 You know this video is made for the teacher who supports the move of bringing our students to become guided independent learners. It is also for learners who would like to claim the space and the responsibilities of a guided independent learner who sees oneself as an innovative researcher and co-creator of new knowledge contributing to the enhancement and transformation of higher education in our country. You know there is that resolve to face our situation and make the most out of things and this time of pandemic and beyond. Coming forward, guided independent learning for continuity enhancement and transformation of higher education in the Philippines, claiming the responsibilities of a guided independent learner. That's what we want for our students, for them to claim these responsibilities. Most of us know that the Philippines has ranked one of the top ten in the world risk index of most disaster prone countries in the world. So every year our country experiences all forms of disasters such as typhoons, floods, earthquakes and volcanic eruptions with numerous emergencies due to armed conflict. So we suspend our classes most of the time. This time COVID-19 pandemic is different. It's still ongoing experience that it has overwhelmingly disrupted our way of life and is now challenging our educational institutions to go beyond our set ways of doing things. Its effects will still be felt for quite some time and it will even change really fine and we can figure how we teach, learn and discover new knowledge, how we do our research, how we move our ideas and how we engage our learners and teachers. Technology mediated and technology enhanced learning and teaching is what we're looking at right now to go into flexible and remote learning and teaching. So this is now such an important thing for us. We're talking about exponential growth. The web as a single operating system, telepathic web or a symbionic web. So web 5.0 this generation, we talk of it being an intelligent web. And it has been growing so fast. And in Industrial Revolution concept it came out in the Industrial Revolution 4.0 where artificial intelligence, robotics, nanotechnology, quantum computing, 3D printing, Internet of Things and the list goes on. And into this generation of Industrial Revolution 5.0 while we're talking about still looking into technology and in the education environment certainly we are looking at technology mediated and technology enhanced lifelong learning even prior COVID-19. So what were the qualities of this environment? Well, diverse time and place, project based, field experience, data interpretation, changing concepts of exams, digital repositories, talk about MOOCs and then who we are, massive open online courses and open educational resources being shared. The culture of sharing has become so strong. And we talk of flexible, flipped, blended learning and student ownership certainly and lifelong learning in general. So this concept of technology mediated, technology enhanced learning and teaching was considered as a disruption to the traditional phase to phase learning and teaching. Now the same concept that we considered as disruption is now the same concept that we're looking at to have connectivity and interactivity and ubiquity. So it's a technology mediated and technology enhanced learning and teaching concept that we are now looking at to have our continuity, our enhancement and transformation of higher education now that we have this pandemic with us. So we are looking at the same things. But of course people are really resisting it still because of many things. There's a long list of their objections like lack of equity, increase of digital divide, low digital literacy, stop in a drop in enrollment, lack of academic freedom, setting aside of Filipino cultural identity, transfer of students from private schools to public schools, closing down on some private schools due to lack of operating funds. And our parents are not financially prepared, teachers also are not prepared to do the shift and higher education institutions are not prepared. So there's that lack of connectivity changes in research methodologies and no access to laboratories and difficulties in OJT. So we understand that but we don't have any more reason not to go this way, why? Because of the lap-downs, the face-to-face learning and the teaching, it's all banned for how long we don't know. So this term came in 1973 and that was the time the economy was down and the whole world crumbling economy, Volatile, uncertain, complex and ambiguous and today back to Volca. The fear factor coming from the COVID-19 pandemic and also from the fact that we're going to use technology mutated and technology enhanced learning and teaching which is something new. So but our university is very much resolved to move forward. We are now mapping where we are going, knowing our identity as a university, as a national university and our university is supposed to lead into this. And for us, faculty and researchers, that's where we're going with all this and with the end in mind and the view that we are mindfully developing learners with the 21st century competencies. More so now at this time of the pandemic. Our learners need to be creative, critical thinkers, problem solvers, based on empirical data, innovative researchers, have good communication skills, respectful of cultures, possessed with deep love for our nation and advocates of lifelong learning. So at this time, our academics are engaged in the reflexive mode and intent to be reviewing how we can develop and look and review our curriculum design, course design, use and production of content and resources, delivery modes and assessment and the student and faculty support the technical and administrative services that would support our faculty and students. So realizing that though the focus is on looking intently on the delivery mode, all other elements are, you know, however affected and require adjustments and appreciation of the paradigm shift would depend upon the resources, administrators, point of view and teachers and students and parents and all other stakeholders. There must be a