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Basic Info
 Archipelago of 7,107 islands
 3 major group of islands
 Around 90M population
 Strong American & Spanish
i...
Home of Jaime Hilario La Salle Integrated School
Sitio Looc, Bgy Banawang, Bagac, Bataan
Central Luzon island of the Phili...
Basic Facts about Jaime Hilario
 It is a mission school for
the children of the
fishermen and farmers in
the area
 Situa...
The
Makabayan
Social Studies
Course
Understanding the nature of the course
the subject is facts-andmemorization heavy that
leads to lack of natural
interest on the subject,
lack of interactivity in...
Wow, this is a classic!
How can we reinvent the Makabayan

Social Studies subject to make it exciting?
How can we solve the passivity of the

subj...
Learning takes place in formal, non-formal or
informal settings
The ORIGINAL

the rhizome has no hierarchy and
no tree-like structures knowledge

representations

"transformational
locat...
The Rhizome

 a metaphor to represent a
dynamic, open-ended, selfadjusting (not chaotic) personal
learning network constr...
Theoretical Models Used
Rhizome structure
design as anchor of
the learning
environment
Interactive
interactions to
emphasize social
role formation...
Our Motives

 Create a courseware as a primary
learning resource
 Build a self-regulating setting
 Use an “alien” agent...
Storytelling approach
through the alien
Makiby; a
representational
entity
Mapping
as a point of ‘topic
choice’-selections
Free movement and rhizomic
fashion
Storytelling supports meaning
making episodes in the
context of social roles.
Colors & geo-shapes are
elements of meaning
contruction.
Effective hotspots are
likewise elements of
meaning contruction.
Culture and language are
pivotally integrated in
meaning construction.
Bringing challenges complete the
learning experience.
Results and Analysis
The Grade 4 students trying
out the topics they have not
covered.
With the Catholic Brother in-charge
&the Social Studies teacher

With the instructional
development team
• Build a selfregulating setting
• Use an “alien” agent
to enhance meaningmaking episodes
• By large, use local
content bu...
In retrospect

 The unified yet decentralized distribution of
the topics, the drill-down approach and free
navigation mov...
Next step: Embed
reflective choices
thru Peer Learning
Designing an exciting self-regulated, indigenized and rhizomatic courseware environmentIsico 2013 presentation
Designing an exciting self-regulated, indigenized and rhizomatic courseware environmentIsico 2013 presentation
Designing an exciting self-regulated, indigenized and rhizomatic courseware environmentIsico 2013 presentation
Designing an exciting self-regulated, indigenized and rhizomatic courseware environmentIsico 2013 presentation
Designing an exciting self-regulated, indigenized and rhizomatic courseware environmentIsico 2013 presentation
Designing an exciting self-regulated, indigenized and rhizomatic courseware environmentIsico 2013 presentation
Designing an exciting self-regulated, indigenized and rhizomatic courseware environmentIsico 2013 presentation
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Designing an exciting self-regulated, indigenized and rhizomatic courseware environment Isico 2013 presentation

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This project was presented in the ISICO 2013 and SISENDO 2013 International Conference held last Dec. 2-4, 2013, in Bali, Indonesia.

Published in: Education
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Designing an exciting self-regulated, indigenized and rhizomatic courseware environment Isico 2013 presentation

  1. 1. 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
  2. 2. Home of Jaime Hilario La Salle Integrated School Sitio Looc, Bgy Banawang, Bagac, Bataan Central Luzon island of the Philippines
  3. 3. 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
  4. 4. The Makabayan Social Studies Course
  5. 5. Understanding the nature of the course
  6. 6. 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
  7. 7. Wow, this is a classic!
  8. 8. 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?
  9. 9. Learning takes place in formal, non-formal or informal settings
  10. 10. 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
  11. 11. 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)
  12. 12. Theoretical Models Used
  13. 13. 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
  14. 14. 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
  15. 15. Storytelling approach through the alien Makiby; a representational entity
  16. 16. Mapping as a point of ‘topic choice’-selections
  17. 17. Free movement and rhizomic fashion
  18. 18. Storytelling supports meaning making episodes in the context of social roles.
  19. 19. Colors & geo-shapes are elements of meaning contruction.
  20. 20. Effective hotspots are likewise elements of meaning contruction.
  21. 21. Culture and language are pivotally integrated in meaning construction.
  22. 22. Bringing challenges complete the learning experience.
  23. 23. Results and Analysis
  24. 24. The Grade 4 students trying out the topics they have not covered.
  25. 25. With the Catholic Brother in-charge &the Social Studies teacher With the instructional development team
  26. 26. • 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
  27. 27. 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.
  28. 28. Next step: Embed reflective choices thru Peer Learning

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