Trainees Maual

on the
Training Workshop for Learning Facilitators
eSkwela Project Team
version 1: une !""#
Ofce of the President of the Philippines
COMMISSION ON INFORMATION AND COMMUNICATIONS TECHNOLO!
HUMAN CAPITAL DEVELOPMENT GROUP
$%T&'()*T$'% T' T+, T&-$%$%. M-%)-L
This Trainees Manual was developed to serve as a guide to the participants of the Training Workshop for
eSkwela Learning Facilitators. It covers various topics discussed during the workshop that will provide
useful as you implement the eSkwela Instructional Model in your site.
T&-$%$%. W'&/S+'P F'& eSkwela L,-&%$%. F-*$L$T-T'&S
This particular !"day training workshop covers an appreciation session on the use of I#Ts in $%
st

#entury &ducation as well as a comprehensive discussion on how to implement the eSkwela Instructional
Model.
'(LS is planning to incorporate "day (LS training into the design and shorten the eSkwela training to
days so as to come up with a comprehensive )"day training workshop for new eSkwela implementers*
particularly for those who have no +ackground or e,perience on (LS.
-ationale
The eSkwela .ro/ect is a work in progress. The implementation of its components are constantly +eing
monitored* assessed* and enhanced.
In line with the enhancements +eing made on the eSkwela Instructional Model* e"learning module
packages are +eing developed* reviewed* and edited to serve as the main feature of the learning"and"
teaching e,perience in an eSkwela implementation. (n e"learning package is composed of a module
guide and the corresponding e"module. These su+"components will +e demonstrated and discussed at
length during the workshop.
In order to ensure that these are indeed usa+le and relevant in the eSkwela setting* learning facilitators
0LFs1 2 i.e. 3(L#s* mo+ile teachers* or instructional managers who serve as 4the e"teachers52 will have
to +e trained on the use of these packages through the Training Workshop for eSkwela Learning
Facilitators in 6une and 6uly. ( corresponding $"month pilot run will follow 06uly"(ugust $7781 where
you and your learners will +e monitored accordingly* using agreed upon monitoring activities and
instruments. This pilot run will provide us at #I#T valua+le inputs on how to further enhance the module
guides as well as the training design.
In addition* the pro/ect is e,pected to +e rolled out to around $9: more sites nationwide in $778"$7%7
0#I#T estimates ;7 new sites while '(LS targets sites in each of the %<8 divisions and ; school"+ased"
centers1 2 this is in addition to the 8 sites that are currently 4officially5 operational. (s you can surmise*
a set of national trainers would have to +e 4activated5 to train and monitor=handhold the eSkwela
implementers in the months to come. 'elow is a list of lined up training workshops for your reference
0and preparation1>
(ates .roup 0 of pa1 2enue &emarks
6une %;"%< Mindanao sites 7 'utuan #ity #I#T"led
6une %)"%8 ?isayas sites $% #e+u #ity #I#T"led
6une $$"$; Lu@on sites : Indang* #avite #I#T"led
6une $8"6ul : Lu@on ABCs 7 Sn Fdo* La Dnion #om+ined (LS E eSkwelaF ABC G
'(LS initiative
6ul $9"(ug % (LS 2 at least
%=division
%<8 E ; T'3 #om+ined (LS E eSkwelaF '(LS
initiative
(ug Wk % or $ MB3- group % #vSD 3e+riefing E MB3-
2 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
C+/ectives
The main o+/ective of the Training Workshop for eSkwela LFs is to orient and train the participants on
the effective use of the eSkwela instructional model 0i.e. e"learning module packages1 to enhance the
(G& learning e,perience.
(fter going through this workshop* you should +e a+le to>
3iscuss the components and principles of the eSkwela Instructional Model
Dndertake the pilot implementation of the eSkwela Instructional Model
Dse the eSkwela Learning Management System
.articipants
.articipants have +een selected +ased on the following criteria>
3(L#s* Mo+ile Teachers* and Instructional Managers* Aetwork (dministrators
Trained = Has e,perience in implementing (LS
-egular I#T users 0note> there is a TA( instrument that has to +e accomplished +y 3ay 7 of the
training workshop1
#ommitted to use and integrate I#Ts in admin and teaching
Willing to participate in regular monitoring and evaluation 0MG&1 activities to provide inputs on
how to further improve the eSkwela model and implementation
Willing G capa+le to conduct re"echo sessions with co"teachers
Training Implementation
( team"teaching approach will +e implemented +y the training team 2 especially for the technical
trainings where La+ (ssistants play an important role. .lease do not hesitate to approach any mem+er
from the training team for any concern=Iuestion.

Jou are reIuested to actively participate in the workshop as well as in the pilot implementation of the
eSkwela e"learning module packages.
&n/oyK

Training 3esign
(a3
0
Time Session
% <>7 2 8>77 (M Betting to Lnow Jou (ctivity
8>77 2 8>7 (M &,pectations Sharing
8>7 2 %7>77 (M Workshop 3escription* C+/ectives* ScheduleF
Housekeeping (nnouncements
%7>77 2 %7>$7 (M 'reak
%7>$7 2 %%>$7 (M Session 1. I#Ts in $%
st
#entury &ducation
%%>$7 2 %$>77 AA Session !-. eSkwela and the (G& .rogram
%$>77 AA 2 %>77 .M Lunch 'reak
%>77 2 >77 .M Session !4. The eSkwela Instructional Model> Ley #oncepts and
.rinciples
Model components> the eLearning modules* I#T resources and
tools
Learning principles> resource"+ased* pro/ect"+ased* and +lended
3 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
(a3
0
Time Session
learning
>77 2 >$7 .M 'reak
>$7 2 ;>77 .M Session 5. Introduction to the eSkwela e"Learning Modules
$ <>77 2 <>7 (M -ecap* MG(
<>7 2 %7>77 (M Session 6. The eSkwela 4#lassroom5 and the Module Buide
Module Cverview
Learning -esources
3iscussion Forum
.ro/ect
%7>77 2 %7>$7 (M 'reak
%7>$7 (M 2 %$>77 AA Session 7. -ole of eSkwela Learning Facilitators and Support Team
%$>77 AA 2 %>77 .M Lunch 'reak
%>77 2 >77 .M Session 8. Facilitating Cnline 3iscussion Forums
>77 2 >$7 .M 'reak
>$7 2 ;>77 .M Session 9. Facilitating .ro/ect"'ased Learning
<>77 2 <>7 (M -ecap* MG(
<>7 2 %7>%7 (M Session <. Technical Training on Moodle
#reating a #ourse
#ontent
(dding -esources* Links
Forums
Cnline Mui@@es
Su+missions 0File or 'logpost1
%7>%7 2 %7>7 (M 'reak
%7>7 (M 2 %$>77 AA Continuation of Moodle Technical Training:
Learner &nrolment
.rogress Tracking vis"a"vis Individual Learning (greements
%$>77 AA 2 %>77.M
%>77 2 >7 .M Teachers: Translation of Module Buides
Network Administrators:
Moodle Installation
&nrolling Dsers
>7 2 >;7 .M 'reak
>;7 2 ;>77 .M Teachers: .resentation of Translated Module Buides
Network Administrators: Moodle (dministration
: <>77 2 <>7 (M -ecap* MG(
<>7 2 %7>%7 (M Session #. 3esign of and MG& .lan for the Implementation of the e"
Learning Modules and Module Buides
%7>%7 2 %7>7 (M 'reak
%7>7 2 %%>7 (M Session 1". (ction .lanning and #ommitment Setting
%%>7 (M 2 %$>77 AA #losing

4 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
Session 0 1 : $*Ts in !1st *entur3 ,;ucation
This session makes the participants aware of the u+iIuity of technology in this Lnowledge Society and
the need for fle,i+le* innovative* and colla+orative knowledge workers. It likewise discusses how this
fact pushes educators to innovate their practices through the effective and appropriate use of technology.
