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&,[object Object],ACTIVE,[object Object],COLLABORATIVE,[object Object],LEARNING IN THE CLASSROOM,[object Object],Complemented with e-Learning,[object Object],Leandre Andres S. Dacanay,[object Object],University of Santo Tomas,[object Object],Philippine eLearning Society,[object Object]
Character Survey,[object Object],Creative,[object Object],Intelligent,[object Object],Preoccupied with,[object Object],Lateral Thinker,[object Object],and Sex,[object Object],Sin,[object Object]
SITUATIONER,[object Object],[object Object]
Transportation
Communication
Education,[object Object]
Para sa mga bagong e-teachers,[object Object], Nagtuturo ,[object Object],Turo nang Turo ,[object Object],Turong-turo,[object Object],Ayaw Magturo,[object Object],Walang maituro.,[object Object]
21st,[object Object],C,[object Object],ENTURY,[object Object],HOLISTIC,[object Object],ECLECTIC,[object Object],ADAPTIVE,[object Object],TEACHERS,[object Object],RESPONSIVE,[object Object],TIMELY,[object Object],TIMELESS,[object Object]
If you don’t know where you’re going, 					any road will do.,[object Object],-- The White Rabbit 	   (Alice in Wonderland),[object Object]
Pedagogy      =       paid    +    agogus,[object Object],	                    (child)  +  (leader of),[object Object],Andragogy    =      aner    +    agogus,[object Object],                            (adult)   +  (leader of),[object Object]
S,[object Object],PEAK OUT,[object Object],M,[object Object],AKE THINGS HAPPEN,[object Object],I,[object Object],NVOLVE YOUR LEARNERS,[object Object],L,[object Object],EARN TO SHARE,[object Object],E,[object Object],XPRESS NOT IMPRESS,[object Object]
Students are NOT materials to work on ,[object Object],but PERSONS to work with,[object Object]
?,[object Object]
Do You Still Have                   The Time To Prepare ?,[object Object]
Are You Happy With What ,[object Object],   You Are Doing Right Now ?,[object Object]
Are you Really 		Performing 	At 		Your Level Best ?,[object Object]
Is It Worth Preparing Everyday ?,[object Object]
Do You Think There Is Still,[object Object],	Something Better You ,[object Object],		Can Actually Deliver ?,[object Object]
We Learn ,[object Object],1       %      thru     TASTE,[object Object],1.5    %      thru     TOUCH,[object Object],3.5    %      thru     SMELL,[object Object],11     %      thru     HEARING,[object Object],83     %      thru     SIGHT,[object Object]
We Remember,[object Object],10% of what we read,[object Object],20% of what we hear,[object Object],30% of what we see,[object Object],50% of what we see and hear,[object Object],80% of what we see and say,[object Object],90% of what we say as we do a thing,[object Object]
Guiding PrinciplesALAN GLATHORN,[object Object],What is a teacher?,[object Object],- A guide, not a guard.,[object Object],What is learning?,[object Object],- A journey, not a destination.,[object Object],What is discovery?,[object Object],- Questioning the answer.,[object Object]
Guiding PrinciplesALAN GLATHORN,[object Object],What is the process?,[object Object],- Discovering ideas, not covering content.,[object Object],What is the goal?,[object Object],- Open minds, not close issues.,[object Object],What is the test?,[object Object],- Being and becoming, not remembering and reviewing.,[object Object],What is a school?,[object Object],- Whatever we choose to make it.,[object Object]
Your Powers as Teachers,[object Object],Your Powers as Teachers,[object Object],Legitimate Power,[object Object],,[object Object],Expert Power,[object Object],,[object Object],Reward Power,[object Object],,[object Object],Charismatic Power,[object Object],,[object Object]
Anger,[object Object],Fear,[object Object],Disgust,[object Object],Sick ,[object Object],Surprise,[object Object],Happiness,[object Object],Sadness,[object Object],Interest,[object Object],Determination,[object Object],In-love ,[object Object],I believe you,[object Object],Mahal Kita,[object Object],Galit ako sayo,[object Object],Bahala Ka,[object Object]
Teacher  Typologies,[object Object],[object Object]
 Sherman Tank
 Exploder
 Complainer
 Clams
 Super-Agreeable
 Bulldozer
 Balloons
 Megaphone
 Space Cadet,[object Object]
Imagination List,[object Object],* What shape is a wish?,[object Object],* What does happiness look like?,[object Object],* What color is today?,[object Object],* What does purple taste like?,[object Object],* What does your self-image sound like?,[object Object],* What does a rainbow feel like?,[object Object],* What color is the smell of your favorite perfume?,[object Object],* What is the distance of your life?,[object Object],* What is your favorite sense?,[object Object],* What color is your favorite song?,[object Object],* What texture is your favorite perfume scent ?,[object Object],* What does inspiration taste like?,[object Object],* What is the shape of  violin music?,[object Object],* What is the texture of your faculty room?,[object Object],* What is the texture of your dean’s office?,[object Object],* What color is the fragrance of your co-teacher?,[object Object],* What does a cloud sound like?,[object Object],* What is the weight of your anger?,[object Object],* What is the shape of your imagination?,[object Object],* What is educational technology?,[object Object]
