MY PERSONAL REVIEW
The story moved smoothly in a very creative, realistic, localized Filipino-inspired life. The boy Nico, spending his summer, finds the computer and the Metanoia game as his comfort zone typical of most kids nowadays. His dad works in Dubai, and constantly communicates with them online with a webcam, likewise a typical scenario in most Pinoy households. His mom trains him of household chores and eagerly pushes him to experience a good summer playing apart from his computer.
The story successfully sent a subliminal message of the joy of playing games outside the house with good friends or in our local dialect we call it "barkada". It is a very positive message to parents now. Children should be able to realize that there is good life other than the comforts of the computer or the tech gadgets they always hold on, the PSP, the DS lite or the iPhone. Being hurt is part of the learning process.
RPG Metanoia beautifully showed the traditional games, most of us Pinoy adults now, had enjoyed in our younger days building strong, very positive memories--the "patintero", the "taguan", the "piko", the "tumbang preso", the "sipa", and the "chatu". While all these games are new to the boy Nico, Nico would process the game mechanics in his mind like a "computer game", which is in fact how young boys would imagine it.
RPG Metanoia exhibited an animated version of a Pinoy-inspired game environment, an example of which is the concept of the pueblo or the town during Spanish time in the Phils. Better, the mix interplay of contemporary game environments of different cultures; the use of gamers' lingo; and the fusion of the game theory and the metaphors that go along with the game proved that RPG Metanoia has been well planned, went deep thought, and a result of a consolidated creative effort. Best, it carries an authentic, positive Filipino branding!
There is a big difference when you talk about a movie and a film. A movie is there to entertain through a story and make the time pass away. A film is different. A film does not just tell a story, it sends a strong message. A film is a mirror of a nation or some people in that nation. A film is also a representation of what is happening in the country. And RPG Metanoia is telling us "we are here now", "we are capable to do this", and "this is our message to our people". RPG Metanoia showed we can now do not just movies but animated films!
I have been waiting for a long time for a Filipino cartoon film like this. It is about time that we have a full-length computer graphics animated film.
Kudos to Director Luis Suarez and the whole production team!!
RPG Metanoia 3D Movie Plot Summary/Synopsis
*Reposted from : http://www.movienews.me/2010/07/rpg-metanoia-3d-movie-trailer-plot.html
The RPG Metanoia 3D movie story revolves around an avid online game named Nico who as an eleven year old boy lives a normal child's life. But when he is playing the MMORPG (Massively Multi-players Online Role Playing Game) called Metanoia, he is an unpredictable vagabond armed with a magic yoyo and with uncanny speed and agility in his skill set.
Nico got low self-esteem and is only getting his guts from playing Metanoia. That is why when he and his friends where faced with an adversity from the local boys, he felt his world shattered. But they found a saving grace from a new friend which inspired them to continue their online endeavor.
However, the Metanoia network was infected with a virus affecting the whole internet, most computers and the minds of gamers all over the world. It's up to Nico, his friends and the other remaining Metanoia players to stop the virus from taking control of the online and offline world. But to do that, Nico must muster his courage, and discover the true hero he really is.
Movie Information - http://www.movienews.me/2010/07/rpg-metanoia-3d-movie-trailer-plot.html posted by Richie
Friday, December 31, 2010
Monday, October 25, 2010
Travelling and Learning
I had a fast two long days with my high school friends. This is our third day in Bangkok. It is also the first time for our two companions to go out of the country. We already had a lot of sightseeing and some shopping, and a close encounter with some authentic street food, chili food, very nice hot noodles with basil and others.
Each of my opportunity to travel is a blessing for me. It meant a lot in many ways. It is a personal time as well. Best of all, it is a learning time.
I believe travelling should also be part of teacher training development. It should be part of the government agenda to enhance our teachers. Travelling has so many lessons to teach that you don't learn inside the confines of the campus. The greatest thing, for me, about travelling is not to see other places but to get to know other people, through their dishes, through their practices and traditions, partly through the changes in their lives exhibited by the infrastructure and developments, and of course interacting with them. Here are some things that are so real, it is experience that can only teach these things.
Knowing the people through the cuisine. By tasting, enjoying the local dishes, you get to understand many things--how they prepare or cook the food, what spices and local greens and meat are preferred, types of fruits present in the place, what time they usually eat and how they eat and what desserts interest them.
Historical and modern infrastructure. While some of these could be read in books or magazines, visiting historical palaces, temples or even the modern museums tell much of how a nation value its long history and how they impart these to the new generation.
Respect for others' culture and traditions. It is also important that more than the chance to shop and get souvenirs, any opportunity to observe and immerse with a cultural tradition should be embraced (even in the short time of stay). One example yesterday, I had the beautiful chance of observing local folks making offering to the monks in a very big plaza. The people offered small pockets of rice, noodles, flowers and other stuff. As the monks moved around, the people also extended great reverence to them. It was a beautiful sight. The people are giving something, supporting the monks with great faith, and are also in communion, in prayer with them. I actually joined the offering. I respectfully asked a Thai woman if I could also give my donation. She acknowledged it and was grateful. She also handed to me more pockets of rice to give to the monks. I was glad to be part of it. It also gave me a chance to pray and be thankful of this chance.
Interaction with the local folks. Having a good chat with the local folks may be of limited occasion for the travelling teacher. But the teacher should take initiative to converse and know the people, not by name, but by what they are. Talk to the taxi driver, the hotel receptionist, the concierge, the cashier in the local store, the policeman, the tour guide, or even to a student. These are brief moments. But if you sum up these brief moments, these also tell about the people in the local neighborhood. These are things you don't just readily pick up from the book.
The local Thais commonly speak their local language, very spiritual and will always try to help and give directions to a lost tourist.
And so I reiterate, that travelling should be part of the teacher training program of our government. It opens up the horizon of how we view things. And the items I mentioned are just on the soft skills. The training on planning and organization are separate items to be discusses as results too, of travelling.
Each of my opportunity to travel is a blessing for me. It meant a lot in many ways. It is a personal time as well. Best of all, it is a learning time.
I believe travelling should also be part of teacher training development. It should be part of the government agenda to enhance our teachers. Travelling has so many lessons to teach that you don't learn inside the confines of the campus. The greatest thing, for me, about travelling is not to see other places but to get to know other people, through their dishes, through their practices and traditions, partly through the changes in their lives exhibited by the infrastructure and developments, and of course interacting with them. Here are some things that are so real, it is experience that can only teach these things.
Knowing the people through the cuisine. By tasting, enjoying the local dishes, you get to understand many things--how they prepare or cook the food, what spices and local greens and meat are preferred, types of fruits present in the place, what time they usually eat and how they eat and what desserts interest them.
Historical and modern infrastructure. While some of these could be read in books or magazines, visiting historical palaces, temples or even the modern museums tell much of how a nation value its long history and how they impart these to the new generation.
