The Lighthouse Diary Entry #27: Academic Integrity and Turnitin

I attended a webinar yesterday morning. Yes, another webinar. The local distributor of Turnitin, APAC Marketing organized a 2 hour webinar on Academic Integrity at the heart of teaching and learning processes. There is less talk of the Turnitin app and more of practices in teaching and learning. 

One takeaway I have from the webinar is the 70-30 approach in online distance learning. This means, 70% is allotted for asynchronous learning and 30% for synchronous learning. This may imply that the design of instruction for asynchronous learning will lean towards student agency, engagement and independent learning. Skills teaching is paramount. Synchronous learning would entail follow up, following through, tutorial type sessions, show and model strategies. Concepts and content, especially those that cover a prescribed curriculum may need to be revisited.

I appreciated the input session of Dr. Michael Dino on Academic Integrity. I was holistic, historical and culturally relevant to our teaching practices. The live online forum that followed right after the product demo of Gradescope was engaging. Gradescope helps teachers manage and administer grades and assessments. Pegged as easy to use, it generates data that may help inform teachers on skills and concepts that have been learned and would need improvement on.

During the open forum, there were many questions about plagiarism and citations. I had to involve myself on this topic. I just cannot. So, I gave some suggestions on citation processes and the necessity of following a citation format to guide students and researchers in the responsible use of information and varied media formats.

This led me to another insight on Academic Integrity. It is about relationships. Knowing the learner, first of all, and the teacher recognizing and seeing himself or herself as a learner too, are factors to building a caring and respectful relationship necessary for learning honestly and with integrity.

Turnitin is neat app to detect plagiarism, thereby upholding Academic Integrity. But at the end of the day, it is a tool. We need to make these tools work for our advantage and not the other way around.

empowerEd Podcast Channel: "Global Voices: Pondering Over Education and the COVID-19 Pandemic,"

I just had an interview with Francis Jim Tuscano for an episode in his podcast channel, empowerED. The theme for this season is "Global Voices: Pondering Over Education and the COVID-19 Pandemic".  It aims to tell the stories of educators around the world at this time of the pandemic- challenges, hopes, and reflections. 

I am honored to be a guest in his podcast channel. This is my first podcast recording with a distinguished educator such as Mr. Tuscano. I first met him through a paper he wrote on integrating information technology and finally, shaking his hand and seeing him face to face last year in the Reading Association of the Philipines DemoFest and Mid-Year Conference in Iloilo. Our paths crossed in a field of discipline that I often traverse outside Library and Information Science. We also share the Xavier School experience since he is a faculty member and I, a former librarian in the Greenhills, San Juan campus. 

Jim Tuscano (second from left) with RAPpers in Iloilo City

Life is indeed strange and beautiful!

For the interview, Mr. Tuscano sent me these guide questions:

What challenges in terms of literacy are we seeing or anticipating at this time of school closure?

How can teachers continue to foster literacy despite school closure?How can the home help in ensuring that kids continue to love and appreciate reading?What have been the most important learnings that you got at this moment? 

I have notes as answers to his questions but the interview didn't turn out the way I thought it would - which is pretty cool. I will post my answers to the questions for the blog, but I do encourage you to visit Mr. Tuscano's podcast channel not just on the day of my interview, but right now. The ideas, insights and sharing of experiences among professionals and practitioners in the field of educational technology in empowerEd are awesome sauce. Also, issues on teaching and pedagogy are discussed. 

Follow these links  To know more about empowerED Podcast Channel, you may visit our channel on Apple Podcasts: https://apple.co/2kHX53u or Spotify: https://spoti.fi/2kEpabQ. Our empowerED Podcast is produced and distributed for FREE to educators globally. 

BA Library Online: Points for Reflection 2

At Week 2 of our library online services, I rounded up articles on instructional design, creating connections, bibliotherapy and the inevitable changes that the pandemic will take effect when this is all over.

We are done with another week of online classes. Progress reports were sent out last week. We are all exploring teaching and learning online, an environment that is both exciting and scary. We are never short of compassion in this trying time and the concern is genuine when reaching out, lending a hand and learning together. We are Griffins!

