1

MODULE 3
ENSURING A SUSTAINABLE
LEARNING ENVIRONMENT
Facilitators Guide
2
Facilitators Guide
Module 3
Foreword
This Facilitators Guide on Powerful
Alternative Learning Strategies or PALS is
designed for the use of local government
training practitioners and individuals in
delivering highly-effective and learner-centered
training programs, including but not exclusive
to the actual training for the newly elected
officials (NEOs). These practitioners include
local government operations officers (LGOOs)
from the regional, provincial, city and
municipal level.
The guidebook aims to reinforce the
substance and content of training modules for
the countrys NEOs; the workbook on the first
one hundred days in office and the task list
for these local chief executives (LCEs). It
provides useful insights and techniques that
facilitators can employ in training LCEs on
the crucial tasks of public service and in
disseminating vital information on local
governance.
This guidebook is a by-product of the arduous
efforts of the Local Government Academy
personnel who underwent the training
intensive on PALS, through the auspices of
the Philippines-Australia Human Resource
Development Facility(PAHRDF)--an Australian
Government-AusAID initiative.
This publication, developed in the advent of
the National Governments New Philippines
Agenda may be seen as an emerging
paradigm for greater innovation and creativity
among facilitators and trainers in responding
to the challenge of transformative training.
3
Message
DILG
Message
Hon. Ronaldo V. Puno
Secretary, DILG
4
Facilitators Guide
Module 3
Message
LGA
Message
Marivel Sacendoncillo, CESO III
Executive Director
Local Government Academy
5
Message
AUSAID
Message
The Australian Agency for International Development (AusA!D)
through the Philippine Australia Human Resource Development
Facility (PAHRDF), extends its greetings to the staff of the Local
Government Academy (LGA) for their participation at the recently
conducted Training on Powerful Alternative Learning Strategies
(PALS).
We commend the bold efforts of LGA in the institutionalization
of Alternative Learning Strategies as a training standard for local
government trainers and officials in the Philippines. The roll-out
of PALS to Newly Elected Officials accross the country isa a
significant step towards the realization of our shared goal of
more effective and responsive Local Government Units.
It is our hope that LGA will continue to play a key role in improving
governance at the local level through the introduction of innovative
training strategies such as PALS. AusAID remains committed
to working with our local partners for good governance leading
to improved prospects for economic growth.
Mabuhay
Angus Barnes
Acting Counsellor
AusAID
6
Facilitators Guide
Module 3
Message
PAHRDF
The Australian Agency for International Development (AusA!D)
through the Philippine Australia Human Resource Development
Facility (PAHRDF), congratulates the Local Government
Academy (LGA) for recognizing a change paradigm to enhance
their expertise in the design, management and conduct of high
quality training programs for the local government.
It is truly admirable to note the speed of application that the
core learners of LGA have demonstrated as they embark to
adopt a refreshing Powerful Alternative Learning Strategies
(PALS) to ensure a delivery of first class workplace training and
improved customer service delivery to its huge stakeholders.
Congratulations for a job well done.
Milalin S. Javellana
PAHRDF, Facility Director
Message
7
Technical and
Intellectual Property
Considerations
The materials of the Powerful Alternative Learning Strategies
(PALS) modules are designed to assist the facilitator in delivering
the PALS curriculum in the most appropriate and effective way.
Included in the compendium of materials is a manual and a
compact disc which contains the facilitators manual,
presentation slides including related multimedia materials.
The curriculum materials contained in this manual were
developed in partnership with the eight (8) participants of the
PAHRDF Capacity Building Workshop in Alternative Learning
Strategies for Effective Workplace Training:
! Lizbeth Jalimao
! Marciana Obispo
! Leah Marie Sanchez
! Myra Gabito
! Jose Gonzalo Ablay
! Oliver Larion
! Elmo Dimaano
! Liza Megia
The PALS facilitator will need the following additional
resources to be able to utilize these materials:
1. Audio-video room
2. Multimedia projector
3. Computer/Laptop with CD Drive
4. Microsoft Powerpoint software or Powerpoint
Viewer
5. Windows Media Player or Real Player
6. Internet connection
8
Facilitators Guide
Module 3
No part of this manual may be used commercially, or be
reproduced in any manner whatsoever outside of local governance
training purposes, without written permission from the LGA and
PAHRDF.
Technical and
Intellectual Property
Considerations
To access and use the slide presentations, including
embedded media, facilitator must first unpack or copy the
module folders into the hard drive of the computer to be used.
Failure to perform this initial procedure may result in inaccessible
media or incomplete presentation. Module folders include
Powerpoint Viewer in case host computer does not have MS
Powerpoint installed.
The PALS Training Manual and CD are properties of the
Local Government Academy (LGA) and the Philippines-Australia
Human Resource Development Facility (PAHRDF).
