Module Enhancement Project with APCNSTP

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Module Enhancement Projectwith APC-NSTP
eSkwela
Maria Melizza D. Tan / Avelino Mejia 13 January
2007 APC Laboratory
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ICT for Education
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Digital Economy

• We are living in a new economy
• powered by technology
• fueled by information
• driven by knowledge.
• - Secretarys Commission on Achieving Necessary
  Skills (SCANS), US Dept of Labor, 1991

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DIGITAL AGE READINESS
INFORMATION AGE
DIGITAL WORLD
21st CENTURY SKILLS
Without 21st century skills, students are being
prepared to succeed in yesterdays world not
tomorrows. enGauge 21st Century Skills
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Learning can, of course, take place in the
classroom, but most of it doesnt. Todays
learners are not just students learning has
suddenly become everybodys business. In fact,
learning how to learn may now be your most
critical survival skill.
from Jensen, E. Super Teaching. 1995.
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LITERACY IN THE DIGITAL AGE
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from Educating for the Future by BSA, June 2004
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General Math, Science, and Engineering Skills
marrying cutting-edge technology with current
problems and opportunities facilitate analysis,
evaluating information, making sound decisions,
assessing and understanding results and
implications, recommending improvements, etc.
General Workforce Skills use ICT to collaborate
and practice teamwork on projects for shared
credit to enhance self-direction, adaptability,
accountability critical thinking and creative
problem solving social responsibility and
ethical behavior
Global and Civic Awareness interact with/
participate in govt, economic, and social
institutions globally and locally, includes
finding multiple and best sources through ICT for
accurate and unbiased information to gain
multicultural literacy, and make sound decisions
about various matters, taking advantage of
egovernment services, etc.
ICT Literacy use of ICT tools to communicate and
express ideas effectively, to facilitate analysis
and problem solving, to sort through resources
for research and information synthesis, to manage
time and tasks effectively includes
technological literacy and information literacy
Basic Literacy functional proficiency in
language and numeracy
adapted from Educating for the Future by BSA,
June 2004
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21st Century Skills

• desired competencies
• sift through loads of information and manage,
  integrate, evaluate, and create information
• act autonomously and reflectively
• join and function collaboratively in socially
  heterogeneous groups
• must be provided the necessary tools for life
• use ICT to leverage knowledge skills and match
  to current needs and opportunities

Information literacy e-literacy
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EDUCATION vis-à-vis 21st C Skills

• significant implications for
• pedagogy (evaluate standards vis-à-vis 21st C
  skills)
• teacher and student roles
• curriculum
• strategies and tools
• assessment standards
• infrastructure (equipment, materials/supplies,
  layout)
• role of community

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Bridging the Digital Divide

• Phase 1 access to technology (infrastructure)
• Phase 2 Internet access (connectivity)
• Phase 3 capability/readiness of individuals to
  use technology, networks, and information
  efficiently, effectively, productively
  (meaningful innovative)
• training and support

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ICT4E
Integrating technology into education in a
meaningful way is key to making learning relevant
to the generation of young learners for whom
technology is an important part of their daily
lives. from Educating for the Future by BSA,
June 2004
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Traditional vs. 21st Century learning
From TechKnowLogia, Jan-March 2003, p. 78.
www.TechKnowLogia.org
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Traditional vs. 21st Century learning
From TechKnowLogia, Jan-March 2003, p. 78.
www.TechKnowLogia.org
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Sample Positive ICT4E Impact

• use of computer tutorials in math, science,
  social science, reading score significantly
  higher on tests more positive attitudes toward
  instruction and the subject matters (US, Kenya)
• use of word processors scored higher on measures
  on writing skill (US)
• use of networked computers enhanced
  communication skills, knowledge of other
  cultures, reasoning skills, collaboration skills,
  Internet skills (Kenya, Uganda, Chile)
• teacher training on ICT4E innovative pedagogical
  approaches and classroom practices, more positive
  attitudes about technology and teaching (Costa
  Rica)

Studies mentioned in ME in ICT in Education
Projects, InfoDev 2005.
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Findings in TIMSS (1999, 2003)

