Proudly Showing Off!

In the past few weeks, I have been bent over working on and crating training decks for a new program that we’re rolling out in a few months. I usually get stumped on verb tenses, but while I was going over the arsenal of activities I had on the topic, I thought of switching the article and the hypothetical I had worked so hard to make up. I replaced it with a portion of a movie. I used “The Pursuit of Happyness” with Will Smith. I don’t have a DVD of the movie, and I don’t know how to download from torrent either, so I stuck with Youtube. I did find a copy of a a portion of the movie, and luckily, it would work well as I try to elicit the past progressive tense.


(image taken from:

So I’ll have the class watch a movie and ask these questions afterwards in order to elicit the past progressive tense.

1.What was Will Smith doing when his landlord knocked on the door?

2.When did the police arrest Will Smith? What was he doing at this time?

3. What was his wife doing when she got the call?

4.What did Will Smith do as he entered the elevator?

5.What was he doing when the secretary called out his name?

Overall, I think it’s a good way to practice verb tenses. But when I was reminded of the guidelines for the video, I realised I fell short because the copy I got was not as clear as I would have liked it to be. The video was dark so I think some students might not catch some students’ attention. The video was relevant and would contribute to the instruction in a positive way, and I made sure to place it effectively right smack center of the slide, but it was not clear and focused, so I’d give myself low marks for that. I think I should learn how to download a movie in torrent in order to improve this.



That’s a Wrap!

Now I’m beginning to re-think my decision in taking this course. Instructional Design Technology. When I started this course or even prior to taking this program, the only thing I had in mind was that the field of Training and Development is a very competitive industry, so I needed to stand out and adapt with the times and learn how to incorporate technology and e-learning into my portfolio.

The deeper I immense myself, I am slowly realising what I got myself into. First off, I think I never really kept it a secret that I am a technophobe. I have my IT colleagues at my beck and call at the office to help me out when my machine conks on me or I encounter a message on my machine that I am not familiar with. Don’t get me wrong. I have my own netbook, a portable netbook-tablet hybrid, a smartphone, and a tablet. I can print my own documents provided the printer has been mapped into my machine. (No, I didn’t do the mapping myself.) I occasionally shop online, and check the traffic situation online. I have a Facebook account and I get my daily dose of entertainment and national news from the Web. I know how to use the printer/scanner we have at the office. I download e-books from the Web, and I am equally guilty of Torrent-ing for my TV series fix. But I’m nowhere near comfortable in creating a multimedia material or even creating an educational website. I don’t even know how to Photoshop, and truth be told, I’d rather leave that to the graphic artists and designers.

In addition, I have never really considered myself to be a designer. I don’t notice colours nor pay attention to angles. I probably would not even be able to tell a bad design from a perfect design. I took MMS 173 Photography in Multimedia last term, and I barely came out alive. I learned about the rule of thirds, composition, balance and symmetry. I learned all those things in my head. But when I joined the photowalk, I realised I didn’t have the eye for beauty. While my classmates were content going off on their own and taking pictures of every mundane object they see while coming up with beautiful images, I executed the same things and turned out with such dismal results. I walked out of there with less than a handful of photographs that I could use for my final portfolio (and I needed 30!).

So I don’t have an eye for design, and nor do I have the knack for technology. I should have known it would be a recipe for disaster. But as I was working through the assignments and the activities for this course, I realised a lot of the principles of the design were anchored on organisation and legibility. One does not have to “be an artist to make instructional materials that are visually pleasing.” What matters is there is uniformity among the elements, it’s not crowded and captivates the audience’s/learner’s attention? When I feel like I’m losing it, I can always ask myself these guide questions: “Does this enhance student learning? Will they be motivated to go through this material just by looking at it?” It doesn’t matter whether it’s an audio, a video, a print material, a powerpoint presentation or a poster. As long as I keep myself in check using those guide questions, I shall always find myself.

Maybe in the future, I shall have to work with a team of multimedia experts to help me create a video presentation and even some programmers who can help me put together an educational website. But that would not diminish my role as an educator. They may be able to spot a good design and put everything together, but as an educator, I would have the last say on whether or not this would benefit the student’s learning experience.

Pledge of Commitment

I’ve been a student at UPOU for about a couple of years now. Admittedly, juggling a demanding full-time job and about 6-9 units worth of classes at UPOU is not without its own set of challenges. I’ve had to master the art of multi-tasking, setting and sticking to a schedule and staying on top of deadlines both at work and school. I’ve had to discipline myself to check the portal at the end of the day no matter how tired I am, lest I miss another quiz. Thankfully, I think I’ve got it in check.