To end the week in reflection, here are selected readings to accompany us all in the journey.

One of the many challenges that came about the transition to online learning was the management of the virtual or digital space for learning. Nothing will ever replace the physical space of the classroom but a relationship with our students can continue, even flourish online. In this article, teachers from all over share these strategies they have actually done to maintain the relationship with their students. The article includes a Google Form for student check-ins. This can prove helpful for Guidance, Advisory or in-between units of online classes.

I had a chat with my advisees over at Hangouts last Wednesday. Except for one, they were all prompt in signing in and were chattier than usual. I thought, either they miss seeing and being with each other or have been really anxious with the stay at home protocol this pandemic has subjected the entire world into. It is a tall order to keep relationships tethered to our students. It is even a taller order for the teenager to discipline himself or herself studying at home. Consider the socio-emotional aspect of learning when crafting lessons for online classes. This article has advice, ideas and practical tips.

There is a possibility that the lockdown or the enhanced community quarantine will spill over into May until June. The news that DepEd is looking at the conduct of online classes for school year 2020-2021 had everyone shuddering. Not from excitement, I think. Futurists, educators and school leaders weigh in on that possibility and how the COVID-19 pandemic can change learning especially the environment and the terrain for which it is designed.

BA Library Online: Points for Reflection

And we survived a week of online learning. Yay!

Because we were able to pull through, below are the articles I shared to our faculty and support staff in school.

Teaching Through A Pandemic: A Mindset for This Moment by Stephen Merrill - I like this article because it keeps things real. Educators from countries that have closed their schools share their stories of coping, survival and keeping faith and hope alive in a time of uncertainty.

True Pedagogy  by Steve Wheeler  - a good read for when you need to reflect, review and re-examine teaching practices. Most of the time, we get  side tracked by the administrative work that goes along with teaching, the prescribed standards of the program as well as the required assessments. Revisiting the purpose for teaching helps in identifying effective processes old and new.

Tips in Instructional Design for Online Classes - the article begins with an emphasis on the alignment of content with learning objectives and assessment. Number 4 tip 
 is a discussion on Cognitive Loading reminding teachers of the importance of pacing, chunking and taking short pauses in between for rest and reflection.

From Nick Peachy, who offers more practical advice to teachers when teaching online.

Hardware and Software - this is all tech stuff and the gadgets you will need for online classes
6 Tips for Moving Your Class Online - the article has practical tips for setting up a work space at home to ensuring tech support

Learning in the Time of COVID-19: Where is Teaching in Online Learning?

As of writing, the World Health Organization (WHO) has declared that COVID-19 is a pandemic. Countries have locked down. Celebrities and public figures have been tested. Here in the Philippines we scramble for meaning amidst an incomprehensible mandate from the president of a community quarantine. What a wonderful time it is to live and to learn!

One of the many things we can all learn from all these is the transition to online learning. I am proud to say that our learning community has dealt with this change in a well thought out manner. More on that in another blog post. For now, I am sharing a Facebook exchange I had with friends from the Edtech and Instructional Tech disciplines.

I posted the question, where is teaching in online learning? 

Here are the interesting replies:

Johann Frederick A. Cabbab I'd say in the constantly provided feedback towards the outcome initially set.
Johann Frederick A. Cabbab Which is why whether synchronous or asynchronous means easily understood and applicable feedback must be given.

Jamie Bautista Johann Frederick A. Cabbab Agree. Also, if doing a live stream or even a video lecture, the ability for students to give immediate feedback as well (similar to how we react in social media to content) may allow teachers to also adjust their content for better comprehension or more engagement either mid-lecture or for the next session. Difference is this can be done discreetly and simultaneously, unlike in a live class where someone would have to raise their hand and can just be addressed one at a time. Watching how YouTubers do love streams with live chats is enlightening in this regard.

