|1||University of Santo Tomas||Philippines||In the Philippines, there are 63 million people who lack basic digital skills necessary to take advantage of the digital technology and as a nation, we are ranked among the lowest in terms of automation adoption with robot density of three industrial robots installed per 10,000 employees in 2016. To cope up with this fast-changing technology, we must prepare young generations to learn robotics and trigger their interest in STEM. With the advent of open-source software, robotics is now becoming affordable, and easy to use. filrobotics.com is a website established last 2020 to teach robotics for FREE to students, researchers and hobbyist interested and starting to learn robotics in a very practical way using Filipino Language. ||Anthony James , Bautista|
|2||Hong Kong Baptist University||Hong Kong||I am the university fellow mentor for Cyberport University Partnership Programme by Hong Kong Monetary Authority (Central Bank of Hong Kong), UNESCO HK Project Consultant (2017), and International Mathematical Olympiad 2016 Organizing Committee. I tried to proactively engage my undergraduate and graduate fintech students from different majors and they are from all over the world to come up with a fintech startup proposal to achieve United Nations Sustainable Development Goals and ESG elements. They do market research as to come up with a fintech startup proposal that will address the UN challenges. They can tackle their home country problems.||Queenie, Lee|
|3||Hong Kong University of Science and Technology||Hong Kong||This project aims to develop and implement a social + learning mobile App (StudyBird) with Location Sensing Technologies. StudyBird will promote: 1) greater learner autonomy; 2) more student-student collaborations; and 3) higher flexibility in blended learning. With StudyBird, students can pre-set & broadcast their own learning goals (what), find their study buddies (who), choose their learning modes (how: online, f2f or mixed), set time (when) and meet up on/off campus (where) to complete their learning tasks. The data analytics creates learning portfolios on students’ CVs for future employment purposes and provides critical information to re-align teaching materials and methodologies.||Sara, Lai-Reeve|
|4||Silliman Online University Learning, Silliman University||Philippines||I lead a Free Computer Education for the less fortunate and disadvantaged communities. The training program I lead is for a) Senior Citizens, b) Office Staff, Teachers, and other community groups like Security Personnel and visually impaired people, and c) students with less computer access like out-of-school youth. The training is offered in short-term (2 hours) and long-term (104 hours). The training is offered in in-person, hybrid, and hy-flex. These projects are part of the community extension, service-learning, research, and development projects I initiated as the former dean of the College of computer studies at Silliman University. ||Dave, Marcial|
|5||University of Santo Tomas - Senior High School||Philippines||Catherine Nicca, Carlos|
|6||Language Centre, Hong Kong Baptist University ||Hong Kong||The Blue Sparrow is a content-driven Poetry e-Corpus integrating graphics, videos, and voice explanations to bring to life the stories in English literature. The app goes beyond ‘functionality’ and basic language learning, facilitating exploration of poetic canons through pictorial, aural, visual, pronunciation, and voice-analysis activities. Its meticulously researched content includes the work of well-known poets such as William Shakespeare, William Wordsworth, Lewis Carroll, Robert Louis Stevenson, and Eleanor Farjeon. Furthermore, using ASR (automatic speech recognition) and voice visualization techniques, poetry reading and intonation training can be undertaken concurrently. As a trans-generational project, the Corpus connects poets of the past and contemporary pupils, university and school communities, and teachings of the past and modern city living.
Main website: www.poetryreading.org
Web app: https://app.poetryreading.org
Files can be downloaded from:
|7||University of Santo Tomas - Senior High School||Philippines||The project “Golden Opportunities in Virtual Fitness and Wellness Program for Better Normal” is a service-learning project aimed to provide experiential learning for the learners of the UST Senior High School Physical Education and Sports Track. With the help of their teachers, the learners, who are mostly athletes, created a fitness and wellness program which includes online activities intended for specified community participants in Barangay Balangkas, Valenzuela, Metro Manila, Philippines. As a practical application of what they learned from their specialized subjects, the learners assist the participants in achieving a healthy lifestyle by keeping them active and fit, physically, and mentally, especially during the pandemic. ||Catherine Nicca, Carlos|
|8||UST Cisco Networking Academy Gateway-Engineering||Philippines||UST Cisco Networking Academy-Engineering is a duly recognized organization in a Catholic Institution under the Faculty of Engineering, University of Santo Tomas, Manila aims to keep members and partner community updated with the latest developments and trends in the practice of Electronics and Communication Engineering which helps in professional and moral formation. Moreover, it leads the department towards solidarity and promotes active participation in all activities sponsored by the organization which has a great impact on social formation. While being committed to the responsibilities and values of being a Thomasian, the organization further advocates a highly competent organizational structure in order to adapt to the changing world in the context of compassion towards the community with the guidance of the Church. In loyalty to its mission, the organization has provided community development projects over the last five years; (1) Expanding Knowledge on Networking: “Routing the Way Towards A Brighter Future” and (2) Teachers: Into the Techverse.
