Technology in Alternative

Delivery Systems
Subtitle
LESSON 1
The Internet and the World Wide Web
Objectives: This lesson aims to provide background on the internet and
the World Wide Web with an expectation that students are able to:
▪ illustrate the nature and characteristics of the Internet and the World
Wide Web;
▪ evaluate the instructional value of the World Wide Web; and
▪ create real-life scenarios to illustrate both the positive and the
negative use of the Internet and the Web.
Activity: Basic internet-related terms

▪ ISP
▪ URL
▪ HTML
▪ PDF
▪ HTTP
ACTIVITY 2

▪ HYPERLINK
▪ BROWSER
▪ BANDWIDTH
▪ SEARCH ENGINE
▪ NAVIGATION
The internet has been a very spontaneous, fluid, and forcible tools that
influences learning, changes perspectives, and alters someone’s way of
living.

But with these advancements, as future teachers, how much do know

about the internet and the World Wide Web? How can you optimize its
use in your teaching? Learning these concepts will likely help you, and
won’t take you an IT thinking as it offers rich set of features you can
enjoy.
The word “internet” has been used many times in
many occasions, but it has never been seen or
reached.
It is a global system of interconnected computer
networks that use the Internet protocol suite to link
millions of devices worldwide.
.
The Web is a system of Internet servers that support specially
formatted documents in a mark-up language called HTML
(HyperText Markup Language) that supports links to other
documents and other files like audio and video files.
Below presents a brief development of these useful media.
Below presents a brief development of these useful media.
Below presents a brief development of these useful media.
The development of social media

▪ The Primitive era (1970’s to 1985) enables the development of news

portals and exchange of messages through chats.
The development of social media

▪ The Medieval era (1985-2000) paved the way to a more advanced

and interactive development of social media as file sharing, multi-
user messaging, multiplayer games, emoticons, and even the
abbreviations “LOL” and “BRB” was popularized. Moreover, the Live
Journal, the first blog- and forum-like site, and the Six Degrees,
which resembles that of today’s Facebook, was first introduced.
The development of social media

▪ The Golden era (2000-present) facilitates a fast-paced and

modernized advancement of the social media. The
following are some important development in this time

– 2001 – Wikipedia, a free encyclopedia, was launched.

– 2002 – Friendster operated to allow meeting of new
people and increase the network.
– 2003 – MySpace was used to allow private messaging and
public comments to user’s profile.
 The development of social media

– 2004 – Flickr enables sharing of photos, and Facebook was used for
Harvard University students only.
– 2005 – YouTube allowed sharing of videos and video streaming, and Reddit
was used as an entertaining and social networking platform.
– 2006 – Facebook was used online with 1.45 billion users till date, and
Twitter was started to use.
– 2007 – Tumblr realizes livestreaming and microblogging.
– 2009 – WhatsApp was used for personal group chats.
– 2010 – Instagram was first used to post photos.
– 2012 – Snapchat and Tinder widens the social networking platform of
users.
Basic terms
Basic terms
The following are some instructional values
and benefits of the internet and the Web

▪ Accessibility to knowledge and information

▪ Accessibility to instructional resources
▪ Opportunity for extended learning opportunities
▪ Support for life-long learning
▪ Support for computer-based instruction
▪ Delivery for distance learning programs
▪ Efficiency of academic functions, like enrolment
▪ Utilization of social media application in the teaching-learning process
Abdullah suggested checklists in evaluating websites, as
shown below.
Abdullah suggested checklists in evaluating websites, as
shown below.
Abdullah suggested checklists in evaluating websites, as
shown below.
Alexander and Tale cited five criteria to evaluate web
resources, along with the guide questions to help you
attain each criterion.
LESSON 2
INTRODUCTION TO WEB BASED INSTRUCTION
▪ Objectives: This lesson aims to discuss the pedagogical principles
supporting the web-based instruction in the educational system with
an expectation that the students are able to:
▪ explain the pedagogical principles behind the development of web-
based instruction;
▪ identify the three categories of web-based instruction; and
▪ relate the instructional value of Web-based instruction in promoting
non-formal education and in functional literacy programs.
Activity
▪ The use of web resources increased a lot after the advent of World Wide
Web. With that, the WBI or the web-based instruction was started to be
used in the academe.
▪ The web-based instruction is defined as a hypermedia-based instructional
program that utilizes the resources and features of the World Wide Web to
maximize learning by fostering a learning environment that promotes
accurate, authentic, and updated learning.
▪ Lebow and Perkins added this definition by emphasizing the application of
the collection of instructional strategies to promote constructive
knowledge and collaboration, still using the features of the Web.
Here are some benefits of web-based
instruction
Zvacek provided necessary components of
distance learning.
LESSON 3
THE PRACTICE OF BLENDED LEARNING
Objectives:
This lesson aims to utilize different models of blended learning and how
these are applied in different academic levels with an expectation that
the students are able to:
▪ describe the various models of blended learning;
▪ critique the different forms of online interaction; and
▪ demonstrate station rotation model of blended learning in a
simulated learning environment.
. Educational technologists and practitioners emphasized
that blended learning allows the utilization of pedagogical
strategies and approaches in the teaching and learning
process with the aid of web-driven instructional resources.
The simple combination of information given by you, the
teacher, and the use of web-based resources is not enough
to holistically discuss blended learning, because
pedagogical foundation as a vital element can’t be
neglected.
 Rotation Model