Respect for others' culture and traditions. It is also important that more than the chance to shop and get souvenirs, any opportunity to observe and immerse with a cultural tradition should be embraced (even in the short time of stay). One example yesterday, I had the beautiful chance of observing local folks making offering to the monks in a very big plaza. The people offered small pockets of rice, noodles, flowers and other stuff. As the monks moved around, the people also extended great reverence to them. It was a beautiful sight. The people are giving something, supporting the monks with great faith, and are also in communion, in prayer with them. I actually joined the offering. I respectfully asked a Thai woman if I could also give my donation. She acknowledged it and was grateful. She also handed to me more pockets of rice to give to the monks. I was glad to be part of it. It also gave me a chance to pray and be thankful of this chance.
Interaction with the local folks. Having a good chat with the local folks may be of limited occasion for the travelling teacher. But the teacher should take initiative to converse and know the people, not by name, but by what they are. Talk to the taxi driver, the hotel receptionist, the concierge, the cashier in the local store, the policeman, the tour guide, or even to a student. These are brief moments. But if you sum up these brief moments, these also tell about the people in the local neighborhood. These are things you don't just readily pick up from the book.
The local Thais commonly speak their local language, very spiritual and will always try to help and give directions to a lost tourist.
And so I reiterate, that travelling should be part of the teacher training program of our government. It opens up the horizon of how we view things. And the items I mentioned are just on the soft skills. The training on planning and organization are separate items to be discusses as results too, of travelling.
Tuesday, October 19, 2010
the five stages of grading
By dr. b ⋅ October 9, 2010 ⋅ Post a comment
Filed Under grades, humour, lists, marking, students
Reblogged from: http://notthatkindofdoctor.com/2010/10/the-five-stages-of-grading/
Everyone is familiar with Elisabeth Kübler-Ross and her stage model of coping with grief popularly known as the five stages of grief. What you may not know is that Kübler-Ross actually developed her theory as a graduate student, basing her conception of the process of loss on the experiences one goes through over a grading weekend.
In coping with grading, it’s important for graduate students and young professors to know that they are not alone and that this process takes time. Not everyone goes through every stage or processes the reality of grading in this order, but everyone experiences some version of at least two of these steps.
1. Denial. At this stage, the instructor is unwilling to acknowledge the size of the task ahead of him or her. An instructor in denial may be heard to say things like, “It’s not really that many essays, when you think about it.” An instructor in denial will grossly overestimate his or her potential assignment-per-hour output. Denial at the syllabus-creation stage of course development can lead to tears. Denial can also manifest itself as avoidance, where grading is put aside in favour of vastly more important activities like cleaning the fridge, baking, working out, or writing elaborate blog posts about the stages of grading.
2. Anger. Usually anger begins once the instructor starts grading. The first few papers are likely to excite the grader, but as a steady stream of errors trickles in, the instructor may become disillusioned. Commonly heard at this stage: “But we covered this in class! A lot!” “Wait, what does this even mean?” “Redundant! This is redundant!” Instructors at this stage of the process are likely to have unnecessarily large reactions to relatively small frustrations; for example, in one case an instructor screamed into a pillow upon discovering that every student in the class was still using “they” as a singular pronoun.
3. Bargaining. This stage usually begins as an earnest attempt to buckle down and grade. The instructor might say, “If I grade five papers, I can watch one episode of House,” or, “For every page I grade, I get to eat a piece of candy.” This process starts well, but as the instructor progresses the amount of work required to achieve the reward generally becomes smaller and smaller, until the instructor is checking Facebook after every sentence he or she grades.
4. Depression. At some point in a marking weekend, the instructor will come to realize that in spite of his or her best intentions, the papers won’t be marked in time for the next class. For the idealistic young instructor, this is also usually the moment he or she realizes that the assignments themselves are not particularly strong. These realizations can lead to feelings of failure, spiralling into reality TV watchathons or video game blitzes instead of grading. Ultimately, though, recognizing one’s limitations is a healthy part of the process that leads directly to the final stage.
5. Acceptance/Resignation. At some point, the instructor comes to term with the reality that the papers must be graded. This reality is usually acknowledged the afternoon before the instructor wishes to return the papers, leading to an all-night grading blitz. At some point and by some miracle, however, it all gets done, and the instructor is primed and ready to start to the process over again when the next major assignment comes in.
Filed Under grades, humour, lists, marking, students
Reblogged from: http://notthatkindofdoctor.com/2010/10/the-five-stages-of-grading/
Everyone is familiar with Elisabeth Kübler-Ross and her stage model of coping with grief popularly known as the five stages of grief. What you may not know is that Kübler-Ross actually developed her theory as a graduate student, basing her conception of the process of loss on the experiences one goes through over a grading weekend.
In coping with grading, it’s important for graduate students and young professors to know that they are not alone and that this process takes time. Not everyone goes through every stage or processes the reality of grading in this order, but everyone experiences some version of at least two of these steps.
1. Denial. At this stage, the instructor is unwilling to acknowledge the size of the task ahead of him or her. An instructor in denial may be heard to say things like, “It’s not really that many essays, when you think about it.” An instructor in denial will grossly overestimate his or her potential assignment-per-hour output. Denial at the syllabus-creation stage of course development can lead to tears. Denial can also manifest itself as avoidance, where grading is put aside in favour of vastly more important activities like cleaning the fridge, baking, working out, or writing elaborate blog posts about the stages of grading.
2. Anger. Usually anger begins once the instructor starts grading. The first few papers are likely to excite the grader, but as a steady stream of errors trickles in, the instructor may become disillusioned. Commonly heard at this stage: “But we covered this in class! A lot!” “Wait, what does this even mean?” “Redundant! This is redundant!” Instructors at this stage of the process are likely to have unnecessarily large reactions to relatively small frustrations; for example, in one case an instructor screamed into a pillow upon discovering that every student in the class was still using “they” as a singular pronoun.
3. Bargaining. This stage usually begins as an earnest attempt to buckle down and grade. The instructor might say, “If I grade five papers, I can watch one episode of House,” or, “For every page I grade, I get to eat a piece of candy.” This process starts well, but as the instructor progresses the amount of work required to achieve the reward generally becomes smaller and smaller, until the instructor is checking Facebook after every sentence he or she grades.
4. Depression. At some point in a marking weekend, the instructor will come to realize that in spite of his or her best intentions, the papers won’t be marked in time for the next class. For the idealistic young instructor, this is also usually the moment he or she realizes that the assignments themselves are not particularly strong. These realizations can lead to feelings of failure, spiralling into reality TV watchathons or video game blitzes instead of grading. Ultimately, though, recognizing one’s limitations is a healthy part of the process that leads directly to the final stage.
5. Acceptance/Resignation. At some point, the instructor comes to term with the reality that the papers must be graded. This reality is usually acknowledged the afternoon before the instructor wishes to return the papers, leading to an all-night grading blitz. At some point and by some miracle, however, it all gets done, and the instructor is primed and ready to start to the process over again when the next major assignment comes in.
Tuesday, October 05, 2010
Sunday, September 05, 2010
21st Century Perspectives of e-Learning
An academic colleague and good friend, Ms. Kiran Budhrani, has always been a topnotch as far excellent presentations will be topic. Her recent slides 21st Century Perspectives of e-Learning - http://www.slideshare.net/kiranb/elearning-21st-century-perspectives-on-teaching-learning-and-technology is now about to hit 60,000 views. Very good work Kiran!
