it is about the responsiveness in the evolving educational landscape

1. QR-CODING EUCATION:
ARMING PEDAGOGY WITH
QUALITY &
REPONSIVENESS IN THE
EVOLVING EDUCATIONAL
LANDSCAPE
DR. MARIA AGNES P. LADIA

2. OBJECTIVES
Describe our ever-evolving
educational Lanscape
Discuss the trending pedagogies
in the new normal
Explain what can we learn from
this new normal and how can we
respond
Project a QR Response to the
situation

3. Outline of our
presentation
Our evolving educational Lanscape
What are the quality trending pedagogy
available?
What can we learn from the New Normal
Paradigm Shift
Where to after this? (Quo Vadis)

4. Question
• What do you miss most about
the OLD NORMAL?

5. Some possible answers
• Face-to-face interaction
• Seeing the eyes of learners when they understand the lesson
• The actual classroom scenario
• The learners interacting
• The manipulatives during experiments

6. New Normal be like--- paradigm shift
Making e-learning a
meaningful experience.
1
Changing beliefs about
teaching and learning so that
online lessons will not
merely replicate face-to-face
sessions.
2
Designing learning
experiences require
lecturers to really know their
students, their subject
matter, the resources and
technology they have access
to, and learning outcomes.
3

7. New Normal be like--- paradigm shift
Lecturers need to
use this
information to
construct lessons.
1
A lecturer's duty is
rather to ensure
learning happens
for their students.
2
Lecturers need to
redesign
assessments and
be creative
3

8. New Normal be like--- paradigm shift
For higher order thinking
skills like apply, analyze,
evaluate and create, various
assessment tools can be
used in all fields, from social
sciences to pure sciences.
Students can carry out
research projects or
campaigns to address a
certain issue or apply
scientific concepts. There are
lecturers who use virtual reality
tools in their technical courses

9. New Normal be like--- paradigm shift
Lecturers need to
understand how
challenging it is to be
learning in isolation.
"Students are suddenly
left to their devices when
they were used to having a
set schedule. They need
motivation to become self-
directed learners.
"Once, a student was
absent from an online
discussion. It turned out he
had to help his mother buy
packed lunch for his
younger siblings.
"I need to respond with
more compassion and
support at this time. I
constantly remind my
students that I am always
here for them.
"Grades are no longer the
focus. It is now about what
students learn
throughout this
challenging journey."

10. New Normal + New Priorities
Our teaching concerns
changed with the switch to
online learning.
"Now I am committed to
making continuous
improvement in creative
pedagogy."
Our current priority is
ensuring that her online
teaching plans are
reasonable, flexible and
human-centered.
turning to fellow educators
to discover a range of digital
tools and learning the
design while developing
creative learning
resources.

11. WHAT PARADIGM SHIFTS
HAVE YOU MADE SO FAR?
Question?

12. SEVEN KEY ELEMENTS ARE CONTRIBUTING TO THE
DEVELOPMENT OF THIS NEW PEDAGOGY
1. BLENDED LEARNING 2. COLLABORATIVE
APPROACHES TO THE
CONSTRUCTION OF
KNOWLEDGE/BUILDING
COMMUNITIES
3. USE OF MULTIMEDIA AND
OPEN EDUCATIONAL RESOURCES
(OER) S OF INQUIRY AND
PRACTICE
4. INCREASED STUDENT
CONTROL, CHOICE, AND
INDEPENDENCE

13. SEVEN KEY ELEMENTS ARE CONTRIBUTING
TO THE DEVELOPMENT OF THIS NEW
PEDAGOGY
5. Anytime,
Anywhere, Any
Size Learning
6. New Forms
of Assessment
7. Self-directed
and Online
Learning

14. QUESTION
• WHAT CAN WE LEARN
FROM THIS?

15. THREE EMERGING
PEDAGOGICAL TREND
S
Clearly indicated in these
developments are some
common factors or trends:
• A move to opening learning,
making it more accessible
and flexible. The classroom
with information delivered
through a lecture is no longer
the unique center of learning.