In this model, learners were asked to rotate on a

fixed schedule based on your discretion as a teacher. This
rotation should be done between various learning
modalities, and at least one is online learning. Activities
for each station may be small-group of whole-class
works, group projects, individual tutoring, and traditional
tasks and assignments. Learning takes mostly in a brick-
and-mortar campus, except for bring-home tasks. There
are four sub-models under the rotation model.
▪ Station Rotation
▪ Lab Rotation Model
▪ Flipped Classroom
▪ Individual Rotation
Station Rotation Model

▪ In this rotation model, learners rotate within a classroom,

or in a group of classrooms. Learners will rotate in all
station, not only those assigned to them. It adheres in
blending approach as learners can actually experience this
method within the class, despite being in a traditional
classroom setting. In doing this, learners are grouped in
Collaborative Learning Stations (CLS). After assigning
specific tasks in each CLS, clear and written instruction will
be given on how the activity will go and the direction of the
rotation. The assigned teacher will end the rotation with an
open discussion.
Lab Rotation Model

▪ In this rotation model, learners rotate in a

computer laboratory or in a multimedia
room especially for online learning
stations. Learners who are responsible
enough may do this model with longer
schedules as rotation may take longer
time.
Flipped Classroom

▪ In this rotation model, learners work for their

online learning in a off-site place for their
bring-home tasks, and will attend brick-and-
mortar campus for a teacher-guided, face-to-
face activities. Contents are mainly delivered
online, which differs from some model that
only utilizes online medium for bring-home
tasks
Individual Rotation

▪ In this rotation model, learners are

given freedom on what rotation to
take based on their availability, so
individualized schedules for each
learner is expected to design their
own schedule, or be given by the
assigned teacher.
 Flex Model

▪ In this model, online tasks serve as a mainstream source of

learning though learners are asked to perform offline activities.
Flexibility of schedules among learning modalities will be provided as
learning may individualize and customize mobility. The assigned teacher
will be on the site as learners mostly work on a brick-and-mortar
campus, except for bring-home tasks. As they are in the campus,
learners are supported with flexible and adaptive activities like group
works, small-group discussion, and individual tutoring. Moreover, the
role of the teacher supplements online learning on a regular basis.
 A La Carte Model

In this model, learners take an entirely online class along

with other experiences that the learner is having at a brick-and-
mortar campus. The assigned teacher worked online while
learners may choose between working on the brick-and-mortar
campus or off-site. It is different from a full-time online learning
because it is not a whole-school experience as learners take
some courses online and others take it from a brick-and-mortar
campus.
 Enriched-Virtual Model

In this model, learners take part of the course face-to-face with

the assigned teacher and are free to work remotely for the
remaining of the coursework. When working remotely, learners may
work online with the minimal guidance of the assigned teacher. It is
not the same with a flipped classroom since learners seldom meet
face-to-face with their assigned teacher, and is different from a fully
online course because a face-to-face learning is given as some part
of the course.
Aside from the differences of online communication, blended
learning also differs based on the interactions of the learners
in distance communication. According to Moore, the three
types of interaction are teacher-to-learner interaction,
learner-to-content interaction, and learner-to-learner
interaction.
In a teacher-to-learner interaction, the following are
observed:

▪ The assigned teacher works online using chat room, social media,
and other tools for online conferences, where interaction takes place.
▪ It requires a synchronous communication that allows guidance and
coaching for the learners, and not the delivery of prescriptive
lectures.
▪ Casual conversation will be done by the teachers and their learners in
the chat room.
▪ Planning is important so that the concerns of the learners will be
catered and be able to adjust in an online platform.
In a learner-to-content interaction, the following are
observed:

▪ Learners will allot time to read and understand the content given or
assigned to them by their teacher, which may be through a website,
electronic books, or articles.
▪ Learners will be given a particular web-based instructional materials
and activities such as tutorial tasks, to work with.
▪ Learners are allowed to access Open Educational Resources (OER) for
a conversational learner-to-content interaction.
In a learner-to-learner interaction, the following are
observed:

▪ Learners are to communicate each other to work their learning.

▪ Online collaborative activities like problem-solving tasks and case-
based instructions are utilize to facilitate and sustain learner-to-
learner interaction.
▪ Considerations on the location, internet connection, and resources
are observed in designing learners’ interaction.
▪ Social media and other online platforms may be used, but teachers
are expected to guide learners on the possible consequences of its
misuse.
The essentiality of these forms of interaction is unarguable
for a blended-learning approach to teaching. However, there
are still other interactions that should be observed in this way
of learning. Friesen and Kuskis listed three of these
interactions.
- Learner-to-Interface Interaction
- Vicarious Interaction
Learner-to-Interface Interaction

This includes how learners utilizes their abilities in

interacting and engaging with the prescribed technology.
This may not be entirely separate with the interactions listed
by more, but it just reminds you that learners need
knowledge on communication and technical skills in distance
education. As a teacher, you have to make sure that these
learners know how to interact with your medium.
 Vicarious Interaction

▪ This encompasses active processing of learners’

observation from the learner-to-learner and teacher-to-
learner interaction. Realistically, not all learners interact
with their own classmates or teachers, but that does mean
that they won’t know how to manage learning by
themselves. Although these learners won’t learn, they still
wait for an opportunity to interact with their learners and
you, online. As a teacher, you have to be sensitive on how
knowledge is conveyed and how learners felt your need.
 Teacher-to-Content Interaction

▪ This includes your knowledge, as a teacher, on the

pedagogical repertoire that will gage you in the course of the
distance learning process. This encompasses how you design
your course, how you select appropriate instructional materials,
and how you use effective online learning strategies. As a
teacher, you have to make sure that you have stable capabilities
in creating and designing learning plans through web-based
program as platforms for your classes
end