The Primer on the Flexible Learning Options (FLOs) of the University of Perpetual Help is designed to help parents and students to understand flexible learning processes for the Tertiary Level (College).
E-teaching is an innovative teaching strategy
using the e-learning technology to empower both learners and
teachers thus providing opportunities for superior learning
experiences. The study enhances the education practice of those
teachers handling different graduate programs specifically
those offered by Lyceum of the Philippines University -
Batangas. This study focused on assessing and analyzing the
different important factors pertaining to the readiness and
inclination of the teachers. This involves introduction of
e-teaching on the part of the teachers and e-learning on the part
of the graduate students to their respective programs of study.
The findings revealed that the graduate school teachers are
aware of their vital role in developing effective delivery of
instruction and their openness on the active participation in
conducting classes in an online learning environment. Also, the
university is ready to take the e-teaching program as a mode of
instruction for the Graduate School.
Education System during Pandemic Situation of COVID 19 in Indiaijtsrd
This is on the transformation of education system during pandemic situation of COVID 19 in India .COVID 19 is an infectious disease caused by corona virus .The first case of COVID 19 in India was reported on 30th January 2020,originating from china .the virus not only affected the human life ,economy and other living factors but also disturbed education system. for purpose of social distancing and human safetly various strong decisions are taken by government of India was announced on 24th march midnight by prime minister Narendra Modi which was of 21 days .On 14th April the prime minister extended lockdown up to 3 May ,the rising in corona virus cases the lockdown again extended till 17th may and there are chances of extension depending upon cases. The extension of lockdown and closures of school, colleges affected the education learning, classes ,economy as well as the academic year of 2020. Shreyal Darole "Education System during Pandemic Situation of COVID-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31030.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/31030/education-system-during-pandemic-situation-of-covid19-in-india/shreyal-darole
Education has faced a major setback in India after the COVID-19 outbreak. More than 315 million learners were affected as education halted throughout the country.
Effectiveness of Online Teaching in Higher Education during Covid19 Pandemic ...ijtsrd
As Covid19 entered the world in the beginning of 2020, India also witnessed rising number of cases as of huge population next to china. As a safety measure against Covid 19 pandemic, as per the government order, university announced holidays for the students from 16 march 2020. Colleges were shut from long time, didn’t even conduct the examination for the first and second year of UG course and first year of PG course. Only final year students appeared for the exams with so much of worry and fear. though Covid 19 started spreading rapidly educationist did not stop teaching . Teachers explored new way of teaching by learning new technology and continue to engage students during pandemic. The universities are meant for traditional teaching ,adopted to online teaching as per the guidelines of UGC. An attempt is made to study to measure the effectiveness of online teaching to university students in Mysore district. around 550 students are surveyed through Google forms and responses are analysed and presented in this paper. Dr. Amulya. M "Effectiveness of Online Teaching in Higher Education during Covid19 Pandemic in Mysore" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38336.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38336/effectiveness-of-online-teaching-in-higher-education-during-covid19-pandemic-in-mysore/dr-amulya-m
Changing trends in HE in the P&I contextKabir Mamun
This presentation examines the impact of the new digital age bringing about reforms in the Higher Education sector across the pacifc along with international context. It will also highlight some of the shortcomings brought about by these reformers in the teaching and learning field at the tertiary level. Learners will encompass the 21st century skills to become active learners.
E-teaching is an innovative teaching strategy
using the e-learning technology to empower both learners and
teachers thus providing opportunities for superior learning
experiences. The study enhances the education practice of those
teachers handling different graduate programs specifically
those offered by Lyceum of the Philippines University -
Batangas. This study focused on assessing and analyzing the
different important factors pertaining to the readiness and
inclination of the teachers. This involves introduction of
e-teaching on the part of the teachers and e-learning on the part
of the graduate students to their respective programs of study.