The first project is a 3-phase implementation event that was heavily driven and motivated by the fact that as modern technologies continue to advance, the need for Computer Networking Specialists and Professionals also continues to grow. Since the K-12 program is being implemented in schools across the country, this project is very timely and relevant. The selected students would have an opportunity to be hired as Computer Networking technicians even if they were not able to attend a 4-year Computer Networking-related college program. In this project, basic concepts of computer networking focusing on the operations of routers and switches were introduced to the selected high school students from our partner institution, Kaunlaran High School. The participants’ basic knowledge and practical skills in the said field were enhanced as they undergo training based on a prepared program. The target beneficiaries of this activity were the students in senior high school. The same courses that are being offered to UST ECE and IICS for free are going to be received by the said participants. The end goal of this long-term project is the preparation of students for Cisco Certified Entry Networking Technician (CCENT) Certification which is an advantage when applying to different companies.
The second project was implemented using a virtual platform during the Covid19 pandemic amidst the challenges of in-person face-to-face meetings last Academic Year 2021-2022. The main objective or goal of this event is to provide assistance to teachers at Montalban Heights National High School in the development of an effective learning system. They were taught through the project how to properly manage their students as well as how to make their teaching materials more engaging for the students who will be using them. The project focuses on online tools, materials, and presentation strategies that the teachers can utilize. It consists of several online webinars conducted for several weeks based on teachers' availability. Webinars on Microsoft Office, Google applications, Network Security, and Cisco Networking Academy Courses were conducted. A webinar about teaching in this "new normal" which focuses on strategies and student behaviors was also conducted in order for the teachers to understand their students better in delivering online teaching.
The UST CNAG ENGINEERING & CICS team, in partnership with IEEE and NECES, devised a course design that will not only fulfill the demands of MHNHS Educators but will also include other elements that may be beneficial in the long run, such as the mentorship program. This strategy was created with the goal of identifying methods and solutions that will serve as a basis for their future academic careers.
The project will continue this Academic Year 2022-2023 in its second phase which will also include additional classes on significant websites like Canva, Loom, and CISCO-related courses such as Cybersecurity, with the goal of introducing the participants to the more in-depth aspects of the technological world that pique their interest and pique their curiosity.
|9||Community Based Rehabilitation Binangonan||Philippines||During the pandemic, the Community-Based Rehabilitation Binangonan (CBR-Binangonan) maximized the human resources and technology available to ensure that health services will still be delivered to its constituents. It conducted situational analyses, meetings with stakeholders, implementation and evaluation. Activities include provision of health education materials through social media, and rehabilitation services through telehealth with doctors, physical therapy, occupational therapy, speech language pathology professionals and students from University of Santo Tomas. A total 1,127 patients from Binangonan and even outside Binangonan received care through telehealth. Further interviews revealed that patients were grateful for all the services of CBR-Binangonan during the pandemic.||Ma. Sheen Ymel , Cenidoza|
|10||Operations Research Society of the Philippines - UST Chapter||Philippines||The EXPLORE: OR Community Drive is a program to assess and improve the proficiency of Grade 10 students of the partner community in Mathematics.