Galvin Radley L. Ngo I think it can be in a couple of things: The careful curation and creation of resources, the design of activities to process the resources and make meaning/ and the sequence of activities (most specially for novice learners), and yes, I agree, in the feedback that students get in both synchronous and asynchronous environments. However, the assumption here (most specially in asynchronous activities) is that the learner themselves would be able to "teach" themselves - so the learner plays a new role - and I think that's quite crucial. If in case it helps, we wrote an article to help guide students :) Hope this helps! https://ateneosalt.org/a-quick-guide-for-first-time.../

Jamie Bautista Imagine also a class discussion, but done as a chat or message thread. It would be a discussion untethered by time where every question can be addressed even a day after it was asked, where the pressure of having to speak in public doesn’t hold back students from asking questions, and visual aids are not fleeting and can be returned to by students without having the whole class stop. The teaching comes in the facilitation of the online discussion.


Maria Criselda Santos Ang plano ko po ay gamitin ang existing FB group namin para doon maglabas ng lecture, in script format, para accessible kahit sa walang data. Q&A sa comments. Worksheets uploaded at pwedeng i-email for submission.

This is going to be a running post given the rise and the demand for online learning methods, pedagogy and resources. Other than COVID-19, I have another series to maintain. Yay! The reason to keep blogging in the time of social media goes on.

The Lighthouse Diary Entry #16: Curation as a Library Service

We are in the in-between days. It is nearly the end of the academic year and preparation for closing out the year and graduation is in full speed. As this happens, we look to the coming summer and the inevitable in-service work that lies ahead. Curriculum alignment. Unit Planning. Attendance to professional development activities. 

Teachers have been planning on interdisciplinary projects that inspire collaboration. Librarians and libraries can lend support in this learning experience. I am sharing this email I sent out to teachers on curating and how it can support collaborative projects.

Curating sources of all media types and formats, people services and community resources is a library service we can do (and have been doing) with you. It is aimed at assisting teachers and helping students archive, record and manage information and meaningful content following citation formats and bibliographic standards (Ola, academic honesty!). Curating is best done collaboratively by teachers, the librarian and his/her staff, a class or a study group learning about specific units of study or projects. Curating can come in the form of a simple bibliographic lists of concepts in a unit of study, a LibGuide, a Pathfinder or a curating app that can be accessed and used via a mobile device. 

The tools for curation are many. Google Classroom has one as well as apps that can be merged or embedded in Google Drive. There are web apps like Scoopit, Pocket, Pearl, etc. World Book Online, which we have a subscription to, has Pathfinders. A class can create one and this is can be "shared" not just for a grade level, but to other classes in other schools here and abroad. We can also subscribe to LiGuides. Our new WebOPAC can also host and link curated sources and content. And, as your teacher librarian, I can also do it by request. We can sit together and plan a curating system that can function as an independent learning tool for your class.

It will get mixed reactions, I am sure. But, at the end of the day, I know I did my job.

Tips, Tools and Tech for the Busy Teacher: Online games, Citation apps and Curation Tools

Because sharing is caring!

Kahoot is an online game and mobile app that you can use for defining terms, improving vocabulary and reviewing concepts learned in the different content/subject areas.  https://kahoot.com/ 

Cited is a mobile app that guides you in following different citation formats for various resources and sources of information. It is free in the iTunes App store.    https://itunes.apple.com/us/app/cited/id630292792  

Remember the bookmarking tools in the late 90s and early 2000? Really Simple Syndication (RSS),mailing lists and list sers? Well,  Scoopit is all that and more. It is a curation tool that you can manage per topic of interest. The free web app has a limit of articles and content for curation so if you are serious in sharing curated info and knowledge, consider getting the premium account. Scoopit is also a tool to brand and market your expertise or grow a professional learning network.  https://www.scoop.it/ 

How can you annotate or take notes while watching a video on YouTube of Vimeo? Use VideoNotes. It can be an extension app in Google Chrome so, your notes can be saved and shared on Google docs.    http://videonot.es/ 

Tips, Tools & Tech for the Busy Teacher: Asking Questions & Human Rights Education in Math

Our library is subscribed to the digital and print format of Mathematics Teaching Middle School (MTMS) and Mathematics Teacher (MT), publications of the National Council of Teachers of Mathematics (NCTM). Of course, these resources were requested by our Math teachers a few years back and since then, they have been using the magazines and journals for teaching and instruction. What I like about MT and MTMS is that it has articles that discuss mathematics conceptually.

