MODULE

MIDTERM

Lesson 8: Instructional Design Models

The ID models below suggest different approaches to design and development of

training and instructional materials, but the purpose of each is the same-systematically
develop training courses and materials that successfully address the learning objectives.
There is no single best model, because each model has its own merit and affordances.
The best model is the one that works well for a specific learning context. So, the choice
depends on the way your classroom works.
ADDIE Model

The ADDIE Model has been the most popular ID model used. This model served as a
basis for the other models developed. It is an iterative instructional design process
which means that the end product of one phase is the starting product of the next
phase. One will note that all the other models that followed share five essential phases
which are analysis, design, development, implementation, and evaluation.

SAMR Model
The SAMR Model, which stands for Substitution, Augmentation, Modification, and
Redefinition, is a framework created by Dr. Ruben Puentedura that categorizes four
different degrees of classroom technology integration.

• Substitution - In this stage, technology is used directly to substitute for a more

traditional one.
• Augmentation-The technology is substituted fora traditional one, but with
significant enhancements to the student experience.
• Modification- Instead of replacement or enhancement, change is observed in
the design of the lesson and its learning outcome.
• Redefinition- In this stage, technology tools allow educators and practitioners
to create a novel learning experience, thereby redefining a traditional task in a
way that would not be possible without the technology.
Backward Design by Wiggins and McTighe

When using the backward design approach to instructional design, teachers consider
the learning goals of the course first before planning the assessment. Then, teachers
plan how students will engage with the content through interesting learning
experiences. This type of planning makes backward design a much more intentional
approach to course design than traditional methods of design.
1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction

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 Dick and Carey Model

The Dick and Carey instructional deisgn model or the systems approach model is
concerned with the steps in planning instruction.

Stage 1. Instructional Goals

Stage 2. Instructional Analysis

Stage 3. Entry Behaviors and Learner Characteristics

Stage 4. Performance Objectives

Stage 5. Criterion-referenced Test Itemns

Stage 6. Instructional Strategy

Stage 7. Instructional Materials

Stage 8. Formative Evaluation

Stage 9. Summative Evaluation

ASSURE Model by Heinich, Molenda, Russel, and Smaldino

The ASSURE model was developed by Heinich, Molenda, Russell, and Smaldino (1999)
and is an insturctional model for planning a lesson and the technology that will enhance
it. The letters in ASSURE form an acronym

1. Analyze the learners - Who are our students? What are their needs? What are
their learning styles?

2. State the objectives - The specific objectives should be the focus of individual
lessons. Students should be informed of these objectives at the beginning of the
class.
3. Select method, media, or materials- Before choosing the media and materials
to help teach a lesson, the teacher needs to select a method for delivering the
instruction. The media could include technology solutions, print resources such as a
textbook, video conferencing, or any combination of the various media types.
4. Utilize media and materials -In this step, the lesson is taught and the media and
materials are implemented.

5. Require learner's participation- Students find learning more meaningful when

they are actively involved in the learning process. The teachers may also ask
students about the kinds of activities and technologies that engage them.

6. Evaluate and revise - Teachers should constantly evaluate their own teaching and
the student learning, and make any revisions required for the next lesson. Key

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 questions to be asked during evaluation include, "Was the media appropriate?" and
"Are there other technology solutions that might have worked better?"

Lesson 9: Designing an Inclusive Learning Environment

Defining Learning Environment

The Glossary of Educational Reform (2014) defines the learning environment as the
diverse physical locations, contexts, and cultures in which students learn. The term also
encompasses the culture of a school or class-its presiding ethos and characteristics,
including how individuals interact with and treat one another-as well as the ways in
which teachers may organize an educational setting to facilitate learning. Examples of
different learning environments include a school or college campus; an online course;
military training; friends, family, and work, nature; and personal. technology-based
learning environments.

There are two, important points that must be made here. First is that the learner is the
one who has to do the learning. Students learn in many different ways in very different
contexts. Since learners must do the learning, the aim is to create a total environment
for learning that optimizes the ability of students to learn. There is of course no single
optimum learning environment. There is an infinite number of possible learning
environments, which is what makes teaching so interesting. Any learning environment is
much more than the technology used to support it.

Components of an Effective Learning Environment

Developing a total learning environment for students in a particular course or program

is probably the most creative and challenging part of teaching. Although there is a
tendency to focus on either physical institutional learning environments or on the
technologies used to create online learning environments such as learning management
systems, learning environments are broader than just these physical components. They
will also include:

• the characteristics of the learners and their means of intercommunication;

• the goals for teaching and learning;
• the activities that support learning;
• the resources that are available, such as textbooks, technology, or learning
spaces;
• the assessment strategies that will best measure and drive learning; and  the
culture that infuses the learning environment.
A teacher may have little or no control over some components, such as the learner
characteristics or resources, but may have full control over other components such as
the choice of content and how learners will be supported. Within each of the main
components, there is a set of subcomponents that will need to be considered. In fact, it
is in the subcomponents where the real decisions need to be made.

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Culture and Learning Environments

Culture is a critical component of any learning environment. It is important to be aware

of the influence of culture within any particular learning context and to try and shape
that culture as much as possible toward supporting the kind of learning environment
that teachers believe will be most effective. There is no one way to build an effective
learning environment. The learning environment needs to be appropriate for the
context in which students will learn. However, before even beginning to design a course
or program, teachers should be thinking of what this learning environment could look
like. They need to make sure that learners are able to work within an environment that
helps them do this. In other words, the teachers' role is to create the conditions for
success.

