Flexible Learning Environment PDF

**FLEXIBLE LEARNING ENVIRONMENT** Distance learning is a form of learning without a face-to-face contact with the teacher and delivered via telecommunication. In the past, this involved correspondence courses wherein the student corresponded with the teacher via mails. This turned out to be benefic...

**FLEXIBLE LEARNING ENVIRONMENT** Distance learning is a form of learning without a face-to-face contact with the teacher and delivered via telecommunication. In the past, this involved correspondence courses wherein the student corresponded with the teacher via mails. This turned out to be beneficial since universities added students without having to construct classrooms while they enjoy being able to work anytime and anywhere at their convenience. With the advent of newer technologies distance learning is delivered via computer-based media thus called online learning or e-learning. This made classrooms borderless and learning boundless. This was enhanced by the emergence of web 2.0 tools which made collaborative learning easier. In the context of facing a pandemic, Universities and Colleges opts for Flexible Learning Environment. In this module, online resources, portals and communities will be discussed. At the end of this Module, you should be able to: 1. Describe a flexible learning environment and the different platforms used for flexible learning. 2. Recognize how innovative teachers use online resources and educational sites and portals for online distance learning; and, 3. Reflected on the use of technology and on its relevance and appropriateness. ### **ONLINE DISTANCE EDUCATION AND COMMUNITIES OF LEARNERS** ### **) Flexible Learning Environment** Learning nowadays is viewed differently. The present generation of learners has access to information at their fingertips. The teacher is no longer seen as basically the dispenser of knowledge but rather as one who expertly directs the learners to take their own track in searching for answers to questions raised inside the classroom. Then they bring this back to the class for further discussion until perhaps resolutions are agreed. They can search the web and discover a breadth of information related to the lesson. They even have the patience to stay in front of the computer for an unusually longer time in search for more articles and multimedia materials that simplify challenging topic. That is why they can sometimes learn more than what is confined in the four corners of the classroom. **Online Distance Learning** Online distance learning is not a new concept. Some schools, higher education institutions in the country, and educational agencies such as the Southeast Asian Ministers of Education Innovations in Educational Technology (SEAMO-INNOTECH) provide this mode of learning. It allows flexibility in learning to a certain extent. Online learning means that your educational tool is based on (and accessible from) the Internet. You may also hear this as \"cloud-based\" education solutions. Regardless of its name, online learning programs are anytime / anywhere tools, which also means learning from home. Students learn in the comfort of their own homes or satellite areas set up by their schools. Online learning tools are a staple of a blended learning environment. They are most often used in the classroom during class time. As part of a blended learning environment, students use online learning for a portion of class time before transitioning to class discussion, skills practice, lecture, or projects. There are many reasons that teacher use online learning in the classroom. Instructors may use webinars, videos, audio recordings, email, snail mail, or textbooks to teach their students. **Positive Impact of Online Distance Learning for Teachers and Students** **Online Learning Tools Saves Teachers Time** The \#1 complaint we hear from CTE teachers is teaching takes too much time outside the classroom. Plus, every teacher is responsible for a lot of students these days. It\'s common for teachers to be responsible for more than 200 students at a time. With so many learners depending on you, planning can take an eternity outside the classroom. Then you must factor in grading, progress reports, one-on-one time, and other teaching requirements. **Online Tools Engage Students** There is a disturbing trend in education today. Students do not necessarily fail because they do not understand the material they are learning. They fail because they are bored. Online learning eliminates boredom as a factor of failure. The idea is that students lose interest in class-long lectures and projects. Online learning gives the teacher more ways to jump among different teaching styles. So, the first portion of class could feature bell work. Then, students can move into online learning modules, followed by a lecture from the instructor. This is also known as a blended learning environment. By diversifying the way, you teach, you maximize the advantages of each teaching style while minimizing their disadvantages. The results are more engaged students who retain information better in the long run. **Online Distance Learning Is Worldwide** Students in any part of the world only need Internet access to learn, complete assignments, and earn credentials in their field. There would be a time-zone difference and the student would have to meet that challenge, but they could still complete a course from the other side of the world. This is perfect for students separated from the school they want to attend, and it also helps students with packed schedules, social anxiety, and / or health complications. But it is a great way for students to learn in circumstances where they otherwise can\'t. **Schools Offering Online Learning/Courses in the Philippines** **1. AMA University Online Education (AMA OEd)** AMA University Online Education is the first full online education in the Philippines. The online university provides its students educational materials that they can access anytime and anywhere. **2. University of the Philippines Open University** Living up to its prestigious school counterparts, UPOU is a National Center of Excellence in Open and Distance Education. Students go through independent study of specially designed learning materials (i.e. print, video and multimedia). Moreover, interaction takes place through a virtual classroom, text, and teleconferencing. Final exams are then conducted online or face-to-face at designated learning centers. **3. Polytechnic University of the Philippines Open University** The PUP Open University System (PUP OUS), also known as the "Pamantasang Bayan," allows you to choose from studying independently with the guidance of a tutor who grades and comments on your work, or communicating with your classmates and teachers through an online classroom. The institution particularly caters to professionals who wish to complete their degrees or graduate programs without having to take a leave from their respective jobs. PUP OUS integrates professional insights in their curriculum, in collaboration with the Professional Regulations Commission (PRC), the Commission on Higher Education (CHED), and other government agencies. **4. New Era University (NEU)** Through the NEU Open and Online University, New Era University caters to individuals who want to learn on their own and believe that non-traditional learning is convenient and practical. There are two modes of instruction used by NEU--OU. One is the asynchronous mode of delivery. In this mode, students can access their learning materials anytime. These will be sent as email attachments. While the other mode is the synchronous mode of delivery. In this mode, learners can attend classes in a virtual classroom. The video conference will be conducted through NEU--OU's Internet Broadcast Station. **5. Benguet State University -- Open University** The Benguet State University -- Open University was established in 1997 with the intention of providing accessible education for Filipinos. Students are given course modules and can meet their professors and classmates once a month. Consultations with professors are done through the internet, telephone, or cellphone. This makes studying through BSU--OU accessible and affordable. **The Different Platforms** The flexible mode of learning uses a platform such as Moodle, Google classroom, Edmodo, Schoology, etc. These are free programs designed for educational purposes. It has features that are patented after the instructional activities of a teacher in a physical classroom. When you use this, you can hold a lesson, post questions for discussion, hold an online chat discussion, give assessment activities and provide references or links to the other online materials. Features relevant to instruction and facilitating of learning. **Moodle** Moodle was created by Martin Dougiamas, founder, and CEO of Moodle. MOODLE stands for Modular Object-Oriented Dynamic Learning Environment which is an open source software. It is a Learning Management System (LMS) that supports teaching and learning. Moodle enables you to create a private learning space online full of engaging activities and material. You will always have full control of all your data and the way your staff, students and clients are on-boarded into the system. Dr. Martin Dougiamas is best known as the founder of the open-source Moodle LMS (used by over 60% of all higher education in the world). He is now the CEO of the Moodle project, which produces Moodle Apps, Moodle Cloud, Moodle Educator Certifications, Moodle Workplace and more. Martin has a mixed academic background with multiple post-graduate degrees in Computer Science and Education and two honorary doctorates (from Spain and Belgium). He continues to focus on researching how technology can support teaching and learning in open and human ways, especially when it supports the UN's sustainable development goals. **Features of Moodle** **Open source** True, full-featured, open source ensures you can own your site and your content on your own terms.  **Full integration** Strong admin features to make it integrate perfectly into any situation and with platforms and services like Google Apps, Microsoft Office 365, Next Cloud, and others. **Customizable** Modern interface that can be customized through themes and settings to tailor your site to your organization's and learners' needs.  **Extensible** Thousands of free community-created plugins to add new functionality to support students, teachers, and administrators. **Accessibility** Build your multimedia content with full support for all students, following common accessibility standards. Benefit from integrated accessibility checking tools when adding and editing your text.  **Mobile-ready** Strong support on mobile devices (phones, tablets, and laptops) with full functionality for students. **Analytics and tracking** Monitor your learners with enhanced completion tracking and personalized learning plans, built from competency frameworks and learning objectives. Benefit from Moodle's powerful analytics to predict and support learners at risk of failing. We can easily understand of what the impact of technology in our current education system is globally. It can change the various activities in the classroom that is efficient in discussing, minimal time consume, more active participatory involvement, and a more enjoyable way to learn. Some of these platforms that can help is Moodle that features many aspects for a more diverse learning than our traditional customs of learning. That being maximize our time efficiently and providing a convenient way to study, whenever and wherever we are. **Google Classroom** Google Classroom is a free service for teachers and students. It is an LMS platform that is accessible google account. You can create classes and perform your roles and functions as a facilitator of learning. It is a free web service, developed by Google for schools, that aims to simplify creating, distributing, and grading assignments in a paperless way. The primary purpose of Google Classroom is to streamline the process of sharing files between teachers and student. **Things you can do with Google Classroom** **Add announcements and lesson material** Give your students announcements about your lesson. Add lesson materials in the announcements. That way, students can find everything quickly. You can add materials from Google drive, connected to that Google Classroom lesson, add files and images from your computer, add a YouTube video and add any other link you want your students to visit. **Add Assignments** Just like adding an announcement, you can add an assignment to you course. It works the same way, but here you get the option to add a due date. It will notify your students when they must make an assignment and it will also appear in their Calendar. **Grade an Assignment** Afterwards, you can check and grade the assignments your students have handed in. **Manage Students** Of course, your students must be able to share comments or not. That is completely up to you. **Edmodo** In 2008, Edmodo was created by Nic Borg, Jeff O'Hara, and Crystal Hutter. Martina (2015) compared Edmodo and google classroom in her blog. Although she discussed several commonalities, there are apparently differences but with technology, things evolve in so short time. What is clear is that they were created as apps that can integrate well with classroom activities. **What is Edmodo used for?