resolve to do this. In our present situation, we're going through reimagining of the management of all these elements. So you have to come in with a review of the curriculum and see the requirements per course, whether it's outcome space and competency based and then you have to match this in the course design and the development of content, use and production and also showing the course requirements and the activities and also the schedule. And the same is true for when it comes to student support, there has to be a stronger student support and faculty support administratively. When you talk about the delivery mode here, there can be printed that can be picked up or put in USB and then you can have some video recordings also in USB and online and offline. In terms of assessment, you may put folio exercises and some activities and exams and probably a lot of reflection and synthesis papers, research papers, project reports and so on. Remote learning and teaching for flexibility means being learner centered and that means really being concerned about the situation of the students. Some students will have access to the internet with high satisfactory connectivity and have available devices and gadgets like computers, desktops or laptops or tablets or mobile phones and high to satisfactory digital literacy may opt for online learning and can really reach LMS, the learning management systems of our university and can be comfortable in using remote technology. However, there will be students with minimal to no access to the internet with low to poor connectivity and have minimal to no available devices and gadgets and probably occasionally used to mobile phones and also would have low digital literacy and therefore they would be more comfortable with having offline or non-digital technology. So it is important to use various means of digital and non-digital technology as delivery modes are observed and therefore we do have to make sure that we have options for everyone and no one is left behind. So in terms of guidelines for quality assurance and all levels, first we always hear outcomes based on learner centered writing for learner engagement and we talk about our course guides being written for our learners, our course materials, course content must be produced with what is important is with independent learners in mind. That is most important. So this is what we are encouraging now. So we have a lot of self-assessment questions, maybe just wrap around the, wrap around the chapters of books, e-books, text books written in modules and so on and requirements must encourage transparency, accountability and fairness as learners and faculty are co-creators of academic texts and knowledge strengthening the higher levels, the higher levels of learning. So things would be research based requirements. So you have research papers, synthesis papers, inflection papers, project based requirements and a lot of reporting documentation and asynchronous learning online, offline platform is the substance of inclusivity, accessibility, ubiquity and flexibility of pace and time. So I would rather go asynchronous. So continuous learning however will probably happen and hopefully it's a little optional so for it to be used to facilitate the learning of course but it will be used by asking learners what they do not understand in the course materials and activities like that and collaboration but not to lecture anymore because that will be basically recorded and the course design, course guide and course resources must help students become independent learners. So there has to be clear guidelines on what open educational resources are also intellectual property rights or IPR plagiarism and it's important that we update the students all the time on this and also really make sure that the teaching component there's a lot of reporting on what is happening. And the faculty is really doing a lot of work here, faculty is the course designer, facilitator for learning and must be fully supported by your peer administration. So aside from of course our students should have 100% support as well. And when we talk about the faculty, the faculty will have to curate and produce course materials and resources, OERs and identify experts in the field so that they can match now with the kind of content that they're coming out with. Learner centered writing for the course guide and a lot of self-assessment questions and activity driven activities that are turned into exercises and requirements for strengthening of the learner engagement because the learner has to be engaged with content and the learner-learner interaction will be there and the learner-teacher interaction will be there and the learner community interaction will be there as well. So moving forward, we're coming up with a course pack. The course pack contains the following, detailed course guide, learning resources per study unit, study guide per study unit, activity guides and assignment guides. For the learners who are watching and viewing now, your faculty has designed your courses by making use of resources online, connecting you with the experts through journal articles, written texts, learning objects, instructional videos, webinars, PowerPoint, with voice, documentaries and images. Going Synchronous would also mean using social media and maybe designed to use your LMS for Synchronous learning, though it is very clear when and where you would be having the Synchronous session, so it's good to record the event and engage in discussion. And for a Synchronous learning, you will be told where to access it, but it will be available anytime. Going a Synchronous means uploading to the virtual platform the course resources like having a pre-recorded slides with narration, video lectures and the distribution of this would be file share, virtual classroom like LMS, in the case of UP Gouvlet by the Google classroom and video sharing app, social media, OERs and other online productions. And remember it can be accessed anytime. And in line with connecting you to experts, we have a TVUP, which is the Internet Television Network of the University of the Philippines. It's meant to