Take for example the issue of MT last October 2018. It has a discussion on human rights, human rights education and how allocation of resources like food production can be taught through math. Food is an experience common to all, likewise the access to food supply is a basic human right. Food shortage is a global problem. In an article by Blair Izard, Teaching Human Rights Through Mathematics, these personal and global issues on food are discussed with matching equations to show data and numbers that establish reason, logic and clarity. Honestly, my comprehension reached a bottle neck when Izard presented a set of equations. I leave that to the Math teachers!

What really piqued my interest was Izard's methods of discussion before engaging students in the equations she shared in the article. She began with the question: When will a community first experience a shortage of food? This led her students to wonder and ask for more information like, population and the amount of food a country produces. This led her to draw out more questions from her students and even added hers to the discussion such as,  what is one way a country could potentially run out of food? and what information would you need to know to determine whether a country might run out of food?

Allowing her students to understand the needed information to answer the questions, she provided the information on population and food supply. After which, she presented the equations so they can solve for answers together. There is further explanation on her methods and how in the middle and at the end of the class, they were still in discussion of their answers. There are concepts in the lesson as well as mathematic skills, drills and cooperative and collaborative experiences for students.

Asking questions and techniques to facilitate this experience in a math class is also a featured article in MTMS as the October Issue highlights three best practices on teaching inquiry. These are: funneling, focusing and IRE.

Funneling is the technique teachers use through sequencing questions to lead students to a specific answer or conclusion. Focusing is a strategy where the teacher listens to students and their questions, helps them think through their questions and encourages them to press on the important ones so that their thinking is guided towards answering or finding solutions to it. IRE is an acronym that stands for Inquire, Respond and Evaluate. Teacher inquires on a topic, a concept, a math equation and students respond by answering the teacher through discussions, drills, models and even more questions. Teacher then evaluated the response using a pre-determined criteria or standards.

These are higher order thinking skills that need to be done on a regular basis. Integrating this in class as a thinking routine or a method of inquiry that will help build students' critical thinking skills as well as their emotional stamina. Note that the teacher is always present in the strategies,  techniques and methods presented. This only goes to show that teachers do teach concepts and skills, but they are companions of students in the journey of inquiry and thinking processes.

Now I am beginning to look at Math from a different perspective!

Teacher Techie of the Month: Winona Yapit-Diola

The blog's Teacher Techie of the month is none other than, Winona "Teacher Winnie" Yapit-Diola. 

Teacher Winnie joined De La Salle Zobel School in 1994 and handled diverse Science classes in Junior Prep, Grades 1 to 6 levels. She was recognized as DLSZ’s Outstanding Instructional Leader in 2014. Ms Winnie is an Apple Distinguished Educator, Class of 2015, a Distinguished Lasallian Leader Awardee, Certified Apple Teacher, Apple Accredited Professional Learning (PL) Consultant and Trainer, Certified Google Educator Level 1 and was named one of the winners of the 2016 Search for Outstanding Teachers by the Metrobank Foundation.

If I were not a teacher, I would be either a factory worker or a nurse

How did you bridge or overcome the challenges of learning new technology for classroom instruction? 

In the implementation of Next Generation Blended Learning Program in De La Salle Zobel School, I was among the senior teachers who accepted the challenge to become innovators of the program and to teach with iPad as a tool for learning. I was quite hesitant at first but as the saying goes “If you can’t beat them, join them”. I joined the bandwagon of teachers who are willing to give it a try and implement the use of mobile devices inside the classroom. I attended tedious training on how to use a mobile device (iPad), deepened my understanding of the blended learning pedagogy, and prepared modules that combine both face to face activities and electronic/online learning. And together, we prepared rules on the proper use of mobile devices in class and explored mobile applications that can be useful to my students. For me, it is a two-way learning process as I guide my students learn the content, creativity, cooperation, and collaboration in my subject area. I also learn from them different apps, tricks and tips on the use of mobile devices. Then, I started to see myself as a facilitator of learning who allows students to learn in unconventional ways as they accomplish tasks that are previously inconceivable.