** Edmodo is an educational website that takes the ideas of social network and refines them and makes it appropriate for a classroom. Using Edmodo, students and teachers can reach out to one another and connect by sharing ideas, problems, and helpful tips. **What is this guide for?** This is to be used as a resource. It is not a guide on how you should use Edmodo, but simply a how-to. Edmodo is an incredibility flexible and powerful educational tool that can be adapted and used in just about any class in a variety of ways. **Google Classroom vs. Edmodo: Key Features and Services Comparison** Both Google Classroom and Edmodo are designed to help teachers supplement their classroom lessons. With both platforms, teachers can organize their course content, track assignment status and communicate with students. Google Classroom and Edmodo and compared them to LMS Comparison Guide. **Schoology** It is a social networking service and virtual learning environment for K-12 school academic content. Also known as a learning management system (LMS) or course management system (CMS), the cloud-based platform provides tools needed to manage an online classroom. **What makes Schoology great?** **Focused on K-12 schools just like yours** Elementary students do not learn the same way as college students or adults. Schoology was designed for all students-from Kindergarten through 12th grade-to be fully engaged with their learning. **Designed for district success** Schoology has spent the last 10 years learning from our 1,600+ customers and more than 20 million users about what products and services classrooms, schools and entire districts need to be successful. **Bring your community together** Learning is not just about teachers and students. Schoology allows you to bring everyone together-students, teachers, coaches, parents, administrators- with one communication and collaboration platform. **200+educational tools and platform integrations** Schoology has very tool your classroom needs and comes pre-integrated with more than 200+tools, student information systems (SIS) and education platforms. **MOOC** A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance.  **1. MOOC-Based Alternative Credentials; what is the value for the learner?** With learners today earning more substantive credentials and, in some cases, academic credits through MOOCs, the authors designed a study to investigate the benefits and costs to learners who are engaging in a series of open, online courses that provide a culminating non-degree credential. **2. Voice from Afar; Building the Academic Practitioner Bridge** Online applied graduate programs that target working professionals are rapidly growing in number. One program at the Johns Hopkins Bloomberg School of Public Health incorporated strategies to enhance the learning experience by using authentic elements in course and program design. Whilst Massive Open Online Courses (MOOCs) undeniably represent a change of scale, they are nevertheless part of the age‐old concept of distance learning. MOOCs are defined by their audience and their format. These courses are open to one and all and have no physical limitations because they are completely digitized and accessible over the Internet with no barriers. The MOOCs are distinguished by two main types: \"MOOC\" or \"trans missive MOOC\" that guides the students like a teacher along a clearly defined path; and connectivist MOOC in which learners themselves construct their own course. **Synchronous and Asynchronous** In programming, synchronous operations block instructions until the task is completed, while asynchronous operations can execute without blocking other operations. Asynchronous operations are generally completed by firing an event or by calling a provided callback function. An online chat at real time is the Synchronous session. Course participants meet in a virtual classroom and discuss in the topic of lesson. So, wherever they are situated in the world, they agree on a scheduled session and log in to join the live class. The LMS has this feature. The teacher called as the online tutor facilities the discussion. Ideas are posted in an actual live class. One cannot lecture and take all the time in explaining. In this mode, the course participants are made to engage in the flow of discussion that is why, the online tutor has a plan out the instruction guide in facilitating the discourse. Another important feature is the Asynchronous session. This is when questions or task are posted, and course participants answer the question or post their reply at any time most convenient to them. They can still participate in the discussion by replying to the post. One advantage is that you can take your time when replying. Both synchronous and asynchronous transmission have their benefits and limitations. Asynchronous transmission is used for sending a small amount of data while asynchronous transmission is used for sending bulk amount of data. Thus, we can say that both synchronous and asynchronous transmission are essential for the overall process of data transmission. **Blended Learning** Blended Learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. Another way of handling flexible learning is by combining modalities of instructional delivery. Kinds of Blended Learning is highly context dependent. Therefore, a universal conception of it is hard to come by. Blended Learning is a combination of learning activities wherein a part of the lesson is delivered online while the other part is handled in actual physical setting of a classroom. It requires the physical presence of both teacher and student, with some elements of students, with some elements of students control over time, place, path, or pace. Blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology. It represents a much greater change in basic technique than simply adding computers to classrooms; it represents, in many cases, a fundamental change in the way teachers and students approach the learning experience. **Kinds of Blended Learning** **Model 1: Face-to-Face Driver** In the face-to-face model, the teacher delivers the curricula most of the time and utilizes online learning at certain times with the purpose to augment or provide an alternative experience. Instruction is provided in a computer laboratory or assigned tasks are uploaded online. **Model 2: Rotation** In a course or subject, students rotate on a fixed schedule between learning online in a one-to-one, self-paced learning environment and being inside the classroom with a face-to-face teacher. This is the model that is in between the traditional face-to-face earning and online learning. **Model 3: Flex** This model uses online platform that delivers most of the course. Support to learning provides as needed through on-site support or by an online tutor who facilitates the tutorial or small groups sessions. Sessions can be arranged into synchronous or asynchronous. Course participants may work on their tasks at any convenient time if it is within the confines of the course duration. **Model 4: Online Lab** The online lab model uses an online platforms in delivering the course but located in a physical classroom or computer laboratory. Online lab model of blended learning may be enrolled in a traditional classroom courses at the same time and therefore have blocked schedules. **Model 5: Self-Blend** The Self-Blend Model is a system provided by the school where the students can choose the courses they would like to have in addition to their typical brick-and-mortar classroom classes. This model is always remote a major difference from the online lab. **Model 6: Online Driver** The online-driver model utilizes a platform and a teacher that delivers all curricula. Students remotely work on their program most of the time. If ever there is face-to-face component, it is made optional or if ever it is required for students to go to the physical learning environment such in a school, then it can be extracurricular activities augmenting the curriculum. Planning and managing blended learning experiences are very similar to planning and managing a brick and mortar school with courses or subjects integrating technology. It needs to be system wide as the school plans, develops guidelines for students to follow for the use of technology in a blended format and provide a resource guide. **Online Communities of Learning/Social Networking** When we consider online networking, internet users immediately referred to Facebook. Everybody seems to have a Facebook account and uses these to communicate. If the teaching and learning situation, you work an information, data and collaborate with classmates' friends, teachers and other members of society, then social networking can also be appropriately employed as an educational tool. **What is networking?** \- is defined as that group of individuals who communicates and connects on a regular basis. \- The action or process of interacting with others to exchange information and develop professional or social contacts. **Social Networking Platforms** \- Different ways to communicate with friends can be through the internet or mobile devices on can have a personal page where a profile can be built in a social networking site. Through this site, one can contact friends or share resources and interest. Topics being discussed can be posted and made known therefore read by many or it can be discreet through a direct chat. \- Social networking services have been evolving for more than a decade. \- Initially, these social networking service allowed users to construct their personal profile so have now evolved to sharing of multimedia resources. There are varied platforms available where one can create a personal account. Some of these popular social networking sites include Facebook, MySpace, Twitter, Flicker, Youtube, and LinkedIn among others. **Facebook** \- Apparently is the biggest social networking site founded in 2004 based in Menlo Park, California? \- The most popular social network apparently is Facebook. \- used by most people, it allows users to post their profile, blogs, pictures, and video. \- founded in 2004 based in Menlo Park, California. **Twitter** **LinkedIn** **Google +** **YouTube** **Pinterest** **Instagram** **Tumblr** **MySpace** **Flickr** **Bebo** **Benefits of using Social Networking Sites** **Dangers of using Social Networking Sites** **Safeguarding Oneself When Using Social Networking Sites** You need to understand and take precautionary measures to safeguard yourself in social networking websites. Networking can be confined and monitored within the school system. Students can use social networking platforms design for educational purposes that will allow students to post share and discuss insights gained from an activity. There are a lot of sites that the students can use to collaborate when an exchange of knowledge just like a social networking platform. One drawback, however, is that sometimes youngsters are not enticed to use this social networking platforms because they are not as attractive as Facebook or twitter. When young users prefer to use a social networking website that is outside of the school system teach them to stay safe to some precautionary cautionary measures: 1\. A social networking account has passwords and login details. Secure passwords and keep them private. 