Technology now enables us to build a wide variety of effective learning environments

that can differ significantly from the traditional classroom. But technology alone is not
enough. Many technology-based learning environments are lacking with some of the
key components that make an effective learning environment. An effective learning
environment needs to include the other components for learner success. This is not to
say that self-managing learners cannot build their own effective personal learning
environments, but they need to consider the other components as well as the
technology.

Universal Design in Education

The practice of universal design in education (UDE) goes beyond accessible design for
people with special needs to make all aspects of the educational experience more
inclusive for students’ parents, staff, instructors, administrators, and visitors with a
great variety of characteristics. These characteristics include those related to gender,
race and ethnicity, age, stature, disability, and learning style. The Center for Applied
Special Technology (CAST) defines Universal Design for Learning (UDL) as a research
based set of principles that together form a practical framework for using technology to
maximize learning opportunities for every student" (Rose & Meyer, 2006). When UDL is
applied, curriculum designers create products to meet the needs of students by
offering:

• multiple means of representation, to give learners various ways of acquiring

information and knowledge
• multiple means of action and expression, to provide learners various ways
for demonstrating what they know; and
• Multiple means of action and engagement, to tap into learners' interests,
provide appropriate challenges, and increase motivation.
Flexible Learning Options in the Philippine Setting

The Department of Education mandated public and private schools to provide flexible
learning options (FLOS) in order to accommodate the needs of learners. FLOS provide a
menu of learning interventions and pathways that are responsive to the needs, context,
circumstances, and diversity of learners. FLOs allow for variations in organization,

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approaches, and modalities of teaching and learning. This flexibility is helpful for
learners who are at risk of dropping out, children and youth who are out of school,
adults who failed to finish basic education, learners with special needs, learners with
extreme difficulty in accessing schools or those who attend overpopulated schools, and
learners in emergency situations.

There are two main categories of FLOS: the Alternative Delivery Modes or ADMs and
the Alternative Learning System or ALS. ADMs are instructional or learning modalities
that do not strictly follow the typical setup for regular classroom instruction but follow
the formal K to 12 curriculum in content. Formal curriculum refers to the curriculum
starting from Kindergarten and ending in Grade 12 that learners undergo through
successive grade levels.

The flexibility in instructional or learning modalities of ADMs is in terms of the time and
duration of instruction, the place of instruction, or the method of instruction. Instruction
may be face-to-face, distance learning, or blended learning. All public elementary and
secondary schools should be ready to offer ADMs for all types of learners whenever the
need arises. The learning resources for the K to 12 program are used for ADMs. Below
are the various types of programs under ADMs:

Home School- Provides basic éducation to learners in a home-based setting with

parents, guardians, or tutors as learning facilitators, under supervision by DepEd and
designated licensed teachers.

IMPACT(Instructional Management by Parents, Community, and Teachers)-

Provides basic education to learners in a school-based setting wherein multigrade
learners are grouped for learning facilitated by peers, parents, or community members
under the guidance of an instructional supervisor. lt also allows for independent
learning.
Modified In-School Off-School Approach (MISOSA) - Provision of formal
education in school and off-school to learners in Grades 4 to 6 with capacity for
independent learning, and who could not be fully accommodated in school. They
receive blended instruction. In-school group is with the classroom or subject teachers
and the off-school group is with a teacher-facilitator in a separate venue.

Night High School- Learners attend classes after regular school hours. This learning
option allows program completion beyond the prescribed number of years.

Open High School Program (OHSP)- Provides opportunity to all high school learners
capable of independent learning to complete basic education through quality distance
education.

The Alternative Learning System (ALS) is distinguished from the ADMs by its use of the
nonformal ALS K to 12 Basic Education Curriculum. It is an addition, alternative, and/òr
complement to formal education as it caters to people of all ages, but does not
necessarily apply a continuous pathway structure. Nonformal education can cover
programs contributing to adult and youth literacy and education for out-of-school

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children as well as programs on life skills, work skills, and social or cultural
development. In general, the program is organized into six interrelated learning strands
that bring functional literacy and content knowledge together.

Learning Strand 1-Communication Skills (English)

- Communication Skills (Filipino)

Learning Strand 2-Scientific Literacy and Critical Thinking Skills

Learning Strand 3- Mathematical and Problem-solving Skills

Learning Strand 4 - Life and Career Skills

Learning Strand 5 - Understanding the Self and Society

Learning Strand 6- Digital Literacy

INSTRUCTIONAL DELIVERY SYSTEM AND EDUCATIONAL TECHNOLOGY

Lesson 10: Flexible Learning

Fundamental Concepts on Instructional Delivery

Before delving into flexible learning as a feature of instructional delivery, let us first
understand the fundamental concepts of how we deliver instruction in the context of
space and time. In its entary sense, instructional delivery is the mode on how teaching
and learning take place generally, there are three major ways on how we can deliver
instruction nowadays. These three ways have become so tactile that subforms have
been devised and accepted.

Three major categories on how we deliver instruction include: (1) face-to-face learning
mode, (2) blended learning, (3) and distance or remote learning. The last two
modalities will be lengthily discussed in the succeeding lessons. The instructional
delivery modes are generally separated because each of them has distinct
characteristics like the instructional design. However, they are somehow related
because they share some common features, like principles of flexibility, the goal of
education, principles of learning, and educational technology principles.

One key difference among the three categories pertains to the schedule of student
engagement and interaction. Notably, depending upon the modality of instructional
delivery, student interactions can either happen in real-time or at differing times. These
interaction schedules have been discussed in chapter 1, but for the sake of a quick
review they are underscored again. Synchronous learning refers to the
teachinglearning experience that happens at the same time. For instance, most of what
you do in a face-to-face delivery is synchronous, because you can physically interact
with your classmates and teachers. Asynchronous learning, on the other hand, is an
interaction schedule that happens at different times. One good example is when you

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engage in an online discussion forum where you can have an option as to when you can
chime in and contribute to the discussion.