What is Educational Technology?,[object Object],Not a collection of machines and devices,[object Object],Not a product ,[object Object],Not a software ,[object Object],Not about learning how to use a hardware and software,[object Object]
Educational TechnologyAn evolving definition,[object Object],A combination of the processes and tools involved in addressing educational needs and challenges with emphasis on applying the most current tools: computers, and their related technologies.,[object Object]
What is Educational Media ?,[object Object]
VISUAL DISPLAYS,[object Object],Non - Projected ,[object Object],Projected ,[object Object]
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
What is the requirement for the Information Age?,[object Object]
Required Literacy Skills in the Information Age,[object Object]
Information Literacy,[object Object],[object Object]
Enables learners to engage critically with content and extend their investigations, become more self-directed, and assume greater control over their own learning.,[object Object]
As Teachers or Educators ,[object Object],we need to be ,[object Object],CREATIVE,[object Object]
I,[object Object],8,[object Object],I over ate,[object Object]
Money,[object Object],Birth,[object Object],Cash on Delivery,[object Object]
Standing,[object Object],MISS,[object Object],One big misunderstanding,[object Object]
Space for one more,[object Object]
10,[object Object],10,[object Object],The Heat,[object Object],10,[object Object],10,[object Object],The heat is intense,[object Object]
noon Sunday,[object Object],Sunday After noon,[object Object]
No one there.,[object Object]
Worry,[object Object],------------------------,[object Object],Worry over nothing,[object Object]
Jan Feb Mar,[object Object],DUE,[object Object],3 months over due,[object Object]
Prior Planning ,[object Object],             prevents       				    ,[object Object],                        Poor Performance,[object Object]
Mastery Stage,[object Object],Consolidation Stage,[object Object],Beginning Survival,[object Object],Developmental Stages in Teaching,[object Object]
Teaching is 99% perspiration    	and 1% INSPIRATION,[object Object]
Teaching is ¼ preparation   	and ¾ theater,[object Object]
Variety is the spice of teaching,[object Object],Familiarity breeds boredom ,[object Object],John Amos Comenius,[object Object]
What to Teach,[object Object],How to Teach,[object Object]
SCIENCE,[object Object],C.+,[object Object],ART,[object Object]
IMPACT,[object Object]
VISION:,[object Object],To teach,[object Object],MISSION:,[object Object],To teach well,[object Object]
Instructional Episodes,[object Object]
Preparatory Activity,[object Object],5 - 10 Minutes,[object Object],Developmental Activity,[object Object],30 - 40 Minutes,[object Object],Concluding/Closure Activity,[object Object],5 - 10 Minutes,[object Object]
Effective Teaching Strategies,[object Object]
Teacher : Teaching Strategies,[object Object],Students : Learning Experiences,[object Object]
My Teaching Approach,[object Object]
Approaches,[object Object],Philosophical Orientation,[object Object],=,[object Object]
Student/Learner Centered,[object Object],Teacher/Course/Learning Centered,[object Object]
(5-10),[object Object],Closure Activity,[object Object],(30-40),[object Object],Development Activity,[object Object],(5-10),[object Object],Preparatory Activity,[object Object],Methodologies,[object Object],=,[object Object],Procedural Dimension of Teaching,[object Object]
Strategies,[object Object],=,[object Object],Specific Activities,[object Object],Strategies,[object Object],Expository,[object Object],Enabling,[object Object]
Spending Your Weekend,[object Object],_____   Washing/Laundry,[object Object],_____    Ironing Clothes,[object Object],_____    Marketing,[object Object],_____    Going to Church,[object Object],_____    Malling,[object Object],_____    Swimming,[object Object],  _____   Watching a Movie,[object Object], _____    Surfing the Net,[object Object], _____   Doing Community Service,[object Object], _____   Checking 4 Sets of Testpapers,[object Object]
Learning Content: Synoptic Gospel,[object Object],?,[object Object],Learning Experiences:,[object Object],Diad,[object Object],Question & Answer,[object Object],Puzzle,[object Object],Matrix Analysis,[object Object],Gospel Reading ,[object Object],Writing a Reflection ,[object Object],Debate,[object Object],Graded Recitation ,[object Object],Lecture-Discussion,[object Object],Passage Interpretation,[object Object]
Learning Content: Literary Forms,[object Object],?,[object Object],Learning Experiences:,[object Object],Lecture,[object Object],Reporting,[object Object],Recitation,[object Object],Pantomime,[object Object],Small-Group Discussion ,[object Object],Quiz ,[object Object],Demonstration,[object Object],Critiquing,[object Object],Aggrupation & Categorization,[object Object],Game Show,[object Object],Journal Writing,[object Object]
Learning Content: Leaf Venation,[object Object],Learning Experiences:,[object Object],?,[object Object],Illustration/Visual Prompting,[object Object],Graded Recitation,[object Object],Note-Taking,[object Object],Research,[object Object],Visit To The Botanical Garden ,[object Object],Classification Via Matrix Construction,[object Object],Experimentation,[object Object],Leaf Tracing & Coloring,[object Object],Album Making,[object Object],Leaf Mounting,[object Object],Making A Terrarium,[object Object],Reporting,[object Object],Quiz,[object Object]