Some teachers fall for the idea of putting technology inside the classroom and making them available for use without having a clear pedagogy and specific ideas on how to incorporate them to improve student learning. So they end up facing challenges/ difficulties on when to use or how to manage the use of technology in class. Teachers should put in mind the importance of providing activities that are driven by pedagogy and not by the mere presence of technology.

Teacher Winnie with family meeting  DepEd Secretary Briones and President Duterte after being awarded the as Metrobank's Most Outstanding Teacher of 2016.

What is the recipe for a successful integration of technology in education/instruction?

The recipe for a successful integration of technology in education lies on the ability of the teachers to innovate and to foster creativity. A teacher who understands the pedagogy that responds to the learning styles of students and learning modalities that would help students simulate real world environment as they use different available technology.

As facilitators of learning, teachers should ask themselves this question- “How do I use technology to develop the skills needed by 21st century learners so they become successful adults?” And if the needed skills of digital learners are addressed and student learning is improved with the use of technology, then we can say that the technology integration is successful.

What would help teachers’ transition from traditional tech use to digital tech use?

Transforming from traditional use of technology to digital technology use does not happen overnight. The greatest challenge to us, teachers, is to learn to use technology to teach effectively and to inspire student learning and creativity- to get out of the comfort zone to see the unknown of having a transformative blend of instruction while using available technologies.

Teachers must be willing to unlearn, learn, and relearn different pedagogy, skills needed by digital learners, teaching modalities, and effective F2F teaching strategies for effective classroom instruction. They should not focus on how to use technology in the classroom. Rather, they need to put more emphasis in providing student-centered activities to amplify students’ potential to become lifelong learners who are reflective, competent, creative, critical thinkers and problem- solvers. 

Teachers should combine innovative strategies and various technology tools to promote the 4Cs of 21st Century Learning- Collaboration to produce outputs whether offline or online, Communication with peers and/or experts through diverse environment, Critical thinking to solve problems, and Creativity in building new knowledge as they connect learning to real world situations and involves practical work. When teachers and students focus more on achieving their goals and skills to master, the use of technology comes in handy.

Teacher Winnie is online. Go find her and make a connection!

Ms. Winnie Diola’s Online Portfolio- https://sites.google.com/dlszobel.edu.ph/diolawy/home

Twitter: diolawy

Facebook: winniediola

Here are Teacher Winnie's upcoming workshops.

October 18-19, 2017 - Seminar- Workshop: De la Salle Zobel Santiago School’s SparkEd 2017: Transforming Education Through Technology and Next Generation Blended Learning

December 7-8, 201 -Department of Education’s 1st ICT Summit

NCTED 2017: Teaching Tech and Thinking Skills (2 of 2)

Here is part 2 of the post on the NCTED 2017 experience I had two weeks ago. Part 1 can be read through this link. For this blog post, I am sharing what the teacher participants in my workshop, Media in the Time of Social Media, came up with during discussions and group activities. There were many ideas that came up so I took the chance of writing them all down. We called it, Teacher's Idea Box.

I did ask permission from them for this blog post. Thank you, teachers!

Teacher's Idea Box

1. Create a Media Log. Digital natives write diary entries about their digital lives.

2. Know your tech tool for thinking, teaching and learning.

3. Reading corners never go out of style.  Design an attractive reading corner where digital natives can read books.

4. Involve parents in the teaching and learning experience. Open avenues where parents can give valuable feedback of their child's progress when at home or with the family.

5. Encourage students to use social media by posting reflections, highlights and questions they had during class.

6. Make use of hashtags that are relevant to the learning experiences and activities in the classroom.

7. Provide students with constant feedback on their use of technology, specially on their communication skills and how they relate to others in an online environment.

8. Schedule a time and space where students can play around with tech tools, integrated them with subject related activities and allow them to explore and curate content online.

Do you have something to add or share? Feel free to post a comment!