be shared to all and there are hundreds and hundreds of titles that is quite ready for you. TVUP is the Internet Television Network of the University of the Philippines system. It is a resource center for sharing, featuring national scientists, national artists, scholars, researchers, documentaries, award-winning short films and many more. Let's view this video clip that will tell us something about TVUP. IUP TV, popularly known as TVUP, is the Internet Television Network of the University of the Philippines, organized as a multimedia production, digital open educational resource repository and publication system. Delivering well-researched and creatively produced academic content and works for information and educational purposes. TVUP on demand and the open educational resource OER Digital Repository, webcast worldwide. TVUP daily programming on the web and TVUP co-productions in the social sciences, arts and culture and the sciences. The platform, Kalosugan ay Karapatan, Financial Sense, Musica, Documentaries, The Filipino, like LingPilicula, Science Elevators, Risk Reduction and Management, Kultura Sinning Atibapa, Batas at Bayan, Gender Talks, UP Talks, Usapang Pilicula, UP Chronicles, NOAA Updates. TVUP is a testament to the University of the Philippines character as the national university, a teaching, research, public service and global regional university, shared freely with all state universities and colleges, private higher education institutions, other training institutions and the general public. At this point I want to tell you something about paradigms of learning. So these are the educational theories of learning. It is a worldview and there are many types and let's talk about them. So the first is behaviorism. It is a view in which behavior can be explained by external factors and behavioral conditions and according to this perspective only the observable behavior should be considered. Cognition, emotions and moods are too far subjective. So cognitivism is the next one and it is a learning theory developed by Jean Piaget in which a child develops cognition pathways in understanding the physical responses to experiences and this theory students learn most effectively through reading text and lecture instruction and the next one is constructivism. It is the idea that people are responsible in creating their own understanding of the world, linking new information to these experiences and the process of linking new information to these experiences. People use these experiences and new information to construct their own meaning. The next is humanism and here it emphasizes the value and agency of human beings individually and collectively. The meaning of the term humanism has fluctuated according to the successive intellectual movements and so that's what you have in terms of focusing on the individual as the subject and asserts that learning is a natural process. And the fifth, this is connectivism. It is relatively a new learning theory developed and based upon the idea that people process information by forming connections. This theory has developed with a digital and technology age which goes quite well with the paradigm shift of learning and teaching, the remote modality that we are going into now where you can get connected to the experts as course resources. So let's go back to the course pack. This course pack has a course structure so you can either structure, if you are the faculty, you are the teacher, you can structure it as modules under each particular unit or you can structure it as retaining just the topics and going as weeks then this would be the focus. The course structure is based on the syllabus and syllabus is your general guide to a course and what will be expected of the learner of you in the course. Generally it will include course policies, rules and regulations required, required text and a schedule of assignments. Like in this case of film 199 research and film, I start to introduce myself and I welcome everybody to film 199 research in film class and it can be a short kamstahan or a longer type of welcoming our students. To be a guided independent learner means familiarizing yourself with each course that you take, know the intended learning outcomes, the learning activities to link you to the course resources and the course requirements and assessment. So what are the intended learning outcomes? Well intended learning outcomes are usually specific, measurable and realistic and learner centered. Are we saying that the course objectives are the same as the learning outcomes? Yes, yes it is, but it's usually written with active verbs at the start because it tells us what should learners know and be able to do after taking this particular course. For film 199, so what are the intended learning outcomes? So these are the outcomes and it starts with active verb identify, it's telling you as a learner you have to identify and perform. The procedures of writing a film research proposal describe the frameworks that can be used for conducting research in film and apply theories, concepts and frameworks in writing a research proposal in film and perform the protocols of conducting research in film. So for this particular course I turned it into a modular course structure and put the units 1, 2, 3 and 4 as the objectives and so therefore they are the learning outcomes. And under that I have modules 1, 2, 3, up to 11. And so I turned them into modules so 1, 2, 11 and each one of these would be a learning outcome. It says there it has an active verb at the start so you will know what to do, understand your roles as a guided independent learner and also the importance of research in today's digital times. So it says here module 2 review short film genres, three critical examples of short films, identify analysis parts of a thesis proposal because that's what you're supposed to do in this course to come up with your thesis proposal and so it goes on up to module 11. So going back to this diagram to familiarize yourself with each course that you take, you look now on the second element which is learning activities. So what does learning activities mean? That