Brainstorming then Reporting,[object Object]
Demonstration,[object Object],* Process,[object Object],* Product,[object Object]
Field Trip,[object Object]
Project,[object Object],Construction,[object Object],Enjoyment,[object Object],Learning,[object Object]
Role Playing,[object Object],Dramatization,[object Object],Socio-Drama,[object Object]
Discussion Web,[object Object],Discussion Web,[object Object],Discussion Web,[object Object],Discussion Web,[object Object]
Discussion Web,[object Object],Discussion Web,[object Object],Discussion Web,[object Object],Discussion Web,[object Object],Church,[object Object],State,[object Object],Which is ,[object Object],sovereign?,[object Object],The Church ,[object Object],over the State,[object Object],or the State,[object Object],over the Church?,[object Object]
Discussion Web,[object Object],Yes,[object Object],No,[object Object],We appreciate different cultures &,[object Object],their contributions to Mathematics,[object Object],“Why do we need to know this?”,[object Object],Is it true that the youth today enjoy learning Mathematics?,[object Object],We learn how social factors influence ,[object Object],the study & dev’t. of Math,[object Object],“Why did these Mathematicians ,[object Object],develop this formula?”,[object Object],Real world applications of ,[object Object],Mathematics are explored,[object Object],“Was there a purpose for finding ,[object Object],the area of a trapezoid?”,[object Object],Many are failing,[object Object],Many are failing according to statistics,[object Object],It Sharpen our minds ,[object Object],to think logically,[object Object],Difficult to understand,[object Object]
REFLECTIVE JOURNAL,[object Object],Reflective Journal,[object Object],    What happened?	 How do I feel about it?	       What did I learn?,[object Object]
SYNTHESIS JOURNAL,[object Object],Synthesis Journal,[object Object],What I Did.    What I Learned.    How I Can Use It .,[object Object],SYNTHESIS JOURNAL,[object Object]
DOUBLE – ENTRY JOURNAL ,[object Object],Double - Entry Journal,[object Object],Quotation - A phrase or sentence                            I especially like.,[object Object],My thoughts about the quotation.,[object Object]
DIALECTIC JOURNAL,[object Object],Why do I find this quotation interesting or important?,[object Object],Quotation,[object Object],Page,[object Object]
Metacognitive Journal,[object Object],  What I learned.,[object Object],How I learned it.,[object Object],METACOGNITIVE JOURNAL,[object Object]
Learning Log,[object Object],  Note-Taking,[object Object],  Note-Making,[object Object],   LEARNING LOG,[object Object]
SPECULATION  ABOUT,[object Object],EFFECTS JOURNAL,[object Object],Speculation About Effects Journal,[object Object],What Happened.,[object Object],What Could Happen Because of This.,[object Object]
Storyboard,[object Object],STORYBOARD,[object Object]
Why Integrate Technology?,[object Object],Technology is everywhere and therefore should be in education,[object Object],Research has shown how and where computer-based methods are effective,[object Object]
Research Results on the benefits using technology in Education,[object Object],[object Object],		- Gaining Learner attention,[object Object],		- Engaging the learner through production work,[object Object],		- Increasing perceptions of control,[object Object],[object Object]
Linking learners to information sources and learning tools
Helping learners visualize problems and solutions
Tracing learner progress,[object Object]
Research Results on the benefits using technology in Education,[object Object],[object Object],		- Freeing time to work with students by helping 	  their production and record keeping task,[object Object],		- Providing more accurate information more 	  quickly,[object Object],		- Allowing teachers to produce better looking, 	  more “student-friendly” materials more quickly,[object Object]
Research Results on the benefits using technology in Education,[object Object],[object Object],		- Technology/Computer Literacy,[object Object],		- Information Literacy,[object Object],		- Visual Literacy,[object Object]
Theoretical Foundations,[object Object],Learning Theories and Integration Models,[object Object]
What is Learning?,[object Object],Learning is the human mechanism of incorporating new knowledge, behaviors, and skills into one’s individual repertoire,[object Object],Understanding learning becomes more complicated when a teacher integrates technology into an instructional event,[object Object]
Constructing an Instructional Event,[object Object]
What is Teaching,[object Object],[object Object]
Requires an understanding of learning and an understanding of the individual and environmental factors that affect the learner
Every teacher has his or her own teaching style, cognitive style and dominant intellegence,[object Object]
Teachers teach the way they like to learn, think, or do
A teacher must have an awareness of his or her own teaching strategies to be able to adjust it to meet the needs of the learners