Another key difference among the three instructional delivery systems is space. First is
the physical space, like the classroom where most face-to-face learning takes place.
Second is the online or virtual space, which can only be possible by the power of
Internet connectivity. An online platform like a learning management system becomes
the virtual space where students and teachers can interact at a distance. Another
emerging learning space is called flexible space, where students like you can choose
where their learning will take place. For instance, if you have a learning packet or an
instructional module with you, you can learn along the riverbank, which becomes your
flexible learning space.

1. Structuring learner-teacher-feedback engagement. Teachers need to

provide feasible choices for the students to choose from regarding the mode on
how they can interact with their tutors and mentors. Additionally, teachers need
to choose the available mode on how students can access feedback about their
learning progress.
2. Establishing learner engagement with an assessment of learning.
Learners need to know their options on how to get grades in their learning.

Increasing Flexibility Using Technology in Education

Educational technology has been considered as another common ground of all

categories of instructional delivery. Therefore, it means that technology is not only
applicable to online or distance learning. What matters moşt in the use of technology is
that learners can have access to al required technology to be used in instruction. For
instance, before choosing to use mobile-aided technology in a distance or remote
learning mode, the teachershould ensure that learners possess such a technological
device, should be knowledgeable in manipulating the environment of that technology,
and should effectively learn to use that technology. You see, aiding instructional
delivery with technology is still putting the learners at the core. This ensures increasing
flexibility in using technology in education.

Matching the students' needs and the appropriate, accessible technology to use is
another way of increasing flexibility in any instructional delivery mode. One wrong
notion in using technology in education is utilizing web-based and highly sophisticated
software or applications that do not match your learners' needs. One rule of thumb is to
ensure that the technology to be used addresses the students' needs in constructing
the knowledge, in assessing their learning progress, or in producing an output.

While it is true that technology-mediated flexible instructional delivery has been

successful (Laurillard, 2008; Norton, McRobbie, & Cooper, 2000), teachers need to
match the' use of educational technology principles to the pedagogies that they use.
Norton et al. (2000) cautioned that if teachers do not ensure that their pedagogical
strategies match the technology that they use in any instructional delivery mode, it may

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cause greater harm in learning. For instance, if the suited online teaching activity is
through a discussion, a teacher is expected to mediate his or her teaching by using any
technological platform that triggers the students to discuss. In the discussion activity,
the teacher should provide guidelines and options as to when the students can join in
the discussion forum. That will increase the level of flexibility using technology. Utilizing
quiz apps, in this case, may not necessarily match the expected pedagogy.

Lesson 11: Blended Learning

Blended Learning: Definition, Features, and Elements

Technology has undoubtedly revolutionized the way instruction is delivered. Learning

space and time have been redefined because of technology. One offshoot of how
technology is linked to instructional delivery is blended learning (BL). Kintu, Zhu, and
Kagambe (2017) positioned blended learning under web-based instruction. The majority
of education scholars are in unison that BL is the merging of face-to-face instruction
and computer-mediated learning environments (see Rajkoomar &Raju, 2016). Part of
the continuum in defining BL is the thought that it is a set of combining strategies and
approaches in delivering instruction through the aid of any web-based instructional
resource. This means that BL may be a combination of two or more sub-modes of
instructional delivery; however, technology as a potent aid is never deleted in the
scene.

It should be clear that the plain use of technology in providing information to your
learners through the aid of technological tools does not necessarily spell out blended
learning. For instance, a teacher uses email to send hand-outs to students; the
discussion will take place inside the classroom the next day. Blended learning is not
about that kind of situation. Like any of the earlier identified instructional delivery
modes, BL needs a solid and Sound set of pedagogical principles and instructional
design in implementing this modality.

Garrison and Vaughan (2008) echoed some features of blended learning instructional
delivery.

It considers the power of online and offline modes of learning. It should be

noted that students in the current milieu learn more with the presence of technology;
however, physical presence and interaction are also vital in co-constructing knowledge.
With the merging features, blended learning is an essential mode of instructional
delivery leaning toward flexibility and personalization of learning.

1. It ensures teacher support and engagement. The use of BL does not decrease
teacher support and engagement. A BL teacher needs to address the learners by
quickly responding to their online tasks, intelligently preparing materials, and regularly
facilitating in-classroom activities.

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2. It promotes independent learning. One of the critical features of BL is fostering
independent learning. BL allows students to learn individually and to use instructional
aids according to their learning styles. Researchers agree that a student learns with a
blend of self-paced online and face-to-face instruction.

3. It supports peer interaction. The literature is rich with evidence that student-
tostudent interaction sustains any online instructional delivery. Since BL is partly online,
students can still interact with their students through the proper use of online activities,
like discussion forums, collaborative writing and peer-tutoring through technological
tools. Notably, peer interaction- heightens motivation to learn (Moore, 1989).

Models of Blended Learning

It is not possible that when you want to use BL, you will proceed immediately in
constructing a lesson plan. There are models of BL that you can choose from,
depending upon the setup that addresses students' needs and topic requirements.
According to Horn and Staker (2014), the four models include the following:

1. Rotation Model - In this model, the learners "rotate" on a fixed schedule of

independent online study and face-to-face classroom environment. There are variations
of this model, namely: (1) station rotation, (2) lab rotation model, (3) flipped
classroom, and (4) individual rotation.

