William Cope
Wei Liu
Pinakini Shah
Greg Jack
Leah Goldberg
Nell C Rundle
Bahar AnahmiasNew Learning MOOC’s Shares
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The Blended Mandate
Reconciling Foundational Skills and 21st-Century Competencies
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ePortfolios: Showcasing Learning Beyond the Classroom
ePortfolios: Showcasing Learning Beyond the Classroom One ubiquitous learning concept that deserves more attention in our discussions is the ePortfolio. At its core, an ePortfolio is a digital collection of a learner’s work, reflections, and achievements compiled over time. Unlike traditional paper portfolios, ePortfolios leverage multimedia, hyperlinks, and cloud-based platforms to create a dynamic and evolving record of learning. They allow students to integrate formal education with informal and lifelong learning experiences, making them a powerful tool in the era of ubiquitous learning. Example in practice: Many universities and K–12 schools now use ePortfolios as a capstone requirement. For instance, platforms like Google Sites, Portfolium, and Mahara provide spaces where students can upload essays, lesson plans, teaching demonstrations, or even community projects. A student teacher, for example, may document lesson plans, classroom videos, and reflective journals. This not only demonstrates competency to instructors but also becomes a valuable resource when applying for jobs. Employers, in turn, see not just a résumé but a living archive of the candidate’s growth and skills. Why it matters: ePortfolios promote reflection, self-directed learning, and digital literacy. Barrett (2007) emphasizes that e-portfolios are most powerful when they encourage learners to reflect on their experiences and make connections across different learning contexts. In an increasingly networked world, they also support lifelong and lifewide learning, allowing individuals to carry their learning evidence beyond a single course or institution. References: • Barrett, H. (2007). Researching electronic portfolios and learner engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436–449. • Chen, H. L., & Black, T. C. (2010). Using ePortfolios to support and assess student learning. Educause Quarterly, 33(4). Retrieved from https://er.educause.edu/articles/2010/9/using-eportfolios-to-support-and-assess-student-learning • Lorenzo, G., & Ittelson, J. (2005). An overview of e-portfolios. EDUCAUSE Learning Initiative. Retrieved from https://library.educause.edu/resources/2005/1/eli-paper-an-overview-of-eportfolios
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Story Pedagogy in Education
Story pedagogy uses narratives and storytelling as the primary method for teaching concepts, ideas, or values. It emphasizes learning through engaging stories rather than direct lecture or purely abstract instruction.
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Get To Know Me
Hello, I'm Aliazza De Ocampo from the Philippines. I'm a license professional teacher and I've been teaching for 3 yrs. I regularly used technology/digital media in both professional and personal life. I used it to integrate in the teaching and learning process. I have experience in e-learning ecologies since as a teacher it is very essential for as to make and provide a diverse teaching strategy. I decided to take this course because I want to enhance my skills in creating effective and engaging digital and informational presentations. My hope is to use what I learn here to improve my classroom instruction, contribute to school trainings, and eventually help my students become more motivated and independent learners.
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Commentary for BER 2024
“We are decongesting the curriculum, with a focus on the development of foundational skills.” This statement signals a shift toward transformative education. By prioritizing literacy, numeracy, and critical thinking, the reform aims to provide learners with the strong foundation needed for higher-order learning. This reflects mimesis, as it mirrors the real condition of Philippine education where an overloaded curriculum has left many students struggling with basics. It also shows reflexivity, acknowledging systemic shortcomings and the urgent need for reform. At the same time, it aspires toward synthesis by merging efficiency—through streamlined content—with broader transformative goals such as creativity, collaboration, and learner agency. While the rhetoric is promising, its success depends on concrete support like teacher retraining, innovative pedagogy, and meaningful assessments. If fully realized, this reform can move education beyond rote memorization toward new learning that empowers students not just to pass exams, but to thrive and participate meaningfully in society.
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Commentary for ESD
“Education for Sustainable Development empowers people with the knowledge, skills, values, attitudes, and behaviors to live in a way that is good for the environment, economy, and society. It encourages people to make smart, responsible choices that help create a better future for everyone.” This statement on Education for Sustainable Development (ESD) is strong in vision but somewhat vague in execution. On the positive side, it captures broad social objectives—equipping learners with knowledge, skills, values, and attitudes that support sustainability across the environment, economy, and society. It emphasizes responsible decision-making and collective well-being, which reflects a transformative and reflexive approach to education. However, the statement lacks specificity about how these objectives will be operationalized in classrooms, curricula, or policies. It does not address challenges such as unequal access to education, teacher training, or systemic barriers. In short, its substance lies in articulating a holistic and inspiring goal, but it risks being rhetorical unless paired with concrete strategies and measurable actions.
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Mimesis, Reflexivity, and Synthesis
The dynamics of learning can be understood through mimesis, synthesis, and reflexivity, which together shape how education is consciously designed through pedagogy (learning activities) and curriculum (programs of study). Mimesis focuses on imitation and the absorption of foundational knowledge presented in formal settings. Synthesis emphasizes reconstructing knowledge through observation and problem-solving, often within the limits of school assessments, to develop new understanding. Reflexivity encourages learners to reflect on their thinking, connect knowledge to their experiences and identities, and apply learning to real-world contexts. When integrated, these three approaches create a balanced curriculum where students build essential skills, foster creativity and critical thinking, and develop self-awareness, resulting in a deeper, more holistic learning experience that moves from rote imitation to applied, meaningful understanding.
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Changes in the Nature of Education
As teachers, we are constantly shifting from face-to-face classes to blended or distance learning, especially during unforeseen situation such as bad weather and other school-related situations. We educators should consider an approach that will be best to deliver lessons, such as using learning management systems like Google Classroom, Zoom meetings, Google Meet, and other online platforms. Most of the time, we do online classes. Some classes use a think-aloud script, where teachers record a video of the lesson so learners can watch it. Sometimes, we use a flipped classroom approach, where we assign a topic to be learned at home, which may be covered through videos or readings. Educators ensure to provide a quality education using different approaches and strategies.
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Basic Education Report (2023)
President Ferdinand Marcos Jr., in his Basic Education Report 2023, declared that the government must “prioritize children’s well-being and give them the highest possible quality of education so they may become the innovators and the leaders of tomorrow.” This statement emphasizes the aim to improve and provide quality education in the Philippines, ensuring not just the academic well-being of the learners but also their holistic well-being. Mr. President showed the objectives to produce globally competitive learners or citizens. However, despite the good intentions he shared in his speech, his plan lacks concrete details, as he did not specify how it would be achieved. It lacks clear strategies and resources, and the vision risks remaining rhetoric rather than a fully actionable policy. Words will be nothing without proper planning and action to make them possible. Actions are needed to ensure these objectives and the real progress in the Philippine educational system.
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Changes in Education (Personal Experience)
Changes in Education As a teacher and student myself, I’ve seen education change drastically, especially with the shift to digital platforms during the pandemic. I’ve been studying through a face-to-face class all my life, and during the pandemic, the changes came. From face-to-face classes to online classes. At first, as a student myself, I struggled to adjust since I was not tech-savvy at that time; I was just starting to explore digital platforms, but I needed to make an immediate adjustment and cope with the new educational setup. However, looking back now, these challenges have prepared me for future endeavors. Since today, the educational set-up is constantly changing, with a mix of face-to-face classes and distance learning, especially during calamities such as heavy rains or typhoons. In this setup, I learned to adjust my teaching styles from being teacher-centered to student-centered, even with the use of technology. I learned to use online tools not just for delivering lessons, but also for creating interactive activities that kept students engaged. This experience taught me that flexibility and creativity are now just as important as content knowledge in teaching.