Module 1 - Sequences
Module 2 - Polynomials and Polynomial Equations
Module 3 - Polynomial Functions
Module 4 - Circles
Module 5 - Plane Coordinate Geometry
Module 6 - Permutations and Combinations
Module 7 - Probability of Compound Events
Module 8 - Measures of Position
Villa Maria Integrated school are the main proponents of this project. Assessment tests, School supplies, Pre-recorded and synchronous lessons were provided to enhance the Aeta students’ proficiency in Mathematics-based courses during the date of implementation.||ALLYSSA JOY, IDIO|
|11||Edukasyon.ph||Philippines||With schools closed for almost two years, more than 27 million children in the Philippines experienced an interruption in their education due to the pandemic. The closure of schools further widened the learning gap among our learners. To address this, Edukasyon.ph launched its newest product, Edge Tutor as a response to the widening learning gap among our new generation of learners. Edge Tutor provides quality digital education to children living in the Philippines by combining quality teachers, engaging content and technology to improve learning experience for students and aid in their outcome improvement, which is unlike any offline experience.
||Alexis , Durog|
|1||Singapore University of Social Sciences||Singapore||I have received the Teaching Excellence Award 2022 from the Singapore University of Social Sciences. I am also a Teaching Excellence Award (Honourable Mention) recipient in 2021. ||Ben Chester, Cheong |
|2||The Hong Kong Polytechnic University||Hong Kong||MObile learning platform for CARdiopulmonary Physiotherapy Survival (MOCARPS) is a technology driven all-in-one e-learning solution which fill in learning gap between university classroom and hospital-based clinical placement. MOCARPS is a multi-staged project integrating online learning, mobile app, flipped classroom and real-time on-the-spot e-platform to provide a comprehensive learning solution to solve students’ learning problems and optimize their learning experience during the stressful clinical learning environment at hospital. Ultimately, it aims to increase students’ knowledge, readiness and self-confidence to work during hospital-based clinical placement and most importantly, to increase their competitiveness upon graduation for employability. ||Shirley, Ngai|
|3||Hong Kong Baptist University||Afghanistan||This holistic project presents to students United Nations Sustainable Development Goals, along with ESG elements, to proactively engage them with STREAM (science, technology, reading, engineering, arts, and mathematics) theory and practice to be applied in daily lives for my mathematics, and statistics and data analytics students. I asked them to work on a service learning project or something that promote UN SDG goals in their group projects, to showcase their STREAM ability. Some students chose to optimize the operation model of the traditional barber shop to preserve culture heritage, while enabling them to survive during hard times like Covid-19.||Queenie, Lee|
|4||Silliman University||Philippines||In 2013, I conducted government-funded research to develop a learning management system that could run without an internet connection. Since then, I have advocated using the portable learning management system that we customized for teachers and schools. Several publications were also produced. During this time of the pandemic, I revitalized the portable learning management system that will be useful this time. Our ministry of education funded another project I led to train teachers on installing, customizing, and administering the portable LMS.||Dave, Marcial|
|5||CQUniversity Australia||Australia||CQUniversity Australia’s hyperflexible delivery model is a unique innovation that bridges the divide between flexible learning delivery for students and the demands of accreditation and quality.
This innovative delivery model, developed within a regional Australian university, empowers disadvantaged students by allowing them to enrol at any time and progress at their own pace. Older students, those from regional and remote areas, and low-socioeconomic backgrounds, face significant barriers with participation and attainment in higher education, particularly postgraduate education. The hyperflexible model provides these students with the agency they need to pursue their postgraduate aspirations alongside their increasingly busy lives.
|6||Singapore International Foundation (SIF)||Singapore||DigiLABS is an online tech-for-good training programme that upskill youths and working professionals in Asia to prepare them for the digital economy. The programme connects Singaporeans and overseas communities virtually to accelerate digital inclusion through skills exchange and ideation of innovative digital solutions that address global social issues.