But I think Kiran is not just making exceptionally wonderful presentations. She is trying to get reactions on her ideas. Please allow me to retell the very same comments I gave to Kiran, shared together with her other academic friends last Sep. 2, 2010, 12.39am --
----------------
Congratulations Kiran! Nice work. I like the shift of the TV, the smiling guy looking on the screen & the catchy title.
Here are my thoughts--
If we are talking about informal, social learning as the present direction, why insist of having teachers, anyway, particularly at the HE. No teacher will be able to cope if you talk of media, technology, comm. & web literacy. So let's DECONSTRUCT education! Move away from having a traditional teacher. Better, NO TEACHER, NO CLASSROOM!
Imagine open structures as you described it, not just on the content that the students collect or manipulate. Students in peer groups coaching other peer groups. Peers making a thumbs up (or down) to say 'this is correct for me', 'this is what I need', or 'this is the best answer so far'!
late good night.. early good morning..
tweet..tweet..tweet.. :-)
But I think Kiran is not just making exceptionally wonderful presentations. She is trying to get reactions on her ideas. Please allow me to retell the very same comments I gave to Kiran, shared together with her other academic friends last Sep. 2, 2010, 12.39am --
----------------
Congratulations Kiran! Nice work. I like the shift of the TV, the smiling guy looking on the screen & the catchy title.
Here are my thoughts--
If we are talking about informal, social learning as the present direction, why insist of having teachers, anyway, particularly at the HE. No teacher will be able to cope if you talk of media, technology, comm. & web literacy. So let's DECONSTRUCT education! Move away from having a traditional teacher. Better, NO TEACHER, NO CLASSROOM!
Imagine open structures as you described it, not just on the content that the students collect or manipulate. Students in peer groups coaching other peer groups. Peers making a thumbs up (or down) to say 'this is correct for me', 'this is what I need', or 'this is the best answer so far'!
late good night.. early good morning..
tweet..tweet..tweet.. :-)
The Metaphor of the Course Card Day in the DLSU System
In the De La Salle University in Taft Avenue, Manila, it has been a practice at the end of the term that students meet their class adviser for the course card distribution. While it is an optional attendance for the students, it is necessary for the teacher or professor to be present at that time.
It is an opportunity for the students to get an understanding why she (or he) got a passing or failing grade, why she obtained better markings than her group mates or what were her shortcomings that prevented her to be in the dean's list.
Hence, there are many different kinds of reactions that can be observed during the course card day. Sometimes you hear crying and whining in the toilet. Sometimes you will just hear an outburst of giggle or sudden expression of relief like "Yes! I survived not only Math but Prof.__" The sound of satisfaction is there. I remember a student about to fail, his boyfriend who was also her classmate was trying to save her. He was giving a portion of his grade to save her girlfriend. In another instance, there was also this student asking for extra points. He was a graduating student and it was going to be the first time he will be included in the dean's list (a late bloomer I guess). If I give him the extra points he needed, he will make it to the dean's list, for the first time, on the last term of his stay in the university.
For the teacher or professor, in my opinion, the course card day is more than just making it clear to the students that she was fair and objective in giving the grades. It is also more than being responsible in the assigned schedule of distribution so the attendance checker will not mark her as absent.
The course card day carries a strong metaphor of what it is to be a teacher. It is a metaphor of HOPE. It allows the teacher to tell her students that good grades entail sacrifices, diligence and exerting efforts more than what is expected. It is a metaphor of COMPASSION. Students have different reasons for not being able to exhibit their best or perform well. Some of these reasons are true and some are evidently artificial. A teacher, with close communication with the students permit her to know if a student is being honest or not. And the teacher on this course card day, has also this opportunity to grant compassion to deserving students in various ways. The course card is also a metaphor of WISDOM. Students sometimes see only the list of requirements she has complied to. But the rationale of the teacher why she gave a low score or average score or an excellent score is part of the expertise and judgment of the teacher. The students oftentimes, cannot espouse this. So the teacher has to provide the objective explanation of all of these things. I also call it the wisdom of the guru. It is this wisdom that can appease the heart of a student in fire.
----------------
For the past one and a half year, the tradition of the course card day was removed by the Registrar's office. Thanks to technology, the faculty inputs their grades and the students view them online. The students have a chance to ask about their grade breakdown on a consultation day, the day after they viewed their grades online.
While it is a convenient way perhaps for the university administration to take away a very busy course card day, it meant removing a university tradition.
The course card day is a very exciting day for the students and the faculty. It is the last meeting at the end of the term. It is the 'thank you', the 'good luck', the 'keep it up', 'have a pleasant vacation', or 'see you next term' events. It is a closure of the formal teacher-student encounter but may also be the beginning of a good friendship or acquaintance between the student and the teacher.
Many progressive changes are taking place in the university right now. But for me, it is sad to see we are losing some of the better traditions we have. The course card day is a tradition we lost. If Saint John Baptist de La Salle, patron saint of the teachers, is alive today, what will he say about this?
It is an opportunity for the students to get an understanding why she (or he) got a passing or failing grade, why she obtained better markings than her group mates or what were her shortcomings that prevented her to be in the dean's list.
Hence, there are many different kinds of reactions that can be observed during the course card day. Sometimes you hear crying and whining in the toilet. Sometimes you will just hear an outburst of giggle or sudden expression of relief like "Yes! I survived not only Math but Prof.__" The sound of satisfaction is there. I remember a student about to fail, his boyfriend who was also her classmate was trying to save her. He was giving a portion of his grade to save her girlfriend. In another instance, there was also this student asking for extra points. He was a graduating student and it was going to be the first time he will be included in the dean's list (a late bloomer I guess). If I give him the extra points he needed, he will make it to the dean's list, for the first time, on the last term of his stay in the university.
For the teacher or professor, in my opinion, the course card day is more than just making it clear to the students that she was fair and objective in giving the grades. It is also more than being responsible in the assigned schedule of distribution so the attendance checker will not mark her as absent.
The course card day carries a strong metaphor of what it is to be a teacher. It is a metaphor of HOPE. It allows the teacher to tell her students that good grades entail sacrifices, diligence and exerting efforts more than what is expected. It is a metaphor of COMPASSION. Students have different reasons for not being able to exhibit their best or perform well. Some of these reasons are true and some are evidently artificial. A teacher, with close communication with the students permit her to know if a student is being honest or not. And the teacher on this course card day, has also this opportunity to grant compassion to deserving students in various ways. The course card is also a metaphor of WISDOM. Students sometimes see only the list of requirements she has complied to. But the rationale of the teacher why she gave a low score or average score or an excellent score is part of the expertise and judgment of the teacher. The students oftentimes, cannot espouse this. So the teacher has to provide the objective explanation of all of these things. I also call it the wisdom of the guru. It is this wisdom that can appease the heart of a student in fire.