The findings revealed that the graduate school teachers are
aware of their vital role in developing effective delivery of
instruction and their openness on the active participation in
conducting classes in an online learning environment. Also, the
university is ready to take the e-teaching program as a mode of
instruction for the Graduate School.
Education System during Pandemic Situation of COVID 19 in Indiaijtsrd
This is on the transformation of education system during pandemic situation of COVID 19 in India .COVID 19 is an infectious disease caused by corona virus .The first case of COVID 19 in India was reported on 30th January 2020,originating from china .the virus not only affected the human life ,economy and other living factors but also disturbed education system. for purpose of social distancing and human safetly various strong decisions are taken by government of India was announced on 24th march midnight by prime minister Narendra Modi which was of 21 days .On 14th April the prime minister extended lockdown up to 3 May ,the rising in corona virus cases the lockdown again extended till 17th may and there are chances of extension depending upon cases. The extension of lockdown and closures of school, colleges affected the education learning, classes ,economy as well as the academic year of 2020. Shreyal Darole "Education System during Pandemic Situation of COVID-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31030.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/31030/education-system-during-pandemic-situation-of-covid19-in-india/shreyal-darole
Education has faced a major setback in India after the COVID-19 outbreak. More than 315 million learners were affected as education halted throughout the country.
Effectiveness of Online Teaching in Higher Education during Covid19 Pandemic ...ijtsrd
As Covid19 entered the world in the beginning of 2020, India also witnessed rising number of cases as of huge population next to china. As a safety measure against Covid 19 pandemic, as per the government order, university announced holidays for the students from 16 march 2020. Colleges were shut from long time, didn’t even conduct the examination for the first and second year of UG course and first year of PG course. Only final year students appeared for the exams with so much of worry and fear. though Covid 19 started spreading rapidly educationist did not stop teaching . Teachers explored new way of teaching by learning new technology and continue to engage students during pandemic. The universities are meant for traditional teaching ,adopted to online teaching as per the guidelines of UGC. An attempt is made to study to measure the effectiveness of online teaching to university students in Mysore district. around 550 students are surveyed through Google forms and responses are analysed and presented in this paper. Dr. Amulya. M "Effectiveness of Online Teaching in Higher Education during Covid19 Pandemic in Mysore" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38336.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38336/effectiveness-of-online-teaching-in-higher-education-during-covid19-pandemic-in-mysore/dr-amulya-m
Changing trends in HE in the P&I contextKabir Mamun
This presentation examines the impact of the new digital age bringing about reforms in the Higher Education sector across the pacifc along with international context. It will also highlight some of the shortcomings brought about by these reformers in the teaching and learning field at the tertiary level. Learners will encompass the 21st century skills to become active learners.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.
Very Large Scale E-Learning Practices in the Open Education System at Anadolu...Mehmet Emin Mutlu
E. Ataç, M.E. Mutlu, E-LEARN 2006 - World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education konferansı dahilinde "Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006" bildiri kitapçığındaki "Very Large Scale E-Learning Practices in the Open Education System at Anadolu University", 339-344 pp., Honolulu, Hawaii, USA, 13-17 October, 2006
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?
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.
Very Large Scale E-Learning Practices in the Open Education System at Anadolu...Mehmet Emin Mutlu
E. Ataç, M.E. Mutlu, E-LEARN 2006 - World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education konferansı dahilinde "Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006" bildiri kitapçığındaki "Very Large Scale E-Learning Practices in the Open Education System at Anadolu University", 339-344 pp., Honolulu, Hawaii, USA, 13-17 October, 2006
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?
UGC on 25 Mar 2021 in tune with NEP allows 40% of courses online to 1000 Universities via Govt e-learning platform SWAYAM(Study Webs of Active learning for Young Aspiring Minds)
Three categories comprising over 200 Universities to conduct entire course online
Universities who have been awarded scores of 3.01 or more by the NAAC.
Universities that have made it to the top 100 in all categories of the National Institutional Ranking Framework, at least once for two years.