Session 0 !- : eSkwela an; the - < , Program
The eSkwela .ro/ect is a flagship pro/ect of the #ommission on Information and #ommunications
Technology* in partnership with 3ep&d"'ureau of (lternative Learning System 03ep&d"'(LS1* that
serves as the I#T"ena+led delivery mode of the (G& program.
These #enters are community e"learning centers across the country where out"of"school youth and adults
0CS(Js1 undergo +lended learning sessions that ena+le them to acIuire relevant life skills* prepare them
to re/oin the formal education system* or review for the (ccreditation and &Iuivalency &,am* which* if
they pass* would provide them with a #ertificate eIuivalent to an &lementary or a High School 3iploma.
.lease refer to the attached #omputerworld article 0to +e pu+lished in (ugust $7781 for reference. .lease
tell your trainees that they may also refer to the pro/ect we+site at http>==eskwela.wikispaces.com for
more information.
Session 0!4 : The eSkwela $nstructional Mo;el: /e3 *oncepts an; Principles
This session is devoted to the core or heart of the eSkwela pro/ect which is the Instructional Model. It
supports a +lended type of pro/ect"+ased learning* which aims to +uild a learning environment where
learners engage in activities that encourage them to acIuire and apply life skills. Through e"learning
module packages composed of interactive module guides and e"learning modules* facilitators promote
self"paced learning with the appropriate use of various I#T resources and tools for learning*
communication* colla+oration* and assessment.

Session 05 : $ntro;uction to the eSkwela e=Learning Mo;ules
In this session* the facilitator will showcase sample eSkwela e"learning modules. The modules were
+ased on the print modules of '(LS and that these went through a rigorous design* development* review*
and certification process. #I#T tapped '(LS"designated reviewers to work with seven 091 State
Dniversities and #olleges 0SD#s1 in developing these modules. They were guided +y a team of well"
versed and e,perienced in Instructional Systems Technology.
Session 06 : The eSkwela >*lassroom? an; the Mo;ule .ui;e
In this session* the facilitator will showcase the computer"+ased learning environment 04#lassroom51 that
the you and your learners will +e interacting with. Through their assigned accounts* you will +e trying
out = e,ploring one 4official5 module guide using the Moodle environment. (nother hands"on session
will come later.
In addition* the facilitator will use a sample module guide to e,plain its significance and role in the
learning=facilitating process. Jou will get to know what the essential elements in a module guide>
learning resources* discussion forum* and pro/ect as well as the rationale +ehind putting in such elements.
This is a more in"depth discussion of the different components shown in the eSkwela Instructional Model
e,plained in Session $'.
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Session 07 : &oles of Learning Facilitators in eSkwela
In this session* you will +e oriented on the role of the different players in the eSkwela #enter and how
each one contri+utes to the effective implementation of the eSkwela Instructional Model. The role of the
Learning Facilitator will +e scrutini@ed and clarified.
Session 0 8: Facilitating 'nline (iscussion Forums
In this session* you will go through a simulation of an online discussion forum. Jou will discuss the
+enefits as well as the challenges in moderating forums.
Session 0 9: -ssessing Projects
Sine eSkwela values the role of pro/ects in the learning process* this session will e,pose you to the wide
range of pro/ects that learners can work on* along with corresponding assessment checklists.
Session 0 @: Technical Training on Moo;le
Jou will +e trained on how to navigate through and create=edit module guides* enroll learners* and track
their progress using the Moodle environment in a L(A set"up 0for now1. .lease +e informed that for the
pilot run* you have to use the official module guides 2 the only 4editing5 or customi@ation that can +e
done is translation. Jou are* however* free to try making their own module guides in the future 0i.e. once
they are comforta+le with the module guides and they are familiar with learner +ehavior vis"N"vis these1.
There should +e a separate session for the Aetwork (dministrators 2 refer to the training design=schedule.
Session 0 #: Pilot $mplementation of e=Learning Mo;ule an; Mo;ule .ui;es:
Pilot (esign an; M<, Plan
In this session* the pilot implementation of the e"learning module packages will +e discussed in detail*
including the MG& and reporting mechanism that will +e employed. We would like to emphasi@e that
we will +e evaluating the use of the module packages and not your performance.
Session 0 1"A -ction Planning an; *ommitment Setting
In this session* you will +e grouped according to your respective sites to discuss your action plans for the
coming weeks or months vis"N"vis the pilot run of the module packages as well as possi+le plans for echo
sessions and eSkwela operations 0for new sites1.
6 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
&,S')&*, M-T,&$-LS
eSkwela: - 4eacon of +ope
0for pu+lication> #omputerworld* (ugust $7781
Hope floats for the out"of"school youth and adults who are given a chance
to finish their +asic education and +e part of the new +reed of I#T"
competent workers through the eSkwela Project of the #ommission on
Information and #ommunications Technology 0#I#T1* done in close
colla+oration with the 3epartment of &ducations 'ureau of (lternative
Learning System 0'(LS1.
Meet Flordeli@a 3a+uet* $)* a wife and mother from San 6ose del Monte*
'ulacan. (t %:* she dropped out of school* citing lack of family finances as
her reason. Flordeli@a eventually got married and had children* all of
whom are now of school"age. (t present* she runs a household with her
hus+and* raises her +rood of three* and operates a small home"+ased
+usiness* whilst going to school* in an eSkwela #enter near her place to 4make something of myself.5
Flordeli@a says (translated)> 4I knew I had to do this for myself 2 my eldest child is %;* and will +e
graduating from high school soon. I want my kids to +e a+le to say that their mother has a diploma* even
a high school one* so that we wont +e looked down upon 2 so that no+ody can +e snide and say* OWell*
your mother didnt even graduate high school. (nd it gives me confidence 2 even now* as a student* I
have knowledge that I can use my knowledge and skills in conversations* with anyone* anywhere.5
eSkwela #enters are community"+ased e"learning centers that provide I#T"supported learning sessions to
(LS learners who wish to gain relevant life skills for personal growth* higher education* or employment.
#atering to the ;9 out of every %77 students who drop out of the formal +asic education* '(LS
(ccreditation and &Iuivalency 0(G&1 .rogram* targeting functional literacy* gets a +oost from the
eSkwela .ro/ect that uses I#Ts to +roaden access to Iuality education as well as makes learning fun*
interactive* and more engaging.
Learners* who come from diverse social and economic +ackgrounds*
undergo a +lended and self"paced approach to learning. They are guided +y
trained learning facilitators who design and use learner"centered I#T"
supported module guides that engage the learners to actively participate in
their own learning process. Locali@ed and interactive e"learning modules*
various online educational tools and resources* and pro/ect"+ased activities
are likewise availa+le to make learning en/oya+le and relevant to the
learners personal lives* families* and communities.
( learners typical eSkwela session could go this way> He views a music
video on 4Masdan Mo (ng Lapaligiran5. He then learns a+out pollution
and recycling through an e"learning module on 4The #ost of
&nvironmental 3egradation5. He accesses the We+ for information on the
various efforts on saving the environment like> updates on .asig -iver
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-eha+ilitation pro/ects* statistics on &arth Hour $77<* and simulations on the effects of Blo+al Warming.