Honestly, I have high hopes for this course. I’d been anticipating taking this, along with EDS 112 Principles of Instructional Design because it will really allow me to get to the meat of this IDT program. Even as a seasoned trainer with experience in module development, I must say I am not very confident with my skills as an instructional designer. Most of the things I know are the result of a laborious trial-and-error process.


  1. I commit to participating fully and getting the most out of this.
  2. I commit to doing my best in all the activities.
  3. I commit to be more learning-conscious than grade conscious.

EDS 151 Artefact Multimedia Material


This is the MM I created for Assignment 2. My main challenge was trying to fit all the contents especially for the slides with maps. I wanted to make sure that the map was still readable and visible especially for students who are sitting at the back. I also struggled in deciding which font to use. To be honest, I never really gave it much consideration before, but I eventually settled for a clean, professional/education-looking font — Calibri and Century. I tried to declutter it as much as possible and make it interactive that’s why it’s only composed of activities, but I think the challenge here is that the teacher would have to facilitate to provide instructions for each activity. In hindsight, I think I could have made this better if I had just recorded the instructions.

EDS 151 Artefact Print Material, Non-Projected Visual, Projected Visual



This is the NPV I came up with for Assignment 1. This is intended to be used as a flash card. As you notice, there are no frills, and it’s pretty straightforward. In terms of layout, design, content, I think it’s on point.


This is the PM for our Assignment 1. Since it’s a Scavenger Hunt Activity, I wanted to take advantage of the theme and use it as an inspiration for the design so I downloaded a border from the net and just added the content. I tried to make sure that the design was only limited to the sides to avoid clutter. Since this is the Warm-Up activity, I wanted this print material to look fun, that’s why I thought of this. I realize that I don’t exactly have a good eye for design so I’m not sure if this is aesthetically pleasing, but it doesn’t look tacky so I think the design still works. But then, I could be wrong.


This is the revised Projected Visual. I had problems with the initial versions because they were text-heavy, but I think I’m slowly getting the hang of it. I tried to utilize the rule of thirds for slides 2-8. I think it worked because it drew attention to the image instead of the text.

EDS 151 Artefact 07

For this module, I chose a module on mummification which I remember using with my previous tutee when I was helping her with her project about the History of Egypt.

Grade Level: Grade 7-8

Learning Objectives:

At the end of the lesson, students should be able to:

explore and explain the process of mummification

Learn the significance to the ancient Egyptians of each aspect of the process of mummification in order to achieve a better understanding of their concept of the afterlife


The comic font in the explanation tab matches the theme of this project because it is friendly, easy to read and light-hearted. It is perfect for this animated project.

This font identifying the internal organs needs to be improved and replaced with something that is more legible because the bottom of the letters seem cut off and looks pixelated so it may not look readable for some readers especially for those who may still have reading difficulties.

This font for the clickable tab also matches the theme because it is comic, but it still shows contrast with the font for the explanation so the students will not get lost. It shows differentiation of fonts depending on the functions, but they don’t contrast one another.

Evaluation of Presentation:

Project Design

This project looks very professional, interactive and seems like a fun activity for the kids. The buttons work properly, and there was also proper transition from one slide/process to the next. It also used a very good layout because it was colorful and navigation was also a breeze. Even kids would find it easy to navigate through the slide. Although the window itself is quite small, it’s possible to maximize this through the PC itself But I did notice that even if I maximized the size, the font might not be large enough especially for those with visual difficulties.

There was also consistency in the layout and the style making it look professional and organized. In terms of content organization, the sequence is very logical, and it really shows the step-by-step process of mummification.


This made very good use of graphics. It is very interactive as it allows the student to even take part in the mummification process by following the instructions. There are no unnecessary animation, gimmicks, characters and irrelevant tracks that would sidetrack or even distract the learner.


The tasks are enjoyable. Although the tasks are easy, I believe this is just right given that this is a very serious topic

Content Quality

Content is accurate and unbiased and contains appropriate level of detail for the target learners; therefore this would be an effective teaching-learning tool.

Interaction Usability

The learner/user will find it easy to navigate their way through the presentation. It makes use of very simple mapping with stimulus/task and response/action. The instructions are likewise clearly stated


What I like about this presentation is that the quiz incorporates feedback which includes not just correction but also an explanation to reinforce concepts previously learned. Although the quiz is more intended for rote learning, the teacher can just supplement this with formative assessment that would also foster and encourage collaborative learning because this presentation is more tailored for individual use only.


The presentation makes use of heavy graphical interface which might be a disadvantage for students who have visual difficulties. These users might find it hard to navigate and access the site, and the interface might not also be conducive for auditory learners. So my recommendation would be to also incorporate audio into the presentation so the learners can either read along or listen to the presentation depending on their learning preference.