It is a government-run open university
SWAYAM is India’s MOOC (Massive Open Online Course )
Seamless integration through SWAYAM based inline Courses
Credit earned through SWAYAM is non refutable
Students will have access to talented teachers across the country
But on line Engg education has not yet been approved.This simply lays down road ahead for online Engg Education in India
Perspective chapter-peer observation of teaching in phygital communities of i...AyshaAlShamsi11
The disruptions caused by the COVID-19 pandemic have affected many aspects
of teacher training programs, which are crucial for informing research in higher
education, including reflective peer observation of teaching (POT). The higher education community has adapted to this new normal and begun using phygital (blended
physical and digital) spaces effectively. This requires practitioners to adapt new methodologies and hybrid approaches, which pave the way for a new future of learning in
a new phygital environment. This chapter describes the implementation of a phygital
community of inquiry (CoI) by preservice teachers in an undergraduate early-years
education program in the United Arab Emirates. This chapter presents the authors’
observations of preservice teachers’ practices during their internship to describe them
against the experience of higher education in the United Arab Emirates. Incorporating
the principles of POT and CoI requires strong institutional support if creative technologies are adopted to react to the current state of practices. Specifically, the POT
principles involved in CoI should expand the phygital approach to improve the reflective practices of preservice teachers. Moreover, models relevant to specific programs
should provide adequate instructional support, materials, and training for preservice
teachers to allow their optimal investment of POT in phygital spaces.
It programs can be pursued through Distance EducationPhillip Morgan
how do online degrees offered by international universities meet the demands of diverse learners while delivering a quality education? Or to put it another way, how is online learning reshaping global education?
From Model to Practice: Building Successful Online Learning Programs at JeffCoBlackboard
Listen to Judy Bauernschmidt, Director of Online Learning at JeffCo Public Schools, talk about how the district grew their use of online learning from the initial professional development program to district-wide use of blended learning plus a stand-alone virtual school. Understand how this growth addressed the district’s student achievement issues while ensuring that 21st Century skills were being taught in all classrooms by qualified teachers.
Computing and e safety in schools 2014-07-11iansillett
This version of the Ofsted presentation on computing and e-safety was publicly available in the summer of 2014. It includes specific references to the inspection of computing, with subject-specific guidance, which I believe many teachers will find helpful.
For a while, the presentation was withdrawn from public view by Ofsted. A more recent version has been made available subsequently. The newer version reflects changes resulting from revisions to the School Inspection Handbook in September 2014. It also replaces the subject-specific guidance to grades descriptors for the different judgements, such as leadership and quality of teaching.
The more recent version of the presentation may, at the time of writing, be found at http://www.slideshare.net/Ofstednews/inspection-computing-and-e-safety-in-schools.
Contains public sector information licensed under the Open Government Licence v3.0. See: http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/.
(Sorry, clickable links not possible in slideshare descriptions. You'll have to copy and paste!)
Improving student learning through assessment for learning using social media...Gihan Wikramanayake
Hakim Usoof, Gihan Wikramanayake (2009) Improving student learning through assessment for learning using social media and e-Learning 2.0 on a distance education degree programme in Sri Lanka In: Open Learning: Media, Environments and Cultures, What Role for Social Media and E-Learning 2.0? The European Conference on Educational Research (ECER) in Vienna, Austria: Sept 28-30
Similar to Primer on Perpetual Flexible Learning Options (College) (20)
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. FOREWORD
The University of Perpetual Help System DALTA acknowledges the difficulties posed by the continuing
spread of Covid 19 to the delivery of instruction in all levels. True to its commitment to provide quality
education to the learners in this critical time, UPHSD is embarking on its Flexible Learning Options (FLO)
and implementing an online distance learning (ODL) plan for the first semester, School Year 2020-2021.
Mindful of its mission to produce Perpetualites who are “Helpers of God” and who contribute
to nation building, the University strives to continue to provide quality instruction through various
forms and formats so students can develop essential competencies in the safety of their homes.