Instructional problems: results in a conflict between how one component of the teaching-learning process interact; teaching styles vs. learning style,[object Object]
Primary modalities for learning for learning: auditory, visual, kinesthetic and tactile
Dunn and Dunn Learning Style Inventory
Impact to the Teaching-Learning Process: 	- understanding the dominant learning styles of the students and then designing components of the instructional event consistent with their styles will make instruction significantly more effective to those learners,[object Object]
Learning Style (Dunn and Dunn),[object Object]
Intelligence,[object Object],[object Object]
Intelligence Quotient (IQ) – a quantitative measure of Intelligence, was thought to be a definite way to measure this capability within a specified range
Theory of Multiple Intelligence (Dr. Howard Garner)
Every individual possesses several different and independent capacities for solving problems and creating products
Impact to the Teaching-Learning Process:- Understanding the multiple capacities of the students will change the limited assumption of a teacher towards her students’ potentials and capacities. Such reevaluation should change the teacher’s plan for instruction to accommodate these various propensities to maximize student learning.,[object Object]
Multiple Intelligence (Garner),[object Object]
Learning ABOUT Computers,[object Object],vs,[object Object],Learning WITH Computers,[object Object]
Learning ABOUT Computers,[object Object],Computer Literacy,[object Object],Specific knowledge of computer technology and terminology and using productivity tools isolated to the basic subject areas being taught in schools,[object Object],Application of Computer Literacy: personal, scholarly or professional productivity enhancing current work tasks,[object Object]
Learning WITH Computers,[object Object],[object Object]
Use of curriculum-based software (courseware) and other related technology tools to facilitate learning about any subject area such as math, science, social studies or language arts
Integrated or correlated with a particular lesson or topic in the curriculum and facilitated its use inside the classroom,[object Object]
Education’s purpose is to replace an empty mind with an open one.,[object Object],- Malcolm Forbes,[object Object]
Why e-Learning?,[object Object],The World Wide Web has a vast resource of updated information for learning,[object Object],Student Centered Learning,[object Object],Extended Interaction Beyond the Classroom,[object Object],Higher Level Thinking through Web based activities (Webquests),[object Object],Computer Based Student Assessment  and Analysis of Performance,[object Object],Automatic Correction of exams,[object Object],Online Gradebook,[object Object]
e-Learning Requirements,[object Object],An Internet-Ready  Computer System,[object Object],Desktop, Laptop/Notebook,[object Object],Web Browser,[object Object],Internet Access,[object Object],Modem, Cable (DSL), Leased Line,[object Object],Local Area Network,[object Object], Web Site with Learning Content,[object Object],Interactivity ,[object Object],Digital Drop Box, Discussion Board, Chat, Video Conferencing, Assessment,[object Object]
e-Learning Defined,[object Object],General,[object Object],Any learning activity enabled by the use of Information and Communications Technology (ICT) ,[object Object],As Applied to e-LeAP,[object Object],Learning Management System (LMS),[object Object],Account to log-in,[object Object],Online or Web-based Learning ,[object Object],Use of the Internet and the World Wide Web in learning activities,[object Object]
Key Issues in e-Learning,[object Object]
INSTITUTIONAL IMPLEMENTATION,[object Object],School-Wide,[object Object]
eLearning in the Philippines,[object Object],First Generation,[object Object],The first generation of DE in the Philippines that was documented was the Farmers’ School on the Air (FSA). The first FSA aired in Iloilo in 1952 over a one-kilowatt radio station with 150 students. The program was entitled Tips on Farming and Community Development that was broadcasted for 6 months. The purpose of this program was to improve the standard of living of Filipino farmers.,[object Object]
eLearning in the Philippines,[object Object],First Generation,[object Object],The University of the Philippines Los Banos managed a radio station DZLB as radio for instruction in the schools-on-the-air (SOA) format. Their objective is to educated farmers, out-of-school-youth, and housewives living in the rural areas. Starting 1967, DZLB has aired more that 32 SOA topics and has graduated over 14,000 students in this mode of learning.,[object Object],With this mode of delivery, the power of broadcasting manage to educate people living in rural areas. ,[object Object]
eLearning in the Philippines,[object Object],Second Generation,[object Object],Seeing the potential of distance education, various professional groups and universities started offering graduate degree programs in distance education mode. Several models were considered as blended learning a combination of print based learning materials with face to face tutorial sessions. However, during the face to face consultation, distance education students simply ask for consultation on clarifications and do not focus on the subject matter or content.,[object Object]
