Assessment in Distance Education establish quality of instruction and strengthen research. This also details the framework of interaction between learner, teacher and the institution as necessitate by assessment.
Learning Guide is a form of scaffold to support learners in any online course. It gives them an overview on what to expect like knowing the tasks to be performed ahead including studying a lesson presentation(s), downloading a file(s), answering a question(s), replying to a classmate’s post, watching video(s), product creation and/or submission of output. This also reduces the transactional distance between the teacher and the learner. This file also contain a step by step procedure for students who are first time users of Google Classroom.
Learning Guide is a form of scaffold to support learners in any online course. It gives them an overview on what to expect like knowing the tasks to be performed ahead including studying a lesson presentation(s), downloading a file(s), answering a question(s), replying to a classmate’s post, watching video(s), product creation and/or submission of output. This also reduces the transactional distance between the teacher and the learner. This file also contain a step by step procedure for students who are first time users of Google Classroom.
This slides talk about distance education , different between distance education and distance learning and examples of old and new technology which used in distance education.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies.
There is a information about;
1- What is distance education?
2- What are the advantages and disadvantages of distance education?
3- How can you evaluate your student in Distance Education?
4- What are the criteria to evaluate in Distance Education?
What does instruction look like online vs. face-to-face? What common elements exist; what critical differences must be considered? How can a world language activity be adapted for F2F, blended, or online implementation?
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...African Virtual University
By;
Dr. Makingu Mondi
Directorate of eLearning
Kenyatta University
Dr. Mondi's seminal work on structural relationship between the learners' communication behaviour and their perceived e-learning experience, culminated in development of a 'Uses and Gratification Expectancy Model' (UGEM)
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Urkund pepp talk april 2018 - highlighting the "Integrity" project - an Erasmus funded project led by Ilia State University and involves collaboration with Dublin City University, University of Roehampton, University of Uppsala and the University of Vienna
This slides talk about distance education , different between distance education and distance learning and examples of old and new technology which used in distance education.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies.
There is a information about;
1- What is distance education?
2- What are the advantages and disadvantages of distance education?
3- How can you evaluate your student in Distance Education?
4- What are the criteria to evaluate in Distance Education?
What does instruction look like online vs. face-to-face? What common elements exist; what critical differences must be considered? How can a world language activity be adapted for F2F, blended, or online implementation?
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...African Virtual University
By;
Dr. Makingu Mondi
Directorate of eLearning
Kenyatta University
Dr. Mondi's seminal work on structural relationship between the learners' communication behaviour and their perceived e-learning experience, culminated in development of a 'Uses and Gratification Expectancy Model' (UGEM)
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Urkund pepp talk april 2018 - highlighting the "Integrity" project - an Erasmus funded project led by Ilia State University and involves collaboration with Dublin City University, University of Roehampton, University of Uppsala and the University of Vienna
A Workshop: Promoting Student Access and Success Through ResearchTanya Joosten
Promoting Student Access and Success Through Research
July 7, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Track: Blended Models & Course Design
Interactive Workshop - 210 minutes
Location: Governor's Square 14
Virtual Session
Session Duration: 210 Minutes
Workshop Session 1 & 2 (combined)
Abstract:
Participate in the development of a research model to support the National DETA Research Center funded by the U.S. Department of Education.
Extended Abstract
Come help us develop a research model to facilitate cross institutional research on blended instruction. The future of blended learning should be driven by research-based instructional and institutional interventions as the result of cross institutional research impacting access, learning effectiveness, and student satisfaction.
To give you a little background, the University of Wisconsin-Milwaukee will share their efforts in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. They seek to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in blended and online learning, including competency-based education, for underrepresented populations through rigorous research.
This workshop looks to engage the blended learning community in assisting of the development of DETA's research agenda, including a research model for distance education and research toolkits that can be used by institutions across the country. Through collaborative group discussions, this workshop will look for participants to brainstorm and prioritize ideas around defining student success, identifying key research questions to drive future research, development of shared measures to be gathered by different institutions, creation of instrumentation, and more. The outcomes of this workshop will inform research conducted in 2016. Further, opportunities for community engagement, including funding to conduct cross-institutional research, will be discussed.
For more information on our efforts thus, see http://uwm.edu/deta/summit.
Come be a part of this exciting initiative!
Quality matters in Blended Course Design and DevelopmentMehrasa Alizadeh
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
Promoting Student Access and Success Through ResearchTanya Joosten
October 16, 2015 - 10:45am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Diane Reddy (University of Wisconsin-Milwaukee, USA)
Track: Student Services and Learner Support
Featured Session
Location: Southern Hemisphere II
Session: Concurrent Session 10
Session Duration: 45 Minutes
Virtual Session
Abstract:
The University of Wisconsin-Milwaukee discusses promoting access and success of distance education students through research efforts. They will share their agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education.