He proceeds to post his views on a forum thread discussing different forms of air pollution and possi+le
solutions against these. Since it is online* his forum entries could +e responded to +y another learner from
his home center or from another part of the country. For his module pro/ect* he uses his cellphone to
record interviews and actual footages on the communitys recycling efforts which he uploads and shows
to his learning facilitator as well as the pu+lic via JouTu+e.
&vidence of Success
Learners have the option to take the (G& Test which* if they pass* would provide them with a #ertificate
eIuivalent to an &lementary or High School 3iploma.
For the Fe+ruary $77< (G& Test 0Secondary Level1* the four pilot eSkwela #enters +oasted an average
passing rate of ;9.7P* almost dou+le the national average of $8P for the purely print"+ased approach.
For the Ccto+er $77< (G& Test* eSkwela posted an even higher );.%$P average passing rate.
&ven with /ust %7 current sites 0located in +arangay halls* #ommunity e"#enters* on top of pu+lic
markets* etc.1* eSkwela is the largest initiative of its kind in the country. The effects of their efforts are
felt where it matters most> in the marginali@ed poor* with housewives* with the disa+led 2 sectors that
have traditionally gotten the short shrift in the one"si@e"fits"all arena of formal education. In fact* the
pro/ect was cited +y the Dnited Aations &ducational* Scientific and #ultural Crgani@ation 0DA&S#C1
through a #ertificate of #ommendation from the DA&S#C I#T in &ducation Innovation (wards $779"
$77<.
Having served an estimated %*$;: learners from Fe+ruary $779 to
3ecem+er $77<* the eSkwela #enters around the country are living
testimonials to the potentials of I#Ts in education.
( wheelchair"+ound young paraplegic thanked eSkwela for giving
.W3s like him a second chance at education. In $77<* he was
among the top %7 graduates at their local (LS #ommencement
&,ercises. He dreams of landing a scholarship and +ecoming an IT
specialist in the future.
( );"year"old community leader would like to finish her elementary and high school degrees through
eSkwela +ecause she wants to serve as a role model to her constituents. Further* she learned how to surf
the Internet and research on possi+le community activities and services through eSkwela.
( $%"year old single mother wants to pass the (G& Test and work on a #ollege degree to give her ;"year"
old child a +etter life. She +elieves that the I#T skills she has gained through eSkwela would +e useful
when she applies for /o+s.
( ;)"year"old mother works for her diploma as she and her daughter
go through eSkwela sessions together. They en/oy using the e"learning
modules +ecause of their multimedia elements and interactivity that
have somehow made learning more en/oya+le.
4&very time we advocate to the communities* we always use eSkwela
as a come"on to our pu+lic*5 says ?ilma (ruta. Lnown as 4Teacher ?i5
to her students* Mrs. (ruta is one of the resident mo+ile teachers
fielded +y 3ep&d"'(LS to the learning center. 4First* the idea of
computer"aided learning really e,cites them. (nd the fact that the
lessons are offered for free 2 in these hard times* the fact that
education can +e availa+le to them is something that our learners cherish a lot. Many of them have never
even touched a computer +efore. Many of them had given up on ever coming +ack to school again. Many
R-2 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
of them have a+andoned their dreams. To say that theyre e,cited a+out going +ack to school again 2 and
on computers* at that " is putting it mildly.5
Learners do not have to +e I#T"literate when they apply for a slot at any eSkwela #enter 2 self"discipline
and commitment to learning are deemed more crucial. To ensure +asic computer skills* the learning
facilitators or other community volunteers provide short training courses on the use of the mouse*
key+oard* and +asic +rowsing techniIues /ust to get the learners comforta+le with the technology. The
learners then get to e,plore and gain other computer skills such as file management and productivity
tools as they go through the different eSkwela modules.
( Work in .rogress
eSkwela is far from +eing a perfect model. The entire set of $<7 core (G& e"learning modules and
corresponding module guides 0covering +oth elementary and secondary levels1* version %* will only +e
availa+le +y March $7%7. (s such* the current implementations of eSkwela use a com+ination of +oth the
e"learning and print"+ased varieties. The customi@ed automated systems are likewise +eing designed
and=or developed. The learning facilitators* despite +eing very open and fle,i+le to the self"paced I#T"
supported approach* are going through a learning curve. ?arious operating models are +eing
e,perimented on 2 i.e. LBD=+arangay"sponsored* civic group=ABC"sponsored* #ommunity e"#enter"
+ased* internet"cafQ"+ased* school"la+oratory"+ased models 2 depending on the respective commitments
and resources of the host communities that are responsi+le for the infrastructure* connectivity* and
sustaina+ility concerns of the centers. It is a work in progress.
3espite this* the pro/ect has +een fortunate enough to get the support that it has gotten so far* with a
num+er of pledges coming its way. 'ringing in a deep sense of ownership as well as a grounded +elief in
the powers of colla+oration and synergy* these stakeholders see eSkwela as a concrete step in innovating
education for the +enefit of their local communities R and +ringing hope for the marginali@ed.
#I#T and '(LS target $7 new sites +y the end of $7%7* contri+uting to the countrys efforts in
providing &ducation for (ll 0&F(1 +y $7%;.
eSkwela .ro/ect Management Cffice
#I#T"A## 'uilding* #... Barcia (venue* 3iliman* Mue@on #ity %%7%* .hilippines
Telefa,> E).$.8$7 9:%$
&mail> cict.eskwelaSgmail.com
We+site> http>==eskwela.wikispaces.com
'log> http>==eskwela+log.+logspot.com
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R-5 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
The eSkwela $nstructional Mo;el
I. Introduction
The eSkwela Instructional Model envisions the effective use of I#Ts for teaching and
learning in the (lternative Learning System 0(LS1. It is learner"centered* where I#Ts
are used to help learners develop life skills in order to improve their Iuality of lives
and their communities.
I#T"supported teaching and learning in (LS makes use of various I#Ts such as
interactive and multimedia"rich e"learning modules* electronic and we+ resources* and
a learning management system.
II. .rinciples
a. (dult Learning
The eSkwela instructional model adheres to the principles of adult learning* also
called the e,periential learning approach. This approach goes through : stages>
i. (ctivity " Through the learning activity* learners e,perience and acIuire
new knowledge and skills.
ii. (nalysis " Learners need time to process or analy@e their e,periences. Aew
knowledge and skills have to +e linked to what they already know and can
do. They have to think a+out how they can use their new knowledge and
skills.
iii. (+straction " Through processing or analy@ing their new e,periences and
linking=associating them with e,isting e,periences* the learners +egin to
demonstrate new understanding of the concepts.
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iv. (pplication 2 is a way of trying out* or applying what the learners have
learned.
+. Fle,i+le and Self".aced Learning
In fle,i+le and self"paced learning* learners are allowed to
i. Select learning modules and materials that match their learning goals
ii. 3ecide when to learn
iii. 3etermine their own entry and e,it points
iv. Select their own learning strategies and methods
v. 3ecide where to study
vi. Set their own pace
vii. Set their own learning goals
&ssentially* these learning approaches are directed +y the learners in order to meet
personal learning o+/ectives. It is the learner who determines the content* learning
seIuence* pace of learning* and possi+ly even the media. The learner decides
when* where* what* and how Iuickly to learn.
Why do self"paced learningT
%. Learners learn information and skills when they need them 0/ust"in"time
learning1.
$. (ssuming control of the learning process is highly motivating for many
learners.