The guidelines contained in this Primer provide guidance to students and their parents on the
implementation of the online distance education of the University through flexible learning options and
modalities. However, details and announcements are communicated to the students and their parents
by their respective departments. Challenges are expected to emerge at the onset of its
implementation, but we hope that these will encourage students to become more responsible,
responsive and self-directed. We further hope to inspire the faculty to explore engaging and innovative
ways to deliver the curriculum through more authentic learning tasks and experiences.
It is our fondest prayer that students continue to value their education and learn as best as they could,
despite the constraints of the current learning modalities and their personal circumstances.
3. GENERAL
POLICIES AND
GUIDELINES
• The University utilizes a Learning Management
System (LMS) for remote learning. It shall serve as
the official UPHSD digital library. Students can
access courses, lessons, resources, materials, links
and other online tools and communicate with the
faculty through the LMS. Students shall remotely log
in using the Username and Password provided by
the University.
• The virtual classrooms will use both face-to-face
(F2F) online classes and self-paced instructional
modules.
• Class schedules shall provide for both synchronous
and asynchronous engagements of students.
• Synchronous or online meetings can be done
through videoconferencing using Microsoft Teams,
Google Meet, Zoom or other accessible media.
4. GENERAL
POLICIES AND
GUIDELINES
• Asynchronous learning engagement is encouraged
when there is no real-time interaction between
students and faculty and simultaneous conduct of
virtual classes or assessment.
• Asynchronous learning can also be facilitated by
providing students with self-paced learning modules
containing learning tasks and experiential
engagements which are presented in portable
learning packets for those who have limited or no
internet connectivity.
• Once the situation improves and the community
quarantine measures are lifted, blended learning
will be implemented. With their parents’ permission,
students can report back to school for lessons
inside their classrooms. Until such time,
interactions shall be virtual.
5. PROGRAM
OFFERINGS
Cluster 1 Liberal Arts, Education and
Criminology
• AB in Communication
• AB in Multimedia Arts (Mol only)
• AB in Political Science
• Bachelor of Elementary Education
• Bachelor of Secondary Education
• Bachelor of Physical Education
• BS in Criminology
• BS in Psychology
6. PROGRAM
OFFERINGS
Cluster 2 Allied Health
• BS in Medical Technology
• BS in Nursing
• BS in Occupational Therapy
• BS in Pharmacy
• BS in Physical Therapy
• BS in Radiologic Technology
• BS in Respiratory Therapy
• Doctor of Dental Medicine
7. PROGRAM
OFFERINGS
Cluster 3 Business
• BS in Accountancy
• BS in Business Administration
• Major in Human Resource
Management
• Major in Marketing Management
• BS in Entrepreneurship (Mol, Cal)
• BS in Hospitality Management
• BS in Tourism Management
8. PROGRAM
OFFERINGS
Cluster 4 Engineering and Technology
•Aircraft Maintenance Technology
•Aviation Electronics Technology
•BS in Aeronautical Engineering
•BS in Aircraft Maintenance Technology
•BS in Architecture
•BS in Aviation Electronics Technology
•BS in Civil Engineering
•BS in Computer Engineering
•BS in Computer Science
•BS in Electrical Engineering
•BS in Electronics Engineering
•BS in Industrial Engineering
•BS in Information Technology
•BS in Marine Engineering
•BS in Marine Transportation
•BS in Mechanical Engineering
•BS in Naval Architecture and Marine Engineering
9. 1. The University adopts appropriate delivery models that are
inclusive of all categories of students as described in Table 1.
