learning.
2. Students learn in many different ways in very different contexts.
Components of an Effective Learning Environment

⚫ the characteristics of the learners and their means of intercommunication;

⚫the goals for teaching and learning:

⚫ the activities that support learning;

⚫ the resources that are available, such as textbooks, technology, or learning spaces;

⚫ the assessment strategies that will best measure and drive learning; and

⚫ the culture that infuses the learning environment.

Culture and Learning Environments

Culture is a critical component of any learning environment.
Technology now enables us to build a wide variety of effective learning environments that can
differ significantly from the traditional classroom.
Universal Design in Education
Reporter: Engkel, Baby K.
The practice of Universal Design in Education (UDE) goes beyond accessible design for with
special needs to make all aspects of the educational experience more inclusive for students,
parents, staff, instructors, administrators, and visitors with a great variety of characteristics.
Flexible Learning Options in the Philippine Setting
The Department of Education mandated public and private schools to provide Flexible Learning
Options (FLOS) in order to accommodate the needs of learners.
There are two main categories of FLOS:

⚫the Alternative Delivery Modes or ADMs

⚫and the Alternative Learning System or ALS.

LESSON 10: ELEMENTS OF FLEXIBILITY OF LEARNINGS

THE CORE OF FLEXIBLE LEARNING IS PROVIDING OPTIONS FOR STUDENTS IN LEARNING
SUCH OPTIONS MAY INCLUDE CONTENT, PLACE, TIME, AND SPACE
01.) WHERE AND WHEN TEACHER STUDENT INTERACTION WILL OCCUR?
COLLIS AND VAN DER WENDE (2002) MENTIONED SOME CONSIDERATIONS OF ACHIEVING
FLEXIBILITY CONCERNING INSTRUCTIONAL DELIVERY MODE
02.) WHAT FORMS OF HELP CAN BE GIVEN AS STUDENT SUPPORT?
TUTORING SUPPORTING ALL STUDENTS

03) WHAT TECHNOLOGY IS AVAILABLE FOR ALL AND WILL BE REQUIRED TO BE USED?

ADLEY NOONAN NUGENT AND SCALES (2008) AND DISTANCE EDUCATION JOURNAL
(2017)