2. Flex Model - This model provides learners with individualized mobility on more
flexible schedules. In other words, most of the lesson is delivered through a digital
platform while teachers are accessible for face-to-face consultation and support.

3. A La Carte Model - The student takes a full online course with the other
experiences that the student picks up from face-to-face classes. This model is different
from full online learning education because a la carte model will not be used in a
yearround timeframe.

4. Enriched Virtual Model- The students are required to take face-to-face learning
sessions with their instructor. Then, the remaining weeks for the course will be used
remotely to complete the coursework. Remote teaching, in this context, is primarily
referred to as the use of online technology. Notably, in an enriched virtual model,
students meet very seldom with their instructor.As the educational landscape is
dynamically shifted by technology, the tools that teachers and students use inside and
outside of the classroom must also change. Although most teachers were taught with
traditional tools-books, papers, pencilsstudents today embrace a new set of tools for
communicating, collaborating, sharing, and learning. So, as a future teacher of the
twenty-first century, which tools should you be adept at using for blended learning
mode? In other words, what will be in your technology toolbox? If you do not
incorporate the tools that students rely on outside of school into the classroom, they
will surely find their work increasingly disconnected and irrelevant to their lives. Hence,
below are some of the tools you should, at least, be familiar with in preparation for
teaching using blended delivery instruction.

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 Lesson 12: Flipped Classroom

You have learned in the previous lesson that blended learning has many varieties. One
of them is the rotation model, where the learners "rotate" on a fixed schedule of
independent online study and face-to-face classroom environment. One variation of the
rotation model is the "flipped classroom," where instruction and homework are
swapped. According to Karabulut-llgu, Jaramillo Cherrez, and Jahren (2018), students
learn when they are out of the physical classroom, especially through audio-visual
modes like educational videos. When the students get inside the room, they will be
tasked to accomplish hands-on activities facilitated by the teachers.

When flipped classroom is implemented very well, a teacher can ignite the students to
participate and stir an interactive learning environment (Chuang, Weng, & Chen, 2018).
For instance, because the students watch the educational videos before they get inside
the classroom, they can learn independently. They can pause the videos and learn at
their own pace (Basal, 2015). Because of this self-learning feature of flipped classroom,
the students can enhance their preparation to participate in class, and time-related
issues to learn the foundational concepts are diminished. Boyraz and Ocak (2017), on
the other hand, proved the increase of academic success and knowledge retention of
students who were exposed to flipped classroom. They also ascertained that the flipped
classroom may be superior to traditional instruction given some considerations on the
nature of the students and the context.

A flipped classroom is mediated by technology, but technology can also spur a

challenge to many teachers aiming to flip their classrooms. For instance, Lo (2017)
reported that technology may be frustrating to older generation teachers and some
new-generation mentors. Hence, training is necessary for teachers who aim to flip their
classrooms. They can gradually flip their courses at a pace tolerable to their students;
offer students a full introduction to the new instructional approach, and provide
students with sufficient technical support.

Not-So-Good Reasons in Flipping Your Classroom

1. Because you think it will create a twenty-first-century classroom

2. Because you think you will become cutting edge

3. Because you think flipping your classroom exempts you from being just a low-rated
teacher

4. Because you think it will make your job easier

Flipping your class does not necessarily use the latest technology in education.
Remember, pedagogy should always drive technology and not the other way around.
Hence, teaching is much more than good content delivery. Because flipping a classroom
is one instructional delivery mode, it does not make your job easier, as compared when
you teach using purely face-to-face delivery.

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Benefits of Flipping Your Classroom

Implementing flipped classrooms properly will yield some satisfying instructional

benefits for the teachers and students. Here are some of the benefits, according to
Bergmann and Sams (2012):

• Flipping helps busy students. Because the main content is delivered via
online videos, for instance, busy students like school varsity players can choose
to work ahead and later study.
• Flipping helps struggling students. In residential or in-class teaching, the
students who tended to get most of the teacher's attention are the best and the
brightest-those who would raise their hands first. In a flipped classroom, the
teacher's role is to roam around the class and help students who struggle most.
Moreover, it allows for real differentiation of learning. You can think of another
way of lesson presentation (in terms of content and tasks) to struggling
students.
• Flipping helps students of all abilities to excel. Because students can play
and rewind the videos or reread the materials, those who need special attention
can learn at their own pace.
• Flipping increases student-teacher interaction. Flipping the class allows
you, teachers, to leverage technology to increase interaction with students. You
must need to be clear, however conducting mini-lectures with groups of students
helps deliver just-in-time instruction when the students are ready to learn.
• Flipping increases student-student interaction. Because your role as a
teacher has shifted from lesson presenter to instructional coach when you use
flipped classroom, you spend more time talking with the learners. Also, when
they work on their tasks collaboratively, they are triggered to communicate with
one another, thereby making learning smooth sailing.

Pillars of Flipped Classroom

Educators who use flipped classrooms should ensure that the following pillars are
observed. Meaning, these pillars (Flip Learning Network, 2014) are primordial requisites
every time a flipped classroom is used as an instructional delivery. Observing these in
the planning and implementing stages could ensure the success of flipping the
classroom.

1. Flexible Environment. As teachers, you need to think about providing accessible

resources and learning lessons that the students can deal with anytime, anywhere. The
classroom tasks, on the other hand, should provide them a sense of accomplishment.