“Promoting student access and success through research”Tanya Joosten
Presented at the University of Nebraska WorldWide Innovation in Pedagogy and Technology Conference
Tanya Joosten will share the research agenda in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. DETA seeks to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in online learning, including competency-based education, for underrepresented populations through rigorous research. The presentation will share DETA's purpose and research agenda, proposed research model for distance education, and opportunities for community engagement, including funding to conduct cross-institutional research.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
A3: Course Project: Learning Tasks, Sections 1 and 2eckchela
This is a Walden University course (8104), A3 Course Project: Learning Tasks, Sections 1 and 2. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
Due to the COVID-19 pandemic, a rapid transition to remote teaching was globally felt. Classes were done virtually through the use of e-Classrooms or learning management systems (LMS). However, the transition was considered problematic due to issues in education access that include financial support, the type of device, the internet connection, and the technical know-how or skills to operate in the new environment. Facebook is a social media platform that can be used as an alternative to e-classroom platforms by creating a Facebook group and changing the group type to Social Learning. Setting the group type to Social Learning could enable the Guides tab. This tab is where topics or lessons could be arranged.
Capitalizing on Technology Affordances to Improve Document ManagementAnn Michelle Medina
A paper presented by the School ICT Coordinator during the Division Training on Contextualized SBM MOVs. The presentation highlights the School-Based Management practices before and during COVID-19. It also suggests riding on technology affordances and systematize the processes to preserve the integrity of artifacts.
Ang Distance Learning ay isang uri o paraan ng pagtuturo at pagkatuto na nagaganap sa pagitan ng isang guro at mag-aaral na magkalayo sa isa't-isa at pansamantalang hinahadlangan ng pagkakaiba-iba ng heograpiya at panahon.
This brochure contains information about the Open Educational Resources (OER) adoption of Tagumpay National High School. It tells about teachers' perception on OER and its benefits in improving the curriculum.
I administered a gamified type of motivation to my students. This is inspired by PopCap's Mystery games (ex. The Lottery Ticket). The OER training that we had helped me curate and localize the content. The context is anchored in TNHS' Zero Waste Program intensifying the reduction of plastic wastes. I downloaded creative commons images and used the format picture function of Microsoft PowerPoint to hide the plastic bottles and make it blend to the surrounding. It's a good thing that the authoring tool that I used could embed a timer. It helped me attain my goal of making the game exciting. You may download the output at http://bit.ly/2ViJY6N
Technology is essential in managing distance education institutions in providing timely feedback, progress report and other administrative and support services.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Five (5) characteristics of distance
education (Keegan, 1980)
✓ Quasi-permanent separation of teacher
and learner throughout the course.
✓ Influence of an educational institution for
planning and provision of learner support.
✓ Use of media to deliver the course.
✓ Initiating a two-way interaction or
communication process as supported by
technology.
✓ Course design for individual or group
learning.
A member’s ID
Learning materials from
CBN through Super Kids
Club for its Achiever Series
Picture source: http://no-
benta.blogspot.com/2012/02/nanonood-kami-ng-at-flying-
house.html (used with permission)
3. + +
Use of television in
the delivery of
episodes for Super
Book’s Achiever
Series
Envelop with printed
questionnaire regarding the
episodes. It is usually
supported with tools such as
code wheel to decipher
terminologies.