. .articipants are active rather than passive* and assume greater
responsi+ility for their own learning.
:. Trainers can focus more attention on participants who need assistance.
;. Learners develop learning how to learn and other life and career skills.
c. Life Skills
The development of life skills is essential to adapting 4in a rapidly changing world
filled with fantastic new pro+lems as well as e,citing new possi+ilities.5
%
Many
e,perts say that 4we now live in an increasingly diverse* glo+ali@ed* and comple,*
media"saturated society.5
$
Thus* there is a need to +ring a more authentic
education that is 4interdisciplinary* integrated and pro/ect"+ased.5

What are these life skills that we are talking a+outT Some e,amples are>
i. Fle,i+ility and adapta+ility
ii. Initiative and self"direction " managing goals and time* working
independently* +eing self"directed
iii. Social and cross"cultural skills " interacting effectively with others
0effective communication1 and working effectively in diverse teams
iv. .roductivity and accounta+ility
%. Managing pro/ects* setting and meeting goals* solving pro+lems
$. .roducing results +y working positively and ethically* participating
actively* multi"tasking* colla+orating and cooperating with teams
v. Leadership and responsi+ility
d. 'lended Learning
%
http>==www.$%stcenturyschools.com=WhatUisU$%stU#enturyU&ducation.htm
$
"ditto"

"ditto"
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( +lended learning approach com+ines the face the face instruction with
computer"mediated instruction. 'lended learning offers learners and learning
facilitators the opportunity to +e +oth together and apart. (t the eSkwela center* it
is highly encouraged that the study of the module com+ines face to face
discussions and the use of e"learning modules and module guides to enhance the
Iuality of teaching and learning e,perience. Moreover* online tools and resources
allows for communication anytime and anywhere. 'lended learning provides a
Ogood mi, of technologies and interactions* resulting in a socially supported*
constructive* learning e,perience.
:
e. -esource"+ased Learning
i. 3efinitions
%. Learning=Teaching in which students develop knowledge* skills
and understandings +y using a wide variety of print* non"print* and
human resources 0Saskatchewan &ducation1
$. (chieves +oth su+/ect and information literacy o+/ectives through
e,posure to and practice with diverse resources 0e.g.* +ooks*
/ournals* newspapers* multimedia* We+* community* people1
0Stauffer Li+rary* Mueens Dniversity1
ii. Boals
%. To provide students the opportunity to develop independent
learning skills* in con/unction with the acIuisition of a +asic +ody
of knowledge that will ena+le them to +ecome lifelong learners
0Source> ST&M Aet
http>==calvin.stemnet.nf.ca=Vacrawfor=lrc$.html1
iii. &ssential Features
%. ( wide variety of resources is used
$. Learning e,periences are planned +ased on instructional o+/ectives
. Learning strategies and skills are identified and taught within the
conte,t of relevant and meaningful units of study
:. (dapted to different learning styles and su+/ect areas
;. Students actively participate in their learning
). Teachers act as facilitators of learning* continuously guiding*
monitoring* and evaluating
9. .romotes student autonomy> students work with resources to learn
a+out topics
iv. Why resource"+ased learningT
%. (llows time for information gathering and reflection* which in turn
promotes deep learning 0MacFarlane* %88$1
$. &ncourages in"depth focus on a topic* which drives students to seek
more relevant information and produce a product of higher Iuality
0Lulthau* %881
. &na+les the construction of meaning through active engagement
with information resources 0Lulthau* %881
:. .romotes acIuisition of effective information skills through
conceptual awareness of the nature of information and its diversity
0#leaver* %8<)1
;. .romotes the development of thinking skills such as pro+lem
solving* reasoning* and critical evaluation through information
:
http>==en.wikipedia.org=wiki='lendedUlearning
R - | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
handling and independent research 0-esnick* %8<9F Todd G
McAicholas* %88:=8;1
). (llows for information"gathering as a continuous process rather
than unconnected tasks* there+y encouraging the construction
of knowledge at every su+seIuent phase
0Moore* %88;1
9. #onnects information handling and use with su+/ect matter 0.itts*
%88:1
<. (llows for the active construction of personal understanding using
reflection and self"assessment so information is given a conte,t*
mental model* or framework 0Stripling* %88;1
8. Improves research skills and fosters self"confidence in finding
information +y integrating li+rary skills as part of su+/ect
curriculum 0Aolan* %8<81
%7. Increases academic achievement in su+/ect content* attitudes* and
critical thinking through use of a variety of resources in learning
0'arrilleau,* %8);1
%%. Improves work study skills and voca+ulary 03e'lauw* %891
v. -oles
%. Students W active learners as they use a wide range of materials to
investigate su+/ect material prescri+ed within their classroom
curriculum
$. Teachers and li+rarians W motivators and facilitators in the learning
process
. &nd result WX a Ylearning cultureY
f. .ro/ect"+ased Learning
.ro/ect"+ased learning is a learning method where learners do pro/ects as a way to
apply and integrate the concepts that they have learned in the module. It is also a
way to practice e,periential or hands"on learning.
Why do pro/ect"+ased learningT
i. To develop deeper knowledge a+out a topic
ii. To make learning more interesting and engaging
iii. To improve learners research and pro+lem"solving skills
iv. To develop higher order thinking skills
v. To help learners see how what they are learning can +e used in real life
vi. To develop colla+orative learning skills
III. The Model #omponents
a. (ctors
i. Learner
The learner is the main focus of the eSkwela instructional model. The
instructional model aims to address the learners learning needs and how it
can +e achieved.
ii. Learning Facilitator 0LF1
The learning facilitator has to do the following>
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%. determine what the learners already know +y recogni@ing .rior
Learning and administering the Functional Literacy Test
$. 3efine the learners learning needs and identify the most appropriate
means for meeting those needs through the formulation of Individual
Learning (greements among the learnersF
. .rovide necessary support for learners to achieve their learning goals
through the use of eSkwela learning modules* module guides and other
learning materials* ensuring that the learning is fle,i+le and self"paced
:. monitors the learners progress towards achieving their learning goals
;. .erform formative and summative assessment of learners learningF
). (ssist the learner in the completion of assessment reIuirements for the
(ccreditation and &Iuivalency e,am
iii. Cnline Tutors=Mentors
The online tutors=mentors assist the LF in facilitating instruction at the
eSkwela center. They can serve as moderators of the discussion forums
and provide additional resources to enhance learning.
iv. Cther Learners
Interaction with other learners provides a richer learning e,perience for the
learners. Learners come from diverse social and economic +ackgrounds*
and they +ring to the eSkwela center a wealth of knowledge* skills and
e,periences. The eSkwela center should +e a venue where learners can
learn from each other.
v. Support Team
%. #enter Manager
a. Shall +e responsi+le for overseeing* monitoring and
sustaining all aspects of the eSkwela centers operations
+oth as an eLearning center and a community e#enter
+. Main link among the eSkwela .ro/ect Management Cffice
and the local eSkwela Steering #ommittee
c. -oles
i. ensure that the #enter .olicies and .rocedures are
enforced at all timesF
ii. ensure that the facilities of the center are maintained
in good working orderF
iii. take responsi+ility for the administration of any
money collected +y the center on a daily +asis* if
anyF
iv. maintain relevant up"to"date records for the center
$. Aetwork administrator
a. Shall +e responsi+le for ensuring that the #enters
eIuipment and systems are working properly.
