Online SHS Learning

Modules Framework
Working Group Parameters
Yoli Soliveres
May 29, 2020
 Informatics Vision

What we want to be Online SHS

We are the most preferred and leading private educational institution
offering IT- enhanced programs Technology-driven content, delivery,
assessment, distribution of
knowledge and skills
transforming students to Independent, L3
globally competitive individuals Expert technology user;
Communicator of knowledge
who can be innovators of the world Knowledge creator
RATIONALE
• In line with curriculum, grade level and subject unit content and
performance standards, identify priority competencies that must be
taught. Prepare a curriculum map that lists these competencies that
are enduring, contribute to the attainment of the standards and the
development of 21st century skills and lifelong learning.
• Design meaningful learning experiences that incorporate and
address real world and foster problem-solving skills on issues and
concerns that impact on the well-being of individuals and
communities.

- PEAC School Recovery and Readiness Plan

Most Important Skills
1. Learnability – learn, unlearn, relearn
2. Collaboration – collaborate, share and contribute knowledge
3. Verbal communication – listening and speaking on multiple
platforms
4. Written communication – reading and writing using multiple
platforms
5. Problem-solving – Math and Science
6. Technology – be savvy, updated and innovative
The Kind of Learners We Want to Develop
Absorbing Doing Connecting
Reading Answering Examples
Watching Deciding Case Studies
Listening Building Stories
Organizing Reflection
Searching Planning
Games Taking Notes
Simulation
Scenarios

Passive Learner Active Learner Reflective Learner

FOCUS: Innovation
Innovation competencies

1. Individual scale innovation competencies focus on:

• independent thinking and decision-making;
• target-oriented and tenacious actions;
• creative problem-solving and development of working methods;
• and self-assessment and development of own skills and learning methods.
FOCUS: Innovation
Innovation competencies
2. Communal scale innovation competencies are:
• ability to co-operate in a diversified team or work community;
• ability to take the initiative and to work responsibly according to the targets
of the community;
• ability to work in research and development projects by applying and
combining knowledge and methods of different fields;
• ability to work along the principles of ethics and social responsibility;
• and ability to work in interactive communication situations.
FOCUS: Innovation
Innovation competencies

3. Network scale innovation competencies cover:

• ability to create and maintain working connections;
• ability to work in networks;
• ability to co-operate in a multidisciplinary and multicultural environment;
• and ability to communicate and interact in an international environment.
Innovation and entrepreneurship learning objectives

Learning to define, to understand, to relate,

objectives to put into perspective, to identify,
which entail to examine, to inquire, to analyze,
teaching about to classify, to categorize, to compare, to
innovation and deconstruct, to recommend,
entrepreneurship. to get an overview, to reflect,
to explain, to incorporate, to discuss, to
describe
Innovation and entrepreneurship learning objectives

Learning objectives to identify, to uncover, to construct,

which entail teaching for to teach, to sketch, to experiment,
to report, to stimulate, to evaluate,
innovation and to navigate, to develop, to master,
entrepreneurship. to define, to nuance, to apply, to
align, to evaluate and assess, to
document, to put into perspective, to
communicate, to balance, to explain
choices, to distribute responsibilities
and tasks, to communicate,
to generate materials, to deliver,
to make prototypes, to incorporate,
to thematize, to organize
Innovation and entrepreneurship learning objectives
to develop, to create, to generate, to design,
Learning objectives to manage, to synthesize, to theorize,
to generalize, to maneuver, to adapt to a
which entail teaching
context, to handle to processes, to facilitate,
through innovation and to embed, to create opportunities,
entrepreneurship. to integrate, to demonstrate enterprising
behavior, to plan, to act, to examine,
to assess, to generate, to create, to perform,
to participate, to interact, to be able to think
divergent, to be able to think convergent,
to engage in interdisciplinary cooperation,
to combine, to invent, to imagine, to
produce, to assess, to decide,
to recommend, to test, to choose,
to evaluate, to communicate, to prioritize,
to seek out, to improve
LO: Value creation and creativity
Knowledge about Skills (the student is able to) Competencies

