World Health Organization Director-General Tedros Adhanom Ghebreyesus warned that COVID-19 “will be with us for a long time.” Since the University’s mandate remains despite the pandemic, what do we do? When schools open, we have to be ready for blended learning (BL), many experts advise. Many teachers, however, complain that they are not cut out for this.
What is BL? Definitions vary but there are common points. First, BL is a systematic integration of different modes of delivery, models of teaching, and styles of learning; and second, this occurs through both face-to-face and computer-mediated learning. BL’s use preceded the computer age when children of lighthouse keepers in Canada received instruction through Correspondence Courses in 1919.
A hundred years hence, BL now serves as a bridge that closes the gap of space, time, path, and pace. Concepts that students need to master are thoughtfully wrapped in a mode that is deemed most effective and efficient using appropriate information and communication technology. Teaching could be viewed as a whole package to facilitate learning. The essence of this instructional delivery is captured in Mishra and Koehler’s 2016 framework, Technological Pedagogical and Content Knowledge (TPACK).
BL requires strong institutional commitment and support to all sectors, which include setting up of the learning environment, capacity building, and internet access. The Virtual Learning Environment and the upcoming CANVAS platforms, upgrading of facilities and capabilities in Information and Communication Technology, faculty development programs, incentives for blended course developers, and computer loan program are concrete evidences of UP Manila’s resolve to turn this framework into reality.
Faculty and students need to be oriented (or re-oriented) on BL, not only as a feasible option but as an essential learning tool.
Teachers are at different levels of integration of technology with their courses, according to Ruben Puentedura. We can, from our current level eventually move up. Enhancing teaching through technology starts with substitution of one form to another. In an ethics course, for example, the teacher provides students with soft instead of hard copies of handouts of ethical principles. Students are assessed through a reflection paper submitted through email instead of answering an essay examination in class.
Next is augmentation or improving classes using technology. The Ethics teacher provides link to a video of a real patient whose rights were violated, then use Google forms with questions intended to challenge students to identify and analyze ethical dilemmas in the video.
Modification involves significant change in the design of instruction and tasks. The same video clip with additional online articles are provided. Students come up with a twitter or blog on patient autonomy.
Redefinition is creation of new course designs and novel tasks. Students can engage in a debate through zoom and work collaboratively to come up with cloud-based infographics on patient’s rights.
The advances of the Fourth Industrial Revolution (FIRE) makes integration of computer technology and education (ICE) a reality.
Dean Melflor A. Atienza, NTTCHP | Published in Healthscape Special COVID-19 Issue No. 6
