In remote learning, the student and the teacher are geographically or physically separated from each other, and teaching and learning are enabled using information and communication technologies.
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Prepared by UP Diliman Committee on Remote Learning
Principles of Remote Learning
Principles of Remote Learning
This short presentation differentiates remote learning from classroom-based instruction, online learning, and blended learning, and refers to the principles of guided independent study, interaction, asynchronous communication, and inclusive instructional design in remote learning.
Creating a course pack is important to enable students to learn effectively in a remote learning context. The 6-step approach below will help you in gearing up your course packs. For each step, there is a study guide that you are advised to read first as it sets out the target learning outcomes for that topic, the key concepts or ideas that tie the given learning activity. The output for each learning activity is component of the course pack for the course that you are designing for remote delivery.
It is necessary to consider who one's learners are and what factors would impact on how they will learn what they are supposed to in one's course. Knowing cohort characteristics is useful for selecting learning resources and designing learning activities that are relevant and appropriate, while knowing individual learner characteristics is critical in planning how to support individual learners. Student access to technology is a particularly important learner factor in remote learning. Differences in student access to technology means that we should be prepared to deliver course content in multiple formats.
Course content should be chunked into weekly study units or modules for students to work through. To ensure that each chunk represents a reasonable amount of course work per week, teachers should calculate time on task, or the time learners need to complete each learning task. Time on task, instead of contact time, is used because in remote learning there are no lecture hours or class sessions in the usual sense and learners will be studying on their own for the most part.
The availability of a vast array of open educational resources in all disciplines supports a resource-based approach to teaching and learning, which develops subject knowledge through study of authoritative and authentic resources (e.g. core readings/texts) within the disciplines, as well as information literacy (the ability to locate, evaluate, and use information) and independent learning skills. In resource-based learning, teachers carefully select learning resources for students to study and they curate these learning resources — i.e. they integrate these learning resources into the course in a structured way and provide study guides to scaffold learning.
A learning activity is “a specific interaction of learners with others using specific tools and resources, oriented towards specific outcomes” (Beetham, 2008, p. 28). Learning activities provide opportunities for learners to, independently and/or collaboratively, integrate and apply concepts and practice skills learned. Learning activities for a remote learning context include discussions forums, reports and presentations, blogging, and collaborative writing.
Traditional assessment can be used to test mastery of content while alternative assessment, which involves the performance of an authentic task, is appropriate for evaluating skills and dispositions as well as content knowledge. Whether you use traditional or alternative assessment, it is useful to provide a guide that sets out the task, procedures, schedule, and evaluation criteria. Various online tools and offline means can be used for assessment of learning.
The course guide not only provides an overview of the course but also prepares remote learners for independent study. It sets the tone for the course and gives learners a clear picture of what to expect, including what they need to do in order to successfully complete the course. The schedule of learning activities, in particular, will help learners plan their personal study schedule and it will help them keep on track as they study remotely.
In remote learning, it is important to reach out to our students so that we do not lose them. Unlike in face-to-face classes where we can see and talk to our students anytime, it is more challenging to make our presence felt and to establish a sense of connection from a distance. This can have an adverse effect on learners who may feel isolated and unsupported. In this short note on supporting remote learners, we focus on the importance of regular communication with students and giving timely feedback.
To guide you more in gearing up your course packs for remote learning, UP Faculty may enrol in "Course Redesign 101" in UPD UVLe, UPM VLE, and eLBI.
For questions on access to the online course, kindly contact the following:
For UP Baguio, UP Cebu, UP Diliman, UP Mindanao, and UP Visayas faculty, please email ilcdhelpdesk.upd@up.edu.ph
For UP Los Baños faculty, please email ilc.uplb@up.edu.ph
For UP Manila faculty, please email upm-ilc@up.edu.ph
Quick Guides on Course Pack Development
Quick Guides on Course Pack Development
Course Pack Ganern!
Where to Start, How to Do It, What to Write
Course Pack Ganern!
Where to Start, How to Do It, What to Write
"Pa'no kung hindi outcomes-based ang current syllabus ko? Ano ang learning resources na gagamitin ko? Kailangan ko bang magsulat ng modules?" In 2 hours, Assoc. Prof. Portia Padilla will walk us through how she created her course pack using currently available resources. She will share how she converted an existing syllabus to one that is designed for remote learning.
When: 06 August 2020 | 9:00 AM to 11:00 AM via Zoom
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