10. VIRTUAL
CLASSES
Face to face (F2F) online classes
facilitated by a teacher at an
established time with students
engaged in learning experiences
in real-time (synchronous)
Held via Microsoft
Teams/Zoom/Google Meet
Screen time is regulated and
asynchronous sessions are
scheduled to avoid the risk of
having health issues related to
spending too much time on screen
Recorded and uploaded for
students’ access, if necessary
MODULES
• Self-paced instructional modules
organized in learning packets in print or
digital format which are uploaded in the
LMS (asynchronous)
• For students with limited or no internet
connectivity, modules may be picked up
in school or sent by courier
• Designed with learning outcomes, a
pre-activity, learning tasks, and a post-
assessment
• Students will work independently on
learning modules at their own pace but
would need to submit these on or
before the deadline set by the teacher
• Teachers are available for consultation
at designated times
MODES OF DELIVERY
11. 2. Selected laboratory courses are offered for the first term.
Adjustments are made based on a restructured academic curriculum
appropriate to the needs of the students during the present pandemic.
3. Laboratory courses are taught through synchronous and
asynchronous activities using curated video demonstrations and
simulations from reputable sources which are uploaded on the LMS.
Colleges may distribute instructional guides for select courses with
laboratory to ensure the continuous delivery of quality courses, taking
into consideration internet accessibility and student preferences.
12. 4. For allied health programs, synchronous and asynchronous teaching
and learning (TLEs) activities can include case-based learning, guided
skills practice, problem-based learning, inquiry-based learning, self-
directed learning, collaborative learning and clinical simulation. Details on
how these approaches will be utilized are disseminated by the college
deans and the members of the faculty.
5. The course requirements of internship/OJT/Practicum have been
redesigned to comply with the directives of the Commission on Higher
Education and to consider also the recommendations of the professional
associations. Alternatives to off-campus activities are being calibrated to
ensure the safety of our students at the same time mindful of essential
skills to be developed to meet international competency standards.
13. 6. For academic programs with clinical
education training, (e.g. BS Radiologic
Technology), guidelines are established by
the college for the proper monitoring of the
clinical exposure of the students, with
emphasis on the observance of safety and
health protocols during the training
program. These guidelines are disseminated
to the students and affiliated training
hospitals/ clinics or these are done in
school.
14. 7. Various forms of assessment are conducted to
determine students’ progress towards the standards.
These assessments may be formative and summative
in nature.
8. Formative assessments enable teachers to ascertain how well
students are doing as work progresses. It provides teachers
opportunities for checking students’ understanding and determine
interventions or assistance that the student would need for
him/her to attain the intended outcomes.
15. 9. Summative assessments allow teachers to
determine how well students did at the end of a unit
or task. These are given in the form of a quiz, long
test, major examination or performance task.
10. Performance-based assessments such as portfolio, research
papers, automated exams with pool/bank of questions, video recorded
student reports,/laboratory, clinical simulation etc. and project-based
or task-based assessments are likewise used to evaluate student
performance.
16. 11. Student performance is evaluated using the current grading
system as stipulated in the Student Handbook.
12. Grades (prelim, midterm and final) are computed based on the following components:
17. 13. Rubrics are provided to students so they are
made aware of the grading criteria for
assignments and performance tasks.
14. Accommodations for submissions of course
requirements beyond the deadline set by the faculty
may be offered, particularly for students with limited
or no internet connectivity. However, the college can
require a completion period for students to submit
their requirements to get credit for each course.
18. 15. The UPHSD Community Extension Services (CES) will
continue to fulfill its societal responsibilities to the
Persons Deprived of Liberty (PDL) students at the
Bilibid Extension School in the Bureau of Corrections,
Muntinlupa City and to the Mangyan Basic Education
learners of Mindoro Extension School in Abra de Ilog,
Occidental Mindoro. Community immersion and
volunteerism of the faculty and students will be
deferred until conditions improve to allow COP off-
campus activities to resume.
19. 16. The National Service Training Program (NSTP) of UPHSD supervises the
implementation of the Civic Welfare Training Service (CWTS) and the
Reserve Officer Training Corps ( ROTC). Recognizing the need to utilize
flexible learning options, NSTP will be delivered through online learning and
blended learning. Students who are capable of going online can attend the
virtual face-to-face sessions with their facilitators. Students with limited or
no connectivity can be provided with digital modules and learning resources
which will be made available on announced schedules. Subject to the
policies and guidelines of the government and the University, alternative
learning activities will be implemented in the event that off-campus
activities (community immersion) will not be allowed.