• Students who used computers and Internet
  performed better in science and mathematics
• Students who had other opportunities for learning
  outside the classrooms (ICT included) performed
  better in science and mathematics

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Status of Philippine Education

• The poor performance of students across the
  country in national and international achievement
  tests, and the consistently high dropout rates at
  both elementary and secondary school levels,
  underscore the deterioration of the quality of
  the Philippine schools system.
• National Framework Plan for ICTs in Basic
  Education, 2005
• ICTs as a powerful enabler of capacity
  development towards ensuring basic education for
  all and lifelong learning

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An Educational Crisis NATIONAL ACHIEVEMENT TEST
RESULTS

• HS Readiness Test
• Out of 1.2 million Grade 6 examinees, only 8,000
  passed
• 75 of elementary graduates cannot read
  independently
• Youth Literacy Rate 95.1
• Youth Functional Literacy Rate 85.3

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An Educational Crisis SHORTAGE OF QUALIFIED
TEACHERS

• 150 teacher student ratio (sometimes, reaching
  170)
• Non-Majors among teachers
• General Science 58
• Biology 56
• Chemistry 66
• Physics 73
• Math 20
• Low English Proficiency
• based on the Self-Assessment Test for English
  80 have inadequate proficiency

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An Educational Crisis EDUCATION INVESTMENT

• only 12.35 of national budget

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ICT4E Philippines Guiding Policies

• UN Millennium Development Goals
• PGMAs 10-point Agenda EFA (Education for All)
• MTPDP 2004-2010 Building on the Country's
  Strengths in Information and Communication
  Technology (to leapfrog into the new economy)
• BEC 2002 Information and Communication
  Technology shall be used in every learning area,
  wherever hardware and software are available
• National Framework Plan for ICT in Basic
  Education, 2005

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DepEds ICT for Education Master Plan

• Secretary Jesli Lapus (ICT Congress)
• Improvement of quality and access
• Empowerment of teachers and learners towards
  lifelong learning
• Efficient and effective educational planning and
  governance
• Coordination and collaboration with stakeholders

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CICTHuman Capital Development Group
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CICT's ICT4E Table of Activities
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ICT4E Philippine Experience

• various initiatives
• DTI PCPS
• GILAS
• DOST-SEI
• ELSA text2teach
• SEAMEO INNOTECH
• FIT-ED
• Intel Teach to the Future
• Microsofts Partners in Learning/ Learn.ph
• Coke edVenture
• Knowledge Channel

• primary level 125,000 computerstudent ratio
• secondary level 1300 computerstudent ratio
• 67 penetration
• DTI-DepEd initiative by 2006, full penetration
  at 10 PCs per school

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eSkwela Project Overview
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(No Transcript)
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An Educational CrisisCOHORT SURVIVAL TREND

• dropout rate for HS 9 in SY 1998-1999 to 13.10
  in SY 2002-2003.

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2003 Functional Literacy, Education and Mass
Media Survey
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Philippine OSY

• 5.18 million out-of-school youth (2005)
• 1.84 M aged 6 to 11 3.94 M aged 12 to 15
• 42 considered idle
• the Bureau of Alternative Learning System (BALS)
• The Other Side of Education
• provides non-formal and informal education
• receives less than 1 (0.068 in 2005) of the
  total education budget

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Alternative Learning System

• Programs
• Basic Literacy
• Accreditation Equivalency
• Elementary
• Secondary
• Advanced Level Bridge Program

• use print modules
• small number of mobile teachers
• Service Providers (LGUs, NGOs, etc.) finance
  additional Instructional Managers
• simply not enough!!

