OBE syllabus EMPOWERMENT TECH.doc
- 1. Republic of the Philippines ABRA STATE INSITUTE OF SCIENCES AND TECHNOLOGY VISION A premiere higher education institution of Science and Technology in the Cordillera Administrative Region (CAR). MISSION The College shall primarily provide technological, technical education and shall inspire leadership in the field of agriculture, forestry, home technology, agricultural education and industry through scientific research and extension. CORE VALUES Nobility Entreprenuership Wisdom Action Sincerity Integrity Service Teamwork -Learned and educated -Productivity and self-reliance -Love of God -Performance-focused -High commitment to duty -Personal transformation -Client-orientation -Coordinated group work
- 2. COLLEGES OF TEACHER EDUCATION Laboratory High School Department Outcomes-Based Teaching and Learning Plan Course title Empowerment Technology LEVEL Grade 12 Course Description It is a specialized module designed to provide students with the skills in information and communication technologies as a tool for curating, contextualizing, collaborating, and creating content and experiences for learning in the professional tracks. Course intended Learning After completing this course, students must have demonstrated the: Outcomes (CILO) 1) used of Information and Communications Technologies as a tool for working, collaborating, and creating contents online. 2) ICT practices on online safety, security, ethics, and etiquette standards in the use of internet. 3) principles of interactivity and rich content in the context of Web 2.0 4) Designing a content to effectively communicate a visual message using offline or open-source software.
- 3. CONTENT PERFORMANCE LEARNING Intended Learning Suggested Assessment Tasks CONTENT Teaching/Learning STANDARD STANDARD COMPETENCIES Outcomes (ILO) (ATs) Activities (TLAs) QUARTER 1 The learners The learners shall be The learners: Teaching/Learning Quarterly demonstrate an able to: Students should be able to: Activities Assessment Information and understanding of: Discussion Communication at the end of the 2- Group collaboration/ Give pre-test Technology covering the ICT in the context of week period Brainstorming topics of: global communication independently compose Conduct short interviews for specific an insightful reflection 1. compare and contrast Enumerate varied online Exercises/Activities Reflection paper Answer 1. The current state of ICT professional track paper on the nature of the nuances of varied platform, and sites. technologies (i.e., Web ICT in the context of online platforms, sites, and activities/exercises 2.0, 3.0, convergent their lives, society, and content to best achieve Identify and distinguish ICT Input Material/Resources technologies, social, professional tracks specific class objectives or technologies, i.e., Web 2.0, Teachers Module mobile, and assistive (Arts, Tech-Voc, Sports, address situational 3.0, convergent Learners Module Post-Test media) Academic) challenges technologies, social, mobile, LCD Projector and assistive media. Laptop 2. Online systems, Visual Aids functions, and platforms Readings Online safety, security, 2. apply online safety, Promote and follow these Pre-test ethics, and etiquette security, ethics, and ICT practices on online etiquette standards and safety, security, ethics, and practice in the use of ICTs etiquette standards in the as it would relate to their use of internet. specific professional tracks Answer activities Contextualized online 3. use the Internet as a Operate the use of online Teaching/Learning search and research skills tool for credible research search engines, i.e., Activities Post-test and information gathering google, and; Discussion to best achieve specific Group collaboration/ class objectives or address Practice online research Hands on situational challenges skills Exercises/Activities Applied productivity tools The learners The learners shall be The learners: Apply and use productivity Teaching/Learning Pre-test with advanced application demonstrate an able to: 4. uses common tools, i.e. word processing Activities techniques understanding of: at the end of the 2- productivity tools in developing content. Discussion week period effectively by maximizing Group collaboration/
- 4. These advanced tools and the use of advanced independently apply advanced application Brainstorming techniques currently tools and techniques advanced productivity techniques. Hands on Answer activities include, but are not limited found in common tools to create or Exercises/Activities to: productivity and develop ICT content for 1. Mail merge and label software applications use in specific 5. creates an original or Apply and use productivity generation in developing ICT professional tracks 2. Custom animations and content for specific These may be in the derivative ICT content to tools, i.e. spreadsheet Post-test timing professional tracks form of, but not limited effectively communicate or software in developing 3. Hyperlinking in to: present data or content and computing presentations 1. Calculating spread information related to task. 4. Integrating images and sheet of athletic specific professional external material in word statistics (Sports) tracks. processors 2. Layout of catalogue 5. Embedded files and of creative works (Arts) data 3. Materials/ 6. Advanced and complex ingredients projections formulas and computations for batches of baked goods (Tech- Voc) 4. Letterhead/ business card design (Business/ Academic) Imaging and Design For how to manipulate at the end of the 2- 6. evaluate existing Differentiate online Teaching/Learning Pre-test the