identify and critically assess existing solutions, The student can identify opportunities with potential for
technologies and practices. innovation. This typically involves a new application of the
student’s disciplinary knowledge.
examine and (re-) define a problem in interaction with
relevant stakeholders and by involving different The student can generate, qualify and evaluate ideas based
perspectives. on relevant criteria in order to create (economic, cultural,
Creativity in relation to the social) value in new and changing contexts.
student’s own disciplinary apply methods to develop innovative (creative) solutions
background, i.e. the student in relation to a given subject area. The student is able to design and manage creative
knows about creative processes that elicit innovative solutions by involving
processes and methods / participate in and manage creative processes. different stakeholder perspectives.
models that are relevant to
the student's own disciplinary collect, assess and incorporate qualified feedback in The student is willing to experiment in a manner that
background. order to develop and fit the solution to the specific connects the students' disciplinary knowledge with his or
context and relevant stakeholders. her own personal experiences from e.g. student jobs,
projects, hobbies, etc.
involve relevant stakeholders with the aim of securing the
relevance and success of implementation of potential The student is on the basis of this experimentation able to
solutions. reflect on his or her own response patterns and relations.

communicate potential solutions to relevant

audiences and partners.
LO: Process understanding
Knowledge about Skills (the student is able to) Competencies

Different process models and apply and analyze various process The student can involve stakeholders at appropriate
approaches to innovation, and the focal models and approaches to innovation times in the innovation and entrepreneurship
points of these. and entrepreneurship. process, in order to support the development of
innovative solutions.
the development and definition of identify and relate to the social and
innovation as a term. ethical issues related to the The student is able to evaluate when and how to
implementation of innovative products use given resources and knowledge in an
the development and definition of and services. innovation and entrepreneurship process.
entrepreneurship as a term.
reflect on the balance between theory The student can apply a variety of methods to provide
idea, project and/or business and practice in an innovation and an overview of and structure a process of innovation,
development related to the student's entrepreneurship process. as well as evaluate, structure and prioritize knowledge
own disciplinary context. and information relevant to the progression and
participate in iterative processes. results of the innovation and entrepreneurship process
ethical assessment models and key
drivers of the implementation critically reflect on concepts used in the
processes. innovation and entrepreneurship
process (eg. user typology, value
creation, innovation, prototyping, etc.)
LO: Collaboration
Knowledge about Skills (the student is able to) Competencies

typical roles and their function necessary participate in and contribute to a The student is able to cooperate in a multidisciplinary
for carrying out innovation and functional division of tasks in the team in order to plan and carry out activities in the
entrepreneurship processes. innovation and entrepreneurship innovation and entrepreneurship process.
process.
the meaning of team composition for The student is able cooperate with relevant external
innovation processes, as well as group give constructive and appropriate stakeholders in the innovation and entrepreneurship
dynamic processes in an innovation and feedback to partners and team process.
entrepreneurship process. members.
The student is able to use her or his insights in team
coordinate and delegate tasks of collaboration and actively contribute to and manage the
an innovation process. progression of the innovation and entrepreneurship
process.
construct meaningful evaluations of
the group dynamics in innovation and
entrepreneurship processes.

reflect on group dynamics of the

innovation and entrepreneurship
process.
LO: To apply and integrate academic disciplines
Knowledge about Skills (the student is able to) Competencies

Innovation and apply her or his disciplinary background in the different The student can identify the disciplinary
entrepreneurship processes stages of the innovation process. aspects of a given case challenge,
(e.g. via case studies) in assess the relevant disciplinary content in
relation to the student’s own analyze and understand a problem based upon his or relation to solving the challenge, and
field of study. her own disciplinary knowledge and experience. develop solutions based on his or her
own disciplinary background.
integrate various academic disciplines in the
development of new and innovative solutions.

apply his or her own academic discipline in order to

assess the feasibility and usefulness of a potential
solution.

develop and formulate recommendations for

changing a current practice.
LO: Enterprising behavior
Knowledge about Skills (the student is able to) Competencies

different types of theories, seek out relevant information. The student can create, identify and act on new
approaches, methods and tools opportunities.
to act and make decisions in make informed/qualified decisions in an
entrepreneurship and innovation innovation process based on the gathered The student is able to reflect on her or his own decisions and
processes. information. actions related to the implementation of ideas and projects.