eLearning in the Philippines,[object Object],Second Generation,[object Object],The face to face session became a venue for:,[object Object],Formally scheduled consultation between the university and students,[object Object],Place for students to undertake various transactions with the university; and,[object Object],Venue for socialization among DE students,[object Object]
eLearning in the Philippines,[object Object],Third  Generation,[object Object],With ICT starting to grow in the Philippines, the third generation was the convergence of many factors: 1) growing need for flexible learning anytime, anywhere 2) increased availability and access to new ICT and 3) growing demand of geographically scattered professional seeking access to flexible, lifelong learning opportunities.,[object Object], ,[object Object]
eLearning in the Philippines,[object Object],Third  Generation,[object Object],Alternative educational methods started to flourish on how lessons could be best delivered via distance mode. Audio and video production supplemented the printed learning materials as one way to enhanced learning among DE students.,[object Object]
eLearning in the Philippines,[object Object],Fourth  Generation,[object Object],This generation is what we have right now as the term e-Learning, in which in general definition that any learning activity enabled by the use of ICT is considered eLearning. Also with the emergence of mobile phones, several professional groups are now working on the delivery of learning materials via mobile phones (m-learning) and not to mention when everything is computerized in school and the birth of ubiquitous learning or u-learning.,[object Object]
eLearning in the Philippines,[object Object],Fourth  Generation,[object Object],These are the characteristics  of the fourth generation of Distance education in the Philippines and so far no one knows of the future of education in the coming years.,[object Object]
Philippine Government Agencies involved in eLearning,[object Object],Department of Education (DepEd),[object Object],Commission on Higher Education (CHED),[object Object],Technical Educational Skills Development Authority (TESDA),[object Object],Commission on Information and Communications Technology (CICT),[object Object],National Computer Center (NCC),[object Object]
Department of Education,[object Object],Mission:,[object Object],“To provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good”.,[object Object]
Department of Education,[object Object],The Department of Education supports the integration of information and Communications Technology in the curriculum of basic Education. Just recently, they held a consultation of the Five-Year information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic Plan). With their vision “21st Century Education for All Filipinos, Anytime, Anywhere”. This means  an ICT-enabled education system that transforms students into dynamic life long learners and values-centered, productive and responsible citizens. ,[object Object]
Commission on Higher Education,[object Object],The Commission on Higher Education is the governing body covering both public and private higher education institutions as well as degree-granting programs in all tertiary educational institutions in the Philippines. The CHED was established in May 18, 1994 through Republic Act 7722 or the Higher Education Act of 1994.  ,[object Object]
Commission on Higher Education,[object Object],Pursuant to RA 7722, the CHED is mandated to undertake the following tasks: ,[object Object],Promote quality education,[object Object],Take appropriate steps to ensure that education shall be accessible to all,[object Object],Ensure and protect academic freedom for the continuing intellectual growth, the advancement of learning and research, the development of responsible and effective leadership, the education of high level professionals, and the enrichment of historical and cultural heritage. ,[object Object]
Commission on Higher Education,[object Object],The Commission on Higher Education issued a Memorandum Order on the Updated Policies and Guidelines on Open Learning and Distance Education and define the following terms as part of Article II:,[object Object],Open Learning and Distance Education (OL/DE)are alternative systems of education. They emphasize the opening of opportunities by overcoming barriers that result from geographical isolation, personal or work commitments or conventional course structures which have often prevented people from realizing their educational goals.,[object Object]
Commission on Higher Education,[object Object],Open Learning (OL) is a philosophy of learning that is learner-centered and flexible, enabling learners to learn at the time, place and pace which satisfies their circumstances and requirements.,[object Object], ,[object Object],Distance Education (DE) is a mode of educational delivery whereby teacher and learner are separated in time and space and instruction is delivered through specially designed materials and methods and supported by organizational and administrative structures and arrangements.,[object Object]