Ann Santos-Medina
The Achiever or the learner
Accomplished questionnaires
CHRISTIAN BROADCASTING NETWORK (CBN)CBN is responsible for Bible lessons/episodes which are aired by GMA 7 Network in 1990 while its Philippines counterpart through the Super Kids Club is in-charge of the assessment and conferment of award
ASSESSMENT
PROCESS
INSTRUCTION ASSESSMENT METHOD
SELF-DIRECTED LEARNER
PORTFOLIO
Structure of a Third Generation DE Model
Bandalaria (2007) and Taylor (2001)
TV
PRINT
TECHNOLOGY
MODE & LATENCY
OF INTERACTION
4. SELF-DIRECTED
LEARNER
INSTRUCTION
ASSESSMENT PRINCIPLES
PROGRAM ASSESSMENT POLICIES
COURSE ASSESSMENT PLAN
Promote the Gospel (Matthew 28:16-20) through Broadcast and Print
Supports the development of Christ-like learner
Helps learner actualize imbued Biblical values
Promotes motivated disciples of Christ
Upon the successful completion of course requirements
confer the Certificate of Achiever Award to successful
learners issued through the Super Kids Club
Depends on
lesson/episode
ASSESSMENT
ACTIVITIES
OBJECTIVES
ASSESSMENT
ACTIVITIES
Delivery of 52 Super Book episodes via TV broadcast done in
two series with appropriate assessment per episode
Watch cartoon episodes,
read bible verses/comic
book & pray
Mail
Correspondence
Method
Mail
Correspondence
Method
Depends on
lesson/episode
SERIES 1
First 26 lessons/episodes
SERIES 2
Second 26 lessons/episodes
OBJECTIVES
Pallof & Pratt 1-1,
Nicole 11-2 and 11-
5, NUS 10-1- and
UoM 16-2
James, McInnis and
Devlin (2002)
The Broadcast Station is in Tandang Sora,
Quezon City while the Super Kids Club’s
organizer as assessor/marker is located in
Ortigas Center, Pasig City
Ann Santos lives in San Mateo, Rizal
The assessment design is governed by principles in
accordance to CBN’s mandate executed against time and
geographic difference between the teacher and the learner
through mail correspondence method using printed materials
with supporting tools (e.g. code wheel to decipher
terminologies)
Third Generation DE Assessment Model
Watch cartoon episodes,
read bible verses/comic
book & pray
5. Lifelong learning is “the continuation of conscious
learning throughout the lifespan” (OECD, 1996,
and Field, 2006) and “… deliberate learning can
and should occur throughout each person’s
lifetime.” (Knapper and Cropley, 2000)
6. LIFELONG LEARNER
FACULTY-IN-CHARGE (FIC)
UPOU’s Head Quarter is in UP Los
Bańos, Laguna with different Learning
Centers
Ann Medina lives in Rodriguez, Rizal
Second Chance Learner, a mother
and a teacher
Prof. Cantada, EDDE 204 FIC
INSTITUTION
Application of
Systems Approach to
Distance Education
APPROPRIATE MEDIA & TECHNOLOGIES
FOR INSTRUCTION & ASSESSMENT
ORGANIZATION &
MANAGEMENT SUBSYSTEM
TEACHING & LEARNING
SUBSYSTEM
7. ORGANIZATION & MANAGEMENT
SUBSYSTEM
✓ Organization and facilitation of assessment
✓ Critical decision making (e.g. invalidation of exam
due to special circumstances)
✓ Recruitment and assignment of personnel for
assessment tasks
✓ Selection of assessment strategy/platform at
institutional level
✓ Management of appeal procedures
✓ Design of assessment system
Source: Video presentation in EDDE 204 Module Assessment of Student Learning in Distance Education by Prof. Cantada
DISTANCE EDUCATION
INSTITUTION
(RA 10650, CHED Memo No. 27 s. 2005)
8. COURSE DESIGN SUBSYTEM
✓ Design of the assessment plan that
supports the course objectives and the
institutional goals
✓ Design of the assessment instrument
✓ Development of the assessment
instrument
✓ Development of the invigilator & marker
guides
Source: Video presentation in EDDE 204 Module Assessment of Student Learning in Distance Education by Prof. Cantada
MEDIA & TECHNOLOGIES
(For Instruction and Assessment Delivery)
9. TEACHING & LEARNING
SUBSYSTEM
✓ Subject matter expertise for assessment
✓ Implementation of assessment plan such as
formative and self-assessment activities
✓ Evaluation and interpretation of results
✓ Faculty support (toolkit) on the development
and implementation of assessment instrument
FACULTY-IN-CHARGE
(Supported by Tutor/Marker)
Source: Video presentation in EDDE 204 Module Assessment of Student Learning in Distance Education by Prof. Cantada
10. STUDENT SUPPORT
SUBSYSTEM
✓ Administration of assessment (end of course
or known as summative assessment)
✓ Invigilation or proctoring (if applicable)
✓ Transmission of results
✓ Securing integrity of examinations
✓ Provision of assistance for special cases
such as for person with disability.LIFELONG LEARNER
Source: Video presentation in EDDE 204 Module Assessment of Student Learning in Distance Education by Prof. Cantada
11. LIFELONG LEARNER
INSTRUCTION &
ASSESSMENT
ASSESSMENT PRINCIPLES
PROGRAM ASSESSMENT POLICIES
COURSE ASSESSMENT PLAN
Forefront of the knowledge society as a leading institution of open
learning and distance education
Using appropriate technologies, graduates are able to
design, deliver and develop DE programs that are
theoretically sound, contextualized and research-based.