The Cover
The PALS cover design depicts the essence of alternative
learningits recognition of the multiple intelligences, the spirit
of fun, learner-centered teaching and its transformative value to
both learner and teacher.
Interpreted and rendered by LGA Artist Iris Alegro-Igrobay,
the cover design is an original image-illustration developed in
Adobe Photoshop.
9
MODULE 3
ENSURING
A SUSTAINABLE
LEARNING
ENVIRONMENT
Facilitators Guide
10
Facilitators Guide
Module 3
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12
Facilitators Guide
Module 3
5
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13
Preparation:
1. Provide participants computers with internet connection
to enable them to actually experience the use of online
learning modalities that will be demonstrated.
Activity: Flash back and Fast Forward
Materials needed: easel paper, crayons, board markers,
desktop or laptop computer, LCD and Powerpoint Slides
2. Form sub-groups of not more than eight (8) participants
for each sub-group.
3. Assign the sub-groups to draw on flip chart paper the
following scenarios:
Scene 1 How did we do training in the DILG in the
distant past like the 80s?
Scene 2 How do we do training now?
Scene 3 Project to the year 2017. How do you think
we will be conducting DILG training ten
years from now ?
Depict the venue, methodology, equipment, learning
materials, kind of facilitator and so on. (ten minutes to
complete drawing.) ,
4. After ten minutes, one reporter from each sub-group will
present and explain the drawing in the plenary session.
5. Process the activity by asking the participants the
following questions:
- There are very significant differences between the past,
the present and the future. How do you feel now about
these changes?
14
Facilitators Guide
Module 3
- Now that we have made significant shifts in
training content, methodology and equipment,
how do you feel about how you do your job
now?
- Knowing that there will be more inevitable
changes in the next ten years, how do you feel
about these future changes?
- What do you think needs to happen so we can
make our vision of the future a reality?
- How do you think trainers can prepare for these
changes?
6. Explain: The images in the flip chart papers reflect how
learning has evolved through the years. Our trainers and
our participants react differently to these changes. Some
are excited, others may feel threatened while a number
may not be open to the idea of shifting to high tech or
are resistant. .
Research shows that there are about 7,820,000 Internet
users worldwide as of March/05, or about 9.1% of the
population (Computer Industry Almanac). Every year
Internet usage will grow 23%. By 2008, there wil be 21.5
million users (International Data Corporation).
15
The shift and the changes are inevitable. Information and
Communications Technology (ICT) is an increasingly
powerful tool for participating in global markets. For our
local government officials, with peoples access to
information, it will change the climate of promoting
political accountability. For example, the people can
expect faster action to improve the delivery of basic
services because they have a voice through ICT. For
investors, they can have quick access to information and
make choices as to where they can have fast returns on
their investment. With a robust business environment,
there will be greater local development opportunities.
Presentation:
1. Introduce the topic on e-learning by citing how distance
education is decades ago. (slide no. 3)
- Many years back, distance education is
equated with correspondence courses where
students, receive lessons through the mail
using stamps. They complete assignments or
exams and mail these back for analysis, and
grading. Correspondence courses were popular
among working adults who want to earn a
certificate or a degree but do not have time to
attend regular day classes. It was even used
for corporate training in some countries. .
- Even radio & TV broadcast technologies, as
wel l as audi o and vi deo cassettes
(asynchronous communication) are used to
reach the students.
2. Show slide no. 4 and say: E-learning is now replacing
correspondence courses. E-learning is a generic term
16
Facilitators Guide
Module 3
for all technologically supported learning like electronic
media. For example - phone bridging, audio and video
tape, video teleconferencing, satellite broadcast and
web-based training. Computer-aided instruction or on-
line courses are self-paced and can be accessed
anywhere for as long as there is internet connection.
3. Read slide no. 5 and say: The new paradigm is that the
you, the learner is at the center of the learning process.
The teacher facilitates the process to ensure that
learning takes place.
4. Before showing slide no. 6, ask: May I see a show of
hands of those of have experienced listening to a CD to
learn a new language? How many have of you have
exercised before a TV set using a DVD program of Jane
Fonda or some other exercise guru? (Wait for participant
response after each question>)
5. Based on those experiences, we take one more step
forward and talk about blended learning. What is
blended learning? (Wait for volunteer responses.)
6. Explain: Blended Learning is the combination of multiple
approaches to learning. Blended learning can be
accomplished through the use of blended virtual and
physical resources. A typical example of this would be
using technology-based materials and face-to-face
sessions with a facilitator during training. .
Blended learning happens when the facilitator combines
two methods of delivery of instruction - active learning
techniques in the physical classroom and a social web
presence online. This is clearly a shift in instructional
strategy.