Lamb, A. (2005). Designing and developing resources: multimedia materials. In Building treehouses for learning: Technology in today’s classrooms (pp. 385-438). Retrieved from

Huang, C. (2005). Designing high-quality interactive multimedia learning modules.Computerized Medical Imaging and Graphics29, 223-233. Retrieved from

Making a Mummy – The Children’s University of Manchester. (n.d.). Retrieved from

EDS 151 Artefact 06

DF Thread 1

The best way to use multimedia resource and create an engaging, active, authentic and goal-directed learning experience is to tap into the student’s interests. I think it would be pointless to shove a particular multimedia or technology at a child if he/she had no interest in it anyway. Some children, or probably a lot of children nowadays, are into video games while others prefer writing or drawing or playing a musical instrument. Whatever interests a child holds, a teacher is sure to find a technology or multimedia resource that would suit the child’s interests. So I think it’s important to cast a wide net and have something that would cater to everyone.

I know that a lot of people are fond of playing these mobile phone games such as Candy Crush etc, so if I were teaching grammar, instead of giving the class worksheets, we would play educational games in the classroom. There is one such site that I found and have actually used on my class on occasions:,, They’re the best ways of promoting fun, cooperation and creativity while learning. As a formative assessment, I could ask them to create videos, animations,  and comic strips, and they can share these in their personal blogs. Textbooks can be replaced with a more interactive and more universally-designed for learning resources such as e-books and educational media which are more dynamic and are easily customizable to cater to different type of learners, even those with special needs. Educational media would be able to teach content in a manner that is more effective and efficient than traditional media. In anatomy and physiology classes, students no longer have to rely on their imagination and doing the hard art of memory work because it would help the students actually visualize how the respiratory system works, for instance better than any illustration and explanation can. It can provide a simulation or animation of the respiratory system and its steps. This way, the students better understand the process. If there were interactive media, then the students can manipulate different variables and actually see for themselves the outcomes if they played around with the variables. Therefore, teachers can do away with lectures and students don’t just learn passively through rote memorization of concepts and terminologies; rather they are directly engaged and can apply their own learning and realizations into the activities.

The same thing could apply in other fields. In teaching the exposure triangle in photography for example, instead of explaining about  shutter speed, ISO and aperture and how they affect the image, if an interactive media would allow the student to play around with the 3 elements, the students would be able to see for themselves how they affect one another and the exposure of the image itself. And they could share this in their social media, showcase it in a photo blog and manipulate it through Photoshop.


Huang, C. (2005). Designing high-quality interactive multimedia learning modules.Computerized Medical Imaging and Graphics29, 223-233.  Retrieved from:

DF Thread 2

In the recently concluded elections, there was news that came out that the recently declared vice presidential candidate would resign should a particular presidential candidate win the presidency. This was circulated across different social media sites until this vice presidential candidate shot down the news and pointed out that the said news came from a satirical news site.

The worldwide web is a  host of information. One may simply type in a few characters, and the internet would even happily provide suggestions. Just like any host, it would freely welcome anyone to post information as well. Because of this, it is very critical for a student to be able to verify information he/she chances upon because one could very easily be walking into a snare if he/she is gullible enough to believe anything that he/she gets  from the net. An essential skill for online research is information literacy. Students should pay equal attention to content relevance and reliability or credibility. Because of rapid technological change and the rapid proliferation of new information resources and the growing complexity amongst these information, students are inundated with a vast array of growing resources and choices in their studies, workplace and even in their personal lives. The worldwide web tries to affect each individual’s choices—from the food they eat, the supplements they take, the products they use. All of these are screaming for any one person’s attention.

The first, and probably the most important, step in promoting informational literacy is shifting to a learner-based/learner-centred paradigm where students are not just passive learners but are active information seekers as well. Students who are exposed to and are trained in information resources become information literate as they freely use a wide range of information tools and sources and in the process become adept at locating, managing and evaluating information (Hassan, 2009).

Second, library resources should be readily available to students and teachers alike. It would be very difficult for students to get ahold of veritable information from the net if he/she had limited access to library resources but instead were exposed to secondary and tertiary resources. In this light, information literacy should be integrated into the curriculum so teachers and librarians can work together in ensuring a positive outcome. Information literacy would then be included in the program so students would be more mindful of verifying and checking their sources. Libraries should be active partners in the teaching-learning process in promoting and inspiring students not only to be lifelong learners and readers but also to be citizens with 21st century skills. In this light, librarian should promote libraries as active hubs and not as moss-induced places. Libraries should be opened to the public as a one-stop shop resource for interactive learning.



Farkas, M. (n.d.). Baby steps in promoting information literacy | Information Wants To Be Free. Retrieved from