2. Learning Culture. Ensure, too, that the instructional plan always leans toward the
student- centered classroom. Meaning, the learners should be kept engaged, starting
from reading or viewing the materials to accomplishing the tasks. In that way, they can
easily construct meaning even with less supervision from the mentor. Intentional
Content. The content of the resources and teaching materials should be well planned
according to the learners' learning styles and preferences. This is why the content
should be "intentionally" chosen. Aside from that, the technology to be used as a
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learning-teaching aid should also fall within the rim of the learners' comprehension,
familiarity, and utility. Remember, a flipped class does not have to mandate the use of
videos, nor do the videos have to be viewed at home. The goal of flipping a classroom
is to remove attention from the teacher and place it on the learner. If videos are to be
used and if they are to be viewed in class, then adequate and easy access to
appropriate technology must be in place before embarking on this endeavour.

3. Professional Educator. It is a wrong notion that using a flipped classroom

minimizes teacher presence. In fact, the characteristics of a professional educator
should be imbibed throughout the duration of flipping the classroom. For instance, the
teacher should provide feedback frequently and should be accessible anytime.

Using Technology in Flipping the Classroom

It would be quite difficult to use flipped classrooms without the aid of technology.
However, you should always remember that technology is a means to an end.
Technology also has some downsides. The first three points are for the primary
advantages of using technology while the last two points refer to some downsides of
technology.

1. Technology triggers high-level interaction. Some ways for the students to

interact, collaborate, provide feedback, and do some reflections both inside and
outside the classroom can be possible when using technology in flipping the class
(e.g., discussion forums, chat rooms, polls, social bookmarking, collaborative
documents, eportfolios, online rubrics, and shared calendars).

2. Technology makes learning more flexible. When using technology in flipping

the classroom, you can increase flexibility in time, place, and pace of study. This is
possible when the students view the recorded lectures and learn from online resources
at their convenience.

3. Technology aids the teacher's major tasks. Because of the teachers' easy
access too technological tools, they can maximize their time in finding, creating, and
distributing content appropriate for the students to learn from.

4. Technology can (and will) fail. A backup plan is necessary when using and
introducing a technological tool in class. For example, in case of any eventuality and/or
technical glitch, your plan B should always be ready to maximize academic time and to
avoid losing the interest of your students.

5. Familiarizing the use of technology may be difficult for some. Teachers

should provide comprehensive instructions on the way students should use technology.
For example, the teacher should give a demonstration on the use of an online learning
platform, its features and uses before the students will use the app in class. This is
necessary because not all students can easily navigate a technological tool. It is not
safe to assume that because students are digital natives, all of them can smoothly and
easily manipulate technology (Goossens et al., 2008; Kennedy et al., 2010).

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Lesson 13: Distance Education and Online Learning

Distance and Online Learning: Definitions and Advantages Distance education (DE) has
evolved through several historical stages, from correspondence education to print,
radio, and TV, to the use of teleconferencing, computers, multimedia, and so on until
online learning, including Massive Open Online Courses (MOOCs). With this, we can
deduce that distance education embraces all instructional delivery modalities where
there is a separation between the teacher and the students. Distance education,
therefore, can be pictured out as an overarching instructional delivery that uses one or
combined modalities like broadcast media, correspondence, and the internet.

As the general definition, DE uses "non-traditional forms of teaching and learning in

which the students and tutors have little or no face-to-face contact, a separation in
space and often also in time" (Sewart, 2014, p. 1). Because DE embraces contemporary
and non-traditional ways of teaching and learning through the mediation of various
media, it has a complex nature and scope.

Kaya and Tan (2014) posited many advantages of distance education. Some of them
include the following:

• facilitation of mass education;

• provision of various education options;

• provision of information from the first source;

• responsibility to the individuals for their learning;

• facilitate the individuals for an independent learning;

• provision of an environment where maximum learning is possible;

• provision of cost-effective education;  raising a standard in education program;

and Minimizing the inequality of opportunity.

Because DE can break geographical barriers, making education boundary less, many
scholars believe that DE is cost-effective as compared to the traditional classroom mode
of teaching and learning. This is why DE is gaining popularity in the world. Aside from
that, learning in the DE mode allows students to finish topics and courses at their own
pace and in anywhere they want; thus, flexibility of learning is high. Moreover, through
DE, mass education is achieved, as students from various places around the globe can
be taught simultaneously at a given timeframe.

When we talk about "online distance education, on the other hand, we may deal with a
broad spectrum of what can be termed as online distance education. Different terms
have been related to this concept, like web-based learning, virtual learning,
Internetmediated education, and computer-based education. In 1986, Keegan advanced
some salient foundations of DE that include the following:

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 • Teachers and students are separated. This case deciphers online DE from
traditional face-to face instruction.

• The academic institution can still influence the dynamics and implementation of
online DE. This discriminates against self-study and private tutoring.

• In order to distribute academic content, teachers or facilitators should utilize a

computer network.

• Two-way communication is an essential element or online DE through the use of

a computer or web-based technology. In this way, students and teachers can
reach each other anytime

Components, Limitations, and the Future of Distance Education

A DE system must include "all the component processes that makeup distance
education including teaching, learning, communication, design and management" and
institutional philosophy (Moore & Kearsley, 1996). Their view of distance education
indicates that the system would include the following components: (a) sources of
knowledge (i.e., faculty): (b) course design mechanisms; (c) course delivery
mechanisms; (d) interactions between students, instructors, and content; (e) system
management; and (f) the learning environment. This means that structuring a DE
program does not only necessitate the use and provision of technology.

Taylor and Todd (1995) expounded that there exists a combination of interactive
multimedia, where students can use online resources and do asynchronous
conferencing through chats and other means. This is called the fourth era or "Flexible
Learning Model" in DE. In this era, schools optimally use the power of information and
communication technologies to distribute academic content, monitor students' progress
and learning, and enhance student engagement with the teachers and their fellow
students. Moreover, the flexible learning model in DE uses the power or
computerassisted communication.
With all these advantages, one question remains. What will be the future of distance
education and online learning? The following issues are starting to shape the newest
image of distance education.