17
7. Introduce the topic on the worldwide web by showing
slide no. 7 and 8 and explain: The web brings to us a
world of limitless possibilities. Through the worldwide
internet, interconnected computer networks transmit
data by packet switching using the standard Internet
Protocol (IP). There are millions of smaller domestic,
academic, business, and government networks, which
together carry various information and services, such
as electronic mail, online chat, file transfer, and the
interlinked web pages and other documents of the world
wide web.
The breadth, depth, immediacy, passion, and
interactivity available in the World Wide Web open up
an entirely new way to educate. With the Web, you get
the world.
-- Tom March
8. Present slide no. 9 to introduce traditional instructional
materials that are now available in the worldwide web.
References, resources, lessons, tools, projects and
activities are readily available with the click of your
mouse.
Traditional Instruction
References : Textbooks, Libraries, Encyclopedia
Resources : Field trips, Magazines,
Guest speakers
Lessons : Group direct instruction
Tools : Bulletin boards, Worksheets,
Textbook index
Projects : Teacher-prepared, Simulated,
Campus-based, Collaborative
groups, Research,
Activities : Class discussions,
Multimedia projects
Show slide examples.
18
Facilitators Guide
Module 3
9.Present slide no. 16 and explain: Why use computers
and the Internet into training courses?. Alternative
learning strategies employ different platforms by which
participants can access resources to enhance
learning. With e-learning, it allows self-paced and self-
directed classes. With you as facilitator using online
delivery, you increase flexibility for access for both
you and your training participants.
10. Ask: How do you slowly introduce e-learning?
Get help to create your own simple website
which includes basic information. Training
participants need to refer to and has access
to links which rich with information.
Use group tasks that require discussion
between class sessions, either by email or,
preferably, using the chat facility available
on a number of sites like yahoo and google.
Experience being an online learner yourself.
11. Introduce the concept of social software which allows
people to meet and connect online
19
Ask: Who among you use the internet to communicate
with family members, reconnect with friends (e.g.
through e-group, friendster etc.)?
Learning does not happen exclusively in a facilitator-
learner relationship..Through social software, peer to
peer learning happens when people meet on line,
connect or collaborate through computer-mediated
communication. Eventually they form online
communities.
12.The driving force for this social software is the
community of friends or families forming clans when
playing (or working) online and the ability to network/
share/collaborate with peers.
We are now in the Web 2.0 era where [trainers] are
starting to explore the potential of blogs, media-sharing
services and other social softwarewhich, although
not designed specifically for e-learning [or alternative
learning], can be used to empower [learners] and
create exciting new learning opportunities and
building capacity (slide no. 19)
Note: Show slide nos. 21-26 as examples of
social software available on the web that are
being used by local officials (example: Councilor
Pete Lavina of Davao City) and world leaders
like Hillary Clinton and Barak Obama, US
presidential candidates. (Show the powerpoint.)
13. Say: Now lets have an actual experience using the
computer internet. (Note: If the facilitator is the
only one with a computer, demonstrate the process
using the LCD projector. If participants have
computers in the session room, ask the participants
to follow these instructions)
20
Facilitators Guide
Module 3
1. Access the Myspace website through
www.myspace.com
2. Open an account by entering all required
fields in the enrolment form.
3. Once the account is activated, add your co-
participants to your network of friends.
4.Write a blog on the blog space. Share your
blog with friends.
5.To conclude this module, ask participants
the following questions:
! What new insights did you gain
about how you can use e-learning
in your training?
! How can you use the power of the
web in your training interventions for
local government officials?
! How can the local government
officials take advantage of the
internet to inform the residents and
former residents who now live
outside of the Philippines about
what is going on in their community?
Or inform residents of programs
they can get involved in so they can
collaboratively transform their
community?
! How can the LCE use the ICT to
attract investors, local and foreign
tourists to visit their town? .
21
MODULE 3
ENSURING
A SUSTAINABLE
LEARNING
ENVIRONMENT
Presentation Slides
22
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Module 3
23
24
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25
26
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27
28
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30
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31
Powerful Alternative Learning Strategies: Facilitators Guide
Module 3 Ensuring Sustainable Learning Environment
Copyright 2007 Local Government Academy (LGA)
All rights reserved. No portion of this book maybe copied or reproduced in
books, pamphlets, typewritten, xeroxed, or in any other form for distribution
or sale, without permission from the Academy.
ISBN No. : 978-971-0383-38-2
Printed and bound in Manila, Philippines.
Published by:
Local Government Academy,
Department of the Interior and Local Government
8/F Agustin I Building, F. Ortigas Jr. Road (formerly Emerald Avenue),
Ortigas Center, Pasig City, 1605 Philippines
Tel. No. (632) 634-8430 / 634-8436
www.lga.gov.ph
This project was undertaken in collaboration with the
Philippines Australia Human Resource Development Facility-
An Australian Government, AusAID Initiative
32
Facilitators Guide
Module 3