----------------
For the past one and a half year, the tradition of the course card day was removed by the Registrar's office. Thanks to technology, the faculty inputs their grades and the students view them online. The students have a chance to ask about their grade breakdown on a consultation day, the day after they viewed their grades online.
While it is a convenient way perhaps for the university administration to take away a very busy course card day, it meant removing a university tradition.
The course card day is a very exciting day for the students and the faculty. It is the last meeting at the end of the term. It is the 'thank you', the 'good luck', the 'keep it up', 'have a pleasant vacation', or 'see you next term' events. It is a closure of the formal teacher-student encounter but may also be the beginning of a good friendship or acquaintance between the student and the teacher.
Many progressive changes are taking place in the university right now. But for me, it is sad to see we are losing some of the better traditions we have. The course card day is a tradition we lost. If Saint John Baptist de La Salle, patron saint of the teachers, is alive today, what will he say about this?
Tuesday, August 24, 2010
Useful videos to undestand our college students
From the works of Michael Wesch of Kansas University
A Vision of students today -
http://www.youtube.com/watch?v=dGCJ46vyR9o
The Class parody of the office -
http://mediatedcultures.net/ksudigg/?p=254
An anthropological introduction to Youtube by Michael Wesch -
http://mediatedcultures.net/ksudigg/?p=179
A Vision of students today -
http://www.youtube.com/watch?v=dGCJ46vyR9o
The Class parody of the office -
http://mediatedcultures.net/ksudigg/?p=254
An anthropological introduction to Youtube by Michael Wesch -
http://mediatedcultures.net/ksudigg/?p=179
Monday, August 23, 2010
The Proposed 21st Pinoy Classroom: no more armchairs
With new administration, new secretary for the department of education, new budget for classrooms, these are all opportunities for positive change. Change can move in different facets, including a paradigm shift of what we have been accustomed as a local classroom.
Sources: http://newshopper.sulekha.com ; http://article.wn.com
Our old classrooms have a fixed blackboard, one or two doors, with the small rough, wooden armchairs. In some schools, there's the desk for two (often three) students.
Here's my idea of the primary and elementary classrooms in the public school. This time, let there be NO armchairs!
The Pinoy 21st classroom will have NO armchairs. The classroom do have rubber mats. It has oval low tables that can accommodate 8-10 students. The students, young boys and girls, sit on the floor with rubber mats. There are rolling blackboards and book shelves on the side. And of course, there is a small teacher's nook.
Outside the classroom, along the hallways, there will be open shelves for the shoes and slippers of the students. Removal of the slippers and shoes are a must before entering the classroom. This is the traditional concept of the Filipino homes. We respect our homes and keep them clean. So we also keep our classrooms clean.
Why not have armchairs or chairs for this matter? First, not having chairs or armchairs create a new, fresh mindset of our students (and even our leaders). So much learning can take place even in the absence of armchairs. This also allows more mobility and interaction among the students. They are not restricted with the convention of alphabetically arranged seats. Students who are bored can just drop on the floor to stretch or to sleep.
Having oval tables allow them too, to see the faces of their other classmates. This enhances transparency that make them aware of their classmates reactions and opinions. On the other hand, the setup also encourages high degree of peer learning and camaraderie.
There will be no concept of front and back, just sides. The teacher can use the two opposite rolling blackboards or even move them on the corners for a change of view. The blackboards can also serve as flipboards (or to hold the classic Manila paper). The clustered setup also allows the teacher to move around even with big classes. Modestly the setup can hold 48 to 60 students.
This is going to be fun! If the DepEd secretary will adopt this as an experimental setup, I am already volunteering to be the teacher to test it!
Sources: http://newshopper.sulekha.com ; http://article.wn.com
Our old classrooms have a fixed blackboard, one or two doors, with the small rough, wooden armchairs. In some schools, there's the desk for two (often three) students.
Here's my idea of the primary and elementary classrooms in the public school. This time, let there be NO armchairs!
The Pinoy 21st classroom will have NO armchairs. The classroom do have rubber mats. It has oval low tables that can accommodate 8-10 students. The students, young boys and girls, sit on the floor with rubber mats. There are rolling blackboards and book shelves on the side. And of course, there is a small teacher's nook.
Outside the classroom, along the hallways, there will be open shelves for the shoes and slippers of the students. Removal of the slippers and shoes are a must before entering the classroom. This is the traditional concept of the Filipino homes. We respect our homes and keep them clean. So we also keep our classrooms clean.
Why not have armchairs or chairs for this matter? First, not having chairs or armchairs create a new, fresh mindset of our students (and even our leaders). So much learning can take place even in the absence of armchairs. This also allows more mobility and interaction among the students. They are not restricted with the convention of alphabetically arranged seats. Students who are bored can just drop on the floor to stretch or to sleep.
Having oval tables allow them too, to see the faces of their other classmates. This enhances transparency that make them aware of their classmates reactions and opinions. On the other hand, the setup also encourages high degree of peer learning and camaraderie.
There will be no concept of front and back, just sides. The teacher can use the two opposite rolling blackboards or even move them on the corners for a change of view. The blackboards can also serve as flipboards (or to hold the classic Manila paper). The clustered setup also allows the teacher to move around even with big classes. Modestly the setup can hold 48 to 60 students.
This is going to be fun! If the DepEd secretary will adopt this as an experimental setup, I am already volunteering to be the teacher to test it!
The Role of the Classroom
When the new secretary of the Department of Education sat on his position, Sec. Armin Luistro received the first assignment from the new president of the country, Pres. Noynoy Aquino, and that is, to increase the number of classrooms in the country for the next two years (http://www.malaya.com.ph/07122010/metro5.html ). Increasing the number of classrooms did not sound to be a direct education problem. It is more of infrastructure issue. But classrooms seem to be a glaring issue for a poverty-stricken country giving high premium to education. What is the role of the classroom (aside from the fact it serves as an evacuation center when there is a calamity or disaster).
While I follow some academics in their cry for stronger and empowered social learning and with our college dean emphasizing the need "to develop a culture of innovation in the College in relation to these new tools (Teaching 2.0)", a huge portion of the archipelago and the leaders of the country lobby for better classrooms. Do we really need a classroom? What for? And would classroom really provide conducive environment for learning to take place? Will the desire to learn remain unaffected even if our Filipino students do not have complete books, some do not have shoes to wear, some do not have food to keep their attention? These are fundamental realities our local situation has to deal with.
The classroom in my opinion, has still the primary role of being a second home. This is the second home of the primary students. This is the second home of the high school students. The classroom is the second home where young minds get their inspiration and drive to learn, striving to study even with absence of the mind-nurturing supplements. The classroom is where the young students find their identities, where they start to discover who they are or what they want to become.
But how will these things happen? This is where the big role of the Filipino teacher comes in. The Pinoy teacher gives hope and motivation on how learning will help our lives. The Pinoy teacher strikes the balance of family and friends, the hard and soft skills to equip the students in their quest for knowledge. The Pinoy teacher is also strong on correcting misbehaviors with the hope she is molding good citizens of the country. She is making the classroom a true second home for the young minds. And because of this, we need inspirational, high-moral teachers as much as we need classrooms.