1. Bringing an off-classroom environment within the online class. This refers to

the use of virtual and augmented reality as a mushrooming feature of distance and
online education. And these features are greatly shadowed by the power of technology.
Other OL and DE programs are now successful in using virtual laboratories through
holograms and augmented reality. Meaning, students can soon-thoroughly and
accessibly-feel and explore the off-classroom environment or other-country experience
in their learning.

2. Bringing an in-class environment outside the online class. Because of the

quick forward pace of technology, students can read e-books or attend discussion
forums at any time they want and anywhere they are.

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3 Edutainment. Learning can now become more inviting and engaging. In order to
increase students' motivation, game-based technologies, interactive multimedia
materials, and self-paced learning assessment tools can invite more students to
embrace DE or online education (OE).

4. E-problem. Education may become less people-centered. With the mushrooming

number of project-based and self-paced courseware, students can now have the liberty
to pick the focus of their education. Meaning, students can now choose the sequence
that they opt to learn, aside from just following the series of courses designed for them.
Educational Technology and Distance Education

Even it technology can support such an operation of a virtual university, there remain
some problems. However, distance learning is now very active in mission-based
instruction and community- based lifelong education. Therefore, it is hoped that the
academia, the government, the engineers, and the society can work tightly toward the
great success of distance education.

Educational theory and technologies play an essential role in DE and OL. They have a
significant impact on the development of ODE systems. A software system will be
useless if no one uses it. Relying on educational theories and experiences for
professionals, the design of any distance- learning system should consider its usability
as the first step. A formal model that evaluates students' interactivity and motivation is
proposed in Jun et al. (2002). The model is tested on several Web-based instruction
courses. Besides, five major factors for the development of computer-aided learning
were proposed in Schar et al. (2000). The factors include theories for learning,
multimedia didactic, learning technologies, information models in human-computer
interaction, and user acceptance.

These technologies may be overwhelming for teachers like you. Hence, there is a need
for a solid teacher training before using this instructional delivery mode. In this way,
teachers can make technology meaningful for learning. For instance, the use of the
Internet can be primarily considered as a research tool. However, as the teacher
mediates, the Internet may have another meaning or purpose. It can now be utilized as
a pathway for communication so that students can sustain their engagement in an
online class and discussion forums.

Innumerable possibilities can be discovered as potential teaching tools for the use of
technology. One example is that it can be used to facilitate the accessibility of cheap
and readily downloadable educational games and programs. However, on the teacher's
shoulder is the responsibility to choose potential materials and use appropriate
pedagogies to address students' needs.

The following are some principles of technological use in DE and OL:

• Technology is more than machines. It should be seen as a tool to achieve a

higher degree of knowledge and better learning.

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 • Technology is not just a resource. This means that teachers need to plan
and structure instructional delivery by maximizing technology as a resource, as a
platform, as an assessment tool, and the like.
• Technology becomes the mediation for distance education. While it is
true that DE, in the current context, tends to be highlighting the use of
technology as a bridge to finishing a course, students need to use technology to
build social interaction. In that way, technology can be potentially used in
sharing information, ideas, and resources to build a learning community.

Lesson 14: Learning Management System

Definition, Uses, and Characteristics of LMS
The LMS has been an essential tool in curriculum design and development and in
organizing factors that motivate student learning, especially in online distance learning.
However, an LMS can be used in blended, hybrid, and in-class delivery modes. It is a
software application designed to help in the administration of courses for both students
and instructors. Such systems have been designed for use in learning and teaching
activities (Chung et al., 2012). They also provide a variety of interaction methods
between instructors and learners to facilitate the learning process better.
You must remember that a well-designed LMS could also help improve student skills,
such as effective online learning and self-direction (Norouzi, 2014). Students could use
the system to enhance performance (perceived usefulness), and they could use such
systems with little effort (perceived ease of use) (Venkatesh & Davis, 2000). A majority
of higher education institutions have incorporated LMS systems; they have been used in
university systems by schools, faculty members, and instructors (Klobas& McGill, 2010).
Because so much of higher education has been focused on course delivery in a physical
classroom, the implementation of an LMS has aided institutions in transitioning to the
new online universe of curriculum delivery (Georgouli, Skalkidis, & Guerreiro, 2008).

Repositories, central databases, and online meeting locations are all characteristics of a
learning management system. As a concept, a learning management system is a broad
idea and an excellent example of technology's inability to be specific in terms of a
definition. Several requirements allow a general overview of what constitutes a learning
management system, such as those listed above. Finally, end-user access is also a part
of a learning management system with various levels being set up by security. For
example, students have read-only access, faculty members have read and write access,
and technical staff has complete access for support and administrative duties (Graf &
Tzu- Chien, 2009).At its core, a learning management system contains internal or Web-
based support and management for numerous aspects of learning and teaching (Hiary
& Abu-Shawar, 2009). This allows access from numerous locales, usually on a 24-hour
basis. When looking at a university or college, this concept begins to grow greatly
depending on the organization's size and scope, department, and degree program.
Learning management systems also go by other names such as course management
systems, and their use goes beyond higher education institutions to include businesses
and individual instructors. Meishar-Tal, Kurtz, and Pieterse (2012) mentioned three
primary purposes of an LMS, They include the following:

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1. To provide students with digital learning materials;

2. To employ interactive learning activities with students in the forums; and

3. To manage the course and the learners.

Faculty members who use an LMS to make available lecture notes and other classroom
resources for their face-to-face class create a web-enhanced classroom experience.