2\. Log out every time you use public computers. 3\. Regularly check privacy settings of social networking websites so that only direct friends or those particularly known can see the post. 4\. Online post are saved and may become a permanent part of their online reputation. As you use the internet you leave a digital footprint which can be traced back to you. 5\. Do not accept invite from contacts unless you know them personally or you are sure of their identity. 6\. Seriously consider the effect of possible post on others before deciding to do so. If post could be considered offensive or humiliating another person then you refrain from posting or uploading it. 7\. Using appropriate language is essential the tone when communicating or sending social networking messages should be respectful. 8\. Better be safe than sorry you should accept friends and connections when you are sure of the person\'s identity personally meeting someone you only met online if discourage even if the sincerity of having a person meeting looks convincing it would be better if you will be accompanied. 9\. When there is an indication of harassment or abuse it is advised that you report this by clicking the report button of accuse. It is better still to talk to friends or trusted adults about the case. 10\. Bullying takes place even in social networking websites. Cyberbullying uses the sites messages update and other functions to harass, intimidate, humiliate, taunt, or pick on the individual. When this happens, you can do the following actions: Connecting with friends and having an active life on social networking websites have its rewards. However, when one is not taking precautionary steps there is also imminent danger. It is more beneficial if you understand its potential when used properly. Online resources have made an entire revolution in education, not only because they are convenient and accessible, but because they make the entire process of teaching and learning more interesting and memorable. There are free and paid online resources for college students and they usually complement one another quite well. Each student will prefer different resources according to their subjects of interest and learning styles, but there are universally great tools that impress nearly every student who tries them. **ONLINE RESOURCES, EDUCATIONAL SITES AND PORTALS** In general, web pages and documents on the internet that provide useful information are also known as online resources. While an online resource is archetypal data and educational in nature, any support software available online can also be considered a resource. **Types of Online Resources** **Electronic Journals** - also known as e - journals, and electric serials, are scholarly journals or intellectual magazines that can be accessed via electronic transmission. **E-book** - is an electronic version of a traditional print book that can be read by using a personal computer or by using an E-book reader. **Online Database** - is database accessible from a local network or the Internet, as opposed to one that is in store locally on an individual computer or its attached storage. **Websites** - is a collection of related network web resources, such as web pages, multimedia content, which are typically identified with a common domain name, and published on at least one web server. The range of online resources is considerable and growing all the time. The type, quality and usefulness of resources varies enormously especially for academic users there are both free and fee resources. New users should be made aware of the differences, benefits, and drawbacks of various kinds of resources. A lot of information is found in the net. These can be explored and studied to determine their relevance to the lesson. There are concerned parties that host educational services through websites and portals. Like a door, the portal opens to a virtual room where activities, applications, articles provide ideas and suggest ways on the use of technology tools. There are many websites found on the internet. Some have got importance while some are aimed at just brain washing of the people who view those websites. The importance is depicted when the contents of the thing come into great use of specific group of people. **What are Educational Sites?** Educational sites or educational websites can include websites that have games, videos, or topic related resources learning and supplement classroom teaching. These websites help make the process of learning entertaining and attractive to the students, especially in two days age. **10 Educational Websites to Help You Teach for Free** **EdX: edx.org --** is an online education stop and MOOC provider, contributing high-quality programs from the world's best colleges and universities to students throughout. **Academic Earth: academicearcth.org --** the website provides a large of educational choices to the student from conventional to modern studies. **Internet Achieve: archieve.org** -- is an authoritative website collecting the originals from several great websites. **Big Think: bigthink.com** -- these specialists draft reports and release tutorials for the disciples, following the content is more filtered by the commentary crew of the website, giving real material to the students. **Coursera: courser.org** -- it is entirely a user-friendly website. Scholars can find prominent colleges and a sharable computerized course certificate. **Brightstorm: brightstorm.com** -- they deliver guidance in all matters from mathematics to science, history, and different subjects. **CosmoLearning: cosmolearning.com** -- this specific gateway implements educational as well as skill-based knowledge to the learners. **Futures Channel: thefutureschannel.com** - it only outlines the important data feeding to the obstacles confronted by scholars. **Howcast: howcast.com** -- it is one-stop solution websites for all the questions, none of the above online educational portals have these diverse sectors. **Khan Academy:** knanacademy.org -- is an online coaching portal as an educational website. **What is a portal?** Web portal/portal is specially designed website that provides information catered from various sources such as emails, online, forums, search engines in a uniform way. Web portals often provide a look and feel for organizations and enterprises, and provide access control procedures. It is important that we carefully consider what websites to introduce to the students. It is essential that the websites that are safe (that have no adult ads or links) and have reliable content. Educational portals that provide resources for the educational or instructional activities of a specific group of individuals are like the enterprise resource portals found in the corporate world. Some educational institutions provide access commercial software via a network or internet connection. **What is the right mindset of a teacher in using of the digital tool?** With the fast-paced development of technology, educational sites portals or applications change is inevitable. Working on a tool at the moment, will for sure change as designers continually work to upgrade the features and design the tool to integrate new aspects. This is expected, that is why knowing a digital tool and its features may not be enough because there is a tendency of it evolving through time. As you prepare to become a teacher by learning how to utilize this digital tools. You need to have the right mindset or a way of thinking how these tools can be effectively integrated in the lesson. A lot of features may find it daunting to use a technology tool in a lesson. The anxiety to explore the possibility can be overwhelming. But for one who has the openness to learn and continuously study the features of the tool can possibly lead to a more productive way of designing a technology enhanced lesson. Hold on to the positive attitude and openness to learn. Nurture the curiosity and sustain the passion to improve practice. Persevere as you learn to adapt to the evolving digital tools. Once you get the habit of exploring the tools perhaps taking one step at a time and expanding your ideas on how to create your videos will eventually see your transformation as a teacher. ### Here are some pointers to remember: ### - The teacher is no longer seen as basically the dispenser of knowledge but rather as one who expertly directs the learners to take their own track in searching for answers to questions raised inside the classroom. - Online learning tools are a staple of a blended learning environment. - The flexible mode of learning uses a platform such as Moodle, Google classroom, Edmodo, Schoology, etc. - Blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology. - There are a lot of sites that the students can use to collaborate when an exchange of knowledge just like a social networking platform. - Web pages and documents on the internet that provide useful information are also known as online resources. - Educational sites or educational websites can include websites that have games, videos, or topic related resources learning and supplement classroom teaching. - Web portal/portal is specially designed website that provides information catered from various sources such as emails, online, forums, search engines in a uniform way. **THEORIES AND PRINCIPLES IN THE USE AND** **DESIGN OF TECHNOLOGY-DRIVEN LESSONS** How teachers integrate technology in the teaching and learning process depends very much on their beliefs on how people learn. Specifically, they need to know who their learners are and how to approach instruction. The educators' role is to provide learning experiences that will help achieve the defined outcomes. In this module, you will be acquainted with different theories and learning principles. At the end of this Module, you should be able to: 4. Identify learning principles and theories that are applied in technology-driven teaching-learning models; and 5. Use the learning principles and theories as basis in the development of the teaching plans and selection of instructional materials. ### **EDGAR DALE'S CONE OF EXPERIENCE** ### What is Dale's Cone of Experience? The cone of experience is a pictorial device used to explain the interrelationships of the various types of audio-visual media, as well as their individual "position" in the learning process. The cone's utility in selecting instructional resources and activities is as practical today as when Dale created it. Edgar Dale introduced the Cone of Experience that shows the progression of learning experiences from the concrete to the abstract. There are elements that should be taken into consideration. One way of putting it is the 8 M's of teaching and each element contributes to ensuring effective instruction. **The Eight M's of Teaching** 1. **Milieu-** the learning environment **-** The classroom management and other school facilities are the most important because it helps the learners to rest and relax while thinking. It must be comfortable for them. 2. **Matter-** the content of learning **-** The subject content must be mastered by the class. Some says, \"too much, too soon\", it means if you try to teach them too much just for a day, they will probably going home without absorbing all your discussions. Instead, teach them with the right information just enough, for them to master it. \"Little matter, but well mastered\" 3. **Method-** teaching and learning activities -This consist of purposeful, planned activities and tasks done by the teachers and learners in the classroom. Do it with such unique way of planning and organizing you must not forget to apply values and let them work with it, for them to become a wise and good citizen someday. 