While I follow some academics in their cry for stronger and empowered social learning and with our college dean emphasizing the need "to develop a culture of innovation in the College in relation to these new tools (Teaching 2.0)", a huge portion of the archipelago and the leaders of the country lobby for better classrooms. Do we really need a classroom? What for? And would classroom really provide conducive environment for learning to take place? Will the desire to learn remain unaffected even if our Filipino students do not have complete books, some do not have shoes to wear, some do not have food to keep their attention? These are fundamental realities our local situation has to deal with.
The classroom in my opinion, has still the primary role of being a second home. This is the second home of the primary students. This is the second home of the high school students. The classroom is the second home where young minds get their inspiration and drive to learn, striving to study even with absence of the mind-nurturing supplements. The classroom is where the young students find their identities, where they start to discover who they are or what they want to become.
But how will these things happen? This is where the big role of the Filipino teacher comes in. The Pinoy teacher gives hope and motivation on how learning will help our lives. The Pinoy teacher strikes the balance of family and friends, the hard and soft skills to equip the students in their quest for knowledge. The Pinoy teacher is also strong on correcting misbehaviors with the hope she is molding good citizens of the country. She is making the classroom a true second home for the young minds. And because of this, we need inspirational, high-moral teachers as much as we need classrooms.
Saturday, August 14, 2010
Practicing ICT among Filipino Teachers
To teach a subject matter is one thing. To use ICT to enhance teaching of a subject matter is another thing. To use ICT to allow enjoyable, authentic and empowered learning would be another challenging thing for our Filipino teachers.
So it is fundamental that a Filipino teacher to use ICT in teaching and for learning to take place requires her to practice ICT. Practice means regular use of ICT. This means she should take time from her busy schedule to-- read and respond to her e-mails everyday; use the computer (maybe the school computer or her netbook computer) in making her lessons and grades, read relevant news sites and blogs related to her subject area everyday. For a Filipino teacher to be able to apply ICT effectively requires deliberate practice. Here's a very good example of deliberate practice, how Benjamin Franklin developed his writing skills -- http://www.anecdote.com.au/archives/2010/08/benjamin-frankl.html .
What happens after practice? The teacher becomes comfortable on the use of the technology-- the computer, the internet, the e-mail, maybe even some games, thesaurus or translation program. But it does not end here. Comfort and confidence she has gained would allow her now to incorporate various ICT tools in teaching and learning. And with the resilient character of technology, experimentation on how technology will deliver better teaching and encourage progressive learning can be done by the teacher.
So practice, constant use, experimentation and whole lot of exposure to various technologies will make our Filipino teacher a confident ICT practitioner.
So it is fundamental that a Filipino teacher to use ICT in teaching and for learning to take place requires her to practice ICT. Practice means regular use of ICT. This means she should take time from her busy schedule to-- read and respond to her e-mails everyday; use the computer (maybe the school computer or her netbook computer) in making her lessons and grades, read relevant news sites and blogs related to her subject area everyday. For a Filipino teacher to be able to apply ICT effectively requires deliberate practice. Here's a very good example of deliberate practice, how Benjamin Franklin developed his writing skills -- http://www.anecdote.com.au/archives/2010/08/benjamin-frankl.html .
What happens after practice? The teacher becomes comfortable on the use of the technology-- the computer, the internet, the e-mail, maybe even some games, thesaurus or translation program. But it does not end here. Comfort and confidence she has gained would allow her now to incorporate various ICT tools in teaching and learning. And with the resilient character of technology, experimentation on how technology will deliver better teaching and encourage progressive learning can be done by the teacher.
So practice, constant use, experimentation and whole lot of exposure to various technologies will make our Filipino teacher a confident ICT practitioner.
Friday, August 13, 2010
BASIC ICT TOOLS FOR THE FILIPINO TEACHER
As I promised, I will spend some time each week to write something about how ICT can help teaching and learning in our country.
I have been into the use of ICT teaching for over seventeen years now. I have always tried my best to be kept abreast of what’s happening in the IT and computing field and to use this knowledge to complement my teaching. Even with the advent of student or learner-centric approach to education, in the Philippines, in my opinion, before you achieve this, change will have to take place first among our beloved teachers.
For today I would like to start with what fundamental ICT tools a Filipino teacher would need. When we say Filipino teacher, she or he may be teaching in the primary school, elementary or high school or even tertiary school with no particular subject matter in mind. Here are my recommendations:
1. a netbook laptop. A netbook laptop is a tool that will allow her to do fundamental teaching work using technology. It will allow her to do her grades, make her lessons, and do online communication.
Why a netbook? A netbook is a standard 10” laptop with USB ports, audio ports, a built-in webcamera, a hard drive, it is lightweight, and has a battery life of 6-10hours. A Pinoy teacher usually has exam papers or book references in her bag. These are teaching materials she can’t just leave most of the time. So a lightweight netbook will provide more mobility for the teacher to do her work—in the campus, at home or in the park. (It is recommended to have two netbook adaptors, one to be used at home & another one in school).
2. a broadband connection. A Globe or Smart broadband connection is recommended. Together with mobility, the broadband connection allows cheaper internet access than going to the internet café.
I personally bring mine in my bag together with my compact powder. I don’t need to spend time finding a free slow wifi connection just to do my connectivity requirements. There are available software too that can make the broadband connection become telco agnostic. Just keep at least 3 extra sim card for connectivity use.
3. a Gmail or Yahoo e-mail account. A free email account that can be accessed anywhere 24/7 is very essential. Both Gmail and Yahoo allows a good size of working storage and a number of file attachments usually restricted in school or college servers. This allows her to communicate with other teachers, students, parents and even friends.
Constant use of email breaks the mindset barrier of hierarchy of communication. What do I mean with this? A Pinoy teacher does not have to make an appointment with her principal to discuss a class or student concern or to channel her concern first to the subject coordinator before elevating it to the principal. The beauty of the email allows the teacher to talk directly to the principal.
And promptness in communication too, can make a difference most of time especially for matters that require decision or resolution to problems.
4. a spreadsheet program. A spreadsheet program will permit her to make a transparent, referred computation of grades. A spreadsheet program also allows easy management of grades.
5. a word editor program. A word editor program allows her to make her lessons, notes, exams (in different versions) and even her personal essays like this one.
These are the basic tools needed. And our Pinoy teacher is headed to becoming a very good ICT teaching practitioner. Have a great week!
I have been into the use of ICT teaching for over seventeen years now. I have always tried my best to be kept abreast of what’s happening in the IT and computing field and to use this knowledge to complement my teaching. Even with the advent of student or learner-centric approach to education, in the Philippines, in my opinion, before you achieve this, change will have to take place first among our beloved teachers.
For today I would like to start with what fundamental ICT tools a Filipino teacher would need. When we say Filipino teacher, she or he may be teaching in the primary school, elementary or high school or even tertiary school with no particular subject matter in mind. Here are my recommendations:
1. a netbook laptop. A netbook laptop is a tool that will allow her to do fundamental teaching work using technology. It will allow her to do her grades, make her lessons, and do online communication.