+. -oles
i. &nsure that the hardware* software and systems of
the center are maintained in good working order and
updated* as necessaryF
ii. Maintain and update the eSkwela Learning
Management SystemF
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iii. -ecommend strategies to ensure technical
sustaina+ility of the #enterF
. Stakeholders=#ommunity
Involving the stakeholders and the community in the eSkwela center
will help in sustaining the different aspects of operations of the
eSkwela center.
+. -esources and Tools
i. e"Learning Modules
The e"Learning modules serve as the main material +eing studied +y the
learners. It contains the necessary concepts and information a+out the
modules* as well as activities* e,ercises and games that helps learners
understand and comprehend the concepts and information +eing studied.
ii. 3iscussion forum
The discussion forum is the platform +y which interaction and learning
among learners* learning facilitators and online tutors=mentors can take
place. In the discussion forum* learners post answers to Iuestions that
stimulate critical thinking and analysis. LFs and other learners can also
react or ask further Iuestions on the other participants posts.
The discussion forum is moderated +y the LFs and=or the online
tutors=mentors to make sure that the discussions are on track* and that the
posts contri+ute special knowledge and insights. The LFs and=or online
tutors=mentors have to weave together various discussion threads and
course components. They also have to maintain group harmony.
The LFs and online tutors are also responsi+le in guiding students in the
discussions especially during the initial stages.
iii. Cther -esources 0Cnline or Cffline1
Cther resources may +e provided in the module guide in order to
supplement and help learners further understand the concepts and
information presented in the e"Learning module. These may +e documents*
we+ links* videos* etc.
iv. .ro/ect
The pro/ect is a way to help learners apply and integrate what they have
learned in the module. The pro/ect should +e carefully descri+ed* and there
should +e a guide for learners on how to accomplish the pro/ect. The
pro/ect will +e assessed +y the LFs using a scoring guide=ru+rics=checklist.
I?. The eSkwela Module Buide
a. What is a module guide and its functionsT
i. ( learning facilitation toolF a learning scaffold
ii. .rovides structure to the learning process while also allowing for
fle,i+ility and self"paced learning
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iii. Helps the learners learn effectively from the learning resources 0the
modules and other resources1 and the learning activities 0the discussion
forum* enrichment activities* the module pro/ect1
iv. Helps learners to process 0analy@e* a+stract1 the module content* and apply
what they are learning to real"life conte,ts
v. Helps learners to Ylearn how to learnY +y developing information literacy*
critical thinking* communication* and independent learning skills
The module guide is the way +y which the eSkwela instructional model is
concretely applied. There are activities where learners
i. Study the e"Learning modules and other electronic resources
ii. (nswer tests and other assessment tools in the module
iii. Interact with their learning facilitators* online tutors=e,perts* and fellow
learners
iv. Work on pro/ects as a way to apply what they have learned in the module
+. #omponents
i. Module overview> description* learning o+/ectives* topics covered
ii. .re"test
iii. .er lesson>
%. Instructions on how to approach the lesson
$. 3iscussion forum
. &nrichment activity other than the discussion forum
:. Learning resource=s as additional reference for learner
iv. .ro/ect
%. 'rief rationale=C+/ectives of the pro/ect
$. 3escription of pro/ect output
. .rocedure for doing the pro/ect
:. Scoring guide 0ru+ric or checklist1
;. -eference materials
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Moo;le Tutorial
%. Bo to the Moodle LMS
$. Log in to your assigned account
. (dding a module guide
a. From the main page* click (ll #ourses. Jou will see a page with the header #ourse
#ategories
+. #lick (dd a new course. Jou will see a screen that looks like this>
c. Fill up reIuired fields>
i. Full Aame> #hange 4#ourse Fullname %7%5 to 4The #ost of &nvironmental
3egradation5 0full name of the module1
ii. Short Aame> #hange 4#F%7%5 to the initials of your name
d. Format> Select 4Topics5
e. Show activity reports> Select 4Jes5
f. #lick 4Save #hanges5
g. #lick the short name of the course* either at the +utton +elow* or at the upper right
portion of the page.
:. Filling up the guide
;. Make sure you Turn &diting Cn. This will ena+le you to add or alter activities or resources in
the course=module guide.
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The course site=module guide site page looks like this>
). 'asics
a. The course settings page offers you many controls. These include who can come into
the course* how the course laid out and other potential functions. Jour site
administrator or course creator may offer you suggestions a+out these settings.
+. Most course homepage formats are +roken into course sections 0often +y week or
topic1. -esources and activities are added to each section. When writing te,t in
Moodle you have a range of Formatting options.
c. The illustration +elow shows a new course set up with topic sections in the middle
column. In the right and left columns are a few of MoodleZs many +locks.
d. What do the following +locks meanT
i. .eople 2 contains all participants in the course
ii. (ctivities " contains a list of all the different activity tools used in the course
iii. Search " a simple search engine that allows users to search for words in the
forum messages 0titles and message te,ts1
iv. (dministration " most important to the teacher for controlling many aspects
and functions in the course
v. Latest Aews " lists the latest threads posted +y the teacher in the Aews forum
vi. Dpcoming events " lists upcoming deadlines as well as other #alendar entries
vii. -ecent (ctivity " lists changes to the course since your last login. This is
where to look to see if students have handed in their work or posted new
messages in forums* /ournals* dialogues* etc. This +lock should come last
since it can +ecome very long in an active courseK
viii. 'locks 2 offers you all the remaining +locks in Moodle
9. To add the guide to the module* select the edit item icon on top of each topic. Jou will see
a page that looks like this>
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Here is the page where you will write the guide to the module.
<. (dd the content from the file 4Module Buide.doc5 found at the Moodle Tutorial folder.
a. Module Cverview
i. #opy the module overview* topics and instructions
ii. .aste it in the page.
iii. Jou may edit the content of the page
%. To edit* start +y selecting this icon .
The icon looks like a Microsoft Word icon.
$. Then select the tools at the top of the page to edit the content
. #lick 4Save changes5.
+. #opy the contents of the lessons in each of the frames in Moodle. Frame % is for
Lesson %* Frame $ for Lesson $* Frame for Lesson * and the .ro/ect.
8. (dd the .re"Test
a. Cpen 4.re"Test.doc5
from the Moodle
Tutorial folder.
+. Select Mui@ from the
drop down (ctivity
menu
c. Fill the reIuirements
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i. Aame> Type 4.re"Test5
ii. Introduction> #opy the 43irections5 from Module Buide.doc
iii. Make sure that the following are disa+led>
%. Cpen the Iui@
$. #lose the Iui@
. Time limit
iv.
Then select Save and 3isplay at the +ottom of the page.
v. 'y now you should have +een in the course=module guide
page. .lease click on the link 4.re"Test5. It looks like this>
vi. Then this page will appear.
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vii. To enter Iuestions for the Iui@* look for #reate a new Iuestion and choose
from the drop down menu on the type of Iuestion that you need to ask.
%. #hoose 4Matching5
a. Muestion name> Type 4Match"terms5
+. Muestion te,t> Type 4Match the definitions with their proper
terms.5
c. #hange .enalty Factor from 7.% to %.
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d. #opy the Iuestions and answers on this portion of the page
e. Then click 4Save changes5. Jou have added a set of
Iuestions in the Muestion +ank.
f. This page will appear>
$. #reate another Iuestion. #hoose 4True=False5.
a. In the Iuestion name* put 4True or False5.
+. #opy True=False Iuestion from .re"Test.doc
c. #hange correct answer from 4False5 to 4True5.
d. .ut feed+ack for the OTrue5 and 4False responses.
e. #lick 4Save #hanges5.