4. **Material-** the resources of learning -Materials are important. It must be picked wisely by the teacher because it will serve as an example to his/ her learners all visuals must be good and decent, it must be well prepared. Lastly, as a teacher you must be responsible to make simple but meaningful materials for the learners 5. **Media-** communication system -This pertains to the communication system in teaching- learning situation. The best example to this is how the teacher approaches his/her students using verbal or non-verbal way of communication. 6. **Motivation-** arousing and sustaining interest in learning -We knew that the learners would learn only those he wants to learn. And if a student is not interested, he will simply \"go through the motion\". To make them all cooperative to the lesson, you must think of a good and \"catchy\" motivation that will catch their attention. 7. **Mastery-** internalization of learning -This is the function of teacher direction and student self-activity with teacher supervision. A learner must not be forced to master all the lesson in the book, but to learn and retain it in their minds. 8. **Measurement-** evidence that learning took place -The final element of teaching- learning sequence. This is to measure the learning, retained in the mind of the learners. And to measure it, they will undergo through tests which will yield the evidence in form of test score.   The cone of experience of experience is a visual model that shows a continuum of learning; a pictorial device that presents bands of experience. It does not strictly define the bands to be mutually exclusive but allows the fluid movement across the levels. In the fact, the sensory aids may overlap and even blend into one another. The version of Dale\'s Cone of experience with percentages as to which band will hone higher order thinking skills and engage learners more may be confusing because it may not necessarily mean that learning better takes place when materials or activities belong to the upper level of the cone or that the nature of involvement is more active if it is in the bottom. **The Bands in Dale\'s Cone of Experience** **Direct Purposeful Experiences ---** these refer to foundation of experiencing learning. Using the senses, meaningful knowledge and understanding are established. This experiential learning where in learns by doing. **Contrived Experiences ---** it is category that representation such as models, miniatures, or mockups are used. There are things or events that may be beyond the learner's grasp and so contrived experiences can provide a substitute. **Dramatized Experiences ---** these are commonly used as activities that allows students to actively participate in a reconstructed experience through roleplaying or dramatization. **Demonstration ---** when one decides to show how things are done, a demonstration is the most appropriate expert. It is an actual execution of a procedure or a process. **Study Strips ---** this are actual visits to certain locations to observe a situation or a case which may not be available inside the classroom. **Exhibits ---** these are displays of models such as pictures, artifacts, posters, among others that provide the message or information. These are basically viewed, however, there are exhibits that allow the viewers to manipulate or interact with the display and as a result, the exhibit becomes more engaging and fun. **Television and Motion Pictures ---** this technology equipment provide a two-dimensional reconstruction of a reality. These allow learners to experience the situation being communicated through the mediated tools. They provide a feeling of realism as a viewer's trying to understand the massage portrayed by actors in the films. **Still Pictures, Recordings, Radio ---** still are pictures or images. Together in this category are the audio recorded materials or information broadcast through the radio. **Visual Symbols ---** these are more abstract representations of the concept or the information. **Verbal Symbols ---** this category appears to be the most abstract because they may not exactly look like the concept or object, they represent but are symbols, words, codes, or formulae. They found that direct instruction, or lecture, is most used in the classroom and has "a significant effect on retention". Reading, although it appears to have little value based on Dale\'s Cone will influence the students\' ability to learn throughout their lives. In addition, Bruner's 3-tiered model of learning points out that every area of knowledge can be presented and learned in three distinct steps. With young learners it is highly recommended that a learner proceeds from the enactive to iconic and lastly to the symbolic. A young learner would not be rushed to move to immediate obstruction at the highest level without the benefit of a gradual scaffolding. However, when the learner is matured and capable to direct his own learning it may move fluidly across the cone of experience. **TPACK AS A FRAMEWORK FOR TECHNOLOGY-DRIVEN TEACHING AND LEARNING** As you prepare to be a teacher, how do you assess your content knowledge of your specialization in terms of your teaching skills? What strategies or techniques do you know will work if you use it when teaching? If you will consider using a technological tool when teaching what would it be? Shulman's Pedagogical Content Knowledge (PCK) is a framework which involves the teacher's competence in delivering the concepts being taught by simplifying complex ones if needed or leading the students to study a concept more deeply and extensively. This is made possible due to the teachers understanding of the amount and the content structure of knowledge. Mishra and Koehler continued to build upon Schulman's PCK and incorporated technology hence, TPACK. TPACK is a framework that combines the teacher's three knowledge areas: technological knowledge, content knowledge, and pedagogical knowledge. This framework shows the interconnectedness of content knowledge with pedagogical knowledge and the integration of technology in making teaching more engaging, relevant, and effective. It looks at how these knowledge areas intercept or work together to increase student's motivation and make the content more accessibly engaging to students. - The Technological, Pedagogical and Content Knowledge known as TPACK is a theoretical model describing the capability of the 21^st^ century teacher. To be relevant to the learners of today, the teachers should be able to blend his knowledge and capability in the content of the discipline. - CK is content knowledge. It is the 'what' - understanding of the content such as language arts, math, science, and history, among others. This is composed of facts, concepts, theories, or principles in a given discipline. - Pedagogical knowledge (PK) is the 'How'. It is the expert's knowledge in the science of teaching from educational and learning theories to individual difference to strategies and techniques as well as assessment of learning. - The intersection of the pedagogical and content areas of knowledge is the PCK. This how much competencies the teachers have in making the students learn concepts and skills. This includes the knowledge of how to use techniques that can meaningfully address different learning styles while supporting content with deeper understanding. - This is the TK or the technological knowledge. This is the teachers' knowledge on how to select, use and integrate these tools in the teaching and learning context. This is not only about the tools but also about the quality of content that students can access through appropriate applications and sites. - When technology is used in a specific subject area to enrich and deepen student's understating of content this is the intersection called TCK or Technological-Content Knowledge. For example, to deepen students' understanding of a concept or area of study, students can gather information and collect data and evidence using technology tools and present this information using an application. - Furthermore, TPK which is Technology-Pedagogical knowledge is knowing how to select, use or develop technology to manage student learning. For example, who will use collaborative tools that will allow students to work together and share information? How will you use an application that will allow students to creatively share their well-researched project in class or to other outsides of the school? If they need to communicate with an expert in the industry, what tools can they employ so that they may be able to interview the right expert who can assist them in their capstone project? As a teacher, using the appropriate technology to ensure effective instruction is TPK. - It allows student to learn content through digital tools. They can document and record evidence and plot out a strategy using a collaborative tool where the group can discuss their action plan while in or out of school. The drawn plan can be presented using a productivity tool (i.e. PowerPoint presentation or a digital story) to pertinent persons for feedback. - The intersection of all knowledge areas is known as the TPACK. So, TPACK is about what teachers know, how they teach and how technology is used in the delivery of the lesson to make it more engaging and making learning more relevant in the 21^st^ century. TPACK will start with content and then pedagogy and layer in technology. Sometimes, you might get excited about the technological tool and design a lesson around it. Remember, it is NOT about the technology tool but it is the right blend of the three knowledge areas. Transforming technology into a blended learning experience has become a necessity for those educators wanting to engage student centered learning in the 21st century classroom. While it is possible to create a successful and highly interactive student-based learning experience without technology, it is technology that can amplify the learning experience. It must be remembered that amplification will have an effect on great educational pedagogy but will also do the same for instruction that may not meet the goal. As teachers invite technology into the classroom it has become evident that as learners themselves, they go through formative steps as they become proficient in the blended experience. Through the work of Dr. Ruben Puentedura, Ph. D. the SAMR Model (Substitution Augmentation Modification Redefinition) provides a wonderful lens to look at this progression. It must be understood that the goal is to create lessons that allow for the ability to facilitate lessons that practice Redefinition. At the same time, it must be remembered that all the stages allow for technology interaction and increased student engagement. There are times where simple Substitution is all that is needed and is most appropriate given the learning target. As educators become familiar with the SAMR Model it allows them to reflect and evaluate their technology integration practice while striving for powerful learning experiences. While learning activities can get blurred between the steps of SAMR, it must be remembered that educators are working on a progression. The first two steps involve technology as an enhancement tool and the last two involve technology as a transformation tool. Many times, the steps between enhancement and transformation can take a bit of time as educators practice, reflect, and learn. In the space below you will find those important SAMR Steps. **Substitution - Tech acts as a direct tool substitute, with no functional change** This is the lowest level of technology integration. At this stage, technology replaces an activity that may have been done before using an analog version. This is the very first stage of enhancement of a lesson using technology. This might include word processing a student authored story rather than handwriting it. While it is the lowest level it still might be a wonderful use of the technology. Another example might be the teacher curating the curriculum for students using their LMS (Learning Management System). The teacher has worked