1. Distance Learning and Alternative
Delivery Mode (ADM)
Prepared by:
• Karla Amorin, Jheany Alvarez, Jennifer Delos Reyes, Justine Magbanua
2. Outline
I. Definition of Distance Learning
II. Approaches to Distance Learning
III. Advantages and Disadvantages of Distance Learning
IV.Educational Applications of Distance Learning
V. Alternative Delivery Mode (ADM)
VI.Common Technologies in Distance Learning
A.Audio
B. Video
C.Computer
VII.Class Activity (Tutorials and Demonstrations)
3. Distance Learning
- instruction that takes place when the
students and teachers are separated
by distance or time.
- an organized instructional program in
which the teacher and learners are
physically separated.
5. Advantages of Distance
Learning
★ Allows individuals isolated by distance,
geography and other barriers to gain
educational access
★ Delivers remediation or
enrichment to students
6. Advantages of Distance
Learning
★Offers a way to bring experts, outside
consultants or other individuals into the
classroom from a distance
★Links together two or more classrooms
from different locations so there can be
student to student interactions
7. Advantages of Distance
Learning
★Distance education technologies can
help teachers consult with experts or
peers at remote locations regarding
teaching practices, curriculum, research
and so on.
8. Problems and Issues of
Distance Learning
1. Monetary Cost
2. Copyright
3. Policy Issues
4. Technical Difficulties
5. Need for Planning
6. Need for training and support
7. Not all content works well with distance
learning
9. Would you consider distance
education as a teacher?
How about as a student?
10. When do we say that distance
learning is effective?
11. Educational Applications of
Distance Learning
Distance learning is equal to or more effective
than traditional instruction when the following
criteria are met:
a. The method and technologies used are
appropriate to the instructional tasks.
b. There is student-to-student interaction.
c. There is timely teacher-to-student
feedback.
13. Educational Applications of
Distance Learning
1. Homebound and Home-schooled students
2. Virtual High Schools
3. The Classroom Guest Speaker
4. Distributed Classes
5. Contract Courses
6. Staff Development and In-Service Programs
14. Homebound and Home-
schooled Students
- For students who have illness or injury.
- Home school programs allow students to
share assignments and activities online.
15. Homebound and Home-
schooled Students
- Videotapes, classroom presentations and
lectures can be sent to the student via
email.
- Internet videoconferencing can be used.
16. Homebound and Home-schooled
Students
- Harvest Christian School International.
- Catholic Filipino Academy.
- University of the Philippines – Open University.
- Treston International College.
19. Virtual High Schools
- Web-based programs where students
participate via email, bulletin boards, chat
and file transfers with a teacher/facilitator.
20. Virtual High Schools
- These programs are designed to meet the
needs of home-bound or homeschooled
students, suspended students, as well as
those who simply want to take courses that
are not offered at a physical high school.
22. The Classroom Guest Speaker
- Video and audio conferencing allow the
instructor to bring into the classroom a guest
who would normally be unable to visit.
- Numerous web sites also offer access to
experts via e-mail and chat.
23. Distance Tutoring and
Mentoring
- Tutors can usually work at their homes or at
a central location and communicate with
the students via e-mail, chat, or
videoconferencing.
25. Distributed Classes
- The teacher stays at one school but
classrooms in several other schools can be
linked through the Internet, telephone, or
video to the teacher classroom.
26. Contract Courses
- Some companies now provide selected
courses to schools that cannot offer those
courses in the traditional manner.
28. Staff Development and In-
Service Programs
- Distance learning offers many opportunities
for staff development and training.
29. Alternative Delivery Modes
According to DepEd Order No. 54 s. 2012 (Policy
guidelines on the implementation of Alternative Delivery
Modes), ADMs aim to primarily address the problems on
congestion and other situations, circumstances which
prevent children from going to and staying in school.
30. Alternative Delivery Modes
- Is an alternative modalities of education delivery within
the confines of formal system that allow schools to deliver
quality education to marginalized students and those at
risk of dropping out in order to help them overcome
personal, social and economic constraints in their
schooling.
31. Alternative Delivery Mode
Refers to all alternative modes of delivering education
services within the frame of the formal education system.
(DepEd, 2012).
32. ADM Guidelines
- The kind of modality to be implemented in each division
shall be determined by the Division Schools
Superintendents.
33. ADM Guiding Principles
The implementation of ADM shall be anchored on the following
principles:
a. Basic education is free and shall be accessible to all
b. Education is a right to every individual
c. Education is inclusive and not discriminating
d. Stakeholder participation is integral to total child
development
34. ADM Funds Allocation
As a general rule, all regions and divisions are entitled to
avail the ADM funds to address the critical problems
related to education access.
However, priority should be given to the following:
- Presence of schools with double and triple shifting
(congested)
- big number of incomplete students
- High incidence of dropouts (including pupil or students at
risk of dropping out
35. ADM Modalities
The national government through the Department of
Budget and Management (DBM) approved the request of
DepEd for a separate funding facilities for ADM modalities
available in both Elementary and Secondary Education
such as:
36. ADM Modalities
1. E-IMPACT - Enhanced instructional
Management by Parents, Community and
Teacher
2. MISOSA - Modified In-School Off-School
Approach
3. OHSP - Open High School Program (e.g.
Project EASE/Home Study/Blended Learning)
4. Other local initiatives
38. E-IMPACT
E-IMPACT - Enhanced instructional Management by
Parents, Community and Teacher
- Technology-enhanced alternative delivery mode of
learning wherein a peer-led approach is the main
process that allows pupils to learn, interact with each
other and develop to their fullest potential.