. #reate another Iuestion. #hoose 4Multiple #hoice5.
a. In the Iuestion name* put 4Multiple #hoice5.
+. #opy Multiple #hoice Iuestion from .re"Test.doc
c. #hange .enalty factor to %.
d. #hoose Cne answer only.
e. Dncheck Shuffle the choices.
f. .ut the choices in the spaces provided. #opy letter ( choice
to #hoice %* letter ' to #hoice $* and so onR
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g. For the grade* make sure that the correct answer has a grade
of %77* and the rest of the choices is none. The correct
answer for this Iuestion is '.
h. .ut appropriate feed+ack to each of the choices.
i. #lick Save changes.
:. In order for the
Iuestions to +e
viewa+le +y
the learners*
the Iuestion
needs to +e
added to the
Iui@. To do
this* you need
to tick the
sIuare +eside
the Iuestion
names and then click 4(dd to Iui@5.
;. Then the Iuestion will appear on the left side of the page.
). #hange Match
Terms grade to
. The grades
for the other
Iuestions
should remain
as %.
9. #hange
Ma,imum
grade to ;.
<. Then select
4Save
changes5.
8. To go +ack to the module guide* click the short name of the course.
%7. (dding a 3iscussion Forum
a. Cpen the file
43iscussion
Forum.doc5 from the
Moodle Tutorial folder.
+. Lets start +y adding a
discussion forum in
Lesson %.
c. From (dd an (ctivity*
scroll down to select
4Forum5.
d. Jou will see this page
e. Forum name> Type
4Lesson % Forum5
f. Forum type> Should +e
4Standard forum for
general use5
g. Forum introduction>
#opy the discussion forum description from 43iscussion Forum.doc5
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h. #lick 4Save and return to course5.
i. (dd forums for the remaining lessons.
%%. (dding resources
a. (dding a file
i. Bo +ack to Lesson % frame.
ii. Bo to 4(dd a resource5. Select 4Link to a
file or we+site5.
iii. #lick the Y#hoose or upload a fileY +utton. ( new window will pop up with
the files area directory structure.
iv. #lick 4Dpload a File5.
v. 'rowse for the file 4Jear$797.ppt5 from the Moodle Tutorial folder. #lick
4Dpload this file5.
vi. Cn the right side of the files list* you will see a Y#hooseY link in +old. #lick
that link. The Files window will close* and the path to the file will +e entered
into the file name.
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vii. #lick 4Save and -eturn to the #ourse5 +utton
viii. 3o this again for the file 4LessonU%Ue"ModuleUMuestions.doc5 and
4LessonU$Ue"ModuleUMuestions.doc5 that can +e found in the Moodle
Tutorial folder. Make sure that you put them in their corresponding frames.
i,. 3o this also for the file 4-u+rics.pdf5. .lease put it in the .ro/ect frame.
+. (dding links
i. Bo to Lesson of the module
guide.
ii. #lick to edit the te,t.
iii. Highlight the te,t
4Worldwildlife.org5.
iv. #lick the 4Insert We+ Link5 icon
on top of the page.
v. ( pop"up
window will
now appear
vi. In the D-L +o,* type http>==www.worldwildlife.org=
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vii. For the Target* please choose 4Aew Window5.
viii. #lick CL.
i,. .ut links for all the other +ulleted items. The D-Ls can +e found in
4Links.doc5 from the Moodle tutorial.
%$. (dding an assignment
a. The assignment feature in Moodle is used for the
su+mission of outputs of learners. -emem+er that we had
added the files 4LessonU%Ue"ModuleUMuestions.doc5 and
4LessonU$Ue"ModuleUMuestions.doc5T We need to set up a
way +y which students can su+mit these documents
containing their answers.
+. Lets go again to Lesson %. From the 4(dd an activity5 drop
down menu* select 4Dpload a single file5 which is under
(ssignments.
c. Jou will see this page>
d. In the (ssignment name* put Lesson % (nswers.
e. Dnder 3escription* type 4.lease upload your su+mission here5.
f. Set the Brade to $7
g. 3isa+le the dates 4(vaila+le from5 and 43ue date5.
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h. .lease change (llow resu+mitting to 4Jes5.
i. #lick 4Save and return to course5.
/. .lease do the same procedure again for Lesson $ and the .ro/ect. The (ssignment
name will +e 4Lesson $ (nswers5 for Lesson $* and 4.ro/ect Su+mission5 for the
.ro/ect. Write the same description.
%. &ntering grades for assignments=pro/ects
a. Su+mit an assignment=pro/ect in someone elses module guide
+. #heck the assignment=pro/ect su+mission in your module guide +y clicking .ro/ect
Su+missions.
c. (t the upper right corner you will see the num+er of su+mitted assignments. #lick on
the hyperlink.
d. To view the su+mission* click the file.
e. Jou may put the grade +y clicking on 4Brade5.
f. For the Brade* choose from the pull down menu. Jou may put additional remarks in
the space provided.
g. #lick Save changes.
h. Jou will see the grade appearing at the Brade and the Final Brade columns.
i. To see the full report on the grades* go +ack to the course site. #lick on Brades under
(dministration.
%:. ?iewing learners actions
a. From the course site* click on .articipants. Jou will see the list of participants in the
course.
+. Jou can click any of the names and you will see a full profile of the learner> what
courses he=she is enrolled* his=her forum posts* discussions he=she started* activity
reports* grades* etc.
To know more a+out how to use Moodle* you may check out these links>
%. http>==docs.moodle.org=en=BettingUstartedUforUteachers
$. http>==moodle.tokem.fi=mod=+ook=view.phpTidW%)89GchapteridW<%%<
R - 23 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
!""# P$L'T $MPL,M,%T-T$'% 'F T+,
eSkwela e=M'()L,S -%( M'()L, .)$(,S
Be=learning mo;ule packagesC
The pilot implementation of the eSkwela e"learning module packages will run from 7% 6uly to %
(ugust $778* right after the conduct of the #I#T"led 6une training implementations for Learning
Facilitators.
These training implementations for LFs will +e participated in +y representatives from % sites 2
however* as of %7 6une $778* only 8 are considered officially operating as eSkwela sites 0i.e. covered
+y legal documents* have completed the site esta+lishment reIuirements1. For those sites that are not
yet operating +ut already have the necessary infrastructure 0e.g. 3avao sites* CroIuieta #ity* Holy
Trinity* SCS#FI* .IL#3* etc.1* their participants are likewise reIuired to conduct the pilot run in their
respective centers. The status of these sites may +e esta+lished +y the #I#T"eSkwela"Sites Dnit
representative within your training team 0i.e. (ve* #arl* Lenay1. The participants themselves should
commit to the conduct of the pilot run +y signing an agreement with the training team 2 refer to
attached agreement. For those without infrastructure yet* they would need to coordinate with their
partner organi@ations to discuss how they will +e a+le to participate in the pilot run and report to the
training team through the Sites unit as soon as this has +een esta+lished.
The num+er of e"learning module packages that will +e deployed for each participating center 0note>
only those with all the components intact1>
Learning Stran; 0 of packages
% &ffective #ommunication 9
$ #ritical Thinking and (nalysis $$
Sustaina+le Dse of -esources and .roductivity )
: 3evelopment of Self and Sense of #ommunity 9
; &,panding Cnes World ?ision $
Their network administrators will +e trained on how to install these along with Moodle.
