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MOD
U
MAK LE
Cr ING
Modu : Designin
eating
les fo
r H E g a nd
Is
Mark A
nt h on y A
. Du ra
na
s en t at io n
Pre
Outline
Review of the Key Concepts in Distance
Learning
Adaptive Design Framework
Content Auditing, Module Pacing and
Engagement
Module Making
3
NC EP T S
KEY CO
Online Learning
Remote Learning
Online Distance Learning
Blended Learning
4
L E AR NI N G
ON LIN E
internet-based education
[Link]
lead-to-equity/
5
L E AR N I N G
REM OT E
education despite
physical separation
[Link]
6
D IS TA N CE
ON LI N E
LE A R N I NG
internet-based education,
employed because of
physical separation
[Link]
providers-can-support-childrens-remote-learning-during-the-covid-19-
pandemic
7
BL E ND E D
LE A R N I NG
combination of
internet-based
education and
traditional classroom
interactions
[Link]
8
e D e s ig n
Adaptiv
Fra m e wo rk
9
N CI PL E S
PRI
Adaptability
Asynchronous > synchronous
Active and interactive learning
3Cs of Online Learning
Modularity
10
TA B IL I T Y
ADAP
includes both the
design and delivery
flexible
NO LEARNER
LEFT BEHIND
despite limitations
[Link] 11
R ON OU S
ASYNCH
Favor
ASYNCHRONOUS
over synchronous
#learnerpaced
[Link]
12
_study_icon
ACTIVE & VE
E R A C T I
INT
LE A R N I N G
student-Centered
engaging
technology is
NOT the point
[Link]
13
methods-dont-always-work/
ne Le arn i n g
3Cs of Onl i
Content
Coach
Community
[Link]
14
flat_1530526.htm
ne Le arn i n g
3Cs of Onl i
Content
15
ne Le arn i n g
3Cs of Onl i
Coach
16
ne Le arn i n g
3Cs of Onl i
Community
17
M o dul a r i ty
Convenient, Efficient,
& Effective
18
i n g , Mo du le
t en t A ud it
Co n a g em en t
n g an d E n g
P ac i
19
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ADD A FOOTER 20
21
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22
“Education cannot wait.
If learning stops, we will
lose human capital.”
23
A u d iti n g
Content
Decongest Curriculum
POWER
STANDARDS Endurance (lasting)
by Larry Ainsworth
Prioritization Leverage (ICON/crossover)
Readiness (requisites)
Assessment (evaluation)
**RELEVANCE 24
t A udi t in g
Co n t en
PRIORITIZATION ESSENTIAL LOs
Larry Ainsworth
ENDURANCE ESSENTIAL/DESIRABLE
LEVERAGE INTERCONNECTEDNESS
READINESS PREREQUISITE KNOWLEDGE AND
SKILLS
ASSESSMENT IMPORTANCE
**RELEVANCE CONTEXTUALIZE
25
Lea r ning
Ou tc o m e s
Retained – Meet Endurance
Merged or Clustered
Removed or Dropped
Rephrased
26
Mod ul a ri t y
Modularity
(From Lesson to Modules)
Flexible Learning
Meaningful Chunks
Checkpoints | Feedbacks
27
Mod ul a ri t y
Synchronous < Asynchronous
Teaching Time vs. Learning
Time
Class, Group, Individual
Activities
28
r o no u s v s
Synch s
c hr o no u
Asyn
Strike a BALANCE 29
r o no u s v s
Synch s
c hr o no u
Asyn
Strike a BALANCE 30
ADD A FOOTER 31
c h r o no u s
Syn
A c t iv it ies
Video Conferences
(Google Meet, Zoom, WebEx, Face Time, MS Teams)
Discussion Forum/Thread
(G Classroom, Padlet, Flipgrid)
Collaboration
(G Suite | Docs, Slides)
Online Assessment
(G Forms, Kahoot, Quizziz)
32
ADD A FOOTER 33
n c h ro n ous
Asy
Ac t iv it ie s
Recorded Video
(G Slides, Powerpoint, iClips, Youtube)
Discussion Board
(G Classroom, Padlet, Flipgrid)
Collaboration
(G Suite | Docs, Slides)
Scheduled Quizzes
(G Forms, Kahoot, Quizziz)
34
NC EP T S
KEY CO
Online GRADUAL RELEASE
Learning
OF RESPONSIBILITY
Remote Learning
Online Distance Learning
Blended Learning
35
ONLINE FATIGUE
vs . Teaching Learning
Tea c hin g Time Time
i n g T i m e
Learn
Contact Time “On Task Time
“not with the
Synchronous or teacher”
Asynchronous “not online”
“not onscreen”
TEACHER- STUDENT-
FOCUSED CENTERED
36
s , Gro u p, &
Cl a s t iv it i e s
l A c
Individua Where they
are? | Context
Inclusion |
Connection
Engagement |
Captivate
37
M a k in g
Module
38
MOD U L E
Russel (1974) defines module as an
instructional package dealing with a
single conceptual unit of subject
matter. Modules are designed to help
the students accomplish certain well-
defined objectives.
39
MOD U L E
Module is a carefully
designed chunk or building
block of the subject matter.
40
BENE F IT S
learners can get frequent feedback.
encourages mastery of learning.
can be made readily accessible to
learner.
learners can acquire a better self-
study or learning skills.
41
BENE F IT S
learners are trained to be independent
and responsible for their own learning.
teachers can attend to the varying needs
of students without compromising
instruction .
learners are given opportunity to reflect
on information and on their learning
experiences.
