Chapter 1.

Introduction to Flexible Learning

Lesson 1. VUCA and Four Principles of Flexible Learning

Due to recent advances of technology and research, the world as we know it does not seem to
offer any form of certainty and assurances. That because we are indeed living in a VUCA world.

The acronym VUCA was based on the theories of Warren Bennis and Burt Nanus in 1987 but was used by
the US armed forces after the cold war. Later on, the term was used by business, politics, project
management and many more.

˃ the concept of VUCA ( Volatile, Uncertain, Complex, and Ambiguous) is a framework for understanding
the challenges of the modern world, particularly in education.

˃ try to imagine a world where things are constantly changing, and you never know what to expect.
That’s a VUCA world.

V – stands for volatile. It refers to unstable and unexpected challenges that are of unknown duration.

˃ it also mean, it’s fast changing. That’s why it also demands understanding the nature and dynamics
of change.

U – stands for Uncertain. This refers to unknown outcomes and consequences.

C – stands for complex, which refers to multiple interconnected parts and variables.

A – stands for ambiguous, where the casual relationship are not clear and vague; this is when there is no
precedent experience and what we face is just unknown.

An example that indeed we are living in a VUCA world, where everything is Volatile and dynamic.

: Data shows that only 11 percent of the fortune 500 Companies from 1955 are still operating and are on
the list today.

Note: why do we have to learn this context of VUCA? That’s because anytime the situation could change
and a lot of unpredictable things could happen, therefore we teachers have to be flexible and fully
equipped.

Lesson 2: Pedagogical Principles

In order to respond to our VUCA contexts, we recourse to three practical principles that are
philosophically and pedagogically sound: Flexible Learning, The Three Cs of interactional learning, and
Asynchronous and Synchronous mode of learning.

Principle 1. Flexible Learning

The Philippine Government use this learning principle to refer to the adjustment to be made in
response to the global pandemic.
→ Flexibility is the same principle as adaptability. In our society where gap between and the poor is very
wide, many of our students might don’t have the internet access or educational technologies (e.g.
laptop, computers, Mobile and etc.) for online classes.

 Thus, teacher it is our duty to ensure that the learning process of our students continue. To do that
we have to adapt our lesson to different modes of learning for us to accommodate our learner’s
different and plural context.

→ Flexibility assures a sense of inclusivity. Which mean that no learners are to be excluded and deprived
of the opportunity to learn or of education.

Principle 2: Three Cs

The Three Cs refer to Content, Coach (or teacher), Community/Cohort/Class. The interaction between
this three interrelated aspect make possible learning.

→ these three elements also needs balance, a content should not be excessive, there should not be too
much presence of the coach/teacher, nor too much community.

→ it operates on the understanding that learning takes place as a consequence of the relationship that is
created between the three aforementioned aspects or elements.

Principle 3: Asynchronous and Synchronous Modes of Learning

There are two ways of engaging in technologically mediated learning: it’s either synchronous or
asynchronous.

Synchronous – when the teacher decides to simply meet with the students at the same time (virtually or
in a classroom setting) and lectures or facilitates discussion.

Example: 1. live lecture delivered via zoom.

2. Joan is taking a language class. Her teacher is conducting a live conversation practice session
with the entire class.

(oh ngano man? Obviously the term “live”)

Asynchronous – when the teacher simply provides recorded lectures and learning materials to the
students and leaves the students to work on them.

Example: A self-paced online course with pre-recorded video and interactive quizzes.

(oh ngano man? Because the learning here happens independently, since student has to learn at their
own-pace, without real-time interaction with an instructor or other students.)

→ learning can be purely synchronous, or asynchronous, or a combination of both. It depends on the

subject matter and how it is taught.

 This might be showing that we can use both synchronous and asynchronous modes of learning in
an online format but that doesn’t mean that we cannot use this modes of learning in a classroom
setting.
Note: before ending this lesson you might be wondering as to why these principle is mostly focusing on
online learning. That’s because our subject or course is educational technology (or TTL1) we are focusing
on how we can utilize or use technology for learning.