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eSkwela

• Commissioner Emmanuel C. Lallana, Ph.D.
• Idea similar to NotSchool Schools of UK
• broadening access to basic education
• using ICTs effectively in
• enhancing teaching learning
• 21st Century Skills

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eSkwela

• to establish/re-orient Community eLearning
  Centers in major centers in the country that will
  broaden access to ICT-enabled learning
  opportunities through a non-formal,
  community-based e-learning program for
  out-of-school youth (OSY) and adults
• eLearning experience blended and collaborative
  modes of instruction performance-based
  assessment
• pioneering effort with DepEd-BALS

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eSkwela

• CICT-HCDG project through the AEF Grant
• Project Team
• Commissioner Emmanuel C. Lallana, Ph.D.
• Maria Melizza D. Tan
• Nelvin T. Olalia
• Avelino Mejia
• Kathryn Pauso (Jan. Sept. 2006)

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eSkwela AEF Grant

• 4 pilot sites

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Three Tracks
Accreditation and Equivalency
Catch-up with Formal Education
eSkwela
ICT-based Livelihood Program
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Projected Results

• at least 600 out-of-school individuals serviced
  (1st 4 sites)
• pilot the integration of ICTs in education
  towards the development of specific curricular
  standards and guidelines for national adoption
  more flexible than formal education setting
• assess the effectiveness of the elearning modules
  for probable wide-scale deployment and use around
  the country (even in formal educ settings)
  received numerous inquiries already!
• assess the pilot run for duplication and rollout
  of more eSkwela elearning centers around the
  country LGUs and NGOs are interested! will
  receive national govt funding for 14 additional
  pilot sites!

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Project Components
Materials Development
Infrastructure
eSkwela
Community Support for Program Sustainability
Stakeholders Training
Monitoring Evaluation
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Project Components

• Infrastructure Deployment
• 21 units peripherals broadband connectivity
• 4 pilot urban sites

eSkwela
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Infrastructure Deployment

• 21 Computers
• Laboratory
• 20 PCs loaded with open source productivity
  tools, learning modules, etc
• server
• LCD projector
• 3-in-1 printer (print, scan, copy)
• 2 A/C units
• Digital camera
• Computer Tables Monoblocs
• Free Internet connection for 1 year wireless
• bidding finished
• deployment Dec/Jan

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Project Components

• Curriculum Review Materials Development
• conversion of 86 BALS print modules livelihood
  courses into elearning modules

• Infrastructure Deployment
• 21 units peripherals broadband connectivity
• 4 pilot urban sites

eSkwela
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BALS Core Curriculum

• enhancement of life skills and lifelong learning
  skills among its learners (21st Century Skills)
• ALS AE Program - five learning strands
• Communication Skills
• Problem Solving and Critical Thinking
• Sustainable Use of Resources/ Productivity
• Development of Self and a Sense of Community /
  Value of Collaboration
• Expanding Ones World Vision
• eSkwela to focus on the AE Secondary Level
  Program 50 of 86 core modules
• based on Curriculum Review by BALS (2005)

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Sample Modules

• Communication Skills
• Are You Listening?
• A Language of Our Own
• Effective Communication
• Effective Writing
• The Interview
• Are you a Critical Reader?
• How to Become an Intelligent Listener
• Panitikang Filipino
• Filling-up Forms Accurately

• Problem Solving Analytical Thinking
• Reproductive Health
• Skeletal System
• Addictive and Dangerous Drugs
• The Cost of Environmental Degradation
• Composting
• Buying Wisely
• Business Math
• Basic Accounting
• Searching for Patterns
• Water and its Costs

Devt of Self and a Sense of Community Building
Relationships with Others Dealing with Fear,
Anger, and Frustration Ironing It Out Changing
Roles Civil and Political Rights The Beautiful
World of Our Native Borthers
Sustainable Use of Resources/ Productivity Marks
of a Successful Entrepreneur Water
Pollution Wanted Clean and Fresh Air Workers
Rights Ideas for Income-Generating Projects
Expanding Ones World Vision The Major Religions
of the World Think Globally, Act Locally How to
Resolve Conflicts
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eSkwela Instructional Design (pilot)
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Blended Learner-centered Instruction
one hour of collaborative group activities and
projects (practical application)
one hour computer-aided learning via
interactive elearning modules
one hour teacher-facilitated instruction/discussi
on (based on the current needs of the learners)
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Learning Management System

• For progress monitoring
• For center utilization
• For tracking of learners progress
• For module utilization and evaluation
• For enhancing learning online collaborations
  learner portfolios
• Blogs, discussion forum, albums, portfolio
  folders, webpage links, collaborative projects,
  etc.