hard at finding articles, reading lists, research links, and even You Tube videos on a various topic. The web is being used as a substitution for what may have been a prior resource list given to students. Once again, it is a wonderful start with some great learning opportunities, but it still is a substitution. According to Dr. Ruben R. Puentedura, the teacher is just using the technology to replace a resource list that could be used in the library. Keep in mind that this can be still very useful. Does the substitution of technology serve the learning target, or might it get in the way? Did the technology substitution assist in student engagement? The teacher must reflect on what might have been gained because of the substitution. **Augmentation -- Tech acts as a direct substitute tool, with functional improvement** The next step includes the Augmentation Stage, going one level up the ladder from Substitution. It is important to remember that this step is still at the enhancement level. At this stage, the technology has improved the learning experience by adding functionality that would have not been as possible with the technology. In a word processing document student are taught to use different tools such as the word count, thesaurus, and grammar checks. Perhaps students are using calculators or spreadsheets to solve a problem. It could be that students are researching, and the teacher directs students to current news events, blogs, or interpretations of the research by various authors. Students could compare and contrast viewpoints, view up-to-date information that may not be in the library, or even have the opportunity to participate in the comment section of a blog. While the line could be blurred between Substitution and Augmentation there really is a deeper learning because of the technology. There should be a step up in both student engagement and rigor. A teacher must reflect and recognize that the technology has added to the learning experience. They must determine if the overall learning has been improved because of the technology integration. **Modification -- Tech allows for significant task redesign** At this stage, the technology could change the look and feel of what students perform. There really is a definite change in the lesson that may have started with an analog foundation. Transformation has begun! This step demands more reflection and work from the facilitating teacher. At the same time, Modification brings in the student opportunity to proceed up Bloom's Taxonomy. This might include authoring a collaborative story in a Google Doc so that peer editing, and collaboration can happen anytime and anyplace. Perhaps even some pictures are added to the story or report to further engage the intended audience. Students may use advanced searching skills to find articles on their own that contrast viewpoints from different counties. Perhaps students compile their research collectively using a group inside of a bookmarking tool such as Diigo. A word cloud might be employed to study the meaning of an article or author's writing. While students use traditional literary critique, a word cloud might provide a new analysis such as visual look at word frequency in a reading. This brings about an entirely new layer to the learning environment. Students might use a Google Form to collect and analyze data. In this method of data collection students may be able to survey larger and more diverse populations, while having a layer of tools to represent the data to an audience. Many times, modification allows more student voice and the outcome may not be as prescribed. At the modification stage a teacher must reflect on whether the technology did allow for some project redesign that enhanced the project while still accomplishing the learning objectives. It could be that multiple modifications may allow a lesson to advance to the next level. **Redefinition - Tech allows for creation of new tasks that were previously inconceivable** At this stage, the technology allows students to jump outside the original design box. This is so much more than a redesign. It focuses on the employment of new tasks. While the teacher may initiate some of these, student voice and choice must also be employed. A story could change into a picture book, a slide show, or even a movie. The audience could go beyond the school and include the community, state, county, or world. Mentors could be virtual. Perhaps students are curating and creating their own content to be used by other students. Imagine a research that allows students to create their own search engine using Google Custom Search. The original standards remain with addition of new skills that circle around 21st century skills. The redesign was made possible because of the blending of the technology into the learning process eliminating the constraints and barriers of the physical classroom. At the same time, the technology might appear transparent to the learning process. Students become producers, creators, and innovators. They begin to own their own learning process. At this stage, the teacher must reflect on whether the redesign still accomplished original standards while also allowing for engaged student centered learning. All educators must realize that the final goal of any classroom is redefinition. At the same time, there will be times when even the most proficient educators with technology conduct a task at the substitution level. It really comes down to the tool fitting the task and learning target. An understanding of the SAMR Model allows educators to reflect on their own progress while investigating ways to use educational technology in a useful and productive way. The SAMR Model allows all educators to view the steps they are taking down the road of technology enhancement toward true transformation. It is a wonderful and exciting journey! The purpose of Bloom's Digital Taxonomy is to inform instructors of how to use technology and digital tools to facilitate student learning experiences and outcomes.  It aims, "To expand upon the skills associated with each level as technology becomes a more ingrained essential part of learning." The use of this adapted version and the examples of tools it provides focus "should not be on the tools themselves, but rather on how the tools can act as vehicles for transforming student thinking at different levels." Outlined below are the levels featured within Bloom's Revised Taxonomy.  Each level is accompanied by a description of its relevance and examples of digital tools that connect with this taxonomy framework. *Infographic Credit: Ron Carranza* **Creating** --To produce new or original work.  *Tools -- *Animating, blogging, filming, podcasting, publishing, simulating, wiki building, video blogging, programming, directing **Evaluating** -- To justify a stand or decision; to make judgements based on criteria and standards through checking and critiquing.  *Tools -- *Grading, networking, rating, testing, reflecting, reviewing, blog commenting, posting, moderating **Analyzing** -- To draw connections among ideas, concepts, or determining how each part interrelate to an overall structure or purpose.  *Tools -- *Mashing, mind mapping, surveying, linking, validating **Applying** -- To use information in new situations such as models, diagrams, or presentations.  *Tools -- *Calculating, Charting, editing, hacking, presenting, uploading, operating, sharing with a group **Understanding** -- To explain ideas, concepts, or construct meaning from written material or graphics.  *Tools -- *Advanced searching, annotating, blog journaling, tweeting, tagging, commenting, subscribing **Remembering** -- To recall facts, basic concepts, or retrieval of material.  *Tools -- *Bookmarking, copying, googling, bullet-pointing, highlighting, group networking, searching [Bloom\'s Taxonomy and SAMR model](http://yomnahelmy.blogspot.com/2015/11/blooms-taxonomy-and-samr-model.html) ============================================================================================================== Dr. Ruben Puntedura developed the SAMR model as a structure for educators to clarify how they are engaging technology into teaching and learning. Ruben built his approach in the form of a ladder and equates it with a student climbing the cognitive scale associated with Bloom's Taxonomy. (i.e. as a task moves from lower to upper levels of Bloom's taxonomy, so does a task move from lower to upper levels of SAMR).  Although always a popular tool Bloom\'s taxonomy has seen a recent resurgence in popularity as educators have explored technology and its integration into teaching and learning. Dr. Ruben Puentedura\'s SAMR model has become a way of thinking about technology integration and his theory has seen widespread adoption within the education community. Puentedura\'s work has revolved around the idea that technology can \"redefine\" the types of activities that students participate in with technology. He identified four levels of ICT integration, Substitution, Augmentation, Modification and Redefinition (SAMR). Like Bloom\'s SAMR is not a hierarchy, but does describe increasingcomplexity.\ \ By linking Bloom\'s Taxonomy to SAMR we are able to create tasks with specific objectives linked to curricula that deeply embed technology and are enhanced by its use rather than using technology for the sake of it. In other words, we can design complex and authentic tasks that are made possible only through the use of technology. ASSURE model is a guide in crafting an instructional flow that can guide the teacher in integrating appropriate technology and media into the instructional process. It also refers to a systematic approach that the teacher can use when writing an instructional plan. This model you need to be critical thinkers by using instructional materials or digital to discuss your lesson of your learners. This model is composed of six essential steps in planning instruction. 1. **Analyze Learners** With the learner as the center of the instructional process, the initial consideration is to get a clear picture of the learners learning styles, age level, interests or preferences, background, special needs, and cultural diversity. 2. **State Objectives** This is the main instruction guide that will direct the flow to reach the target. Known as the learning outcome expected of the lesson, this statement describes what the learner would be able to perform because of the instruction. 3. **Select Methods, Media, and Materials** Selecting the appropriate way of delivering the lesson and using the applicable media or technology can effectively make learners acquire understanding of the lesson or gain the competence desired. The teacher must decide which strategy, materials or technology would be best considering the learners and the desired learning outcomes. 4. **Utilize Methods, Media, and Materials** Having selected the strategy, media and materials is halfway of the task done. Planning how to implement these entails a lot of consideration. Bearing in mind the learning outcome of the lesson, the teacher decides which part of the instructional flow will a material or technology be employed and the manner on how it will be more effective to achieve the learning outcome. 