Cagayan lecturers use podcasts for distance studying

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Single mother Merly Villasanta is working on the registration forms for her four children on July 1, 2020 in Antipolo City using a computer with an internet connection. All four of their children will be using different devices to meet the distance learning needs that their respective schools implement. Jonathan Cellona, ​​ABS-CBN News / File

MANILA – While browsing videos on Facebook ahead of the 2020 school year, the first year of school amid the COVID-19 pandemic, Chelo Tangan happened upon the word “podcast”.

Tangan is the Assistant Schools Division Superintendent (ASDS) of the Department of Education (DepEd) -Schools Division Office of Cagayan (SDO-Cagayan).

She thought podcasts were nothing new, having heard an inspiring talk on the platform.

Then an idea occurred to her.

“I said why can’t it be used in studies, in modalities? (I said, why not in studies, in modalities?) So I immediately went to the superintendent of our school department and suggested [this] to him, “Tangan said in an interview with ABS-CBN News.

“The moment he heard that he had no flakes, he didn’t doubt. ‘Well, do it,” he said.

(The moment he heard about it, he had no concerns or doubted it: “Okay, do it.”)

To make the plan a reality, Tangan hired a team of educators to create a sample podcast to be refined over time. This was later referred to as Project Podcast Alternative Learning Modality or Project PALM, a name that also symbolically means “learning is in the hands of the learner”.

Franklin Castillejo, teacher and a member of the Project PALM core team, said that when creating podcasts, teachers go through three steps: preproduction, production, and post-production, with preproduction being the most tedious and important task as it involves scriptwriting.

“Apparently the teacher records it himself. This is the teacher’s own lesson plan … your activity is there, your discussion. There are also parts of our script, just like a lesson plan discussion, there is an improvement in skills, and then there is a short quiz and then there is a graduation, ”explained Castillejo.

(This will be recorded by the teacher, this is also the lesson plan. The activities are there, there are also parts of the script, such as a lesson plan. There is an introduction, a discussion, a skill improvement and a short quiz and wrap up.)

“It can be module-based or it can be based on learning activity sheets. Or if it is not there, we can get it from available textbooks and from the internet. So we have different resources and can receive different learning resources. ”

(It can be module-based or learning activity sheet-based. If neither is available, we can get it from textbooks or the Internet. We have different resources. We are free to draw from different resources.)

For production, teachers use an application called Anchor, which can be downloaded from Google Play and the App Store and can use all functions for free.

This is where they record their podcasts, edit them, add sound effects, save them and then share them with the Spotify audio streaming service or via Bluetooth for students who do not have internet access.

Tangan explained podcasts are mainly used for asynchronous learning or when there are no online courses for the day and modules are used. The contents of the modules are also explained through podcasts for a better understanding of the students.

During the dubbing or online class, the teacher can also discuss parts of the podcast or modules that the students did not understand.

For Castillejo, podcasts complement other distance learning modes such as modules and online courses.

“It is difficult for a child to study alone without a teacher teaching, discussing, without a teacher’s voice. But podcasts help them understand their lessons better because the teacher is there to guide, guide and explain how you do the activities will do, especially the complicated subjects and subjects that really need the teacher’s help, “he said.

(It’s hard for kids to study on their own without a teacher supervising and discussing. But the podcasts help them understand the lesson better because the teacher is there to explain and guide the activities, especially the complicated ones that may be needed become the teacher’s help.)

Tangan said podcasts are no alternative to an actual teacher-student conversation.

But with the constant use of the platform, she thinks it is of great help to the students.

“The podcast can also be used over and over again for the learner to communicate or translate his or her learning. For example, one of his ratings is ‘What did you learn?’ He can record his voice (learner) and would then pass it on to the teacher so that the teacher can hear it, ”she explained.

“You can also see in its output in the module that there are exercises. If he answered the exercises in the module correctly, it means that the podcast helped. ”

(It can be used by the learner to communicate or translate what they have learned. For example, a rating would be “What did you learn?” Answering exercises correctly, it means the podcast helped.

Students added to Tangan can also message their teacher if they have any questions.

To date, 98 percent of Cagayan’s public schools – or 797 out of 806 schools – use podcasts for distance learning.

Tangan hopes that schools in other regions would also use the platform.

“A learner’s strongest voice is still the teacher’s voice. No one can replace the teacher’s voice or authority,” she said.

“Teachers shouldn’t be afraid to use it because there are no fees. And they can prepare their own at any time. In this podcast they can explain their lessons themselves. ”

(Teachers shouldn’t be afraid to use this, after all, there is no payment. And they can always prepare their own. The simple podcast allows them to explain their lessons themselves.)

Elisher Raña, also a teacher and member of the Project PALM core team, has only one motivation for innovation for students: his love of the teaching profession.

“If you love your job, you will automatically be able to find innovative ways to get the directions across to our learners. This PALM project was designed with love in mind, especially for last mile learners (students in distant areas ). ” he said.

(If you love your job, you will automatically find innovative ways to direct our learners. We thought of Project PALM out of love, especially for last mile learners.)

Everytime and everywhere

Angeline Geron, a 12th grade student, is busy at home because of her studies and the errands her parents ask her to do at home.

Juggling these two tasks used to be a problem, but since she started using Project PALM it hasn’t been.

“At home, my parents are more likely to order a lot from me. Help with household chores, help on the farm, look after the shop. It used to be difficult for me to find time for the module, ”says Geron.

(Before my parents gave me so many tasks, helping out in the fields, watching the store. I had a hard time finding time for modules.)

“But because of the podcast, no matter where I am, no matter what I do, I’m still listening and still getting along with the lessons.”

(But thanks to the podcast, wherever I am, whatever I do, I can listen and finish the lessons.)

Geron said learning through podcasts is still a long way from having a full face-to-face learning experience, but that would be enough for now as innovations like this one will allow their teachers to reach them amid the pandemic.

Her teacher, Mark Anthony Artis, could no longer agree.

Artis is fifth year a public school teacher and has pursued his calling with two goals: To make students feel that their teachers are always with them and not to tire of teaching in the midst of challenges.

“Your experience for us as teachers is very fulfilling, that there are still opportunities for us to bring the students closer to education. Even if we don’t have any physical interaction or physical contact, your teacher is at home with you. , your teacher on her cell phones, “said Artis.

(It fulfills us for teachers to find ways to bring education to our students. Even without physical interaction, physical contact, the teachers are there on their cell phones in their homes.)

He also shared how podcasts unleashed the creative side of teachers, including the ability to animate their voices.

“You’re used to us being very simple, now it’s different. You’re going to add energy … So it’s as if, because of the kind of voice we make, as if we’re just next to them, we’re doing it is like we only talk to them. ”

(We are used to the very simple speaking voice, but now it is different. We need to add more energy. We can show this in class as if we were talking to them.)

Meanwhile, the working mother Heidy Sanchez was also satisfied with the PALM project, as it enabled her son, a 6th grade student, to become more independent in his studies.

“In the podcast I saw that all the activities in the modules are explained by the teacher there. He gives examples so that my child doesn’t have any problems, ”she said.

(In the podcast, the teacher explains the activities in the modules. They give examples so that the children do not have a hard time.)

“I just watch him, I ask him questions. When I get to the office, I ask him if his module is OK, his answer. I check before I pass the modules. I saw that the podcast result was good. , a lot of help. ”

(What I do is monitor. When I get to the office I ask if my child is coping with the modules. I check before we pass the modules and see that the podcast helped a lot.)

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Education, distance learning, school, PALM project, Cagayan, podcast, Ministry of Education