• Upskill and equip learners to meet the demands of a digital economy
• Provide opportunities for learners to ideate, develop and validate their solution for market adoption
• Build a network of Digital Champions in Asia who are digitally savvy and effective in using technology for social impact
|7||The Chinese University of Hong Kong||Hong Kong||As a vital learning component in Geography, field trips not only provide students a way to learn by practice, but also offer a unique learning experience that can never be replaced by classroom teaching. Enabled by technical gadgets and global positioning system (GPS), location-based platforms allow synergic implementation of guided self-learning field trips and traditional field trip practices. By setting learning points of interest at which relevant materials and missions are attached, students can explore the sites on their own pace. Coupled with suitable pedagogy, teaching effectiveness is enhanced, learning outcomes are better achieved and outdoor learning is more rewarding and fun.||Kwan Kit Frankie, Wong|
|8||Taylor's University||Malaysia||The applicant designs and implements problem based learning through real industry competition in a case study that embedded into modules assignments. This has improved the student learning experiences and learning outcomes. She was the mentor for the a few groups of students. Some key achievements were that the students have won the first runner up, grand prize of HILTI Competition. This initiative also won the silver award in IUCEL 2021 international competition.
The applicant also introduces Engage VR platform to students to attend lessons in virtual reality settings. This has offered an immersive learning experience and students experienced the “presence” in the virtual environment. It has increased students’ interest and attention throughout the lessons. This initiative also won the Gold medal award in IUCEL 2022 international competition.
||Wei Wei, Goh|
|9||The Hong Kong Polytechnic University||Hong Kong||We developed an online coding platform, Codatus, that allows students to use a browser to work on the coding exercises. Codatus allows teachers to customize the question sets and answers for auto-grading. The platform also features an issue tracking function to let students tie their enquiries to the relevant questions and previous attempt records. It also provides a collaborative code writing feature to pair up students for collaborative editing. Our project is innovative in reinventing the process of practical coding classes supported by Codatus's unique features. Students also find the platform useful and convenient to facilitate their learning.||Pauli, Lai|
|10||Taylor's University||Malaysia||The applicant designs and implements problem based learning through real industry competition in a case study that embedded into modules assignments. This has improved the student learning experiences and learning outcomes. She was the mentor for the a few groups of students. Some key achievements were that the students have won the first runner up, grand prize of HILTI Competition. This initiative also won the silver award in IUCEL 2021 international competition.
The applicant also introduces Engage VR platform to students to attend lessons in virtual reality settings. This has offered an immersive learning experience and students experienced the “presence” in the virtual environment. It has increased students’ interest and attention throughout the lessons. This initiative also won the Gold medal award in IUCEL 2022 international competition and Bronze medal award in Econdev 2022 international competition.
||Wei Wei, Goh|
|11||University of Santo Tomas, College of Rehabilitation Sciences, Department of Physical Therapy||Philippines||Cognizant of these abrupt changes in educational delivery, The Connectivity bridging program is one of the first PT program initiatives to use a skill-based, blended learning approach embedded in a Practicum/Internship Program during the height of the pandemic. Given the permission to conduct a limited face-to-face internship, the Connectivity served as a venue to relearn pre-pandemic knowledge and skills and to integrate the knowledge and skills acquired during the Enhanced Virtual Mode of Learning. Students participated in a 3-hour session three times per week for six week bridging program with a 3-hour online component. Each week included two days of PT examination and intervention demonstrations and one day of student assessment.||Donald, Manlapaz|
|12||Hong Kong Baptist University; The Hong Kong University of Science and Technology||Hong Kong||This project applied the Students as Partners (SaP) approach to the design of an online platform for blended learning which aims to improve university students’ skillsets of public speaking, in particular for persuasive speech. The students who attended The Art of Persuasion course were invited to collaborate with the course instructors and contribute their ideas to the design of the learning website. During the collaboration, the student partners actively participated in scriptwriting, video recording, and serving as researchers, playwrights, actors, and model speakers. This SaP-informed platform enriches learning resources and enhance students’ motivation and effectiveness of blended learning.||Michelle; Mariah; Venice, Huang; Chan; Cheng|
|13||Universiti Sultan Zainal Abidin||Malaysia||Combination of smartphone and augmented reality has a big potential in education, giving extra digital information and make teaching and learning activities more fun and impactful via immersive experiences. Augmented reality (AR) Clinical Skill Lab created from our group using an AR application. Image with code supplemented besides manikin in our clinical skill lab and also uploaded in learning management system (LMS). The students able to learn the skill before the class and practice it during the clinical session (flipping the classroom concept). ||Mohd Faeiz , Pauzi|
|14||Edukasyon.ph||Philippines||With schools closed for almost two years, more than 27 million children in the Philippines experienced an interruption in their education due to the pandemic. The closure of schools further widened the learning gap among our learners. To address this, Edukasyon.ph launched its newest product, EDGE as a response to the widening learning gap among our new generation of learners. EDGE provides quality digital education to children living in the Philippines by combining quality teachers, a globally competitive curriculum, engaging content and technology to improve learning experience for students and aid in their outcome improvement, which is unlike any offline experience.||Alex, Durog|
|15||Talyor's University||Malaysia||This experiential project introduces the screen-sharing integration of holographic as a powerful visual aid to encourage students to engage more deeply with course content over Virtual Learning Experience (VLE). In addition, this approach arouses the interest of learners and help the teachers to explain the concepts easily in leading futuristic class with the potential to increase ‘human bandwidth'—the capacity to take in, comprehend, and more efficiently synthesize large amounts of new information.
