Posted in Distance Learning, Education

Everyday is a Learning Day

Module 5 eJournal: About Learning and Reintegration

First half of EDS111, I am still in China working, and just recently started packing our things, settling bills payments, closing bank accounts and making sure a smooth transition and responsibility turnover at work. Added to the difficulty is there is no more internet connection at home so I needed to do some homework in the office or stay in a nearby coffee shop.

Second half, I am back to Philippines with my family. I thought I will have more time now to study but it has been a very busy week. The house that we will move in still do not have furniture and appliances, bathroom needs to be fixed, the house painted etc. In addition to that, my 6-year old son is also transitioning from homeschool to mainstream schooling. New country, new language and a totally different school set up for my son.

When an OFW returns home for good, they call it reintegration. I call it learning. Learning how to blend in a society that I have been absent for too long. Learning to adapt to the weather, the traffic and the Filipino way of life. Learning a new career.

This week, I learned that there are various forms of learning including formal, informal and non-formal learning. “In The Cedefop glossary (Tissot, P., 2004) defines core concepts, as follows:

  • Formal learning consists of learning that occurs within an organized and structured context that may lead to formal recognition
  • Non-formal learning consists of learning embedded in planned activities that are not explicitly designated as learning, but which contain an important learning element such as vocational skills acquired at workplace.
  • Informal learning is defined as learning resulting from daily life activities related to family, work or leisure

I also learned 3 additional acronyms from Module 5 namely LLL (Life Long Learning), PLC (Professional Learning Community) and CPD (Continuing Professional Development) which are all geared toward student and teachers learning and development be it professionally or personally.


As stated in the Resource 2 material Teachers as Continuous Learners,  “Intelligent people are in a continuous learning mode” and the first step to learning is the humility of knowing what you don’t know and not being afraid to admit it.

The quest to learning continuous…


Lifelong learning: What does it mean?  

Retrieved from learning_What_does_it_mean/links/0912f4fba440488c32000000.pdf

Teachers as Continuous Learners 

Retrieved from chers_as_Continuous_Learners.pdf

What is a “Professional Learning Community”? Retrieved from

Image from

25 Practices that Forster Lifelong Learning

Retrieved from

Posted in Distance Learning, Education

21st Century Learning

Module 4 eJournal: 21st Century Learning

In this Module, I have learned the five teaching perspectives which are Transmission, Apprenticeship, Developmental, Nurturing and Social Report Perspective. I discovered thru the Teaching Perspective Inventory that my dominant perspective is more on the Transmission and Apprenticeship side. I would like to balance my perspective in a way that will benefit the learners the most.  Since I have no professional teaching experience yet,  I will apply this on my future job as a trainer and do reflection for every finished project.

Fives Perspectives on Teaching

I also learned the difference between a teacher-centered learning versus the student-centered learning. “Kember (1997) described two broad orientations in teaching: the teacher centered/content oriented conception and the student centered/learning oriented conceptions. I particularly like the resource material about Learner-Centered Teaching: Five Key Changes to Practice by Maryellen Weimer where the author listed down the five areas where instructional practice needs to change which are the role of teacher, balance of power, function of content, responsibility for learning and processes and purposes of evaluation. Because it is in a list type format, it is easy to read and understand.

We are gearing towards the 21st Century Learning which are more student-centered rather than teacher-centered. In a teacher-centered environment, teacher do most of the lecturing and the student on the receiving end whereas in a student-centered environment, student have more control and responsibility over his learning. Being a distance learner in UPOU, I believe I am experiencing first-hand the student-centered type of teaching based on what I learned in the resource material regarding the main principles of student learning as:

  • The learner has full responsibility for her/his learning
  • Involvement and participation are necessary for learning
  • The relationship between learners are more equal, promoting growth, development
  • The teacher becomes a facilitator and resource person
  • The learner experiences confluence in his education (affective and cognitive domains flow together)

Student Centered Classroom material stated the essential attributes of the student-centered learning environment rooted in a constructivist approach which can embrace a blending of instructional practices and learning attributes including: Construction of learning, Collaborative learning, Metacognition, Educator/student partnerships and Authentic assessment.

Attributes of Student Centered Learning

Using the A.C.E. Curriculum (Accelerated Christian Education) thru School of Tomorrow China when I homeschooled my son for 2 years, I believe this is also an example of a student-centered learning which is individualized, lessons will be according to the level of the child and this allow students to plan their weekly schedule and will also be responsible for scoring and re-scoring their exam using the score keys. Accelerated Christian Education’s concepts are based on the following Five Basic Laws of Learning:

  1. A child must be at a level where he can perform.
  2. He must have reasonable goals.
  3. His learning must be controlled, and he must be motivated.
  4. His learning must be measurable.
  5. His learning must be rewarded.

As read in the resource, teachers should also prepare the students with the 21st century skills and competencies. “Saavedra and Opfer (2012, p. 1) suggest nine principles for teaching these skills: (1) make learning relevant to the ‘big picture’; (2) teach through the disciplines; (3) develop lower and higher order thinking skills to encourage understanding in different contexts; (4) encourage transfer of learning; (5) teach how to ‘learn to learn’ or metacognition; (6) address misunderstandings directly; (7) promote teamwork; (8) exploit technology to support learning; and (9) foster students’ creativity.”

As future educator, I would like to be able to apply what I learned in Module 4 and keep abreast with the fast changing technology and teaching methods. I also hope our government will allocate funds not only for teachers training but also in providing state of the art facilities that will promote 21st century learning.