Why a netbook? A netbook is a standard 10” laptop with USB ports, audio ports, a built-in webcamera, a hard drive, it is lightweight, and has a battery life of 6-10hours. A Pinoy teacher usually has exam papers or book references in her bag. These are teaching materials she can’t just leave most of the time. So a lightweight netbook will provide more mobility for the teacher to do her work—in the campus, at home or in the park. (It is recommended to have two netbook adaptors, one to be used at home & another one in school).
2. a broadband connection. A Globe or Smart broadband connection is recommended. Together with mobility, the broadband connection allows cheaper internet access than going to the internet café.
I personally bring mine in my bag together with my compact powder. I don’t need to spend time finding a free slow wifi connection just to do my connectivity requirements. There are available software too that can make the broadband connection become telco agnostic. Just keep at least 3 extra sim card for connectivity use.
3. a Gmail or Yahoo e-mail account. A free email account that can be accessed anywhere 24/7 is very essential. Both Gmail and Yahoo allows a good size of working storage and a number of file attachments usually restricted in school or college servers. This allows her to communicate with other teachers, students, parents and even friends.
Constant use of email breaks the mindset barrier of hierarchy of communication. What do I mean with this? A Pinoy teacher does not have to make an appointment with her principal to discuss a class or student concern or to channel her concern first to the subject coordinator before elevating it to the principal. The beauty of the email allows the teacher to talk directly to the principal.
And promptness in communication too, can make a difference most of time especially for matters that require decision or resolution to problems.
4. a spreadsheet program. A spreadsheet program will permit her to make a transparent, referred computation of grades. A spreadsheet program also allows easy management of grades.
5. a word editor program. A word editor program allows her to make her lessons, notes, exams (in different versions) and even her personal essays like this one.
These are the basic tools needed. And our Pinoy teacher is headed to becoming a very good ICT teaching practitioner. Have a great week!
Saturday, July 31, 2010
1st in Teaching Evaluation SY 2009-2010-Grand Slam and the 2010 Metrobank Outstanding Teacher Awards
For the 3rd consecutive school year, the Information Technology Department placed 1st among the departments of De La Salle University in Manila in terms of ITEO teaching evaluation.
Congratulations to the IT Department to this Grand Slam!!! Congratulations too, to Mr. Oliver Malabanan, department head.
I think our chairperson, Mr. Oliver Malabanan, should call for a big celebration! Imagine we defeated the different departments in the College of Education. It's not a contest I know. But it just shows that we have effective teaching strategies!
I'm proud to be part of this department! Cheers!!! :-)
___________________________
I would also want to congratulate a very respectable and very dedicated professor and university fellow in our college, Dr. Raymund Sison, likewise a National Scientist, as a recipient of the prestigious Metrobank Foundation Outstanding Teacher Award this 2010. I salute you Dr. Sison! Cheers!!! :-)
Congratulations to the IT Department to this Grand Slam!!! Congratulations too, to Mr. Oliver Malabanan, department head.
I think our chairperson, Mr. Oliver Malabanan, should call for a big celebration! Imagine we defeated the different departments in the College of Education. It's not a contest I know. But it just shows that we have effective teaching strategies!
I'm proud to be part of this department! Cheers!!! :-)
___________________________
I would also want to congratulate a very respectable and very dedicated professor and university fellow in our college, Dr. Raymund Sison, likewise a National Scientist, as a recipient of the prestigious Metrobank Foundation Outstanding Teacher Award this 2010. I salute you Dr. Sison! Cheers!!! :-)
For the Filipino Teacher
I spent a brief time in Camelot Hotel yesterday afternoon in Quezon City giving a lecture on Communities of Practice (COPs). I was moved by the simplicity of the delegates and the warm hospitality of the professors from the Polytechnic University of the Philippines. And one of the questions thrown to me really struck me (not exactly to this statement but to this effect)-- Given my exposure on various uses of technology in education, what is the topmost problem we have locally and how can this be addressed?
And so I answered that I still consider economic problem as the primary issue. It was concurred by Dr. Lorenzo of PUP. But I guess economic issue should not hurdle us from building a COP for that matter. I also would like to dedicate extra time starting this week to post something to support the idea of ICT use in teaching--for my dedicated teaching colleagues in the country.
I will share different creative ways of using ICT in teaching as I have done them.
And so I answered that I still consider economic problem as the primary issue. It was concurred by Dr. Lorenzo of PUP. But I guess economic issue should not hurdle us from building a COP for that matter. I also would like to dedicate extra time starting this week to post something to support the idea of ICT use in teaching--for my dedicated teaching colleagues in the country.
I will share different creative ways of using ICT in teaching as I have done them.
The 3rd Annual Conference The Philippine Association for Business Educators, (PAFBE) Inc
My supervisor was one of the speakers in the 3rd Annual Conference The Philippine Association for Business Educators, (PAFBE) Inc held last July 30 and 31. Unfortunately, he had a sudden important engagement and I agreed to pitch for him. Dr. Lorenzo of PUP, the convenors, the officers, the teachers and delegates of PAFBE gave a warm response to my presentation.
Here are the excerpts of my presentation---
"Even with late notice, I tried my best to prepare something that you will bring home as part of a solution instead of posting many issues and concerns that may drag your weekend of pondering whether there is an answer to the never ending question of how do we implement technology.
For this afternoon, I am bringing to you a not very young idea. This is an idea typically used in business organizations in the light of sustaining the use and application of technology. And I will put this in the context of education. The title of my presentation is Creating Communities of Practice (COPs) through Practical ICT and Web 2.0."
"Context is putting and using technology on the right perspective of the subject matter. And the knowledge and skills of the business educators or even the teachers will be very important in this situation. Context is not using technology as suggested in the software tutorial. Context is making the students realize to use or apply the right technology as prescribed by the situation, the problem to be solved or the project to be done. And this is one of the creative challenges among teachers".
I hope I was able to inspire them of the idea of Communities of Practice. I have shared with them the concept, the characteristics as posted by Etienne Wenger, the proponent of the COP and I gave my own examples situating it to the local setting. I also hope that introducing Web 2.0 gave informative insights of various alternatives on how to use them in teaching. Some of these are--
Web 2.0 Teaching & Learning Tools
These are some of the common examples. There are still many tools and solutions.
Youtube – to showcase student experiences; to reuse good howto videos
An anthropological introduction to Youtube by Michael Wesch -- http://www.grokdotcom.com/2008/08/04/1462/
An ethical behavior and social responsibility video by Louie Sioco, James Sy & Johann Go http://www.youtube.com/watch?v=-EJW89mUagA
Blogs – to extend class discussions; to extend student interactions
http://whymanagetech.blogspot.com/2007/05/notes-on-external-business-environment.html
Forums, e-groups & social network sites – to post announcements; to share files; & to encourage healthy dialogues and responsible online behavior among students
Google maps – to visually enhance geography concepts
Online News – to know what is happening in the world
Wikis – to encourage collaborative writing and research
Photos – to encourage artistic expression and develop digital art skills
http://mobilemartha.multiply.com/photos/album/12/EM-TECH_Technology_Exhibit
Skype & yahoo messenger – to facilitate online discussions
Second life – to enhance remote role-playing activities
I also mentioned to them that mobile phones and music players are useful ICT tools--
o To capture proof of data gathering (e.g. interview)
o To capture procedures of the experiments
o To capture board notes
o To listen about the lessons or to produce outputs through podcasts
Podcasts are audio files in MP3 format that is used to hold various content like discussions, interviews, opinions or meetings.