||Wai Kit, Leong|
|16||Far Eastern University - Manila||Philippines||This classroom-based project involving eight classes of 200 freshman and sophomore university students called "Empowering Student Voices: Using Flipgrid Reflections for Assessment as Learning in Blended Classes" uses Microsoft Flipgrid to facilitate student weekly reflections via Flipgrid digital platform which can be accessed directly via a website or an app. Flipgrid allows students to create, edit, and publish their own videos in the platform, as well as view and respond to their classmates’ videos. Flipgrid empowers students’ voices by giving them an opportunity to speak about, take control, reflect, and refract from their own learning experiences through the affordances of technology. ||Romualdo, Mabuan|
|17||The Hong Kong Polytechnic University||Hong Kong||‘Capstone Ninja’ is a mobile app developed by a multi-university team of English teachers and discipline faculty to offer timely and targeted discipline-specific English assistance to final year students for their capstone project. The government-funded app is the first of its kind to use an inter-institutional single-sign-on system to securely deliver customised English learning materials that are specific for students from different disciplines/institutions. The “one-stop shop app” contains three main features: (i) discipline-focused English modules; (ii) a scheduler for students and supervisors to manage project timelines; and (iii) a text-chat function for them to communicate without disclosing their mobile numbers.
[There are 5 members on the Capstone Ninja Team. They are: (1) Dr Julia Chen, Director of the Educational Development Centre, The Hong Kong Polytechnic University; (2) Dr Grace Lim, English Language Centre, The Hong Kong Polytechnic University; (3) Ms Christy Chan, Chan Feng-Lin and Chen Shuk-Lin Language Centre, City University of Hong Kong; (4) Ms Vicky Man, Language Centre, Hong Kong Baptist University; and (5) Dr Elza Tsang, Centre for Language Education, The Hong Kong University of Science and Technology.]
||Julia , Chen|
|18||University of Santo Tomas||Philippines||Enriched Virtual Mode of instruction (EVM) is UST’s institutional response to the need for continuity of learning during the COVID-19 pandemic. Powered by UST Cloud Campus, EVM facilitated the transition of close to 2,300 academic staff and more than 40,000 students to online learning following the emergency shift to remote instruction in March 2020. EVM allowed teachers and students to sustain and continuously improve the delivery of instruction while mitigating risks of infection. As the COVID-19 pandemic gradually settles and in-person learning progressively resumes, EVM plays a vital role in facilitating flexibility of instruction, enabling the smooth and rapid shift to-and-from online and in-person learning as the status of COVID-19 cases allow.||Cheryl, Peralta|
|1||Nanyang Polytechnic||Singapore||Instructor immediacies have positive impacts on learning. This project aims to improve instructor immediacy in an online learning environment using an Virtual Learning Assistant (VLA), an AI conversational bot that can understand and respond to learners’ queries. Using a two-way flow of information between a user and the back-end server, VLA responds to the learner’s input and presents the response in bite-size chunks to guide him to grasp the concepts and solve the learning tasks. Using AI and deep learning, VLA can understand the learners’ intent and deliver consistent and accurate information specific to the learners’ queries. It can also suggest relevant and contextualised learning content to the learners. VLA comes in handy when studying and revising outside the classrooms. ||Cheng, Sheau Chin|
|2||The Chinese University of Hong Kong, Shenzhen||China||With the wide use of online learning platforms and ubiquitous smart devices on campus, universities have gradually accumulated a large volume of student data. These data can be utilized to generate student portraits, which can be exploited to provide customized teaching and learning plans.