types of cooperation and the identify and involve her or his professional The student can take responsibility for organizing a value
importance and meaning of and personal network in the innovation creation process at a certain level of complexity and reflect
relevant stakeholders’ role in the and entrepreneurship process. upon his/her and others' actions in this process.
realization of innovation and
entrepreneurship projects. independently seek out stakeholders The student can act constructively in contexts characterized
that are relevant for further by risky decision making and where there is a high risk of
different forms of communication development of ideas, projects and making mistakes.
as well as their reach and businesses.
audiences. The student can apply theoretical models and methods to act
and make decisions in an innovation and entrepreneurship
her or his (professional) network in process and is able to reflect upon this process.
depth.
Learning Modules for
Remote Teaching
 Informatics Distance Learning Program
(Online Schooling)
I. Online Learning Delivery through a learning management system (ICON)
A. Asynchronous Online: 100% online, student accesses only when s/he wants
within the given timeframe “Study anytime, anywhere”
B. Synchronous Online: 100% online, but may include “live” online sessions,
e.g. via Informatics College Online (ICON) LMS

II. Modular Learning Delivery: Learning modules similar to the digital materials
Course Delivery Modes delivered online are printed out for distribution to students without access to
any device or the internet.

III. Blended Learning: This mode will only take place when the IATF declares that
limited face-to-face is allowed. With blended learning, student accesses content
primarily online on his/her own time and device, but comes to live class sessions
for active learning/application. For example: in a MWF class, students will come to
classroom on Monday and Wednesday, but Friday’s content is always delivered
asynchronously online.
 Informatics Distance Learning Program
(Online Schooling)
Primary Sources of Content
Digital Learning Resources (DLR): Percipio, a proprietary digital learning platform
that provides expert-curated materials and assessments; other digital contents
created by certified and qualified faculty members.

In digital forms and expertly curated:

Presentations, virtual practice labs
Primary Forms of Delivery
Videos. games
E-books. apps
Audiobooks
Modules
The Learning Module

It is a tool to create learning designs, ‘marking up’ the activities the

teacher selects with the Knowledge Processes.
It is a self-contained and independent unit of instruction with a primary
focus on a few well defined objectives.
It is a set of learning opportunities systematically organized around a
well-defined topic which contains the elements of instruction.
Characteristics of a good learning module
1. Each module must contain only one particular concept.
2. The module must be self-motivating.
3. The module must contain self-teaching and self-learning materials
which enable the students to work independently with minimum
teacher assistance.
4. The objectives, materials and activities must be properly and
logically sequenced: specific, observable, measurable, attainable.
The Learning Module

There are two aspects to documentation using the Learning Module:

1. a prospective aspect (planning, before you teach), and
2. retrospective aspect (rewriting after you teach, and saving best
practices to a knowledge bank).
The Learning Module
1. Learning Focus: curriculum area and learning
level.

2. Knowledge Objectives: intended learning

outcomes and links to mandated standards.

3. Knowledge Processes: activities, marked up for the

‘kind of knowledge making’ required of the learner,
sequenced appropriately and with a range that
accommodates learner diversity.

4. Knowledge Outcomes: assessment processes:

formative and summative.

5. Learning Pathways: recommended follow-on

activities such as other Learning Modules.
Basic Contents

1. Introduction and Instructions

2. Behavioral objectives
3. Pre-test
4. Learning activities
5. Self-evaluations
6. Post-test
The 2 Sides of a Learning Module

Left side/ Teacher’s side: speaks in the language of teacher-professional

talk (so learning designs can be shared with colleagues),

Right Side/ Student’s side: speaks directly to learners in the language of

the classroom (so learners can access a Learning Module and take a
relatively autonomous role in their learning)
 TEACHER’S SIDE LEARNER’S SIDE

A 30-minute
learning
module

EXAMINE

PROCESS

APPLY
Integration with ICON
• Provide self-check exercises for students
• As part of the learning process, use time-bound synchronous quizzes
for formative tests
• Use rubrics for summative tests
• Enable “Restriction” to access mode for every unit or lesson
• Avoid data-heavy contents in course delivery. Use videos, games and
apps sparingly. Lesson-integrate them only when they are absolutely
necessary to meet the objectives.
• Curate videos, create your own videos and upload to your class’s or
your own academic Youtube Channel
What’s in it for the teachers

1. They have time to pay attention to individual learning problems.

2. They can identify problems earlier.
3. They are free to serve as resource persons, to answer questions and
to help those who need help.
4. There is better cooperation between teacher and students.
What’s in it for the students