20. 17. PE classes will be conducted online and offline. This initiative will ensure
active participation in Sports and Physical Activity (PA) at home, in school
and community through the use of the LMS. Students who do not have stable
internet connection will be given modules where they can complete their
activities at their own pace guided by the standards and directions set in
the modules. The different modalities are implemented to achieve the goals
of the PE department which are for the students to:
• experience new ways of learning (self-paced, online, simulations/out of class
activities)
• reflect on the values learned (discipline, patience, empathy, etc.) which are
necessary for independent/online study in the “new normal”
• Value fitness and health through continuous participation in physical activities
21. The figure outlines the
Framework for Flexible
Learning of UPHSD which
reflects the different
modalities for delivering
instruction and the
assessment utilized for
determining student
performance.
24. • Parental supervision and guidance are crucial in helping
learners succeed in transitioning to distance or home-based
learning. Parents/guardians will take on a vital role in their
child’s learning.
• Specifically, parents/guardians can provide their child critical
assistance and support the efforts of the school by:
• Setting up a well-lit and comfortable study space with the
technology needed and with clear background.
• Anticipating and being prepared for technical issues that
may happen.
• Ensuring that the child adheres to his/her class schedule.
• Keeping track of the child’s progress weekly.
• Maintaining an open line of communication with the child’s
teachers and calling the hotline or helpdesk, when
necessary.
SUPPORT FROM PARENTS AND GUARDIANS
25. CAPACITY AND CONNECTIVITY
• To be able to access the learning
management system or join
synchronous/online classes, students
must have a stable internet
connection of download speed from 2
to 3 Mbps. Gadgets (e.g. laptop or
desktop) must be equipped with an
audio headset and webcam for virtual
face-to-face (F2F) sessions.
• Tablets or ipads can also be used in
place of a laptop or desktop.
Smartphones may not be suitable for
online learning.
The recommended basic configuration for gadgets which
will be used for online learning are as follows:
26. SUPPORT FOR
PARENTS AND
GUARDIANS
• Should parents have concerns or clarifications, they can attend
the virtual orientation and question and answer sessions.
• Technical support will be available for the entire school year. For
urgent concerns regarding the modes of instructional delivery,
TechSupport can be reached through telephone no. 88710639 loc
214, 09955056955 or bently.roxas@perpetualdalta.edu.ph(Las
Piñas campus); (02)85844377 loc 132, trunk line (046) 4770602
loc 132 or inna.meilat@perpetualdalta.edu.ph; (Molino campus)
and (049)8341159 or dref.diamante@perpetualdalta.edu.ph
(Calamba campus)
• Practice sessions on the use of the learning management system
(LMS) will be scheduled during the first two weeks of August prior
to the opening of classes.
• Students will be oriented on how to access the activities
uploaded on the LMS and how to submit their completed work
through this online platform for grading. The teachers will also
conduct online classes through Microsoft Teams/ Google
Meet/Zoom so students can successfully transition to distance
online learning before the start of classes on August 17, 2020.
28. Demonstrating achievement of the intended
learning outcomes are significant milestones
in the lives of the students. To support and
sustain their efforts toward achieving their
goals and aspirations, academic consultations
are woven into the schedule of the students.
Clarifications about task completion,
deadlines, requirements, grades and the like
may be discussed with the faculty during his
or her consultation periods. These concerns
may likewise be communicated to the faculty
through email, texts or personal messages in
chat groups.
MENTORING CHATS WITH STUDENTS
29. Parents’ orientation will be scheduled prior to the
opening of classes and will be held online via
Microsoft Teams. Parents will be grouped by college.
Topics covered during the orientation will include an
orientation on the Flexible Learning Options adopted
by the University for its tertiary programs. Special
topics will feature parenting skills to help their
children who are our students adapt to the new
modes of delivery. A forum will be conducted to
address parents’ concerns and issues.