In this initiative, we integrate data from different information systems and identify the key characteristics of student learning status. Furthermore, we infer students' expected grades, compare them with real data, and thus determine the validity of the model. Last but not least, we implemented the initiative in our undergraduate course “Smart City Fundamentals”, and we were really encouraged by the outcomes: two international journal publications and one high-profile international conference paper with the “Best Presentation Award”, achieved by undergraduate students from the mentioned course. ||Ruizhi, LIAO|
|3||FEU Institute of Technology||Philippines||In response to the educational challenges of the COVID-19 pandemic, the FEU Institute of Technology launched a digital learning system called the Mastery-based Individualized Learning Enhancement System (MILES). With MILES, individualized learning strategies are at the core of digital pedagogies to address self-paced learning challenges and support all students through Virtual Offices. Packaged with this innovative online learning platform is another technological breakthrough, MILES Network Map, which visually outlines the relationships between courses and their modules. The first of its kind, MILES Network Map is integrated with the core features of the Canvas Learning Management System (LMS) and is available for both mobile and web platforms.
The main idea behind MILES Network Map is to exhibit the learning journey of students from one course to another with a provision of courseware materials for all programs in the university. With this feature, students can see what previous and future courses are connected with their active (currently enrolled) courses as well as access the materials of each module. This eliminates the need for students to constantly ask or look for review materials, which may not outline what specific topics to learn in the first place. To achieve this, Course Network Map (CNM), i.e., the relationships between modules and courses, were determined and encoded for all courses. Courseware materials were also prepared and polished by faculty members to ensure each course contains the necessary learning materials.
|4||The Chinese University of Hong Kong||Hong Kong||The project developed “Science Mobile”, a new portable learning platform (mobile app) and web-based learning management system, with a substantial amount of learning materials in Chemistry and Biology created for implementing ubiquitous learning and knowledge integration. Different inter-subjects learning pathways or modules were included in the platform, showing the logical relationships between science knowledge of different areas to implement knowledge integration. The platform was applied to undergraduate teaching and beyond and promoted to teachers of different faculties and institutions.||Kendrew Kin Wah, Mak|
|5||University of Santo Tomas||Philippines||This project is about the digitalization of the Physical Modalities Course through the use of Machine Operation Simulator and PT Modality Applicator Replica. A course on Physical Modalities is usually offered to 2nd year PT students that allow them to learn the basic principles and therapeutic uses of these modalities in the clinical settings. In this course, the student were allowed to explore and manipulate the latest state of the art equipment and machine currently use in the rehabilitation centres. However due to the pandemic, face to face classes were shifted to enriched virtual mode. This new teaching set-up created a great challenge on the laboratory instructors on how to allow the student engage and manipulate these expensive machines remotely and for us to teach and evaluate their skills in the operation of these machines. Thus, the team initiated a project wherein we will develop digital tools and remote strategies wherein the student can operate and learn the interface of these machines in the application to various clinical conditions.
||Mark Angel, Serra|
|6||University of Santo Tomas||Philippines||This project is about the digitalization of the Physical Modalities Course through the use of Machine Operation Simulator and PT Modality Applicator Replica. A course on Physical Modalities is usually offered to 2nd year PT students that allow them to learn the basic principles and therapeutic uses of these modalities in the clinical settings. In this course, the student were allowed to explore and manipulate the latest state of the art equipment and machine currently use in the rehabilitation centres. However due to the pandemic, face to face classes were shifted to enriched virtual mode. This new teaching set-up created a great challenge on the laboratory instructors on how to allow the student engage and manipulate these expensive machines remotely and for us to teach and evaluate their skills in the operation of these machines. Thus, the team initiated a project wherein we will develop digital tools and remote strategies wherein the student can operate and learn the interface of these machines in the application to various clinical conditions.