Regardless of its usage, requirements for classification as a learning management

system include several key concepts like the availability of assets over networks,
providing hosting, administration, and support. With the requirements set, utilization
becomes the focal point. A fully utilized learning management system looks at use at
the student level, faculty level, and administration level. Proper utilization of learning
management systems should mirror traditional higher education goals, enhancing
students' experiences. For learning management systems, this creates a central hub for
a class activity. For some classes, all activities work in the learning management
system, while others only use its resources for select activities.

Implementation Issues of LMS

There are many implementation challenges, from budgetary to logistical to practical.

Student populations pose the biggest challenge for higher education institutions when
dealing with implementation issues. A key element in any implementation has been
focused on interaction and collaboration to create a learning community. With the
growing pace and influence of social media, this is becoming an increasing challenge for
universities worldwide. This is not to say everybody is on board with new technology
and its applications. Skepticism takes numerous forms on everything from the it skills of
end-users, faculty, and students to the proper pedagogy appropriate for the new digital
environment.

There is no functional analysis to determine whether the use of technology, a learning

management system, for example, would benefit either faculty or students. Familiarity
is also necessary for everyone involved to become intuitive enough to make learning a
first-hand process. This includes having course goals and objectives understood as well
as having such elements as a discussion forum and basic navigation integrated into
course activities.

Perhaps, the biggest implementation issue is the participants' placement. Because they
are not familiar with the environment until entering the course, everything is new. This
new material must integrate with existing material in the course. When students study
course content and the course environment, time management as well as navigational
cues are required.

Lack of training for the environment in which they are to conduct their student activities
should also be addressed. Students are not the only ones at disadvantage. Faculty
members face similar challenges in addition to administering materials and managing

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discussion boards. Chen (2011) showed that slow acceptance among the faculty might
come from a lack of training for the faculty expected to conduct their classes in a
blended or digital environment. In this example, the lack of on-going support for the
faculty is an issue which slowed the implementation and expansion of an online
program, simply because the faculty felt that they could not expand without proper
support. Needed here is the development of multiple kinds of skills that would allow the
faculty to create their own technology-based instructional materials. In many instances,
this supports end- user (faculty) involvement earlier in implementations so that they are
knowledgeable about what is going to occur and know how to change their classes.

Student-Friendly Features of LMS

Some of the major LMS features include content organization; communication options
such as email, discussion boards, and chat rooms; file exchange; testing and evaluation
tools; grade book; analytics that help the instructor understand how students utilize the
LMS content; and integration with campus portal. The following are some of the
student-friendly features of LMS that should be considered when purchasing one.

1. Ease of access to content at any time. This means that students can have a
hassle-free access of identical learning content. In this way, all students are exposed to
a standardized educational system in keeping with the learners' educational levels.

3. High interactivity level. In online learning, students can communicate through

discussion boards and email. When the LMS has an easy environment that has
features for interactivity, students can communicate frequently. Thus, they will feel
that they are not alone despite their distance. Online education programs must also
be interactive and asynchronous, allowing students to respond anytime, anywhere.

4. Excellent tracking and reporting. The LMS should be a repository of records and
could possibly police the progress of students.
5. Security and privacy. One pro-student feature of LMS is its ability to secure
students' files, records, and privacy. Moreover, it should have the ability to aid
students in accessing academic advising in a safe and confidential environment.

6. Flexible testing and assessment. Students should be able to access pre-test and
post-test quizzes easily. The LMS should provide a feature for formative
assessments and is flexible enough to accommodate traditional, non-traditional, and
alternative assessment strategies.

LMS-Related Innovations

Most learning management systems allow access from numerous devices, stand-alone
personal computers, or other network-capable technologies (Brink & Lautenbach,
2011). Successful usage must include proper access, defined roles and responsibilities,
and desires to enhance student experiences and success. A key factor in this process is
the use of the technology acceptance model. In addition, the ways hardware endusers
can access a learning management system can vary, with some accessing it by desktop
computer, while others accessing it via a mobile device.

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In the Philippines, a team of researchers at Siliman University (Marcial, Onte, Forster,
Te, & Curativo, 2017) devised LMS in the sticks. It can work as an online-functional
LMS, even with the absence of the Internet. Through the use of USB flash drives, the
content can be transferable and manageable in other devices. Although not
virusresistant, it has almost a complete set of online LMS features. One more innovation
in LMS is the use of gamification. Students can play their favorite games while learning
the content in the LMS. In this way, students can be engaged more in learning the
concepts.

INSTRUCTIONAL PLANNING AND EDUCATIONAL TECHNOLOGY

Lesson 15: Technology in Engaging Learners

Artificial Intelligence

Engagement is the first phase in 5E Instructional Model which was developed by Bybee
and Landes (1990). This phase is considered one of the most challenging segments of
the teaching and learning process, which will require a great amount of effort and
creativity from you as a future teacher. This student-centered phase should be a
motivational period that can create a desire to learn more about the upcoming topic
through brainstorming, demonstrations, questioning, or us graphic organizers (Duran &
Duran, 2004). If the students will not be engaged in the target lesson, then they Will
not learn it. Therefore, you are presented with a great challenge, which is to encourage
and enable your students to engage in the learning process (Park, 2003).