The schedule of the fora will be disseminated
through a letter or announcement posted on the
University website.
PARENTS’ ORIENTATION AND
FORUM
30. The University instills Catholic
tradition and imbues Christian values
in its students. During this pandemic,
the chaplaincy will continue to offer
pastoral services and counselling, the
celebration of the sacraments, and
delivery of various spiritual activities
online. Retreats and recollections
which normally begin in the first
semester will be deferred to the
latter part of the school year when
conditions allow.
CHAPLAINCY SERVICES
32. LIBRARY SERVICES
The library provides crucial support for
the academic learning of students. It has
an online subscription to EBSCO
publishing which is a collection of
databases for students’ research
endeavors. This can be accessed through
the online services in the University
portal. The library likewise uses the
Online Public Access Catalog (OPAC) and
offers Open Educational Resources (OER)
which can be accessed 24/7 anywhere
and anytime through the links
http://perpetualdalta.edu.ph or
http://lpsa.perpetualdalta.edu.ph:8339/.
Library orientation for students will also
be conducted online.
33. NET
ETIQUETTE
UPHSD subscribes to the principle that “Character Building is
Nation Building.” Hence, it is important for students to observe
proper decorum in a virtual learning environment.
Teachers and students are expected to interact amiably and
respectfully towards each other. Policies and procedures
stipulated in the Student Handbook are also enforced in online
classes. Hence, violations of any of the behavioral expectations
outlined below may result in the removal of a student from an
online class for a specific period of time depending on the
severity of the offense which means the student is missing
important academic work.
1. Wear the collared white shirts/blouses (school uniform)
during MWF and the maroon Perpetual shirt on TTh.
2. Look presentable, neat and well-groomed.
3. Maintain good physical and mental health through exercise,
proper nutrition and sufficient sleep.
34. NET
ETIQUETTE
4. Follow policies, rules and procedures set by the class
adviser and subject teacher.
5. Be courteous and polite when communicating with your
teachers, both in written and oral form. Avoid
inappropriate language.
6. Attend class regularly and punctually.
7. Participate actively in all online class discussions or fora.
8. Complete tasks and assignments on time.
9. Avoid misrepresenting another student or teacher or
assuming the identity of another person by using their
LMS accounts without permission.
10. Your login credentials on the LMS should be kept private
and confidential.
35. NET
ETIQUETTE
11. Refrain from reproducing course content including assessments, emails,
digital images, discussion threads in any form and to any other server
without the explicit written permission from the designated school
authority.
12. Sharing personal information that is embarrassing, illegal or
inappropriate or by writing, sending, downloading or displaying
anything that is inimical to the privacy and integrity of another student
or teacher is strictly discouraged. Private conversation is prohibited on
discussion fora or threads.
13. Refrain from engaging in the following acts of academic misconduct:
• Cheating. An act or attempted act of dishonesty, fraud or deceit in
an academic work.
• Plagiarism. Using another person’s ideas, designs, words or works
without appropriate consent and acknowledgement.
• Collusion. Assisting another person in committing academic
misconduct such as substituting for a test or completing an
assignment without the express requirement, consent or knowledge
of the teacher or assessor.
36. CALENDAR
Date of Start Date of End
Semester 1 August 17, 2020 December 18, 2020
Christmas Break December 19, 2020 January 3, 2021
Semester 2 January 11, 2021 May 21, 2021
37. A SHORT DAILY PRAYER TO MARY,
MOTHER OF PERPETUAL HELP
Mother of Perpetual Help, you have been
blessed and favored by God. You became not
only the Mother of the Redeemer, but
Mother of the redeemed as well.
We come to you today as your loving
children. Watch over us and take care of us.
As you held the child Jesus in your loving
arms, so take us in your arms. Be a mother
ready at every moment to help us. For God
who is mighty has done great things for you,
and God’s mercy is from age to age on those
who love God.