Of course, PRACTICE makes PERFECT or EFFECTIVE OUTCOMES.
Very important hindsights to bring home---
1. Don’t get immersed in the technology, context is more important!
2. Make it a rule of thumb to apply your teaching techniques and styles.
3. Discuss your methods openly to your colleagues. It encourages “shared practice”.
4. Encourage student participation and collaboration.
5. Institutionalize “best practices” and build a “Community of Practice”!
Here are the excerpts of my presentation---
"Even with late notice, I tried my best to prepare something that you will bring home as part of a solution instead of posting many issues and concerns that may drag your weekend of pondering whether there is an answer to the never ending question of how do we implement technology.
For this afternoon, I am bringing to you a not very young idea. This is an idea typically used in business organizations in the light of sustaining the use and application of technology. And I will put this in the context of education. The title of my presentation is Creating Communities of Practice (COPs) through Practical ICT and Web 2.0."
"Context is putting and using technology on the right perspective of the subject matter. And the knowledge and skills of the business educators or even the teachers will be very important in this situation. Context is not using technology as suggested in the software tutorial. Context is making the students realize to use or apply the right technology as prescribed by the situation, the problem to be solved or the project to be done. And this is one of the creative challenges among teachers".
I hope I was able to inspire them of the idea of Communities of Practice. I have shared with them the concept, the characteristics as posted by Etienne Wenger, the proponent of the COP and I gave my own examples situating it to the local setting. I also hope that introducing Web 2.0 gave informative insights of various alternatives on how to use them in teaching. Some of these are--
Web 2.0 Teaching & Learning Tools
These are some of the common examples. There are still many tools and solutions.
Youtube – to showcase student experiences; to reuse good howto videos
An anthropological introduction to Youtube by Michael Wesch -- http://www.grokdotcom.com/2008/08/04/1462/
An ethical behavior and social responsibility video by Louie Sioco, James Sy & Johann Go http://www.youtube.com/watch?v=-EJW89mUagA
Blogs – to extend class discussions; to extend student interactions
http://whymanagetech.blogspot.com/2007/05/notes-on-external-business-environment.html
Forums, e-groups & social network sites – to post announcements; to share files; & to encourage healthy dialogues and responsible online behavior among students
Google maps – to visually enhance geography concepts
Online News – to know what is happening in the world
Wikis – to encourage collaborative writing and research
Photos – to encourage artistic expression and develop digital art skills
http://mobilemartha.multiply.com/photos/album/12/EM-TECH_Technology_Exhibit
Skype & yahoo messenger – to facilitate online discussions
Second life – to enhance remote role-playing activities
I also mentioned to them that mobile phones and music players are useful ICT tools--
o To capture proof of data gathering (e.g. interview)
o To capture procedures of the experiments
o To capture board notes
o To listen about the lessons or to produce outputs through podcasts
Podcasts are audio files in MP3 format that is used to hold various content like discussions, interviews, opinions or meetings.
Of course, PRACTICE makes PERFECT or EFFECTIVE OUTCOMES.
Very important hindsights to bring home---
1. Don’t get immersed in the technology, context is more important!
2. Make it a rule of thumb to apply your teaching techniques and styles.
3. Discuss your methods openly to your colleagues. It encourages “shared practice”.
4. Encourage student participation and collaboration.
5. Institutionalize “best practices” and build a “Community of Practice”!
Wednesday, July 28, 2010
To confer or not to confer in a conference
There are many reasons why an academic would want to participate in a conference. It could be to be able to validate her ideas and get insights on others' perception. It is also a way for her to become abreast of the new developments in her field, realize her ideas may not be new but still useful. It is also possible to realize that things that motivate her to do research may be the same motivations other academics have.
In a conference, it is either she will engage in a constructive dialogue or not. It is also possible that she will just be on that stage of just receiving, filtering and processing all the new things she is hearing and learning.
It is also a way to see the world, travel and learn about other cultures and try out new dishes. This is one of the attractive side of participating in a conference. She gets to be out of the classroom, on an official capacity, move in autonomy, manage schedules and accommodations, learn phrases of another language and interact with coercive taxi drivers.
But the other important thing that some conference attendees tend to forget or overlook is the opportunity of meaningful connections, having new academic friends (maybe real friends in the long run) and a possibility of continuous exchange of new ideas and experiences. These meaningful connections are not completely addressed by online interactions or even listening to a video or podcast of a very good social anthropologist. Nothing can replace a beautiful encounter in a worthwhile conference or symposium.
And I am glad I took such bold step of engaging in meaningful connections. I have a few but very good academic friends. And we still keep in touch.
*The first four photos were taken during the ICICTE July 2009 Conference in Corfu, Greece. Some of the academic friends I met-- Maria Spante, Liming Zhang, Karen Baskett (not in the photo), Uthman Alturki, Hind Alfadda, Keith Kirkwood and Svetlana Osipova.
Maria Spante and Keith Kirkwood were both gracious to come to Manila last March 2010 to speak in our conference. (The last photo was taken on the first day of the Manila conference.)
TOUCHPOINT 2010 Invited Guests and Friends
Keynote Speaker:
Maria Spante, Ph.D.
Chalmers University of Technology
Department of Technology Management and Economics
MARIA SPANTE holds a PhD position at Chalmers University of Technology, Department of Technology Management and Economics, Division of Technology and Society. Dr. Spante is a prolific researcher. Her current research expertise focuses on social interaction in technical systems, technical systems and human relations, and learning and interactive media.
Plenary Speakers:
Emmanuel Lallana, Phd.
Chief Executive
ideacorp
EMMANUEL LALLANA is the Chief Executive of ideacorp, an independent, non-profit organization focused on the use (ICT) in governance and education, in business and the economy and in the transforming society. Currently, Dr. Lallana is the project leader of Pan Asia Network on Democratic eGovernance (PANeGOV), a nine-country research initiative on the use of ICT in good governance and citizen empowerment in Asia.
Keith Kirkwood
School of Learning Support
Victoria University, Melbourne, Australia
KEITH KIRKWOOD is a Lecturer in the School of Learning Support at Victoria University in Melbourne, Australia, where he is managing the design and development of the SNAP Platform, and has helped articulate the School’s Students Supporting Students Learning strategy. He is working towards the integration of learning and information skills in the development of a holistic and integrated participatory learning platform.
Maria Spante, Ph.D.
Chalmers University of Technology
Department of Technology Management and Economics
MARIA SPANTE holds a PhD position at Chalmers University of Technology, Department of Technology Management and Economics, Division of Technology and Society. Dr. Spante is a prolific researcher. Her current research expertise focuses on social interaction in technical systems, technical systems and human relations, and learning and interactive media.