5. **Require Learner Participation** Student engagement is an important element. The learners must be made to understand their role in taking accountability of their own learning. Therefore, the teacher must design sections of the lesson where the learners are guided to participate in and perform tasks with minimal or no supervision at all. 6. **Evaluate Student Performance** Assessing learners' performance can take place across phases of the lesson. However, it is emphasized that the basic rule is that the evaluation should be congruent to the learning outcome provide in the lesson. Some learning outcomes can be sufficiently evaluated using a pen and paper test but there are other learning outcomes that can be assessed by using rubric or having an aggregated write-up using a portfolio assessment. The teacher decides which is appropriate for the intention of the evaluative activity. The ASSURE process is just a matter of common sense. However, it is good to flow a regimented guide to improve your teaching technique. Any effective teacher knows that the perfection of their technique does not come overnight, and there is always room for improvement. It also refers to a systematic approach that the teacher can use when writing an instructional plan or by following the ASSURE process, you will be sure to improve your teaching for many years to come. Integrating technology into the curriculum is very important because it is the best way to make a positive difference in education. While many specific strategies can be used to add technology, the following model is one example of how to integrate technology into your future lessons. The ASSURE model can be also an instructional model for planning a lesson and the technology that will enhance it. We can also discover who the pioneers of this model are. When creating a digital story, it is important that we have the content written. In this part of the module, we will learn the steps in producing a digital story and we will talk about the five (5) Elements in writing a story. Through ASSURE model, it will be our guide in creating appropriate designs and formats on how to create a Digital Story. The ASSURE model can be defined as a plan that aids teachers and presenters to design and develop the most suitable learning environment for their students. It can be used as a strategy for writing lesson plans and improve the teaching learning process. The assure model was developed by Heinrich and Smaldino in 1999 with the co-authors Molenda and Russel. **Steps in Producing a Digital Story** 1. Brainstorming a story concept. 2. Create a story board that will contain the graphics, sounds, text, narration, and music needed. 3. Collect pictures, materials and store them in an organized fashion. 4. Using productivity tools put them together using iMovie, moviemaker, vimeo, PowerPoint presentation, powtoon, power director, viva video, and the like. 5. Edit, revise, and share your story. When creating a digital story, it is important that you have the content written. The substances are important to be clear. What is the message is all about? Then organize the flow of events using the right language. Tell a good story. When you have all information stored out, you need to think of a perspective that you can take as you tell the story. The point of view will be you "through line" it will connect all the elements of your story and end it with a concluding statement that will create a cohesive presentation. When writing the script, you need to consider important elements: 1. Point of View strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen to fit in the target audience. 2. Dramatic Question realization is dramatically different from expectation. 3. Voice Pacing the pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. 4. Soundtrack/Emotion music stirs a rich emotional response that matches the storyline well. 5. Economy the story is told with exactly the right amount off detail throughout. It does not seem to short nor does it seem too long. Therefore, the ASSURE model is just one strategy to effectively integrate technology into curriculum. Some teachers create an ASSURE poster to help them remember the steps of the model. As you become a more experienced teacher, you will probably find that steps in the assure model are second nature and that will lead to better teaching. As you revise lessons from year to year, remember to keep in mind new and emerging technologies that might be more effective to enhance your teaching skills. The conventional way of teaching in this century may outmode the preference of present learners. The traditional way of teaching of teachers may not hold students' attention from a longer time. The center stage is not taken by the teachers now. The role of learners in this millennium are no longer limited to being a receiver of information. They desire to be actively involved in the retrieval of information, repackaging them, and using them to create something unconceivable before. The learning place can also evolve especially when you consider the varied roles that learners play. They can learn and perform the task in any physical or virtual location. Learners can become.... - **Contributors** Learners can upload materials such as video or an audio, post a message, submit an output in a drop box or add documents and eBooks and add a picture or contribute to a digital world. - **Creators** Students can also collate a digital portfolio or commonly known as ePortfolio or an interactive resource. They can produce a digital story, edit the entries and share. - **Communicators** Students can chat with peers, post a reply in a blog, and contribute a comment to the let thread flow. Creating a wiki, editing, and adding to it gives the students the chance to communicate their thoughts. - **Collaborators** Capstone projects can be outputs of collaboration. Participate in group works with the aim to accomplish a task or commenting on blogs are few ways on performing the role of a collaborator in a new idea of a learning place. **Technology Tools Teachers can use to Engage Students in Learning** There are many great ideas on how to integrate a technological tool or an application in teaching the lesson. Identifying the possible role that students need to be can guide them to choose the appropriate way of using the right tool. Integration of technology is important because learners become engaged and they learn better, hence, a wheel integrated phase of technology is critical. Teachers need to be trained in new technology purchases to use them effectively. They need to understand the benefits to learning and to themselves. One common tool that is used by the teachers to integrate technology inside the learning place is a **mobile device** which is a computing gadget such as a smart-phone or a tablet computer that can be handled and carried along by the user. Technology tools must be used as a fundamental component of a class as long as they are appropriate and strategically integrated to facilitate learning for the integration of technology in a lesson is an informed judgement of a qualified and innovative teacher. A blog (shortening of "weblog") is an online journal or informational website displaying information in the reverse chronological order, with latest posts appearing first. It is a platform where a writer or even a group of writers share their views on an individual subject. It is a webpage that you need to create and where you can write and post your ideas. These are updated on a regular basis which can inspire or educate those who read it. **8 Types of Blogs** 1. **Personal Blogs** For the personal blogger, there were no rules to follow or themes to adhere. Their blogs were the open pages of their diaries, entered through a word processor and published on simple HTML pages. Personal bloggers today tend to follow the same trajectory, although they no longer must fight the barrier to entry of setting up a website. 2. **Business Blogs** Business bloggers are those who blog for their business. That could be a business they own or the company they work for. A business blogger will write about the topics that will attract their ideal customers. 3. **Professional Blogs** Professional bloggers are those who blog to make money online. Professional bloggers tend to either focus on one blog or many niche blogs to generate revenue. Each blog would need to have the potential for attracting a large audience, producing lots of traffic, and being a good fit for advertisers and product sales. 4. **Niche blogs** Niche blogs are very specific! Some of the niche blog ideas might be food blogging, training programs with your own weight, poems writing, as well as French bulldog lovers. With a niche blog, you can focus more on a topic thus making research rather easy. 5. **Reverse blogs** Reverse or guest host blogs are a unique but modern type of blog. Instead of the owner creating content, the content is supplied by the public. A reverse blog has a team who moderate posts, prevent unpleasant interactions and promote slow topics for greater interactivity. 6. **Affiliate Blogs** Affiliate bloggers are those that blog to generate affiliate marketing commissions. Instead of creating their own products, they write blog posts that review products by others. 7. **Media blogs** Media blogs are defined by the content they produce. This type of blog is popular among people in different fields. 8. **Freelance bloggers** Freelance bloggers are those who are paid for providing services, for example writing content for other businesses. If you are looking for a way to get paid for writing as a service and have experience in blogging, freelance blogging is the way to go. **Padlet** Is another tool that can be accessed online and suited for sharing information or content and can allow engagement of studies. Is an online "bulletin" board, where students and teacher can collaborate, reflect, share links and picture, in a secure location. **Blog** The main purpose of a blog is to connect you to the relevant audience. There are many reasons for starting a personal blog and only a handful of strong ones for business blogging. These are the major types of blogs but there are a lot more to discover. There are also community blogs, nonprofit blogs, live webcam blogs, live game screencast blogs, device type blogs, podcast blogs, various video blogs, and mixes of all types. Hopefully, you should be able to choose your type and start your own blog to begin your blogging journey. In designing a lesson, always remember that it is not about the technology tool upon which the lesson revolves. Rather it must be the objective of the lesson and the knowledge and skills to be taught that will guide you in selecting the appropriate tool or aid to achieve those objectives. So, the following steps may be a good guide: Step 1: identify learning objectives based on topic or content. Determine if the objectives are observable or can be manifested by the learner consider the topic or subject matter that needs to be covered in the lesson. Step 2: determine knowledge and skills. Analyze student knowledge and skills determine how students will be able to learn the knowledge and skills look for resources that can be useful in achieving the objectives. Step 3: select a tool or an instructional aide to use. Be familiar with the tool you have selected and learn how to use it. Consider the content that needs to be placed in the tool or the information that goes with the use of the two. Step 4: determine the method of assessment. Use criteria to evaluate the technology tool in instructional aid but always considering the content as the most important criterion. Consider the quality of information that technological skills needed by the students or how you can present the technology tool that will suit your objectives. **A Sample Plan Making Use of a Mobile Device** **Performance Outcomes** Learners must be able to: a. identify the plot of a given fiction. b. write a summary of one section of the plot. c. create a script to enact one section of the plot: and d. use a mobile device to document the section of the plot and which must be uploaded for the class to review. **Prepare Things Needed in Setting up the Classroom** a. A literary material from a book b. Mobile device with a camera c. internet access d. Mobile devices must be charged e. Teacher needs to ensure that a platform has been setup where learners can upload their material. **Plan and Push the Instructional Flow** a. After finishing a fiction literature such a short story or a particular text discuss with learners the elements of a plot the beginning the middle and the end of the story. b. Divide the class into smaller groups assigning each team to work on the plot of the story in any of the beginning, middle, or end. c. Each team will write a short script that summarizes the portion of the plot assigned to them. d. Then they will act out a scene and make use of their mobile device to record their final play. e. The recording will then be uploaded to the class site or class