Online Environment text, graphics, and week period websites and online websites and resources Activities covering the topics of images to create ICT independently apply the resources based on the based on the principles of Discussion 1. Basic principles of content intended for techniques of image principles of layout, layout, graphic, and visual Group collaboration/ graphics and layout an online environment manipulation and graphic, and visual message design. Brainstorming graphic design to message design. Hands on Answer activities 2. Principles of visual create original or Exercises/Activities message design using derivative ICT content 7. use image manipulation Perform image infographics from existing images, techniques on existing manipulation techniques text and graphic images to change or with offline or open-source 3. Online file formats for elements for use in enhance their current software. Post-test images and text specific professional state to communicate a tracks. message for a specific purpose
- 5. 4. Principles and basic These may be in the 8. create an original or Design a content to techniques of image form of, but not limited derivative ICT content to effectively communicate a manipulation to: effectively communicate a visual message using offline 1. Team/ athlete/ visual message in an or open-source software. 5. Basic image league recruitment online environment related manipulation using offline posters (Sports) to specific professional or open-source software 2. Logo or crest for a tracks 6. Combining text, graphics, and images community, school 7. Uploading, sharing, and organization or barkada image hosting platforms (Arts) Usable platforms/ 3. Labeling and manual applications currently of operation for tools include but are not limited and equipment (Tech- to: Voc) 1. Google Sketch Up (freeware) 4. Presentation of 2. GIMP (open source/ cafeteria patronage freeware) data (Business/ Academic) Online platforms as tools the principles and at the end of the 2- 9. evaluate existing online Analyze current online Teaching/Learning Pre-test for ICT content techniques of design week period creation tools, platforms creation tools, and Activities development covering the using online creation independently apply the and applications in platforms. Discussion topics of: tools, platforms, and principles and developing ICT content for Group collaboration/ 1. The nature and applications to develop techniques of design specific professional tracks Brainstorming purposes of online ICT content for using online creation Hands on Answer activities platforms and applications specific professional tools, platforms, and Exercises/Activities 2. Basic web design tracks applications to create 10. apply web design Create web pages using principles and elements original or derivative principles and elements assistive online creation 3. Web page design using ICT content for use in using online creation tools, tools, i.e., wix.com or Input Material/Resources templates and online specific professional Post-test platforms, and applications weebly.com platform. Teachers Module WYSIWYG platforms tracks to communicate a Learners Module These may be in the message for a specific LCD Projector These online platforms form of, but not limited purpose in specific Laptop currently include, but are to: professional tracks Visual Aids not limited to: 1. Survey instruments Readings 1. Presentation/ using Google forms 11. create an original or Design a content using visualization (Prezi, Soho, (Business/ Academic) derivative ICT content online creation tools. Slideshare, mindmeister) 2. Athletic match-ups using online creation tools, and league standings
- 6. 2. Cloud computing using Mindmeister platforms, and applications (Google Drive, (Sports) to effectively communicate Evernote,Dropbox) 3. messages related to 3. Social Media (Twitter, Catalogues/Swatches/ specific professional tracks Facebook, Tumblr) options for products 4. Web Page Creation and services using Prezi (Wix, Weebly) (Tech-Voc) 5. File Management 4. Online photo album (zamzar, word2pdf) of artistic works or 6. Mapping (Google Maps, photographs using Wikimapia) Picasa (Arts) 5. Online music production using Sibelius (Music) Collaborative development the key learnings from at the end of the 2- Teaching/Learning Pre-test of ICT content covering the previous weeks, week period and 12. evaluate the quality, Explain the quality, value, Activities Discussion the topics of: which they will quarter collaboratively value, and appropriateness and appropriateness of 1. Team structure and synthesize into an develop an online of peer’s existing or peer’s existing or previously Group collaboration/ dynamics for ICT content integrated ICT content portal or website to previously developed ICT developed ICT content Brainstorming 2. Online collaborative through collaboration showcase and share content in relation to the project Hands on Answer activities Exercises/Activities tools and processes with classmate and existing and previously theme or intended 3. Project management for teacher as both peer developed content audience/ viewer of an ICT ICT content and partner These may be in the project 4. Curating existing form of, but not limited Students make an content for use on the web to: online portal/website 1. Online newsletter 13. share and showcase Display the output of as an output. Online collaborative tools 2. Blog existing or previously existing or previously that may be used currently 3. Issuu online developed material in the developed material. include, but are not limited “magazine” form of a collaboratively to: designed newsletter or 1. Google Docs/ MS Office Post-test blog site intended for a 365 specific audience or viewer 2. Prezi 3. Google Chat/ Hangouts 4. Skype/ Viber/ Kakao Talk/ WeChat/ Line Platforms that may be currently used to host newsletters and similar ICT