Upon successful completion of 18 units CORE course
(including EDDE 204) and12 units elective courses for MDE
each with its own course assessment procedures. Final
assessment for MDE: a comprehensive exam and thesis
Objectives 1-6 of
EDDE 204
ASSESSMENT
ACTIVITIES
OBJECTIVES
ASSESSMENT
ACTIVITIES
Execution of 6 course objectives with activities such as participation
in Discussion Forums, Submission of 2 Faculty Marked Assignments
and compliance to 2 presentations using Pecha Kucha format
Required readings
Videos
Discussion Forum
Submitted
through UPOU’s
MyPortal (LMS)
Sum up
EDDE 204
Formative
Threaded Forum
Continuous
Faculty Marked
Assignment 1 & 2
OBJECTIVES
Pallof and Pratts
(2003, 2009)
Gibbs and
Simpson (2004)
UK NUS (2015)
James, McInnis
and Devlin (2002)
UPOU’s Head Quarter is
in UP Los Bańos,
Laguna with Learning
Center in Diliman.
Ann Medina lives in Rodriguez, Rizal
Second Chance Learner, a mother
and a teacher
The assessment design is governed by EDDE 204 objectives in
accordance to Open and Distance e-Learning (ODeL) philosophy
and its academic excellence standard (James, McInnis and
Devlin, 2002). Delivered using appropriate technology: UPOU’s
MyPortal (LMS) against time and geographic difference between
the FIC and the lifelong learner.
Fourth Generation DE Assessment Model
Participated in DFs
Submitted FMAs
UNIVERSITY OF THE PHILIPPINES
OPEN UNIVERSITY (UPOU)
Summative
Oral Exam
Pecha Kucha 1
Pecha Kucha 2
Submitted
through UPOU’s
MyPortal (LMS)
Prof. Cantada, Faculty-In-Charge
(FIC) for EDDE 204
DEVELOPMENT
& FEEDBACK
12. Formative
Assessment
Continues
Assessment
Threaded
Forums 1 and 2
FMA 1
FMA 2
Participated in
Threaded
Forums 1 and 2
Submission of
FMA 1
FMA 2
MASTER OF DISTANCE EDUCATION (MDE) PROGRAM POLICIES
EDDE 204 COURSE ASSESSMENT PLAN
Assessment FOR Learning
Formative assessment that occurs
during instruction to be used in the
service of the next stage of learning
Emergent
Development
Feedback
Perspective
Practice
Assessment AS Learning
Continues assessment, it occurs
when student personally what they
are learning and use feedback to
make adjustments and adaptations
or changes what they understand
Sources: Rethinking Classroom Assessment with a Purpose
in Mind and video lesson from Dr. Lorna Earl
Types of
Assessment
13. Summative
Assessment
MASTER OF DISTANCE EDUCATION (MDE) PROGRAM POLICIES
EDDE 204 COURSE ASSESSMENT PLAN
Assessment OF Learning
Summative assessment designed
to certify learning and report
student’s progress to the
stakeholders
Proficient
Development
Feedback
Perspective
Practice
Sources: Rethinking Classroom Assessment with a Purpose
in Mind and video lesson from Dr. Lorna Earl
Type of
Assessment
Pecha Kucha 1
based on
Objectives 1-3
Submitted Pecha
Kucha 1 based
on Objectives 1-3
Pecha Kucha 2
based on the
Objectives 4-6
Submitted Pecha
Kucha 2 based
on the Objectives
4-6
14. INSTITUTION
SCIENCE 10 CURRICULUM &
THE CONTENT SPECIALIST
/INSTRUCTIONAL DESIGNER
MEDIA & TECHNOLOGIES and
SCHOOL ICT COORDINATOR
GRADE 10 LEARNERS
“Achieving 21st Century
Teaching and Learning
Success through
Democratizing Access,
Refining Quality and
Solidifying Governance”
Poor performance of Grade 10
students in Lights, Mirrors and
Lenses. The topic was identified as a
least mastered skill. Annual
performance of students is observe.
Designs technology plan according to
Bates (2005) ACTION Framework
with strategically use of DepEd
Computerization Program (DCP)
package.
Happy, satisfied and highly motivated
learners in Grade 10. Each have
complied to the assessment process
using available tools. Assessment
method varies from formative to
summative with immediate feedback
through peer review and by rubric.
The Use of Online Application, ePortfolio and Screencasting Tool for a Three-pronged eAssessment
Approach in Science 10 Blended Learning Classroom
Industrialization of teaching (Otto Peters, 2007)
Total systems perspective (Moore, 2009)
ORGANIZATION & MANAGEMENT COURSE DESIGN & DELIVERYTEACHING & LEARNING STUDENT SUPPORT