||Mark Angel, Serra|
|7||University of Santo Tomas||Philippines||Anatomy Laboratory teaches the fundamentals, conceptual understanding, and learning experiences in the gross anatomy of the human body. The faculty used plastic models, loose specimens, and cadavers during face-to-face classes to teach the course. The pandemic changes the educational delivery system of anatomy laboratory from face-to-face where students can hold, feel, and explore the human body to digital education. In the first few months of delivering the anatomy laboratory, the faculty staff reported the students' lack of kinesthetic and spatial awareness in identifying structures in the human body. The Anatomy Laboratory team explored different alternatives in teaching the course.||Lyle Patrick, Tangcuangco|
|8||Community Based Rehabilitation Binangonan||Philippines||The pandemic has brought challenges in service delivery and internship programs for health sciences students. In response, the Community Based Rehabilitation (CBR) Binangonan has employed both telerehabilitation and telesupervision. Tele-Internship program was continued through online learning activities, and various online technologies. Google meet and google documents were utilized to provide synchronous and asynchronous feedback to students. Also, with the assistance of CBR workers or a family member, students with the supervision of a professional provide instructions to patients for assessment and treatment. The creative use of various available technologies helped ensure the continuous service and learning during the pandemic. ||Ma. Keziah , Solomon|
|9||Colegio de San juan de Letran-Calamba||Philippines||From the traditional brick and mortar classrooms to virtual classes before and during the Pandemic, the Information Technology Department of Colegio de San Juan de Letran Calamba, through the Educational Technology Unit, put together classrooms that would support the Hybrid Flexible (HyFlex) Mode of Learning of the Colegio.
As Letran Calamba continues to deliver innovative, essential, and interactive learning, the HyFlex classroom setup allows the mix of students to be present in the physical classroom and the virtual meeting rooms during class. Through technology, students can achieve the classroom experience while they are elsewhere.
This approach focuses on three areas, the people, the process, and the technology. The ITD empowered the people behind the innovation as well as the end-users of the Hyflex rooms which includes all the IT personnel, faculty, and staff. Ensuring the readiness of the technical support to be able to assist, empower and transfer knowledge is the main objective for people to be Hyflex ready. The process of this implementation entails continuous collaboration with the Academics Division from planning, proof of concept, testing, implementation, and turn-over of equipment. The integration and collaboration of different areas and departments were given the importance that made this project a successful one.
Any changes entail challenges, but through proper planning and making everyone onboard, this project is indeed a successful one.
||Rev. Fr. Napoleon , Encarnacion, O.P.|
|10||Edukasyon.ph||Philippines||With schools closed for almost two years, more than 27 million children in the Philippines experienced an interruption in their education due to the pandemic. The closure of schools further widened the learning gap among our learners. To address this, Edukasyon.ph launched its newest product, Edge Tutor as a response to the widening learning gap among our new generation of learners. Edge Tutor provides quality digital education to children living in the Philippines by combining quality teachers, engaging content and technology to improve learning experience for students and aid in their outcome improvement, which is unlike any offline experience.||Alexis, Durog|
|11||Mariano Marcos State University||Philippines||The project titled Development and Implementation of Mariano Marcos State University MMSU Virtual Learning Environment (MVLE) aimed to develop the MVLE to support innovative delivery of instruction as well as to introduce new pedagogy for learning and interaction among faculty and students. The design of the MVLE implementation framework was based on the various inputs and results of the assessments undertaken in the study. The assessments include a) Information and Communications Technology (ICT) e-Readiness in terms of MMSU’s existing ICT infrastructure and users’ ICT profile, b) VLE functional requirements, components, features and capabilities and c) open-source technologies for VLE implementation.||Wilben Christie, Pagtaconan|
|12||FEU Institute of Technology||Philippines||The system is called MILES, which stands for Mastery-Based Individualized Learning Enhancement System. The educational innovation aims that students gain mastery of the current topic before proceeding to the next one. The system is designed in such a way that all academic materials (lecture, video courseware, etc.) are available for a certain topic and module for students self-paced learning, followed by a formative assessment to test the students mastery. A certain score or rating must be achieved by the students before they can proceed to the next module. This educational system is coupled with synchronous/face-to-face session with students, as well as individualized learning mechanism, through iCARE (a online center where students can have consultations with faculty members when they encounter academic difficulty).||Rossana, Adao|