Lesson 3: Flexibility in Learning

If you have heard the so called adaptive the design in the computer-related fields. This is the
adjustment or change in layout made by the IT. For instance, just notice how a certain website looks
different on multiple gadgets. In a way, we can say that, like an adaptive design we want our students to
have a better experience in learning. Flexibility is a form of adaptability.

→ in adaptive design the goal is to make the user have a better experience on accessing different
website, thus IT made web design that adjust properly and accordingly to the users multiple gadgets. In
the same sense, Flexibility is applied to delivery to cater our learners needs.

→ Flexibility applies to both delivery and design. When flexibility is applied to delivery this only means
that how you deliver your lesson must be planned/designed in accordance to the learners different
situations, abilities and needs.

→ our courses or subjects might be created and curated collaboratively by a team of experts. However
they did not make it like a “one-size-fits-all” course design. They also considered the teacher’s different
teaching style. So therefore flexibility is not only about learners’ needs, but also about faculty context.

→ We are now living in a VUCA world, so it is only right to apply flexibility in learning. To do that we have
consider technology to be an inevitable partner in the learning process. But this doesn’t mean that
educational technology (TTL1) is about you being a tech-savvy. Remember that we use technology for
educational purpose, to make the learning process possible and successful.

Lesson 4: Three Components of Interactional Learning

In designing our courses, interactional learning reminds us that learning happens in the context of
relationships. Not the romantic relationship you are dreaming about, we are referring the relationship
between content-coach-classmates. We are to consider three kinds of online interactions that the
learners engage in.

Using these three Cs, we can also better distinguish among three approaches in this evolving
landscape: Remote teaching, Remote self-study, and what we are calling Online learning.

Remote Teaching (coach+content) – Primarily or exclusively synchronous delivery of online lectures.

- It is primarily about delivering real-time lectures.

- This includes conducting of Q and A or live discussions between
and among students.
- But considering the bandwidth situation in the country, this is not
always the best way to move forward. Since this is purely
synchronous (referring to purely virtual classes).
Online Learning (content+coach+community) – Design of online learning experiences that enables
interaction among three elements.

- A regular class but in an online format.

- This is both synchronous and asynchronous.

Remote Self-study (content) – this consists of simply providing tasks online.

- This is purely asynchronous. Learners have to learn

independently.

Lesson 5: Asynchronous and Synchronous Modularities

From the previous lesson you had learned what is an asynchronous and synchronous modes of
learning (or modularities). Hence, I will not be explaining each of these one by one. Yet in considering
these two modes, it needs to be asserted that their advantages and disadvantages really depend on the
course being taught. However, due to our unique context in the Philippines, we cannot help but consider
the equivalence of online learning with synchronous sessions negatively.

Let us consider the benefits and drawbacks of doing synchronous learning sessions.

Benefits Drawbacks
There is a sense of immediacy and spontaneity There may be scheduling difficulties (especially
often not possible in asynchronous sessions. across time zones).
They are ideal for personal interactions both in Synchronous sessions may be challenging for
plenary sessions or small groups. people with families and busy schedules.
They can produce a greater sense of community, They are biased for the more extroverted and
especially when everyone gets to participate. articulated learners.
They often provide limited time for reflection
before responding to questions.

Let me explain it for you.

Benefits:

Immediacy and spontaneity. Synchronous sessions offer a sense of real-time interaction. So, this allow
for quick responses (kung naa kay pangutana unya nag need ug immediate response), and spontaneous
discussions (which means natural ug diridiritso ang discussion)

Ideal for personal interactions. Synchronous sessions is obviously great for group discussion,
brainstorming, and collaborative activities (e-apil nasad nato ang pagmarites ky di mana malikayan ky
libakira baya ning uban.). so yeah, this allow for more personal connection among the participants.