1. They work at their own pace.

2. They assume responsibility for learning.
3. They find abundant sources of learning.
4. They know exactly what they have to learn.
5. They are encouraged to master the module.
6. Competition for grades is reduced.
PEAC’s INTERVENTION: INSTRUCTIONAL READINESS
GENERAL PROCEDURES STATUS/
NEXT STEPS
Prepare templates for designing learning plans, worksheets, packets or kits for
consistency in school delivery across different subjects and grade levels. Make On going
checklists for teachers to ensure their compliance with the templates.
Establish a system for scheduling and coordinating the prompt uploading or
distribution of learning materials, kits or plans to students in the different c/o Centers
learning settings. Identify the day and time during the week when students may
download or pick up the learning materials.
Develop a learning analytics system that provides real time information on students’
performance based on data obtained from formative and summative assessments in c/o ICON
different learning tasks done in the various learning settings (i.e., home and/or school).
State school policies regarding students’ practice of intellectual honesty and integrity
when submitting school work done in any type of learning setting. Publish school For
policies in Student Handbook. Reiteration
PEAC’s INTERVENTION: INSTRUCTIONAL READINESS

GENERAL PROCEDURES STATUS/

NEXT STEPS
Develop a system of archiving students’ work and showcasing evidences of
student learning in portfolios to support reports of students’ achievement c/o ICON
of the desired competencies.
Adopt flexible assessment methods and schedules and grading
policies to better reflect students’ performance in different learning
settings and the difficulties they have to hurdle. (Letter Grades?)
Provide timely interventions and/or action plans to improve student c/o ICON
performance affected by disruptions
Establish and implement a system of supervision of instruction done in
both home-based distance learning and modified face-to-face learning.
PEAC’s INTERVENTION: INSTRUCTIONAL READINESS
FOR HOME-BASED DISTANCE OR REMOTE LEARNING STATUS/
NEXT STEPS
Establish and inform students of possible class schedules of different subjects.
Place breaks in schedule for rest and meals between subjects.
Indicate in class schedules recommended study or work time periods and types of
learning activities as either synchronous or asynchronous. Set limits to the
students’ screen time when working online.
If conducting synchronous online learning sessions, establish and disseminate c/o ICON
guidelines for students’ class attendance.
Provide multiple forms of learning materials and information on the means of
accessing these in response to students’ situation and location. Identify and utilize c/o ICON and
learning resources that provide students with immediate and automated feedback Faculty
on their answers or performance.
Prepare self-check assessments (e.g., checklists, rubrics) that enable students c/o ICON
to improve or correct their work prior to submission.
PEAC’s INTERVENTION: INSTRUCTIONAL READINESS
FOR HOME-BASED DISTANCE OR REMOTE LEARNING STATUS/
NEXT STEPS
Set guidelines for the accomplishment and submission of student work done in
home-based distance learning.
Identify system of and venues for consultation by students and parents with
teachers regarding learning task requirements or assessment results.
Select a common school platform for the announcement, distribution and c/o ICON
submission of learning tasks and materials.
Provide guidelines for setting up in one’s home a study area that is conducive to
learning. Faculty
Make available offline learning resources that do not require Internet connectivity. On going

Enjoin parents and students to adopt and practice an “honor code” that says
students submitted or produced work resulting from their own thinking and efforts.
PEAC’s INTERVENTION: INSTRUCTIONAL READINESS

FOR TECH SUPPORT STATUS/ NEXT

STEPS
Survey students’ access to technology and identify ways of addressing the Done
difficulties of those without access.
Inform the school community of who to contact for tech assistance and how to
reach such staff. Set the response time people can expect the tech support group c/o Center
will do for any request. Provide contact information in multiple forms (e.g.,
voice, SMS, print, email).
Provide manuals or tutorial materials (hard and electronic copies) for For traditional
troubleshooting problems with equipment, software, applications or audience
platforms.
PEAC’s INTERVENTION: INSTRUCTIONAL READINESS

FOR PARENTAL SUPPORT STATUS/

NEXT STEPS
Provide protocols and information materials for parental assistance
to students during home-based or remote learning. More items to be
added to FAQs
Elicit information and feedback regarding home situation, the family’s
health situation and students’ abilities and difficulties in doing home- Guidance Office
based distance or remote learning.

Provide periodic reports to parents of their child’s performance so that

parents are informed of students’ progress or difficulties. c/o ICON,
Faculty
Considerations
• Online courses must have extensive opportunities for interaction
between teacher and learner and among learners
• Teacher as facilitator; learner is responsible for his learning.
• Use technology not only as a platform but as a tool for learning.
• Collaboration among learners to solve problems
• Activate knowledge by connecting to a learning community and
feeding information to the same
• Knowledge is not created in isolation; learner must interact with
someone for knowledge to be constructed.
• Immediate feedback is a must.
Informatics Gives You
the Tech Advantage