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This project was presented in the ISICO 2013 and SISENDO 2013 International Conference held last Dec. 2-4, 2013, in Bali, Indonesia.
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Designing an exciting self-regulated, indigenized and
rhizomatic courseware environment
Victoria G. PinedaInformation Technology Dept.
De La Salle University, Manila, PhilippinesEmail: [email protected]://slideshare.net/mobilemartha
3 December 2013
Source of map image: http://www.infoplease.com/atlas/country/philippines.html
Basic Info Archipelago of 7,107 islands
3 major group of islands
Around 90M population
Strong American & Spanish influences
The only Catholic country in Asia
the 8th most multicultural nation in the world1
We value “family”,
“education” &
“democracy”
Home of Jaime Hilario La Salle Integrated SchoolSitio Looc, Bgy Banawang, Bagac, Bataan
Central Luzon island of the Philippines
It is a mission school for the children of the fishermen and farmers in the area
Situated along the coastal area
Land area is 3.5 hectares
with 240 students from kinder to Gr. 6
11 teachers
3 brothers
Basic Facts about Jaime Hilario
The Makabayan
Social Studies Course
Understanding the nature of the course
the subject is facts-and-
memorization heavy that leads to
lack of natural interest on the subject, lack of
interactivity in the teaching process,
inability of the teacher to cover all
the topics in a school year, and
the lack of educational resources
Wow, this is a classic!
How can we reinvent the
Makabayan Social Studies
subject to make it exciting?
How can we solve the passivity
of the subject? How do we
introduce practical life skills?
How do we enable students to
develop strong interest in
learning a subject that deals
with local information, local
culture & at the same time
develop lifelong learning
skills?
Learning takes place in formal, non-formal or informal settings
The ORIGINAL
the rhizome has no hierarchy and no tree-like structures
knowledge representations
model of connectivism
locations for breeding knowledge because of emerging technologies
the rhizome is alliance, uniquely alliance
"transformational
multiplicities”
The Rhizome
a metaphor to represent a dynamic, open-ended, self-adjusting (not chaotic) personal learning network constructed (by the learners themselves) to meet perceived and actual needs. (Lian, 2011)
Making the learner more mindful of her learning incidents and capabilities, making her define her personal learning environment, makes her more capable of increasing the rhizome lines of her learning. (Pineda, 2012)
Theoretical Models Used
Rhizome structure design as
anchor of the learning
environmentInteractive interactions to
emphasize social role formationCognitive
multimedia + storytelling,
mapping, peer learning,
Understanding of the nature
of the Makabayan
courseThe conceptual framework
Our Motives
Create a courseware as a primary learning resource
Build a self-regulating setting
Use an “alien” agent to enhance meaning-making episodes
By large, use local content but at the same time
(attempt to) contextualize the use & connection of facts
Consider the resource limitation of the schools
Storytelling approach through the alien Makiby; a
representational entity
Mappingas a point of
‘topic choice’-selections
Free movement and rhizomic fashion
Storytelling supports meaning making
episodes in the context of social roles.
Colors & geo-shapes are elements of
meaning contruction.
Effective hotspots are likewise
elements of meaning contruction.
Culture and language are pivotally integrated in meaning construction.
Bringing challenges complete the learning experience.
Results and Analysis
The Grade 4 students trying out the topics they have not covered.
With the Catholic Brother in-charge&the Social Studies teacher
With the instructional development team
• Build a self-regulating setting
• Use an “alien” agent to enhance meaning-making episodes
• By large, use local content but at the same time (attempt to) contextualize the use & connection of facts
Mapping, Peer learning
Storytelling, introduction of social roles
In retrospect The unified yet decentralized
distribution of the topics, the drill-down approach and free navigation movement made the courseware very rhizomatic as it did not follow a lesson-sequential approach typical of traditional content materials.
What the courseware cannot evidently perform is to provide opportunities of devising ways to acquire or exchange knowledge, to critically reflect on the choices they choose and to show evidence that the students are organizing already their own learning.
Next step: Embed reflective
choicesthru Peer Learning
Danke. Merci. Tack. Gracias.
Terima kasih. Graci. Salamat. #TYVM
Victoria Pineda email address: [email protected]