Commission on Higher Education,[object Object],Components of Open and Distance Learning :,[object Object],Curriculum Development,[object Object],Materials Development,[object Object],Delivery Mode/Strategies,[object Object],Student Assessment,[object Object],Student Support Services   ,[object Object]
Technical Educational Skills Development Authority  (TESDA),[object Object],TESDA is mandated to ,[object Object],Integrate, coordinate and monitor skills development programs,[object Object],Restructure efforts to promote and develop middle-level manpower,[object Object],Approve skills standards and tests,[object Object],Develop an accreditation system for institutions involved in middle-level manpower development,[object Object],Fund programs and projects for technical education and skills development; and ,[object Object],Assist trainers training programs.,[object Object]
Technical Educational Skills Development Authority  (TESDA),[object Object],Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors.,[object Object]
Technical Educational Skills Development Authority  (TESDA),[object Object],Today, TESDA has evolved into an organization that is responsive, effective and efficient in delivering myriad services to its clients. To accomplish its multi-pronged mission, the TESDA Board has been formulating strategies and programs geared towards yielding the highest impact on manpower development in various areas, industry sectors and institutions.,[object Object]
Commission on Information and Communications Technology,[object Object],The CICT shall be the "primary policy, planning, coordinating, implementing, regulating, and administrative entity of the executive branch of Government that will promote, develop, and regulate integrated and strategic ICT systems and reliable and cost-efficient communication facilities and services." ,[object Object]
Commission on Information and Communications Technology,[object Object],To foster the widespread use and application of emerging ICT,[object Object], To ensure the growth of the ICT industries,[object Object]
National Computer Center,[object Object],Today, NCC lends its full support to the administration’s ICT thrust by forging strategic alliances with the private sector, coordinating ICT activities, developing human capital, promoting ICT utilization in all sectors of the society, and advocating Philippine ICT services worldwide.,[object Object], ,[object Object],Planning Policies & Standards Development Program Coordination Consultancy Services Education & Research ,[object Object]
e-Learning Organizations,[object Object],Philippine Society of Distance Learning,[object Object],Philippine eLearning Society,[object Object]
Philippine Society of Distance Learning,[object Object],The goal of the society is "to pursue the spirit of community among distance educators at a higher level of academic discourse." ,[object Object], ,[object Object],Specific objectives include: ,[object Object],to promote the growth and development of distance learning through knowledge exchanges, policy formulation, and advocacy;,[object Object],to promote professionalism in the practice of distance learning in the Philippines; ,[object Object]
Philippine Society of Distance Learning,[object Object],3.    to stimulate collaboration among local and foreign professionals and practitioners of distance learning; ,[object Object],to sponsor scientific meetings and training programs in distance learning on its own or in collaboration with other institutions, including government; ,[object Object],to sponsor scientific meetings and training programs in distance learning on its own or in collaboration with other institutions, including government; ,[object Object],to publish and disseminate research results, policy papers, and other scientific materials on distance learning in the Philippines. ,[object Object]
Philippine elearning Society,[object Object],Philippine eLearning Society (PeLS) was founded on July 30, 2003 in Manila with the objective of promoting substantive content, appropriate pedagogy, and appropriate use of technology for eLearning, guided by ongoing research activities. To date, PeLS have a total number 450 members nationwide.,[object Object]
Philippine elearning Society,[object Object],PeLS serves as a venue for: ,[object Object],Promoting research on the effective use of eLearning, ,[object Object],Sharing of eLearning experiences, ,[object Object],Developing standards of excellence, ,[object Object],Promoting interoperability of eLearning systems, ,[object Object],Encouraging collaboration in the development of substantive content, ,[object Object],Cooperating with international eLearning groups, and,[object Object],Promoting public awareness and appreciation of the nature and uses of eLearning.,[object Object]
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
1955 - 1974	-	 Boomers ,[object Object],1975- 1984 	- 	GEN X,[object Object], - 2009 	-	GEN Y,[object Object]
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
CHANGES,[object Object],“The illiterates of the 21st century will not be those who cannot read and write but those who cannot learn, unlearn, and relearn” ,[object Object],- Alvin Toffler,[object Object]
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
Teknokids Masters Are You Ready for eLearning