39. E-IMPACT
- Management system where the parents, teachers
and community collaborate to provide the child the
appropriate learning experience.
40. E-IMPACT
- Usually offered in the Elementary level
- Children become the active participants in the
learning process.
- Learning materials are based on the national
curriculum standards of DepEd.
- Delivery modes are programmed teaching, peer-
group learning and individual study.
41. E-IMPACT
- Education in the E-IMPACT system encourages and
develops in the children the skill to learn
independently and eventually become self-and
lifelong learners.
- Encourages peer learning and peer mentoring as
important strategies for empowering learners as
active partners in the educational process.
42. E-IMPACT
- Use of audio tapes in English, Science, Math, and
Filipino
- Use of Information and Communications Technology
in teaching the lessons
44. MISOSA
Modified In-School Off-School Approach
- Combines formal and non-formal learning activities
to meet the needs for classrooms, learning materials,
and teachers.
- Has also enrich activities using the community
resources as a laboratory for learning aside from the
classroom, that is, half of the class stays with the
teacher while the other half stays with the teacher-
facilitator in the community school.
45. MISOSA
- Use of self-instructional materials that contain the
lessons to be learned for the day.
- Include learning objectives, activities to work on
exercises and questions to answer and other
enrichment activities.
46. MISOSA
- Utilization of community school as a laboratory for
learning aside from the classroom.
- MISOSA improves classroom management and
promotes equal access and opportunities for learning
- It also develops the students’ study habits love for
learning and self-esteem
- Attends to the unique needs of individual pupils
48. OHSP
Open High School Program (e.g. Project EASE/Home
Study/Blended Learning)
- For secondary education
- It caters to students who are not able to attend the
regular program due to physical and financial
constraints.
- Open to all Filipinos who have the capacity to do
independent and self-directed learning.
49. OHSP
- Potential learners are the street children, working
students, young mothers, and the like.
- Independent, self-pacing, flexible study
- The basic learning material for OHSP are self-instructional
modules that contains activities according to the
capacity of the learners.
52. 1.Audiotapes (cassettes) &
Audio CDs
★Advantages
- Inexpensive, easily copied and
versatile
★Disadvantages
- Not interactive
- No visual elements
53. 2. Voice Messages
★Advantages
- Easy to access & use
- used to administer quizzes (but
requires programming)
- alternative to email for those students who do not
have a computer
★Disadvantages
- Not interactive, No visual elements, limited
messages
54. 3. Audio conferences via
Telephone
- may involve 2 - 3 people using phone with
options to “conference” or a three-way call
provided by telecommunication companies
- larger groups that need speakerphones and
telephone bridges
55. Speakerphone
simple message device
- one-way conversation
duplex message device
- allows simultaneous two-way
conversation
e.g. standard handset
56. Telephone Bridges
Electronic system that links multiple telephone
lines from different locations and automatically
balances all audio levels
57. HearMe https://hearme.app/
SpeakFreely http://www.speakfreely.org/
Net2Phone http://web.net2phone.com/voiceline-app/new.asp
4. Audio Conferencing via
Internet
Requirements: internet connection, computer with
speaker and telephony software
Software has the ability to digitize and compress
sound on the fly
58. 5. Streaming Audio
Allows audio files to be sent over the internet in
“real time”
Short segment is buffered then audio begins to
play
Can be archived or played
Mixlr http://mixlr.com/
realnetwork’s real https://www.real.com/ph/realtimes
Microsoft’s windows media
https://www.microsoft.com/en-us/download/media-players.aspxGh
59. Guidelines for Incorporating
Audio Technologies
1. Distribute materials in advance.
2. Set communication protocols for an audio
conferences.
3. Encourage interaction.
4. Record audio conferences on audiotapes or as
streaming audio.
5. Keep if short.
6. Beware of extraneous sounds.
60. Video Technology
The ability to see and hear an instructor
offers opportunities for behaviour
modelling, demonstrations and instruction
abstract concepts. Video techniques for
distance learning guidelines are often
driven by the transmission media.
61. Guidelines in Using Video
Technology
1. Avoid the “talking head”. Refers to simply videotaping the
instructor while he or she is talking.
2. Reduce distraction.
3. Practice with the camera and the crew before the lesson.
4. Encourage interactions.
5. Keep it short.
6. Use the best equipment possible.
7. Ensure quality audio.
62. Other Guidelines
1. Watch the video first before using it as a tool
2. make sure to check the video for any subliminal scenes
3. Always use videos that are appropriate to the age/grade
level of the audiences
4. Provide guide questions before playing the video
5. After watching, engage the students by asking for the
answers of the guide questions
63. Examples of Video
Technology
Synchronous Asynchronous
● Satellite Video Conferences
● Desktop videoconferences
● Microwave televisions
● Video tapes
● Cables and broadcast TV
● Streaming videos
64. Computer Technology
Computer technologies that are used for
distance education include:
e-mail communications, Internet chat,
shared whiteboards, application sharing, and
web-based education.
65. Guidelines for Incorporating
Computer Technology
1. Ensure equitable access.
2. Encourage the use of email for one-on-one
communication.
3. Establish realistic expectations.
4. Provide adequate structure and guidelines.
5. Provide timely feedback to students.
6. Encourage collaboration.
7. Ensure sufficient technical support