Alternative Frames of Understanding: An Introduction to Five Perspectives on Teaching, Retrieved from

Literature Review: Student-Centered Classrooms, Retrieved from

Learner-Centered Teaching: Five Key Changes to Practice, Retrived from

What 21st Century Learning? A review and a synthesis, Retrieved from

The Futures of Learning 3: What Kind of Pedagogies for the 21st Century?, Retrieved from

Accelerated Christian Education Website, Retrieved from

Posted in Distance Learning, Education

Teaching Perspectives Inventory

Module 4 eJournal: TPI Result

Screen Shot 2016-06-15 at 1.51.06 AM

My TPI result shows Transmission and Apprenticeship as my dominant teaching perspectives. I do not have professional teaching experience, although I homeschooled my son, I chose my target students in my new job as a Training and Productivity Consultant. The course is intended for adult learners in a garment manufacturing sector. Industrial Engineers will be the primary users but support teams can also join the training like mechanics, quality controller, managers etc. As a trainer, I need to follow a Training Manual with technical content.

First week will cover Introduction and History of Motion and Time Systems, Codes and Application, Methods and Improvement and an exam at the end of the week. Those who passed can join the second week of training which will cover software training on how to use the system software, installation of database and company library buildup. Third and fourth week will be guided application where practitioners will be in the production floor applying what they learned in actual and gaining confidence to use the system.  After the month long training, I just need to follow up how the practitioners are doing thru emails or Skype. The key performance indicator would be if the practitioner were able to use the system codes and software competently and if there are quantifiable methods improvement as a result of using the system.

The objective of my job was summarized in Daniel Pratt’s Good Teaching: One Size Fits All? page 3;

“From the Transmission Perspective, effective teaching starts with a substantial commitment to the content or subject matter. It is essential, therefore, for Transmission-oriented teachers to have mastery over their content. 

From the Transmission Perspective learners are expected to learn the content in its authorized or legitimate forms and teachers are expected to take learners systematically through a set of tasks that lead to mastery of the content. To do this teachers must provide clear objectives, well-organized lectures, beginning with the fundamentals, adjust the pace of lecturing, make efficient use of class time, clarify misunderstandings, answer questions, correct errors, provide reviews, summarize what has been presented, direct students to appropriate resources, set high standards for achievement and develop objective means of assessing learning.”

Since the nature of the job is only to equip and enable the practitioners on how to use the system, I believe my TPI result is aligned with my goal. If I would choose another audience like my son as a student, I would guess that I would be leaning on the developmental and nurturing type.

Overall, I hope that my teaching perspective and teaching strategy will help and enable the learners and I am open to change my perspective along the way as long as it will benefit my students.


  1. Teacher Perspective Inventory (TPI)                                                                                                                                                              Retrieved from
  2. Good Teaching: One Size Fits All?                                                                                                                                                                     Retrieved from

Posted in Distance Learning, Education


Module 3 eJournal – Knowledge Base of Teaching

This week has been a busy week for me. We have a colleague from our Africa factory who visited China to familiarize on how our Hangzhou Office works. Our company will set up a new factory in Haiti so I briefed him about my duties and responsibilities and how China can support them. Just the other day, the person who will take up my post as Industrial Engineer or IE also arrived. And to top it all, our management requested me to conduct an internal training today about IE work. I titled my journal transitions to depict my career transition in addition to teaching and technology evolution and transformation.

I prepared my training material weeks before but our lesson about knowledge base and TPACK gave me an opportunity to incorporate what I learned in action. I was able to do some adjustments to make the training more interesting.

First, content knowledge, the what. As an IE, Methods and Time Study is the first thing that came to mind when I was asked to impart information about an IE job. I thought, every IE knows how to conduct a time study.

Second, pedagogical knowledge. Before I will know the how, I need to know the who, so I asked for the list of participants who will join the training. It is a group of 30 people from Merchandising, Production Planning, Compliance and even Human Resources department. This information gave me an idea that my audience will have little or zero knowledge of the subject matter. Definitions were a bit technical so I used simpler terms to send my message across. Before I put them in a factory setting, I used an example based on everyday activities, like how we can conduct a time study when riding a bus from our house going to the office, or how long do they need to wait for a lunch order etc. I have asked them to bring pen, paper and calculator so they will know how to fill up a time study form, analyze and compute the gathered data. I gave them a short quiz to gauge the level of grasp and understanding.

Third, technological knowledge. I still remember when we still use Manila Paper as tool for making presentations or the old slide projector in our visual room. Technology is changing so fast that we have no choice but to keep up to bridge the communication gap. I used a Power Point presentation as a media tool, with clipart, pictures and actual videos. I also asked them to try to use a digital stopwatch and their mobile phones who have the stopwatch features.

Overall the training went well. The group have engaged in an informative discussion and asked questions for clarification. They thanked me in the end for imparting additional knowledge and how they can use it in their daily lives.

The combination of content knowledge, pedagogy knowledge, and technology knowledge if used systematically and wisely will surely foster learning. Technology provides ease of use, access, and animated features that makes learning captivating while maintaining content and pedagogy for effective teaching and learning.

I have also learned about the SOTL or The Scholarship of Teaching & Learning and the difference with Scholarly Teaching but I still need to read more resources to really understand this one. Starting with inquiry then the lifelong learning continues…

TMS Training - eJournal2.jpgTMS Training - eJournal1


Knowledge and Teaching: Foundations of the New Reform by Lee S. Shulman

Technological Pedagogical Content Knowledge: A Framework for Teaching Knowledge by

Punya Mishra and Matthew J. Koehler

 What Is Technological Pedagogical Content Knowledge? By Punya Mishra and Matthew J. Koehler

You Can Have Hot Tools and Teach Them Too

Defining the Scholarship of Teaching versus Scholarly Teaching