eLearning Development and Implementation,[object Object],Instructional Design,[object Object],Content Development,[object Object],Interactivity,[object Object],Technology,[object Object],Project Management,[object Object],Virtual Learning Communities,[object Object]
Instructional Design,[object Object],the process of developing a course,[object Object],the actual design of this course,[object Object]
Instructional Design,[object Object],PLANNING,[object Object],DEVELOPMENT,[object Object],IMPLEMENTATION,[object Object],EVALUATION,[object Object],Frame conditions,[object Object],Learning content / learning media,[object Object],Course Management,[object Object],Formative Evaluation,[object Object],                     Learning activities,[object Object],Learner characteris- tics,[object Object],                    Technological Management,[object Object],            Summative Evaluation,[object Object],Learning content & objectives,[object Object],Interaction      and         Tutoring,[object Object],Tutoring                        of                 Participants,[object Object],          Confirmative Evaluation,[object Object],Learning scenarios & methods,[object Object]
Content Development,[object Object],What is the added value of developing contents with new media?,[object Object],How can I define the appropriate media format for my course?,[object Object],How should online- and offline contents be structured and designed?,[object Object],How do I tell the technician what the content should look like?,[object Object]
Interactivity,[object Object],What possible interactions can be integrated in eLearning and what should you be aware of while planning interaction in an eLearning package? ,[object Object],Why is tutoring an important tool of eLearning, and what are the requirements and tasks a tutor needs to fulfill? ,[object Object],What are the tools a tutor can use to fulfill these tasks? What are their specific features, and how can they be used? ,[object Object]
Interactivity,[object Object],What forms of feedback are there, and what rules do tutors need to bear in mind when writing feedback? ,[object Object],What are the factors defining a culture, and what are distinguishing features of cultures? ,[object Object]
Interactivity,[object Object],Organizational tutoring,[object Object],Technical tutoring,[object Object],Content-related tutoring,[object Object],Moderation/tutoring of groups,[object Object],Learning counsel,[object Object],Coaching,[object Object]
Interactivity,[object Object],Asynchronous tools of communication such as e-mail and discussion forums ,[object Object],Synchronous tools of communication: chat, virtual classrooms etc. ,[object Object]
Technology,[object Object],The computer is the central medium of eLearning. It plays an important role, but not the only important one. However, if important elements of computer-related infrastructure are missing, eLearning is possible, only in a very limited manner.Simplifying a little, we could say that eLearning requires at least two computers. One of them is used by the institution that provides the course (here, learning content is drawn up and/or stored as well as transmitted), and one on the receiving end, used by the course participant to access the content.,[object Object]
eLearning Project Management,[object Object],clear about the goals and the tasks of the project,[object Object],to structure the project carefully from the very beginning. ,[object Object],Continuous reports of all members of the project team on the current status and the respective updating of the original planning make sure that the progress status is evident at any point in time.,[object Object],Keeping the progress transparent does require some extra effort and discipline on the part of all members of the project team, but it greatly helps to make out risks at an early stage.,[object Object]
eLearning Project Management,[object Object],clear about the goals and the tasks of the project,[object Object],to structure the project carefully from the very beginning. ,[object Object],Continuous reports of all members of the project team on the current status and the respective updating of the original planning make sure that the progress status is evident at any point in time.,[object Object],Keeping the progress transparent does require some extra effort and discipline on the part of all members of the project team, but it greatly helps to make out risks at an early stage.,[object Object]
eLearning Project Management,[object Object],GOAL,[object Object],Time: This refers to the period from kick-off to final deadline of the project. ,[object Object],Cost: The cost of the project need to be calculated (or estimated) in advance and checked continually during project realization. ,[object Object],Quality: This factor indicates what the results of the project should look like. Quality and function of the "end-product" of a project are the most important sub-criteria.,[object Object]
Project Cycle,[object Object],Planning,[object Object],Implementation,[object Object],Evaluation,[object Object]
Project Management,[object Object],Project Goal,[object Object],TIME,[object Object],COST,[object Object],QUALITY,[object Object]
Project Management,[object Object],Project Cycle,[object Object],Planning,[object Object],Implementation,[object Object],Assessment,[object Object]