In addition, in this phase, you motivate the students by creating interesting activities
that tap what the students know or think about the topic. You may also raise questions
and encourage responses to engage your students, while students attentively listen, ask
questions, demonstrate interest in the lesson, and respond to questions demonstrating
their own entry point of understanding (Barufaldi, 2002). There are several readily
available EdTech apps in the World Wide Web. Now, your crucial task as a future
teacher is to explore their potential and use those apps in innovating and transforming
your class. You need to be creative in using these modern apps while considering the
individual preferences, needs, and interests of your students. Here are some categories
of notable EdTech apps that you may use in engaging your students:

A. Interactive game-based sites- These sites allow you to choose a game from
introductions, warm-up routines, and the game itself. There are numerous games and
videos that you may use in engaging your students. Thus, your primary task is to
explore and select the most appropriate video which is related to your lesson. A tally in
the dash section keeps track of the minutes of each activity, points gained, and medals
won, which is a nice incentive for the class and a great way for teachers to share the
activity summary with students.

Applications that generate word search games - These applications help you
create your custom word hunt puzzle that you may present and use in engaging your
students. You may include related words that students may associate to the lesson in

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the word, which later on will lead them to the lesson. You may conduct this simple
activity individually, by group, or as a class. Moreover, you may reproduce a hard copy
of your puzzle or you may present it through an LCD projector.

B. Local mobile game applications- These free mobile game applications are
based on Filipino games. One is a word and mind game that interestingly and
interactively engages the students by guessing the word that is flashed on the phone or
screen. You may conduct this game by pair or by group.

C. Infographic-generating applications- These are web-based applications

which help the students create their own infographics during their brainstorming
activity. These make students more engaged in the lesson by collaboratively sharing
their inputs to their groups then synthesizing their inputs through infographics. Aside
from infographics, students may use these apps to create reports, presentations, social
media graphics, prints, flyers, and posters.
This lesson features several categories of EdTech apps that you may use in engaging
your learners. Thus, if you are a creative and transformative teacher, you can also
integrate these apps to almost all the phases of the classroom instruction easily. Lastly,
there are several other EdTech apps available on the Net, you may also try to explore
and integrate those in creating a memorable classroom experience.

Lesson 16: Technology in Exploring New Concepts

Exploration is the second phase in the 5E Instructional Model which was developed by
Bybee and Landes (1990). This phase ensures a seamless transition from engaging the
learners to exploring new lessons through the use of their prior knowledge. This phase
is also student-centered and incorporates active exploration through applying process
skills, such as observing, questioning, investigating, testing predictions, hypothesizing,
and communicating with other peers (Duran & Duran, 2004). Therefore, as a teacher,
you need to guide your students as they explore the world of ideas-ideas that they are
about to discover. Moreover, in this phase, the teacher acts as a facilitator, observes
and listens to students as they interact, asks good questions, provides time for students
to think and to reflect, and encourages cooperative learning; while the students conduct
activities, predict, and form hypotheses or make generalizations, become good
listeners, share ideas and suspend judgment, record observations, and discuss tentative
alternatives (Barufaldi, 2002). Nowadays, there are free educational technology
applications that you can use to help your students explore new lessons. Now, your task
is to explore those EdTech apps and integrate them in your classroom instruction.
The following are some of the useful educational technology applications that you may
use in exploring the new skills of your students:
A. Applications that create polls and interactive questions- These are free
and easy-to-use presentation software used to create fun and interactive presentations
to make your classes, events, meetings, trainings, lectures, and workshops innovative,
interactive, and memorable. These apps are engaging tools which are commonly used
in giving thought-provoking question/s just like conducting a poll.

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B. Video-sharing websites-There is non-profit and nonpartisan foundations
which aim to make great ideas accessible and speak conversation. They are devoted to
spreading ideas, usually in the form of short, powerful talks delivered by professional
and motivational speakers around the world. They conduct conferences, lesson series,
and others that can best spread great ideas. You can use these recorded talks to guide
your students in exploring your new lesson. You may also use the videos in stirring the
curiosity of your students.

Lesson 17: Technology in Explaining a Lesson

Explanation is the third phase in the 5E Instructional Model which was developed by
Bybee and Landes (1990). This phase is more teacher-directed, which focuses on
introducing and presenting a lesson, a concept, or a skill to the students. The initial part
of the explanation phase is a time for the teacher to serve as a facilitator and ask
students to describe and discuss their exploration learning experiences. After the
students have had the opportunity to share their explanations, the teacher introduces
scientific and technical information in a direct manner (Duran & Duran, 2004).
Furthermore, in this phase, the teacher encourages students to explain their
observations and findings in their own words; provides definitions, new words, and
explanations; listens and builds upon discussion from students; asks for clarification and
justification; and accepts all reasonable responses. Meanwhile, students explain, listen,
define, and question; use previous observations and findings; provide reasonable
responses to questions; and interact in a positive and supportive manner (Barufaldi,
2002).
Right now, there are numerous educational technology applications and tools that you
can utilize to easily, interactively, and innovatively explain a lesson to the students.
Here are some of the EdTech application types that you may integrate in designing and
explaining your lesson to your students:
A. Slide presentations- These are the most common instructional tools that most
educators in the country use in explaining a new lesson or concept. These are computer
programs that allow us to create and show slides to support a presentation. You can
combine text, graphics, and multimedia content to create professional and educational
presentations. Moreover, because these applications exhibit user-friendly features, you
can creatively use them to explain almost all the topics in the course syllabus.

B. Web-based animation software- These are used to easily create animated

and awesome presentations and videos by manipulating pre-created objects, imported
images, provided music, and user-created voice-overs (Mersand, 2014). These are used
by businesses to create engaging, creative presentations that capture attention' and
can be similarly used for educational assessment and content delivery.
Online presentation applications- These applications allow you to create and
format presentations and work with other people. There are applications that allow you
to work online while other applications allow you to work offline. With offline features,
you can create edit, collaborate, and present wherever you are. So, if you want to task
your students to work on a group presentation virtually, you may use these applications
anytime.

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