means that how will learners learn. So this is the plan, the plan of the learning experience for you as a learner so your teacher has designed this for you, the teacher has identified the experts and then what you're supposed to do with it and it's given the activities and it is matched for you to come out with learning on the written text, textbooks, readers, journals, podcast, video lectures and so on. So in this part what is important is that you read, you view all these course materials that will help you understand how to write a film research proposal. So let's look at this briefly so you have in module 3 critical short films and are these resources that you have to go through before doing your activities. Module 6 as you can see so design and treatment methods and procedures and visual references and it goes on module 7 talks about planning and then module 8 analysis of film theories and so on up to unit 4 and then it's already guidelines of really writing out the whole paper and eventually presenting the final paper first of course you have to do your final writing for this thesis proposal. So you have matching learning activities for the course resources that are given you in the learning activities it tells you what to do, attend introduction to the course class lecture and activity too after viewing the webinar and so on, do some reflection on it and it gives you also other activities and then it tells you to attend again another Zoom meeting and you have activity 5 for viewing all the short films and then a three-page paper containing the critique of the following, one narrative short film, one short documentary etc and this goes on activities from 1 to I think it's going to be 14 activities all in all so like this one is the activity 9 which gives you details here that your activity 10 would be guidelines on open educational resources and intellectual property rights IPR and also a discussion on etiquette and plagiarism and the Privacy Act up to activity 14 which is already a submission of the final film thesis proposal then the last two aspects of the course which would be the course requirements and assessment so here you have the would be course requirements and assessment and then it answers the question how will learning be measured since we know that we are outcomes-based this will now be put in a rubric and if the requirements are research-based, project-based requirements then your faculty has reconfigured that and will tell you how you are being assessed the course requirements are really explained in the activities that were given you and even the schedules are here and you will be assessed by looking at the work that you have done so summing up the course requirements you will be seeing it here as you can see the percentage of weight is given you as part of the assessment so there you have it that's the course fact but you know as faculty what as teachers what we really want you to be we want you to be a guided independent learner always stay connected and always be engaged what is important is for you to have this high self motivation and good time management you have to seek collaboration and yes you have to become innovative researchers and connect with more experts and do the surfing the search is important and because you have to bear in mind that you are co-creator of new knowledge so the teachers and the learners become co-creators of new knowledge so learn more from this crisis that we're having now you have to be resilient let's be more resilient and we have to push for that caring for others that is very important more important tips what we want to tell you is that create that sense of rhythm and balance in your study habits during this COVID-19 times what should you do well get dressed in your normal university clothes for your learning sessions what else create in your home a workplace that is similar to your favorite study venue establish a routine and set the time of the day or night for your studies without distractions from friends family television radio and other gadgets but be familiar with your gadget that you're using for your learning so another thing do not rush take a break take a walk outside exercise relax to add energy and focus and one thing you should also use your alarm clocks calendars and create a matrix for all your courses to remind you of deadlines and due dates of your learning activities so what is also important is collaboration and networking this is good for project work so stay in touch with your teachers classmates colleagues experts the field of study so ask questions in search for answers eradicate that fear of being connected through technology so take away that fear factor uh COVID-19 pandemic have take precautions yes always be safe but not to really fear it and then you will freeze and do not fear technology mediated education help out in taking away that volatile and certain and complex and ambiguous situation be more in control of the technology mediated and technology enhanced learning and teaching yes break that fear factor what is important is you mount that fear and be able to now mold that use that technology and use it proficiently what is important is read the course guide read and view the course content participate in the learning activities understand the parameters for assessment and fulfill and submit course requirements and here you will see that research and learning and teaching becomes one and that you now are co-creators of knowledge be familiar with technology mediated and technology enhance learning and teaching this is very important to become a guided independent learner for continuity enhancement and transformation of higher education in the Philippines we will be breaking new grounds here and we see multimedia research we're going to research e-methodologies e-pedagogies e-pedagogies emotalities so you can see that all these concepts will come together and we'll be trying to solve the issues that were brought up earlier that's why there is resistance but I think we're really breaking new grounds here so let's break new grounds here be a guided independent learner thank you and always stay well