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Project Components

• Infrastructure Deployment
• 21 units peripherals broadband connectivity
• 4 pilot urban sites

• Materials Development
• conversion of 86 BALS print modules into
  elearning modules

eSkwela

• Stakeholders Training
• Teachers Training
• Lab Management Training
• Sustainability Trng

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Project Components

• Educators Training
• Prof. Tim Unwins Seminar Workshops
  (Intel-sponsored)
• ICTs and the Design of Teacher Training Programs
• Monitoring Evaluation in ICT4E Activities
• Teacher Training Workshop on ICT4E for BALS-TWG
  (7 members, 24-hour training 56-hour workshop
• output http//balsontheweb.wikispaces.com)

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Project Components

• Educators Training
• Teacher Training on the customized eSkwela
  Instructional Design
• ICT Literacy ICT-enabled learning use of the
  eSkwela LMS
• Onsite Laboratory Management (2 participants,
  40hrs)
• Sustainability Planning Workshop (3
  participants/school, 24hrs)

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Project Components

• Infrastructure Deployment
• 21 units peripherals broadband connectivity
• 4 pilot urban sites

• Materials Development
• conversion of 86 BALS print modules into
  elearning modules

eSkwela

• Community Support for Program Sustainability
• Local Community / GU Involvement

• Stakeholders Training
• Teachers Training
• Lab Management Training
• Sustainability Trng

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Project Components

• Community Involvement
• for Community Mobilization, Sustainability, and
  Project Customization
• feeder center for Livelihood Training Programs
  (e.g. PESO, CITE)
• site renovations
• Local eSkwela Steering Committee
• assignment of Center Manager Lab Manager
• teacher- learner- selection

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Project Components

• Infrastructure Deployment
• 21 units peripherals broadband connectivity
• 4 pilot urban sites

• Materials Development
• conversion of 86 BALS print modules into
  elearning modules

eSkwela

• Community Support for Program Sustainability
• Local Community / GU Involvement

• Stakeholders Training
• Teachers Training
• Lab Management Training
• Sustainability Trng

Monitoring Evaluation
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Monitoring and Evaluation

• in close coordination with BALS, the SCL-EDO, and
  the recipient communities
• pre-implementation focus group discussions
  interviews
• regular site visits and program assessment
  sessions
• automated monitoring system via LMS
• class checklists, student portfolios, lab logbook
• pre-test, post-test, feedback, year-end
  interviews, written surveys, observations,
  self-assessment, and focus group discussions
• Impact study together with BALS and UPOU

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NSTP Project
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Project Overview

• Part of Content Development
• an intermediate phase that will ICT-enhance the
  print modules while awaiting the release of the
  interactive multimedia modules to be provided by
  SCL
• target users learners aged 14 and above
• Some have not gone to school for a while
• Need to use age-APPROPRIATE materials
• Focus secondary level AE
• 5-6 modules/student (or dependent on number of
  participants)

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Process

• Each student to be given the soft copy of the
  print modules assigned to him
• Read through and understand especially the
  learning objectives
• Use the module document as source file
• upload to the eSkwela-APC-NSTP wikispace create
  a new page for each module page title should be
  the module title itself
• Research vis-à-vis topic learning objectives
• appropriate, relevant, engaging educational
  tools, resources, and activities over the
  Internet
• vis-à-vis evaluation rubric

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Process

• Enhance the module in the wiki by linking the
  module to at least ten (10) of the best resources
  you can find over the Internet
• eSkwela PMO (with help from online volunteers) to
  assess and comment on your work
• Next session
• revise work based on comments
• Work on next module

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Evaluation Rubric
CONTENT
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Evaluation Rubric
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Evaluation Rubric
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Evaluation Rubric
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Evaluation Rubric
DESIGN
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Evaluation Rubric
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Thank you.
Your contact information!