This document summarizes the key aspects of developing an interactive social studies courseware for students in the Philippines. It was designed to make the typically facts-heavy subject more engaging by using a rhizomatic structure, storytelling with an alien guide, and allowing free navigation between topics. Initial testing showed students exploring topics not yet covered in class. However, the next step is to embed more opportunities for peer learning, critical reflection on topic choices, and evidence of self-organized learning. The goal is to transform a passive subject into an exciting, practical learning experience through a self-regulating online environment.

2. Basic Info
 Archipelago of 7,107 islands
 3 major group of islands
 Around 90M population
 Strong American & Spanish
influences
 The only Catholic country in Asia
 the 8th most multicultural nation in
the world1
family”,
“education” &
“democracy”
 We value “
Source of map image:
http://www.infoplease.com/atlas/country/philippines.html

3. Home of Jaime Hilario La Salle Integrated School
Sitio Looc, Bgy Banawang, Bagac, Bataan
Central Luzon island of the Philippines

4. Basic Facts about Jaime Hilario
 It is a mission school for
the children of the
fishermen and farmers in
the area
 Situated along the
coastal area
 Land area is 3.5
hectares
 with 240 students from
kinder to Gr. 6
 11 teachers
 3 brothers

5. The
Makabayan
Social Studies
Course

6. Understanding the nature of the course

7. the subject is facts-andmemorization heavy that
leads to lack of natural
interest on the subject,
lack of interactivity in the
teaching process, inability
of the teacher to cover all
the topics in a school year,
and the lack of
educational resources

8. Wow, this is a classic!

9. How can we reinvent the Makabayan
Social Studies subject to make it exciting?
How can we solve the passivity of the
subject? How do we introduce practical
life skills? How do we enable students to
develop strong interest in learning a
subject that deals with local information,
local culture & at the same time develop
lifelong learning skills?

10. Learning takes place in formal, non-formal or
informal settings

11. The ORIGINAL
the rhizome has no hierarchy and
no tree-like structures knowledge
representations
"transformational
locations for breeding
multiplicities” knowledge because of
model of
connectivism
emerging technologies
the rhizome is alliance, uniquely alliance

12. The Rhizome
 a metaphor to represent a
dynamic, open-ended, selfadjusting (not chaotic) personal
learning network constructed
(by the learners themselves) to
meet perceived and actual
needs. (Lian, 2011)
 Making the learner more
mindful of her learning incidents
and capabilities, making her
define her personal learning
environment, makes her more
capable of increasing the
rhizome lines of her learning.
(Pineda, 2012)

13. Theoretical Models Used

14. Rhizome structure
design as anchor of
the learning
environment
Interactive
interactions to
emphasize social
role formation
Cognitive
multimedia +
storytelling,
mapping, peer
learning,
Understanding of
the nature of the
Makabayan course
The conceptual framework

15. Our Motives
 Create a courseware as a primary
learning resource
 Build a self-regulating setting
 Use an “alien” agent to enhance
meaning-making episodes
 By large, use local content but at
the same time
(attempt to) contextualize the use &
connection of facts
 Consider the resource limitation of
the schools

16. Storytelling approach
through the alien
Makiby; a
representational
entity

17. Mapping
as a point of ‘topic
choice’-selections

19. Free movement and rhizomic
fashion

21. Storytelling supports meaning
making episodes in the
context of social roles.

22. Colors & geo-shapes are
elements of meaning
contruction.

24. Effective hotspots are
likewise elements of
meaning contruction.

25. Culture and language are
pivotally integrated in
meaning construction.

27. Bringing challenges complete the
learning experience.

28. Results and Analysis

29. The Grade 4 students trying
out the topics they have not
covered.

31. With the Catholic Brother in-charge
&the Social Studies teacher
With the instructional
development team

32. • Build a selfregulating setting
• Use an “alien” agent
to enhance meaningmaking episodes
• By large, use local
content but at the
same time (attempt
to) contextualize the
use & connection of
facts
Mapping,
Peer
learning
Storytelling,
introduction
of social roles

33. In retrospect
 The unified yet decentralized distribution of
the topics, the drill-down approach and free
navigation movement made the
courseware very rhizomatic as it did not
follow a lesson-sequential approach typical
of traditional content materials.
 What the courseware cannot evidently
perform is to provide opportunities of
devising ways to acquire or exchange
knowledge, to critically reflect on the
choices they choose and to show evidence
that the students are organizing already
their own learning.

34. Next step: Embed
reflective choices
thru Peer Learning