Plenary Speakers:
Emmanuel Lallana, Phd.
Chief Executive
ideacorp
EMMANUEL LALLANA is the Chief Executive of ideacorp, an independent, non-profit organization focused on the use (ICT) in governance and education, in business and the economy and in the transforming society. Currently, Dr. Lallana is the project leader of Pan Asia Network on Democratic eGovernance (PANeGOV), a nine-country research initiative on the use of ICT in good governance and citizen empowerment in Asia.
Keith Kirkwood
School of Learning Support
Victoria University, Melbourne, Australia
KEITH KIRKWOOD is a Lecturer in the School of Learning Support at Victoria University in Melbourne, Australia, where he is managing the design and development of the SNAP Platform, and has helped articulate the School’s Students Supporting Students Learning strategy. He is working towards the integration of learning and information skills in the development of a holistic and integrated participatory learning platform.
And there's Touchpoint 2010
These are my thoughts and words for Touchpoint 2010--
TOUCHPOINT is a new word and concept coined to denote an engaging interaction, a learning epiphany, a fresh connection. It can still be defined further. And as we realize the idea of Touchpoint, the more it becomes meaningful.
When Touchpoint 2010 International Conference was conceived, it has the following goals—to encourage intellectual engagement among Filipino academic peers, to open and create opportunities for linkages and connections, and to support local teachers and educators on their quest for better teaching and learning practices with the use of ICT. The presence and participation of foreign academic peers have enhanced the quality of didactic exchange in this historical event.
________________________________
Here's the conference programme.
Conference Programme
March 4, 2010
Thursday
7.30-8.30am Registration
8.30-8.40am National Anthem
Invocation by Prof. Estefanie Ulit
8.40-9.00am Welcome Remarks
Br. Armin A. Luistro FSC, President and Chancellor, De La Salle University
9.00-9.15am The Touchpoint 2010 Rationale
Prof. Oliver Malabanan, Touchpoint 2010 Program Chair
9.15-9.20am Introduction to First Plenary Speaker
Prof. Oliver Malabanan, Touchpoint 2010 Program Chair
9.15-10.00am First Plenary Talk and Keynote Speech
“Interactivity, Visualization and Learning: Challenges and Possibilities”
Dr. Maria Spante (Invited)
Chalmers University, Gothenburg, Sweden
10.00-10.20am Questions/Reactions to Plenary Talk
10.20-10.40am Coffee Break
10.40-10.50am Introduction to Second Plenary Speaker
Prof. Sherwin Ona, CITe4D Chair, DLSU
10.50-11.25am Second Plenary Talk
Dr. Emmanuel Llana (Invited)
President, Idea Corp
11.25-11.40am Questions/Reactions to Plenary Talk
11.40-12.00nn Cultural Presentation by the La Salle Dance Company
12nn-1.00pm Lunch
1.00-1.10pm Introduction to the Third Plenary Speaker
Prof. Ma. Victoria Pineda, Touchpoint 2010 Vice Program Chair
1.10-1.50pm Third Plenary Talk
“Participating To Learn, Learning To Participate”
Prof. Keith Kirkwood (Invited)
Victoria University, Melbourne, Australia
1.50-2.10pm Questions/Reactions to Plenary Talk
2.10-2.30pm Coffee Break
2.30-5.00pm Parallel Sessions
March 5, 2010
Friday
9.00-9.10am Introduction to the Fourth Plenary Speaker
Dr. Zelinna Cynthia Pablo-dela Cruz
Information Technology Department, De La Salle University
9.10-9.45am Fourth Plenary Talk
Prof. Charibeth Cheng
Director, Advanced Research Institute for Computing, De La Salle University
9.45-10.00am Questions/Reactions to Plenary Talk
10.00-10.20am Coffee Break
10.30-12.00nn Parallel Sessions
12.00-1.00pm Lunch
1.00-4.30pm Parallel Sessions
4.00-4.30pm Coffee Break
4.30-4.40pm Introduction to the Fifth Plenary Speaker
Prof. Estefanie Ulit, De La Salle University
4.40-5.20pm Fifth Plenary Talk and Closing of the Conference
Dr. Jose Lloyd Espiritu, Touchpoint 2010 Editor
De La Salle University, Manila
5.20-5.30pm Questions/Reactions to Plenary Talk
6.30-7.00pm Pick-up time for the Social Dinner
7.00-8.30pm Social Dinner with all the Presenters & Guests
with Intermission of the DLSU Cultural Arts Office
Social Dinner is sponsored by iSolutions
Prof. Renato Jose Molano
Master of Ceremonies
Updates in 2010
It's been awhile since I updated these pages. September 2009-March 2010 were very busy months for me. First there was the devastating Typhoon Ondoy. It gave me the chance do urgent and dispersed volunteer work because the people, the families that need support were just too many.
Next, I was also part of the DLSU-CCS Technical Team that evaluated and monitored the Automated Election Systems in the Philippines; engaged in training roadshows, and served as one of the resource persons on the side of DLSU. This AES study was initiated by the Lasallian Justice and Peace Commission and by the College of Computer Studies of De La Salle University.
In parallel with the AES activities, I have been doing the preparations for the Touchpoint 2010 International Conference on Technology in Education as Conference Secretariat.
I am no superhero. But I guess the energy and the momentum keep me on my toes to just keep going. I am blessed to have very supportive supervisors like Mr. Oliver Malabanan, Mr. Sherwin Ona, Ms. Chari Cheng and Dr. Rachel Roxas. Along the way I was also blessed (again) with reliable support staff like Ms. Hazel Ventura and Mr. Roger Damo. And I had good working relationship with Mr. Rene Molano, Ms. Stef Ulit, Mr. Glenn Sipin, Ms. Christine Tavera and of course, Ms. Marivic Tangkeko as we accomplish our goals together.
And for school year 2010, several of my projects are focused on community-based disaster risk reduction.
Next, I was also part of the DLSU-CCS Technical Team that evaluated and monitored the Automated Election Systems in the Philippines; engaged in training roadshows, and served as one of the resource persons on the side of DLSU. This AES study was initiated by the Lasallian Justice and Peace Commission and by the College of Computer Studies of De La Salle University.
In parallel with the AES activities, I have been doing the preparations for the Touchpoint 2010 International Conference on Technology in Education as Conference Secretariat.
I am no superhero. But I guess the energy and the momentum keep me on my toes to just keep going. I am blessed to have very supportive supervisors like Mr. Oliver Malabanan, Mr. Sherwin Ona, Ms. Chari Cheng and Dr. Rachel Roxas. Along the way I was also blessed (again) with reliable support staff like Ms. Hazel Ventura and Mr. Roger Damo. And I had good working relationship with Mr. Rene Molano, Ms. Stef Ulit, Mr. Glenn Sipin, Ms. Christine Tavera and of course, Ms. Marivic Tangkeko as we accomplish our goals together.
And for school year 2010, several of my projects are focused on community-based disaster risk reduction.
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