Greater sense of community. It can accommodate a lot of participant. (let’s just say for example sa
zoom, bisan 200 ka participant mo intra kaya kaayu.)
 Drawbacks

Scheduling difficulties. Finding common time works for everyone can be challenging. (ky busy ang uban
sa trabaho, mag detdet, mag face time sa iyang way label, unya kini sang hinay nang net basta udto na.
lisud jud mag set ug schedule kung inani na.)

Challenging for People. For people who are busy with making bread and butter for their families and
busy schedules synchronous sessions can be challenging. (ky lisud kaayu ning naa tay pamilya, daghan
kaayu tag obligasyon.)

Biased for the more extroverted. Synchronous sessions can favor people who are more comfortable
speaking up and participating in discussion. (aww syempre ky mga baga baya nig nawng mga extrovert,
sila mostly ang makita ni teacher. Unya katong mga introvert samot nang di mag tingog tingog, mutisok
raman ganis kilid kilid kung mag face to face class, samot nag virtual mag off-cam na.)

Limited time for reflection. Synchronous sessions often provide limited time for reflection before
responding to questions, which can be challenging for some learners who need more time to process
information. (oh kamo nay bahalag sabot, dali raman na sabton.)

Considering these benefits and drawbacks, it is easy to understand why many educators are opting for
asynchronous learning experiences. Here are the reasons why:

 Internet Access – Lower bandwidth is required in asynchronous sessions. This means that it caters
more students than the synchronous sessions.
(ang kanindot sa asynchronous session ky ug way internet or hinay ang internet ni student pwede
rang tagaan printed material sa lesson or video lectures sa lesson si student unya siya nay bahala
magkat-on. So padayun gihapun ang learning process. Kanindot nalang kaha! Kapoy sig arig
skwelahan.)
 Less Real-time Demand on the Faculty – the teacher need not be stuck to a regular real-time
schedule for synchronous sessions with the learners.
(to simply say this, maayu nuon ky dili na segig atubang si teacher sa iyang badlungon na
estudyante.)
 Better Engagement and Effectiveness – in general, asynchronous sessions seem to have better
chances of engaging the learners and promoting deeper reflection and learning.
(Pastilan, better engagement daw kay si student man maniguro kat-on sa iyaha lesson. Pero
magsalig ra diay ni chatgpt.)

Having said that, asynchronous sessions seem to be the best way to move forward in the
Philippine context. But this claim does not exclude the inclusion of strategically designed and
scheduled synchronous sessions for discussions.

Here are some variables to consider in determining whether synchronous or asynchronous is

the best way forward:
 Learner Access. In online learning, learners can only participate if they have access. If access is an
issue for at least one of your learners, that is sufficient reason to not engage in synchronous
sessions. Asynchronous activities create space for learners to find time to get online and
participate, given their various contexts.

Learner Autonomy. We need to also consider our student’s capacity to engage in autonomous and
self-directed learning. Can they−or should they−be entrusted with taking responsibility for more
autonomous learning?
− The more autonomous the students are, the greater the chance that they can
facilitate learning in an asynchronous environment. This implies more synchronous
sessions for learners who are younger and need more guidance.

Learner Task. What do you want your learners to be doing during the session? If your goal is to
get them to reflect, asynchronous task would be the way.
− But if your goal is for them to interact, then synchronous sessions are more suitable
design. Imagine a course that you want to teach. Is it going to be synchronous or
asynchronous? Why?

On 2020, Fr. Johnny Go provides two big ideas about modularity:

 Organize your course into several discrete and meaningful chunks−or modules−that you can use
flexibly, recombining in various ways for different purposes and classes, such as entire course or
several seminar-workshops.

→ it involves breaking down a course into smaller, manageable chunks or modules that can be
used independently or combined different purposes. (this is what I mean by our course or subject is not
a “one-size-fits-all,” since we have to modify, redesign our lesson in accordance to our learners situations
and needs, and that is “swak” to our teaching style as well.)

 Identify natural interim checkpoints within the course when it would be helpful to give your
learners feedback without waiting for the end of the course.

NOTE: Bisan pag murag joke joke akong ubang explaination ug examples diha, I hope you get my point.