wiki for the rest of the big class to view and comment. **Provide Plausible Possibilities** a. The written script of a scene can be acted out like in a radio plane using the audio recording feature of their mobile device like in a podcast this can also be uploaded in the class site. b. As a team create a different ending or inject a different way in the story that tin can select the best plausible twist. ### Here are some pointers to remember: ### - The cone of experience of experience is a visual model that shows a continuum of learning; a pictorial device that presents bands of experience. - A young learner would not be rushed to move to immediate obstruction at the highest level without the benefit of a gradual scaffolding. - TPACK is about what teachers know, how they teach and how technology is used in the delivery of the lesson to make it more engaging and making learning more relevant in the 21^st^ century. - SAMR Model it allows Teachers to reflect and evaluate their technology integration practice while striving for powerful learning experiences. - ASSURE model is a guide in crafting an instructional flow that can guide the teacher in integrating appropriate technology and media into the instructional process. **INNOVATIVE TECHNOLOGIES FOR ASSESSMENT TASKS IN TEACHING AND LEARNING** **MODULE OVERVIEW** Assessment, learning, and teaching are closely connected and interwoven because it provides information that can determine effective instruction. In the process of conceptualizing a plan on how to teach, as the learning outcomes are put in place, the next step to consider is how these are to be evaluated. This is an important part of instruction because data gathered in this phase of instruction will inform the teacher whether the students have learned or that the teacher has a reconsider a better approach in teaching. Although the conventional ways of assessment still work, the role that ICT plays in the present teaching and learning context has changed the course of direction that a teacher can pursue. The use of technology plays a vital role in assisting teachers how to access students\' learning. It involves digital devices or online applications that can be used in constructing, delivering, and reporting learners\' performance. **MODULE LEARNING OBJECTIVES** At the end of this Module, you should be able to: 1. Explain the role of ICT in assessment in learning. 2. Design and create electronic assessment portfolio. 3. Explore various digital online and offline assessment practices in schools. 4. Describe the current trends in technology-based assessment practices in schools; and 5. Select appropriate assessment tools. **ICT AND ASSESSMENT OF LEARNING** **)** Assessment is very important in student learning. There are many approaches to assessment in learning with an emphasis on the process of learning along with the product of learning. The ultimate measure of students\' competence is performance. Development in Information and Communication Technology (ICT) has thrown open numerous possibilities for assessing student learning and providing immediate feedback Assessment is the process of identifying, gathering and interpreting information about student\'s learning. **Types of Assessment** 1. **Formative Assessment -** provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. 2. **Summative Assessment -** takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process. 3. **Diagnostic Assessment -** can help you identify your students\' current knowledge of a subject, their skills set and capabilities, and to clarify misconceptions before teaching takes place. Knowing students\' strengths and weaknesses can help you better plan what to teach and how to teach it. 4. **Authentic Assessment -** describes the multiple forms of assessment that reflect student learning, achievement, motivation, and attitudes on instructionally relevant classroom activities. **Educational assessment seeks to determine how well students are learning and is an integral part of the quest for improved education. It provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services.** **The Role of ICT in Assessment in Learning** There are new technologies created to provide students with higher level thinking skills, particularly the aspects of creative and critical thinking and opportunity to teach and assess the skills. The use of ICT in assessment is very helpful to teachers because student's information and results of examination can be recorded and stored and can easily be retrieved. With the use of ICT, the teachers can right away give feedback to students on the results of assessment. Feedback from the computer during the use of test materials improves student performance in later use of the same test material. In educational assessment, the use of technology as an innovation and support for teaching and learning, is essential to improve instruction and increase performance. With an effective classroom assessment system in place, a valid demonstration of student learning and progress connected to classroom instruction and experience can be confirmed. Test play a vital role in traditional learning as well as a learning and this helps the teachers and the learners in measuring learning. There are many free where the teachers can create quizzes and evaluate learning electronically. Online examination system seeks to efficiently evaluate the test takers thoroughly through a fully automated system that not only saves time but also gives fast results.it is done in most cases through a web based online examination software. This online examination will also eliminate the need for monitoring while the exam is being taken. One of the advantages of using a web-based exam software or an online examination system is that it gives a high level of transparency as opposed to the traditional method or remote method. It is almost impossible to compromise exam questions and evaluations because they cannot be influenced. Most online exam generate the results instantly. It is often possible for the exam taker to get information on his results immediately. Some of the major advantages of online examination are accessibility and flexibility, time management, save cost and statistical analysis. Security and confidentiality should also be considered. Security needs to be given top priority for any website that you will add information to. Some schools utilize software for security and privacy of examinations. **Current Trends in Assessment of Learning** Traditional assessment like objective tests such as multiple choice, matching type, true or false, and other paper-and-pencil test received criticism by some experts in assessment. It describes the main trends within educational evaluation. It is apparent that evaluation and assessment are increasingly being considered, as levels of change guiding improvement, accountability, educational planning, and policy development within school system. **The 21^st^ century assessment includes:** 1. Increasing the use of technology 2. Focus on the growth and development of the learner 3. Differentiating the roles and responsibilities To help students become college and career-ready, we need to teach them how to apply what they are learning in school to the practical and intellectual tasks in their everyday lives. (Wolpert-Gawron, 2010). The concept of classroom has been shifting in recent years with dedication to purposefully designed learning spaces and seamless integrations of technologies (William, 2017). In the 21^st^ century, we are facing a global economy where information travels at the speed of light and knowledge of how to harness and sift through that information has become vital to our personal and national well-being. As an educator, we know that our students must graduate, ready to function in this expanded world. Educational technology is used to increase the efficiency of education in teaching, learning and assessment. Computer and related technology are viewed as the future of teaching and learning and as a powerful technological machine to promote development of learning. Computers can create a more attractive and effective learning environment (Kese & Ozcan). Education technology has introduced new, exciting, and innovative ways to engage students in active learning while online. The teachers can incorporate active learning activities through technology in fully online lessons, homework modules, and even in class online activities. There are important reasons for teachers to use technology in education- motivation, distinctive instructional abilities, higher productivity of teachers, essential skills for information age, and support for new teaching techniques. Online learning initiatives often fail to engage and teach learners because they are passive in nature reading PDFs, flipping through slides, listening to long lectures. One way to improve this experience is to focus on incorporating active learning methodologies. Active learning is any learning activity in which the student interacts or engaged within the material, as opposed to passively taking in the information. The parents can also help the learners engage in learning experiences at home and during daily activities. The teacher will give learning activities that are intentional, meaningful, and useful. Activities which involve in student interaction with content can include listening to and are watching a live or recorded talk, engaging with a written or visual text, engaging with multimedia or a combination of these. Assessment has always been an integral part of the teaching and learning process. The information from assessments can be used for several purposes. It provides valuable insights into students' learning and serves as a reference point for their progress. Assessing students with the use of ICT will help teachers receive feedback right away. The use of computer adaptive test is one of the recent advances in assessment. It is a design which had a great deal of efficiency with the testing process. **CRITERIA IN CHOOSING APPROPRIATE ASSESSMENT TOOLS** Assessment methods are the strategies, techniques, tools, and instruments for collecting information to determine the extent to which students demonstrate desired learning outcomes. Teachers need to select tools to assess student achievement in the target outcomes. The selection of tools involves a process to obtain detailed information and the need to keep the process visible and manageable. Student learning styles vary widely and their strengths and challenges with respect to assessment vary as well. Teachers need to consider that variation as they choose assessment for their courses. By varying the way teachers assess student understanding, they are more likely to offer opportunities for every student to demonstrate their knowledge. The first step in attaining competency in selecting appropriate test involves understanding the purposes for which an assessment is given. The purpose of any assessment is to gather data to facilitate decision-making. However, many kinds of decisions and many different types of information may be gained from the use of test and may serve to facilitate decision making. As we are now in the 21^st^ century, we must level up our knowledge on the technologies that are emerging today. We should widen our knowledge regarding the technology that will be used in teaching. Teaching alone does not measure the learned lessons by the learners, but it also shows in the form of assessment. As a teacher or as a future educator, we should know what we will be going to use in assessment that is related to the objectives of the lesson. To be become an effective teacher, we must know the following criteria in choosing appropriate assessment tools. One of the challenges for beginning teachers is to select and use appropriate assessment techniques suited to the learners' needs. During teaching, teachers not only have to communicate the information they planned but also continuously monitor students' learning and motivation to determine whether modifications have to be made (Airasian, 2005). Beginning teachers find this more difficult than experienced teachers because of the complex cognitive skills required to improvise and be responsive to students' needs while simultaneously keeping in mind the goals and plans of the lesson (Borko & Livingston, 1989). The informal assessment strategies teachers most often use during instruction are observation and questioning. The teacher may either be utilizing direct or indirect method. Examples of direct method are examinations, written assignments, oral presentations and performances, internship, supervisor's ratings of student's skills, portfolios, score gains between entry and exit tests, capstone projects, theses, and dissertations, etc. Indirect methods can provide a useful supplement and check on the findings from direct measures such as satisfaction surveys, surveys of students and alumni, exit interviews with graduating students, student participation rates, reflective essays, data on placement and other measures of post-graduation performance, etc. The teacher may consider the following characteristics in selecting appropriate assessment tools whether conventional or ICT-based assessment: 1. Measure the desired level of performance (level of satisfaction, productivity, efficiency, student performance). 