Project Management,[object Object],Project Cycle,[object Object],Planning,[object Object],Gathering ideas,[object Object],Defining goals,[object Object],Work Breakdown Structure,[object Object],Milestones,[object Object],Cost Estimate,[object Object]
Project Management,[object Object],Project Cycle,[object Object],Implementation,[object Object],Instructional Design,[object Object],Content Development,[object Object],Interactivity,[object Object],eLearning Technology,[object Object],Assessment,[object Object],Tool,[object Object],Quality,[object Object]
Virtual Learning Community,[object Object],What is a              Virtual Community ?,[object Object]
Virtual Community,[object Object],groups build wherever people with common interests meet ,[object Object],meet in the virtual space of the internet – and not F-to-F,[object Object],communicate by way of computer networks ,[object Object],discuss mutual interests, share knowledge and information and get to know each other,[object Object],use various means of communication for the exchange between their members: mailing lists, newsgroups, chat channels and forums,[object Object],open to the public; any interested person may access it and make contributions ,[object Object],other spaces are protected: the interested party has to become a member of a community that meets for special purposes, get a password, and only then may enter communication.,[object Object]
Virtual Community,[object Object],Learning together, as part of a community, and knowing that other learners face the same challenges and problems increases the motivation of participants in e-learning courses. The participants constitute a group, an online learning community.,[object Object]
Virtual Community,[object Object],Through regular use, the learners will get used to this new kind of knowledge assimilation and will start to appreciate the advantages of e-learning such as free time management, independency of place, and self-directed learning. ,[object Object]
Netiquette,[object Object],“Always remember that there is a human being behind the computer.”You are writing to another person who has his own feelings and thoughts on the topic. Therefore you should write the message in a manner you wouldn’t mind receiving it yourself.,[object Object],Thoughtful! After writing your message, read it at least once before sending it. Think about whether you really expressed your original intention and whether the addressee will understand what you mean.,[object Object],Clear layout! Choose a fitting title that precisely sums up the content of your message.,[object Object]
Netiquette,[object Object],Structured! Divide your message into short passages that facilitate reading. Write short and to the point, express your point in simple words.,[object Object],Grammatically correct! As a tutor, you are a role model. You should mind your orthography in messages to learners. However, in e-mail communication, typos and grammatical errors are no rare phenomenon, and you may tolerate them on the part of your participants (see next point!).,[object Object],Tolerance! Be tolerant if other people make mistakes.,[object Object]
Netiquette,[object Object],No capitals! CAPITALIZING A MESSAGE is interpreted as SHOUTING and should therefore be avoided.,[object Object],Quoting! If you are answering questions and quoting the message containing the question, be very careful to quote correctly and to relate to the original message. Use the quoting function of your e-mail software and don’t erase passages you might still need.,[object Object],Names! Use your real name, e.g., in chats, and avoid pseudonyms. ,[object Object]

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Teknokids Masters Are You Ready for eLearning

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  • 96. Linking learners to information sources and learning tools
  • 97. Helping learners visualize problems and solutions
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  • 105. Requires an understanding of learning and an understanding of the individual and environmental factors that affect the learner
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  • 107. Teachers teach the way they like to learn, think, or do
  • 108. A teacher must have an awareness of his or her own teaching strategies to be able to adjust it to meet the needs of the learners
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  • 110. Primary modalities for learning for learning: auditory, visual, kinesthetic and tactile
  • 111. Dunn and Dunn Learning Style Inventory
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  • 115. Intelligence Quotient (IQ) – a quantitative measure of Intelligence, was thought to be a definite way to measure this capability within a specified range
  • 116. Theory of Multiple Intelligence (Dr. Howard Garner)
  • 117. Every individual possesses several different and independent capacities for solving problems and creating products
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  • 123. Use of curriculum-based software (courseware) and other related technology tools to facilitate learning about any subject area such as math, science, social studies or language arts
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