Victoria Pineda

The article begins with developments in the ASEAN region. In particular, it focuses on demands generated by the goal to build an ASEAN Community characterized by great diversity amongst member countries. The demands created by this diversity are exacerbated by the immense changes taking place in the 21st century, such as unprecedented richness of information and communication systems, unprecedented mobility and the technological empowerment of ordinary people to create or find their own personal solutions in a just in time, just enough and just for me fashion. This leads to the conclusion that learning needs will be vastly different, individual and largely unpredicted and unpredictable. This realisation implies the necessity to develop adaptable, flexible, yet intellectually coherent learning frameworks which will provide the necessary guidance for creating appropriate learning environments. The article proceeds to construct such a framework on the basis of a five-point analysis of ...

Millennial learners are individuals born after 1985 with very wide exposure to various types of media enhanced by technology. They are persons who had listened to music while in the womb of their mothers and had watched television starting at age 0. Most of them would have had a music player or a game pad or a mobile phone at age 8. (Deterle, Dede and Schrier, 2008) These millenial learners grew up with constant web connectivity at their fingertips to assist them in their homeworks.The present pedagogies our academic institutions employ to support the learning style of the web generation of students may not be as suitable. Social constructivism, transformative learning or problem-based learning, while prevalent in the Asian context, may be more perfect for cognitively dynamic students. Our students nowadays are more adept to constructing knowledge, content (Attwell, 2007) and even more independent in their learning priorities. This study attempts to understand the new learning pract...

One of the many challenges of a developing country like the Philippines is the lack of local content materials particularly in the primary school. The response to this situation was to design a rhizomeinspired piece of courseware for the Makabayan Social Studies course that covers geography, history, lifestyle and information about the differ ent regions. The courseware was intended to become the primary resource materia l fo the subject, to use local content and local “Tagalog” dialect instead o f English, to provide ease in the understanding of the many related facts and information in the course, and to fuse the concepts of social roles in a commu nity.

In an archipelago situated in Southeast Asia, the Philippines with close proximity to the Pacific Ocean, is a typhoon and tropical cyclone-friendly country. While the citizens across the islands are very familiar with typhoon behaviors, anticipation of the probable disaster may still be underestimated and conventional preparation would not be enough. A disaster is a form of chaos that is very inimitable, unpredictable and pertains to real-time monitoring before, during and after it takes place. And ICT can take a strategic role as far as preparedness, response and rehabilitation efforts are to be made. This paper intends to impart two pragmatic ways of utilizing ICT in disaster governance. First is facilitating cooperation among the different government agencies through a web-based Disaster Coordination System to address disaster management. A comprehensive workflow facility that permits remote exchange of data and transactions among regional centers, local municipalities and the na...

Keywords: ICT training model for ASEAN, context and challenge in training, rhizome learning, designing experiences, ASEAN ICT capacities, agile training and learning, ICT training model for Southeast Asia The ASEAN region recognizes it has a very important role in the production and trade of global goods and services. For this reason, ASEAN has forged an agreement to become the ASEAN Economic Community (AEC) by 2020, a group of ten countries in Southeast Asia, prioritizing inclusive development in areas such as education and trade, digital literacy, competitive mindset, and productivity. The International Labour Organization Report provides a reference that ASEAN may be threatened by automation and other disruptive technologies if its workforce does not have the right ICT skills and attitudes by 2030. ICT training has always been linear, sequential, function-based and with little consideration to usable outcomes. The model imbibes learning by trial and its formal approach assumes participants to be at the same pace, a one-size-fits-all model. ICT training in the ASEAN region needs rethinking. The paper outlines the trends in face-to-face ICT training and how the delivery adopted different approaches, from teaching technology that dealt with learning by trial to teaching with technology and then teaching in the context of technology. This paper also introduces the Context and Challenge-Base Model that capitalizes on careful planning of experiences using a set of criteria such as context, challenge, autonomy and support for collaboration. Based on rhizome learning, CCB model is an agile, accelerated model for acquiring ICT skills and competencies. Even with a set of themes to be covered, it encourages participants to develop or negotiate their own outcomes that may be used immediately after the training. The model comprises a two-stage approach: the first stage is planning and design and the second stage is delivery and outcomes. Each stage utilizes a set of criteria that brings about a well-thought effective training experience. The article presents the set of criteria for each stage and provides examples of how to cascade this in a hands-on training. The model may also be applied in a boot camp fashion that develops ready-to-use skills in a short period.

In an archipelago situated in Southeast Asia, the Philippines with close proximity to the Pacific Ocean, is a typhoon and tropical cyclone-friendly country. While the citizens across the islands are very familiar with typhoon behaviors, anticipation of the probable disaster may still be underestimated and conventional preparation would not be enough. 

This past decade, the Philippines was visited by typhoons such as Xangsane, Fengshen, Ketsana and Parma that were all high-impact in strength and eccentric in behaviour. These were all perfect storms. According to the fourth assessment report of the of the UN’s Intergovernmental Panel on Climate Change (IPCC), the trend and strength of tropical cyclones originating in the Pacific have increased and will continue to rise, each may be bringing a perfect disaster. 

A disaster is a form of chaos that is very inimitable, unpredictable and pertains to real-time monitoring before, during and after it takes place. And information communications technologies (ICT) as solutions can take a strategic role as far as preparedness, response and rehabilitation efforts are to be made. 

This paper intends to impart two pragmatic ways of utilizing ICT in disaster governance. The methodology entails systems analysis and rapid prototyping development approach in coming up with the ICT solution. First is facilitating cooperation among the different government agencies through a web-based Disaster Coordination System to address disaster management. A comprehensive workflow facility that permits remote exchange of data and transactions among regional centers, local municipalities and the national disaster coordinating council is the major feature of the system. 

Second is applying concepts of human resources but at the same time addressing the peculiarities of a volunteer in the design of a volunteer management system for the Philippine National Red Cross. The system utilizes web and mobile technologies. 

Both systems are perceived to be proactive and dependable references for policy-making.

Many developing countries have ventured to disaster management programs in the desire to minimize if not, eradicate disaster vulnerabilities and improve the coping skills of the people. Many ICT solutions have been developed and unfortunately, many of these are just one-time big-time solutions. Usability, transparency, costs of the systems and sustainability had become some of the issues. It is in this light that a working model of partnership between the academe and the local government unit (LGU) as a community is shaped. The academe takes the initiative in this endeavor. The tie-up is intended to support the LGU to become more responsive in managing its resources and addressing the needs of its constituents. The paper imparts the experience of the academe's ICT project incubation for a community and further leads to a meaningful cooperation with the LGU. The ICT project developed is a flood prediction and mapping system for the province of Bulacan in the Luzon island of the Philippines.

South Korea and Thailand while both situated in Asia have distinct cultures and governance on their own. These countries have different histories, too. While at the surface these countries may be perceived as essentialist and traditionalist in ways, these countries have actually embraced e-learning in the core of their societies. At present, South Korea and Thailand have made e-learning as a part of their lives. Both countries believe that e-learning enables advantage. Both have the head start. Both have national policies and good governance leading them. Both have different approaches and implementations. Both have common grounds in their research agendas. Both support their neighboring countries. There is but one way for other nations to do~~ i.e. to learn from them. This paper intends to present a parallelism of South Korea and that of Thailand's e-learning best practices from national policies, perspectives in education, creation of model schools, industry-academe tie-ups and other predominant competencies of each country. This paper also intends to draw an e-learning framework based on the learning and experiences from the comparison. The framework will serve as a working model for nations intending to develop their own e-learning agenda.