42
BENE F IT S
learners can study at his/her
preferred time and environment
without undue interruption of
work.
a module being a self-contained
learning resource, provides a
comprehensive coverage of a
given topic.
43
Trans i t i on
Covid Era
Pre-Covid Era
“How do I design
“How do I teach this
this so that students
module?”
will learn this?”
44
MOD U L E
Content
Modular delivery
should take note the
interaction of key
elements in education Communit
y
Coach
45
l Se t-U p
Traditiona
Modular delivery
should take note the Coach
interaction of key
elements in education Content
46
L e a rn i ng
Online
Content
Modular delivery
should take note the
interaction of key
elements in education Communit
y
Coach
47
Lea r ni ng
Remote
Modular delivery Conten
Coach
should take note the t
interaction of key
elements in education
48
ote St ud y
Rem
Modular delivery
should take note the Content
interaction of key
elements in education
49
G ROLES IN
REFRAMIN ELIVERY
O DU LAR D
M
Independently engaging
and interacting with
content and creating
new information
50
G ROLES IN
REFRAMIN ELIVERY
O DU LAR D
M
Designing the learning
process and coaching
students to become
independent learners
51
G ROLES IN
REFRAMIN ELIVERY
O DU LAR D
M
Supporting the learning
process by supporting
the teachers, students,
and parents.
52
MO DUL E Introduction and Objectives
N ENTS
COMPO Activities to Engage Students (Experience |
Content; Action | Application)
Assessment and Reflection
Feedback
Additional Resources
53
L E D E SI GN
MO DU
I PL E 1
PRINC
know your learner, their context
54
L E D E SI GN
MO DU
I PL E 2
PRINC
go back to CMO No. 46 s. 2012
(OBE Framework)
Identify first the learning outcomes before going to the content
55
L E D E SI GN
MO DU
I PL E 3
PRINC
alignment of the
components
56
L E D E SI GN
MO DU
I PL E 4
PRINC
the concept of Building Block
to compose a whole
57
L E D E SI GN
MO DU
I PL E 5
PRINC
interactive and engaging
empathize with the end-user
58
L E D E SI GN
MO DU
I PL E 6
PRINC
GO VISUAL
59
L E D E SI GN
MO DU
I PL E 7
PRINC
provide a “deep dive”
“going beyond”
Critical/Thought
Additional Application to
Provoking
Resources the real world
questions
60
L E D E SI GN
MO DU
I PL E 8
PRINC
structured for
independent learning
61
N C EPT S
KEY CO
FOR IL
Clear instructions
Age-appropriate activities
and assessments
Inclusive access
62
L E D E SI GN
MO DU
I PL E 9
PRINC
provide feedback
mechanism
validate and evaluate
align and realign learning objectives
support students’ learning process
63
M M o du l e for
m e nt s o f an AD g u i o)
Ele f ro mS LU- B a
a d a p te d
HEI (
Course Overview
Course Guide Study Schedule
Assessment Guides and Materials
Module Proper
64
1. Front Cover Page
• It contains:
- Resource Title (Learning Area, Module Number)
- School identifier
- Cover Art
2. Course Overview
• It contains essential information about the subject matter of the
module. It should include the program outcomes, institutional
learning outcomes, and course learning outcomes.
3. Course Guide
• It contains instructions for the learner and for the facilitator on
how to use the module and other essential information (learning
augmentation).
• For the Learner:
- It uses the learner’s language and must be conversational in
nature.
- It gives an overview of the content of module.
- It provides guidelines to the learner on what to do with the
module (study habits).
• For the Facilitator:
- It gives instruction to the facilitator
(teacher, parents, adults) on how to use the
material.
- It uses language appropriate to an adult.
4. Study Schedule
• It provides the timeline of activities in reference with the usage
of the module.
Week Topic/Learning Outcomes Activities
5. Assessment Guides and Materials
• It outlines the assessment methods (both formative and
summative) that to be used in the whole course of study. It
includes also the grading system and dates of examinations.
Body of the Module (Inside Page)
6. Introduction
• It contains learning objectives to be developed
in the given unit.
• It introduces the topics/content of the unit
briefly.
• It uses the learner’s language and must be
conversational.
7. Engage
• The preliminary part of the module.
• This is given to check what the learner knows about the lesson to
take.
• Connects the current lesson with the previous lesson by going
over concepts that were learned previously.
8. Explore
• Activity
- Introduces the new lesson through a story, an
activity, a poem, song, situation or an activity.
• Discussion of the activity
- Questions that will help the learner discover
and understand the concept.
- Questions shall be asked in a logical manner
that lead to formative assessment.
9. Explain
• Mini-lesson
- A discussion of the lesson.
• Enrichment Activity
- Guided/Controlled Practice
- Guided/Controlled Assessment
- Independent Practice
- Independent Assessment
10. Elaborate
a. Generalization
• A question, fill in the blank sentence/paragraph to
process what the learner learned from the lesson.
b. Application
• An activity that shall transfer the skills/knowledge
gained or learned into real-life concerns/situations.
c. Additional Activity
• An activity in any form that can increase the strength of
the response and tends to induce repetitions of
actions/learning.
11. Evaluate
• This evaluates the learner’s level of mastery in
achieving the learning objectives.
• The task given shall validate the concepts and provide
more opportunities to deepen the learning.
Back Matter
13. Answer Key
• It contains answers to all the activities in the
material.
• It shall be written upside down.
14. Reference
• It included all third party materials or
sources in developing the material.
ADD A FOOTER 78
“The modality
may have
changed but the
goal of education
remains centered
on empowering
the learners”
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Than
k You!
Go d b
less ev
eryon
e!