16. THREE EMERGING
PEDAGOGICAL TREND
S
• An increased sharing of power between the
instructor and the student. This is manifest
as a changing instructional role,
towards more support and
negotiation over content and
methods, and a focus on developing
and supporting student autonomy.
• On the student side, this can mean an
emphasis on students
supporting each other through
new social media, peer
assessment, discussion
groups, even online study
groups but with guidance, support and
feedback from learning and content experts.

17. THREE
EMERGING
PEDAGOGICAL
TRENDS
• An increased use of
technology, not only to deliver
teaching, but also to support and
assist students and to provide new
forms of student assessment.

18. After learning
this, what now?
"YOUR ATTITUDE
DETERMINES
YOUR ALTITUDE."
WHAT ATTITUDE SHOULD WE
HAVE NOW?

19. WHERE TO NOW?
Online learning is not
just about the use of
technology, although
the internet is crucial in
the delivery of content.
Since human beings
are creators of value,
they determine the
meaning and purpose
of technology.
In this way, the set of
values people have
will influence online
learning. Teachers
cannot be more
concerned about
outcomes than about
the process itself. The
process is crucial since
the ability of the student
to think critically is
developed in the
exchange between the
student and the
teacher.
The teacher cannot
simply dump loads of
information (deposit
knowledge) but must
pose problems to test
the analytical and
critical skills of
students.[7]

20. WHERE TO
NOW?
Education is about how people humanize the world.
Policy makers miss the point when they focus on the
delivery but do not pay attention to the substantive
aspect of learning, which is human empowerment.
Education is meant to expand the freedom of people.
Education should be an integrative activity. Learning is a
formative process that aims to develop the human
person. Without the face-to-face encounter between
teacher and students, the challenge is finding ways to
make learning an effective means to mold the values of
young people.

21. WHERE TO
NOW?
• The new normal is not simply about
technology or online tools. We have seen
how different sectors suddenly embraced
technology to ensure continuity of services in
commerce, education, and health, among
others.
• But for me, the new normal is about
flexibility and how each person- whether
student, worker, or teacher, can practice
the skill of flexibility in shifting to the
different modes (face-to-face, online, or
blended) of learning or working.
• That’s the new normal for me-how
immediately, comfortable, and confident we
can shift our ways of learning, teaching, or
working.

22. WHERE TO
NOW?
• Maslow before Blooms. We
must ensure that teacher and
students are safe and in
proper and conducive spaces
that allow for teaching and
learning to meaningfully
happen.
• We must focus on social
emotional learning skills,
too. Self-regulation and -
management are important
skills when doing distance
learning.
• Let’s also think of students
who are in vulnerable states
or may have special needs.
How do we make sure that
they are not left behind in this
conversation?

23. WHERE TO
NOW?
• Teachers need support to
prepare for these kinds of
transitions. Teachers need
time to work on modules that
are appropriate for remote
learning or online learning.
• Teachers need time to re-
design learning experiences
and assessments. Teachers
need resources and
trainings to do all of these.
Hence, government and
education
departments/ministries should
ensure that there are policies
that support funding and
training of teachers.

24. WHERE TO
NOW?
• Distance learning as mode of learning
should be the priority means of delivering
learning in times of emergency.
• I want to make this clear because the
default go-to is online learning. However,
an honest admission of the reality of
inequitable access to Internet or devices
will bring us back to the main question of
learning delivery.
• Distance learning should be considered
first and then appropriately
contextualized based on the needs and
status of students.
• If there is access for everyone, then do
online distance learning. If there are
problems to online learning, then why not
go with printed-based distance learning. Or
mix them up to provide options for
students and parents.

25. POSTSCRIPT
• In the end, this pandemic continues to lead us to
deeply re-think education and the purpose
of school. It pushes us to ask what matters most
right now.
• To be honest, I still have more questions in my mind.
Should we grade students at this point?
• Should we cancel high-stake exams? Why are we
still teaching like the way we were taught decades
ago? What essential life lessons are we teaching our
students right now?
• I do not have all the answers yet, but I am thankful
that I was given the chance to share and learn from
the experiences of other educators around the world
and listen to their raw and sincere voices in this
chaotic times.

27. THANK YOU
FOR YOUR
KIND
ATTENTION

28. QUESTION & ANSWER
ANY QUESTIONS?