Schoology is Learning With Rex Digital

I discovered Schoology when I was preparing for my workshop for the National Conference on Technology in Education. I used the e-learning platform in many ways namely: as workbook where participants can write their reflections and submit their output; as database of online sources for the workshop (this was my favorite feature of the platform because it's like curating -- which I think it is!); and as my visual aid. I didn't prepare a PPT presentation anymore. YAY!

Schoology is easy to use. The interface and its menu are navigable by digital migrants like me. Though I didn't get to use the assessment and grading feature of Schoology, this only goes to show how complete the e-learning platform is. While it does look like a very flexible virtual learning space for teachers and students, school who are deciding to acquire the platform need to look at the prerequisites of technology integration in teaching and learning. To name a few, these are tech support, by Rex Digital and in-school IT staff; curriculum and pedagogy that allows for a fluid application of the e-learning platform; and continuous teacher training program.

Interested?

Get in touch with Ms. Enoy Ferriol: ellinor@rexdigital.net and/ or etferriol@rexpublishing.com.ph. Mobile No - 09178760806

NCTED 2017: Teaching Tech and Thinking Skills (1 of 2)

Congratulations to Woohoo Learning Lab for successfully staging the first National Conference on Technology in Education (NCTTED) last week amidst two typhoons. I missed day but made it to days 2 and 3 of the conference. I missed the research presentations and the panel on technology in education but, thanks to Schoology and the NCTED website and Facebook page, catching up on missed sessions was possible.

Being at the conference was a reunion of sorts with friends in the teaching and book industry and former colleagues from Xavier School. I met new friends too, teachers who registered in my session on Media in the Time of Social Media. Indeed, the experience was fun, nostalgic and life affirming.

So here now is my list of "take away" from the NCTED.

1. Using technology in education is equal to sound pedagogy.

2. Teachers are lifelong learners and must be given the support to grow in their context and environment.

3. Quoting Fr. Johnny Go, "A culture of what ifs is grown by a leadership of why not?"

4. Important terms: Assessment of learning. Review and selection. Evaluation. Curation. Collaboration. Empathy. Innovation. Critical Thinking. Creativity.

5. There exist a gap between the boomers, the gen Xers and the millennials. Of course. But, if possible, bridging programs or initiatives that fill in gaps need to be set up by the government and non-government organizations.

6. Question: Advances in technology cost a lot. What happens to the have-nots if they could not keep up or are not given access and opportunities to learn and use technology?

7. Content is king. Context is QUEEN (Insert: Ms. Universe wave).

8. Formative assessment is crucial to learning achievement and progress. Where technology plays a role in formative learning is applied in differentiation or differentiated instruction.

9. The effective use of technology in education involves a lot of time spent on discussions with peers, colleagues, school leaders and students - even parents. Talk. Talk. Talk. My take: LISTEN. Listen. Listen.

10. Learning in the age of the digital  natives require teachers to take on different roles: a sage on the stage; a guide on the side; an architect of learning environments. In the best interest of your students, when are you a sage, a guide and/or an architect of learning?

These are all for now. Part 2 to follow as I share the Teacher's Idea Box which participants in my workshop came up with.

InnovatED: Learn. Unlearn. Relearn.

I will be conducting a three hour workshop on September 13, 2017 during the first National Conference on Technology in Education at the SMX Convention Center, Manila. My session's title is Media in the Time of Social Media: Necessary Skills in Navigating the Multimedia Landscape. 

The World Wide Web, as we know it, is constantly changing. It is no longer a passive  multimedia landscape where people can simply locate and access information. The Web has become a platform for interactivity and participation. A variety of media formats have merged into the Web allowing more opportunities for creativity, opening up of communication channels and collaborative projects.

This session will tackle the dual role of media as tool and message and how it merges into the different Web 2.0 technologies. Participants will be engaged in critical and creative thinking activities that will help them understand the strengths and limitations of blogs, wikis, ePortfolios and social media as instructional and thinking tools, as well as techniques in using different multimedia platforms for teaching and learning. Teachers, school librarians, allied professionals and homeschooling parents will benefit a great deal from the workshop.

For more information on the conference go to InnovatED 2017.

Program can be viewed here and the Registration  to the conference is easy and accessible.