The participating sites should then go through the following MG& steps>
%. commit to pilot at least five 0;1 e"learning module packages 2 i.e. use of module guides and
corresponding e"learning modules
$. +y % 6uly $778* Monday* the participating sites should +e a+le to tell the #I#T eSkwela
.ro/ect Team which e"learning module packages will +e piloted in their respective sites* +ased
on the IL(s of the participating learners 2 an online form 0Boogle Form " checklist1 will +e
made availa+le to you +y the first week of 6uly
. there will +e two 0$1 reports su+mitted +y each participating site>
a. Mid"term report +y the end of 6uly $778 2 deadline of su+mission is %; (ugust $778
+. Final -eport +y the end of (ugust $778 2 deadline of su+mission is %; Septem+er
$778
The reports will contain a summary of the processes=procedures undertaken* evaluation
results +y +oth the LFs and the learners 0see section on &valuation Forms1* general
o+servations* strengths* issues and challenges* and recommendations. ( template and
guide Iuestions will +e made availa+le to you +y %; 6uly $778.
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The #I#T eSkwela Team targets the consolidated report = study on the pilot
implementation to come out +y 7 Septem+er $778. We will +e properly guided +y these
valua+le insights and recommendations in further enhancing the eSkwela Instructional
Model 2 for the +enefit of our countrys out"of"school youth and adults. (s such* we
en/oin you to stay committed to the pilot implementation and +e honest with your
responses and reports.
:. &valuation Forms>
a. for each participating learner* he should accomplish the eSkwela e"Module .ackage
&valuation Form for Learners for ,-*+ of the module packages that he uses 0i.e. if
in the $"month pilot implementation* he goes through module packages then he
should accomplish evaluation formsF if he goes through <* then he should
accomplish < evaluation forms1. He then su+mits these to his learning facilitator for
consolidation and safekeeping.
+. for each participating learning facilitator* he should accomplish the eSkwela e"
Module .ackage &valuation Form for Learning Facilitators per module and per
reporting period 2 i.e. if his learners use a com+ined total of %) e"module package
titles within 7% to % 6uly $778* then the LF should accomplish %) evaluation forms
+y % 6uly $778F then he should accomplish another set of evaluation forms on
(ugust %* $778 for the e"module package titles used +y his learners for the period of
7% to % (ugust $778
R - 25 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
eSkwela e-Module Packages Ealua!"o# $o%& 'o% Lea%#"#g $ac"l"!a!o%s
#a$e of %o&r eSkwela 'enter( )))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
*o&r na$e( ))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
Title of the +o,&le( ))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
-ate when %o& co$plete, this for$( )))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
Pa%! A( Please encircle the letter marking your answer.
1. What was the shortest ti$e that it took a learner to co$plete the $o,&le/ incl&,ing the online ,isc&ssion for&$ an, the $o,&le pro0ect1
a2 34o&t half a ,a% 42 34o&t a ,a% c2 2-3 ,a%s ,2 4-5 ,a%s e2 5ther 6please specif%2( )))))))))))))
2. What was the longest ti$e that it took a learner to co$plete the $o,&le/ incl&,ing the online ,isc&ssion for&$ an, the $o,&le pro0ect1
a2 34o&t half a ,a% 42 34o&t a ,a% c2 2-3 ,a%s ,2 4-5 ,a%s e2 5ther 6please specif%2( )))))))))))))
3. 5f the learning acti7ities for st&,%ing this $o,&le/ which ,i, the learners fin, $ost engaging(
a2 The online ,isc&ssion for&$ 42 The online reso&rces c2 The e-learning $o,&le ,2 The $o,&le pro0ect
e2 5ther 6please specif%2( ))))))))))))))))))))))
4. Wh% ,o %o& think was this learning acti7it% the $ost engaging for learners1
a2 8t was eas% to ,o. 42 The% ha, ti$e to ,o it. c2 The% ha, the reso&rces to ,o it.
,2 5ther reasons 6please specif%2( ))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
5. 5f the learning acti7ities for st&,%ing this $o,&le/ which ,i, the learners fin, the $ost ,iffic&lt(
a2 The online ,isc&ssion for&$ 42 The online reso&rces c2 The e-learning $o,&le ,2 The $o,&le pro0ect
e2 5ther 6please specif%2( ))))))))))))))))))))))
6. Wh% ,o %o& think was this learning acti7it% the $ost ,iffic&lt for learners1
a2 8t took too $&ch ti$e to ,o. 42 8t re9&ire, knowle,ge an, skills the learners ,i, not ha7e.
c2 The instr&ctions were not clear. ,2 8t was not interesting eno&gh for the learners to ,o.
e2 5ther reasons 6please specif%2( ))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
R - 26 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
Pa%! )( Please tick the box indicating your answer to each item below.
No!
A**l"ca+le
S!%o#gl,
D"sag%ee
D"sag%ee Neu!%al Ag%ee S!%o#gl,
Ag%ee
A+ou! !-e Lea%#"#g Ma#age&e#! S,s!e& .LMS/
1. The L+S was alwa%s accessi4le.
No!
A**l"ca+le
S!%o#gl,
D"sag%ee
D"sag%ee Neu!%al Ag%ee S!%o#gl,
Ag%ee
2. The L+S was eas% to &se.
A+ou! !-e Module Gu"de
3. The learning o40ecti7es were clearl% ,efine,.
4. The $o,&le g&i,e helpe, the learners $eet the learning o40ecti7es.
5. There were clear instr&ctions on how to st&,% the $o,&le.
6. The online reso&rce:s is:was accessi4le to the learners.
7. The online reso&rce:s contri4&te, to the learners; &n,erstan,ing of the $o,&le.
. The ,isc&ssion for&$:s helpe, the learners learn the $o,&le 4etter.
!. The pro0ect was rele7ant to the $o,&le o40ecti7es.
1". There were clear instr&ctions on how to ,o the pro0ect.
11. The pro0ect;s le7el of ,iffic&lt% was 0&st right.
A+ou! !-e Lea%#e%s
12. The learners spent eno&gh ti$e st&,%ing the $o,&le.
13. The learners ,i, all of the learning acti7ities s&ggeste, in the $o,&le g&i,e/ incl&,ing the
,isc&ssion for&$ an, the pro0ect.
14. The learners ha, the necessar% knowle,ge an, skills to ,o the pro0ect.
15. The learners ha, eno&gh reso&rces to ,o the pro0ect.
R - 27 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
A+ou! 0ou%sel'
No!
A**l"ca+le
S!%o#gl,
D"sag%ee
D"sag%ee Neu!%al Ag%ee S!%o#gl,
Ag%ee
16. 8 $a,e $%self a7aila4le to assist the learners as the% st&,ie, the $o,&le &sing the $o,&le
g&i,es.
17. 8 pro7i,e, ti$el% fee,4ack to the learners when nee,e,.
1. 8 facilitate, self-pace, learning a$ong the learners as the% &se, the $o,&les an, $o,&les
g&i,es.

OVERALL
Ve%, Poo% Poo% $a"% Good Ve%,
Good
1!. 57erall 8 wo&l, rate the effecti7eness of this $o,&le g&i,e as
2". 57erall 8 wo&l, rate the effecti7eness of the L+S as
21. 57erall 8 wo&l, rate the learners; perfor$ance in this $o,&le as
22. 57erall 8 wo&l, rate $% effecti7eness as a learning facilitator as
5ther 'o$$ents(
)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
R - 2 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
eSkwela e-Module Packages Ealua!"o# $o%& 'o% Lea%#e%s
#a$e of %o&r eSkwela 'enter( )))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
Title of the +o,&le( ))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
#a$e of %o&r Learning Facilitator( )))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
-ate when %o& co$plete, this for$( )))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
Pa%! A( Please e#c"%cle !-e le!!e% &a%k"#g ,ou% a#swe%( Bilugan ang letra ng iyong sagot.