2. Cost effectiveness in terms of effort, time and money. 3. Useful that it will produce results that provide information that can be used in making decisions to improve student learning. 4. Reasonably accurate and truthful. 5. Dependable, consistent responses over time. 6. Evidence of being on-going, not once and done. After the discussion of a certain lesson the teacher conducts a formative assessment. One of the key characteristics of formative assessment is the frequent use of evidence gathered from various methods as feedback. Besides serving as an indicator of attainment levels, students use this feedback to set goals for the next stage of learning. With this, teachers may utilize ICT in assessment. It enables both teachers and students to provide valuable feedback on each learner's progress. The rapid development of ICT has provided teachers with digital platforms that support learning and teaching (Woo et al., n. d.). Online tasks assigned by teachers will assess the collaborative problem-solving construct and the five strands (Participation, Perspective Taking, Social Regulation, Task Regulation as well as students' Learning and Knowledge Building skills) according to Drigas and Karyotaki (2006). It is also stressed in the same study that large-scale differential item functioning (DIF) analysis can validate an online problem-solving ability test that minimizes the extraneous differential effects of students' language background. Thus, online assessment can be incorporated by teachers. ICT provide the means for the explicit design and implementation of individualized and collaborative problem-solving tasks through teachers' interactive scaffolding and immediate feedback supply towards learners. (Drigas and Karyotaki, 2006). **Creating and Utilizing a Rubric** A rubric is a set of criteria used to determine scoring for an assignment, performance, or product. This can be used to score many kinds of written assignments or exams, papers, projects, speeches or ePortfolios. The main purpose of rubrics is to assess student performances. There are (2) types of rubrics: 1\. **Analytic rubrics** describe work on each criterion separately. It utilizes separate, holistic ratings of specific characteristics, products, or behaviors. 2\. **Holistic rubrics** describe the work by applying all the criteria at the same time and enabling an overall judgement about the quality of the work. It utilizes holistic rating for a product or behavior. Technology can be used for assessing student learning in various purposes. By using technology in managing assessment information data can be presented in different ways to meet the needs of the students, teachers, and administrators. An electronic examination which is also called computer-based assessment (CBA), computer-based testing (CBT) or e-exam is a test conducted using a personal computer (PC) or an equivalent electronics device, in which the delivery, responses and assessment are affected electronically. E-exams were developed more than four decades ago for professional certification in the IT industry and progressively evolving as a preferred alternative to Paper-Pencil-Test (PPT) in schools, universities, recruiting firms as well as private and public organizations (Bulama Bukar, Bello & Baba Ibi, M, 2016). Computer-Based-Testing is more efficient than Paper-based tests because it is an individualized testing and has faster score reporting within few minutes after last submission. The students can immediately view the scores on screen and more convenient for teachers and students. Computerized delivery of objective tests has more advantages compared to paper-pencil-test which include the following: 1\. The creation of item bank of questions invites the possibility of each student being presented with a paper made up of different questions, but of an equivalent standard. 2\. Automatic computerized marking facilitates immediate feedback for the students. 3\. Students can be invited to sit tests as frequently as they find useful. 4\. Computerized recording of results facilitates the analysis of group's responses to questions. The teacher may consider balance assessments (blend of traditional and ICT based assessment). Although computerized testing facilities can be provide a rapid means of assessing and providing feedback to large numbers of students, it is essential to consider their use as part of the overall unit strategy, especially as multiple choice/limited response type questions can lead to an emphasis on \"shallow\" learning. Electronic assessment tools are unlikely to significantly reduce the burden of assessment, but they can be used to promote deeper and more effective learning, by testing a range of skills, knowledge and understanding. Using computers in assessment does not have to mean more multiple-choice testing to the exclusion of other assessment techniques. A wide range of innovative assessment methods lend themselves to computer-based implementation. Computer-based testing has many advantages, both for the credentialing program and for the examinees. However, it also has certain disadvantages, including greater demands on program resources. Prior to making the decision to convert an exam program to computer-based testing, it may be useful to evaluate the potential match between characteristics of CBTs and the exam program. This evaluation might be conducted through a feasibility analysis. A smooth and successful transition to a CBT program will be further aided by a conversion plan that emphasizes thorough preparation and careful decisions. Preparations that are likely to be needed include supplementing the item bank, revising the organizational structure, and training internal staff. Decisions that will need to be made include the test delivery method to apply, the scheduling approach to establish, and the CBT vendor to use. Even with careful planning, a CBT program is likely to be more expensive than a paper-and-pencil test program. However, for some exam programs the advantages provided by computer-based testing sufficiently outweigh the additional resources required to be worth the effort of conversion and the costs of maintenance It is important to note that teachers should use variety of assessment methods in a classroom. Assessing students is how the teachers can evaluate students over the material they are learning in the classroom and therefore must be done fairly to accommodate every student\'s interest and needs. Therefore, it is important for teachers to use a variety of different assessments in their classroom. Paper-and-pencil testing as the most common assessment procedures utilized by teacher to gather formal evidence about learning. Paper-and-pencil instruments referred to a general group of assessment tools in which students with questions respond in writing. **Electronic Portfolio** Electronic portfolio which is also known as a portfolio, digital portfolio, or online portfolio is a collection of electronic evidence assembled and managed by a user. Usually, the web portfolio includes input text, electronic files, images, multimedia, blog entries and hyperlinks. Portfolios are both demonstrations of the user\'s abilities and platforms for self-expressions. **Types of ePortfolio** - **Ideal portfolio**, it contains all works of students. It provides students a great showcase. - **Professional ePortfolio**, these portfolios are primarily a way to demonstrate the highlights of a student\'s academic career. - **Documentation portfolio**, it involves a collection of work overtime showing growth and improvement, reflecting students' learning of identified outcomes. - **Learning ePortfolio**, these portfolios are typically created by a student as a part of a learning activity and to demonstrate learning and the learning process. These portfolios are often shared with other students to elicit peer feedback. Learning portfolio support the idea of formative feedback as an essential part of the learning process. The teacher may utilize this for both formative and summative assessments feedback. **LEARNING ACTIVITY 1** Conduct an online interview with three teachers regarding their practice on assessment. Share the result of their online interview to the whole class using a power-point presentation in not more than 10 slides. Upload your file in Google Drive and insert the link on the space provided below. **SUMMARY** Here are some pointers to remember: - The ultimate measure of students\' competence is performance. - Assessment is the process of identifying, gathering and interpreting information about student\'s learning. - In educational assessment, the use of technology as an innovation and support for teaching and learning, is essential to improve instruction and increase performance. - To help students become college and career-ready, we need to teach them how to apply what they are learning in school to the practical and intellectual tasks in their everyday lives. - Assessment methods are the strategies, techniques, tools, and instruments for collecting information to determine the extent to which students demonstrate desired learning outcomes. - ICT provide the means for the explicit design and implementation of individualized and collaborative problem-solving tasks through teachers' interactive scaffolding and immediate feedback supply towards learners. - Computer-Based-Testing is more efficient than Paper-based tests because it is an individualized testing and has faster score reporting within few minutes after last submission. - Learning portfolio support the idea of formative feedback as an essential part of the learning process. **SOCIAL, ETHICAL AND LEGAL RESPONSIBILITIES IN THE USE OF** **TECHNOLOGY TOOLS AND RESOURCES** **MODULE OVERVIEW** Technology has been an integral part of our lives. It has created a great impact whether we like it or not. We have become prone to safety issues. Our privacy can be intruded. Our social relationships can be affected. But it is not just enough that we keep ourselves safe, we should also possess the skills on how we can act responsibly so as not to cause harm to others. Thus, this module will walk you through this issue. **MODULE LEARNING OBJECTIVES** At the end of this Module, you should be able to: 6. Describe the community of learners as citizens who share and utilize digital materials. 7. Practice standard netiquette in sharing and utilizing shared materials among learning communities. 8. Identify examples of Intellectual Property Right in educational setting; and 9. Show, give examples, and observe social, ethical and legal responsibility in the use of technology tools and resources. **DIGITAL CITIZENSHIP VS. GLOBAL CITIZENSHIP** **)** We are now living in an era which known and referred as **digital age**. In this age, technology is rapidly changing and developing. We live in two worlds -- real and digital world. **Digital world** is a contemporary expression to communicate the importance of digital technology