1. <ow long ,i, it take %o& to co$plete the $o,&le/ incl&,ing the online ,isc&ssion for&$ an, the $o,&le pro0ect1
Gaano mo katagal natapos ang modyul kabilang ang online discussion forum at proyekto?
a2 34o&t half a ,a% Halos kalahating araw 42 34o&t a ,a% Halos isang araw c2 2-3 ,a%s 2-3 araw
,2 4-5 ,a%s 4- araw e2 5ther !ba pa 6please specif% pakibahagi2( )))))))))))))
2. 5f the learning acti7ities for st&,%ing this $o,&le/ which ,i, %o& fin, the $ost engaging( "lin sa mga pagsasanay ang pinakamaganda?
a2 The online ,isc&ssion for&$ 42 The online reso&rces c2 The e-learning $o,&le ,2 The $o,&le pro0ect
e2 5ther 6please specif%2( ))))))))))))))))))))))
3. Wh% ,i, %o& fin, this learning acti7it% the $ost engaging1 #akit mo nasabi na ito ay pinakamaganda?
a2 8t was eas% to ,o. $adali itong gawin. 42 The% ha, ti$e to ,o it. $eron silang oras para gawin ito.
c2 The% ha, the reso&rces to ,o it. $eron silang resource para gawin ito.
,2 5ther reasons 6please specif%2( !ba pa ))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
4. 5f the learning acti7ities for st&,%ing this $o,&le/ which ,i, %o& fin, the $ost ,iffic&lt( "lin sa mga pagsasanay ang lubos kang nahirapan?
a2 The online ,isc&ssion for&$ 42 The online reso&rces c2 The e-learning $o,&le ,2 The $o,&le pro0ect
e2 5ther 6please specif%2( ))))))))))))))))))))))
. Wh% ,i, %o& fin, this learning acti7it% the $ost ,iffic&lt1 #akit mo nasabi na ito ang pinakamahirap?
a2 8t took too $&ch ti$e to ,o. $araming oras ang kailangan igugol dito.
42 8t re9&ire, knowle,ge an, skills that 8 ,i, not know. Hindi sapat ang aking kaalaman at kasanayan para gawin ito.
c2 The instr&ctions were not clear. Hindi malinaw ang mga panuto.
,2 8t was not interesting eno&gh for $e to ,o. Hindi ito nakakatawag-pansin.
e2 5ther reasons 6please specif%2( ))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
R - 2! | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
Pa%! )( Please tick the box indicating your answer to each item below. Lagyan ng marka ang iyong sagot
#ot
3pplica4le
Strongl%
-isagree
-isagree #e&tral 3gree Strongl%
3gree
A+ou! !-e Lea%#"#g Ma#age&e#! S,s!e& .LMS/
23. The L+S was alwa%s accessi4le. %aging accessible ang %$&.
24. The L+S was eas% to &se. $adaling gamitin ang %$&.
A+ou! !-e Module Gu"de
25. The learning o40ecti7es were clearl% ,efine,. 'akasaad ng malinaw ang mga layunin.
No!
A**l"ca+le
S!%o#gl,
D"sag%ee
D"sag%ee Neu!%al Ag%ee S!%o#gl,
Ag%ee
26. The $o,&le g&i,e helpe, $e $eet the learning o40ecti7es. 'akatulong ang modyul guide para
matutunan ko ang mga dapat kong matutunan.
27. There were clear instr&ctions on how to st&,% the $o,&le. $eron malinaw na panuto kung paano
pag-aaralan ang modyul.
2. The online reso&rce:s is:was accessi4le to $e. "ccessible sa akin ang mga online resources.
2!. The online reso&rce:s contri4&te, to $% &n,erstan,ing of the $o,&le. "ng mga online resource
ay nakatulong para maintindihan ko ang modyul.
3". The ,isc&ssion for&$:s helpe, $e learn the $o,&le 4etter. "ng mga discussion forum ay
nakatulong upang higit kong matutunan ang modyul.
31. The pro0ect was rele7ant to the $o,&le o40ecti7es. $ay kaugnayan ang proyekto sa layunin ng
modyul.
32. There were clear instr&ctions on how to ,o the pro0ect. $alinaw ang mga panuto sa pag gawa ng
proyekto.
33. The pro0ect;s le7el of ,iffic&lt% was 0&st right. (ama lang ang kahirapan ng modyul.
A+ou! !-e Module
R - 3" | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s
12. "ng pokus at tema ng bawat aralin ay tuloy-tuloy sa e&kwela module.
13. !nteresado akong pag-aralan ang mga e&kwela modules dahil nakakapukaw ito ng atensyon.
14. "ng mga games o test sa loob ng e&kwela module ay nakakatulong para maintindihan ko ang
aralin.
15. )aya kong gamitin ang module nang mag-isa.
16. 'agiging mas mabuti ang aking pag-aaral sa paggamit ko ng mga e&kwela module.
17. "ng mga natutunan ko sa e&kwela modules ay makabuluhan sa aking pang-araw-araw na
pamumuhay.
A+ou! !-e Lea%#"#g $ac"l"!a!o% .L$/
34. The LF was alwa%s a7aila4le. %aging a*ailable ang %+.
35. The LF was helpf&l. $atulungin ang %+.
36. The LF pro7i,e, ti$el% fee,4ack. 'agbibigay ng napapanahon na feedback ang %+.
37. The LF $oti7ate, $e to 4eco$e an acti7e participant. 'aganyak ako ng %+ para maging aktibong
partisipante.
A+ou! 0ou%sel'
No!
A**l"ca+le
S!%o#gl,
D"sag%ee
D"sag%ee Neu!%al Ag%ee S!%o#gl,
Ag%ee
3. 8 spent eno&gh ti$e st&,%ing the $o,&le. 'aglaan ako ng sapat na oras sa pag-aaral ng modyul.
3!. 8 ,i, all of the learning acti7ities s&ggeste, in the $o,&le g&i,e/ incl&,ing the ,isc&ssion for&$ an,
the pro0ect. Ginawa ko lahat ngpagsasanay sa modyul guide pati ang discussion forum at
proyekto.
4". 8 ha, the necessar% knowle,ge an, skills to ,o the pro0ect. (aglay ko ang mga kinakailangan na
kaalaman at kasanayan para magawa ang proyekto
41. 8 ha, eno&gh reso&rces to ,o the pro0ect. $eron akong sapat na resources para magawa ang
proyekto.
R - 31 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s

OVERALL
Ve%,
Poo%
Napaka
hina
Poo%
Mahina
$a"%
Tama
Lang
Good
Magali
ng
Ve%,
Good
Napakag
aling
42. 57erall 8 wo&l, rate the effecti7eness of $% LF in this $o,&le as &a pangkalahatan, i-rerate ko ang
kahusayan ng %+ sa modyul na ito bilang
43. 57erall 8 wo&l, rate the effecti7eness of the $o,&le g&i,e as &a pangkalahatan, i-rerate ko
pagiging epektibo ng modyul guide bilang
44. 57erall 8 wo&l, rate the effecti7eness of the L+S as &a pangkalahatan, i-rerate ko ang pagiging
epektibo ng %$& na
45. 57erall 8 wo&l, rate $% perfor$ance in this $o,&le as &a pangkalahatan, i-rerate ko ang aking
performance sa modyul na ito na
5ther 'o$$ents(
)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))
R - 32 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s