- 7. content include but are not limited to: 1. Presentation/ visualization (Prezi, Soho, Slideshare, Mindmeister) 2. Cloud computing (Google Apps) 3. Social Media (Facebook Pages, Tumblr) 4. Web Page Creation (Wix, Weebly) 5. Blog sites (Blogger, Wordpress, Livejournal, Issuu) CONTENT PERFORMANCE LEARNING Intended Learning Suggested Assessment Tasks CONTENT Outcomes (ILO) Teaching/Learning STANDARD STANDARD COMPETENCIES (ATs) Students should be able to: Activities (TLAs) QUARTER 2 The learners The learners: The learners: Teaching/Learning Quarterly Multimedia and ICTs demonstrate an at the end of the week Activities Assessment covering the topics of: understanding of: independently assess 14. explore the principles Demonstrate the principles Discussion 1. Rich content in the how rich media one’s experience along of interactivity and rich of interactivity and rich Group collaboration/ Pre-test online environment and content and a range of online rich content in the context of content in the context of Brainstorming the user experience interactivity affects content on the basis of Web 2.0 and the Web 2.0 Hands on 2. multimedia and and changes the user the usability of the participation of the user in Exercises/Activities interactivity experience in the interface the online experience 3. Web 2.0, Web 3.0, and delivery and Answer activities user participation in the consumption of ICT web content Types of rich and Students makes an multimedia content online portal/website currently include but as an output. are not limited to: 1. Video and audio, embedded and on-demand 2. Online games, tests,and courseware Post-test 3. Web-, game-
- 8. ICTs as platform for ICT as a tool, medium, at the end of the week Teaching/Learning Pre-test change covering the topics and force in bringing independently articulate Activities of: about action and how ICT tools and Discussion 1. ICT as medium for mobilize change in a platforms have changed Group collaboration/ advocacy and population, society, or the way people Brainstorming developmental culture. communicate, and how Hands on Answer activities communication social change has been Exercises/Activities 2. The social power of brought about by the social media use of ICTs 3. Digital citizenship and the Filipino people 15. share anecdotes of Show anecdotes of how how he/she has used ICTs they use ICTs as Post-test Samples of this to be part of a social contributor to social phenomenon include but movement, change, or change/movements. are not limited to: cause to illustrate aspects 1. EDSA and Cardinal Sin’s of digital citizenship call to action via radio broadcast 2. EDSA Dos and the use of text messaging to mobilize people 3. Million People March against Pork barrel via Facebook 4. Disaster relief operations and mobilization via Internet and text brigades Developing an ICT Project how to work with at the end of the 4- 16. identify a local or Find a local or regional Teaching/Learning Pre-test for Social Change covering peers and external week period regional cause or issue for cause or issue for Social Activities the topics of: publics/ partners for collaboratively Social Change related to Change. Discussion 1. Planning and the development of an participate actively in specific professional tracks Group collaboration/ conceptualizing an ICT ICT project that the creation and that can be addressed or Brainstorming Project for Social Change advocates or mobilizes development of an ICT tackled using an ICT Hands on Answer activities 2. Research for ICT for a specific Social Project for Social Project for Social Change Exercises/Activities Projects, Audience Change or cause Change relating to an profiling, (demographics issue in specific 17. analyze how target or Analyze responses from and psychographics) professional tracks intended users and user to the proposed ICT Topics may cover, but audiences are expected to Project for Social Change. are not limited to: respond to the proposed
- 9. 3. Designing and 1. Promotion of ICT Project for Social copywriting for ICT wellness in the home Change on the basis of Post-test Projects (Sports) content, value, and user 4. Developing and 2. Street food safety experience constructing the ICT and cleanliness drive project (Tech- Voc) 3. Cultural heritage 18. integrate rich Samples of these promotion through new Synthesize multimedia multimedia content in advocacies or projects designs “Pinoy pride” content on ICT Project for design and development include but are not limited (Arts) Social Change. to best enhance the user to: 4. Savings and financial experience and deliver 1. Antidrug campaigns literacy drives and content of an ICT Project advocacies (Business/ for Social Change 2. Youth election volunteer Academic) Design a working prototype mobilization 19. develop a working 3. Animal welfare and prototype of an ICT of an ICT Project for Social rights Project for Social Change Change 4. Environmental conservation and action 5. Contemporary ICT issues such as cyber bullying, copyright infringement, green technology, and Internet addiction Publishing an ICT Project how to manage an at the end of the 2- 20. demonstrate how Perform upload, manage Teaching/Learning Pre-test covering the topics of: online ICT Project for week period online ICT Projects for and promote online ICT Activities 1. Uploading and website Social Change independently and Social Change are projects. Discussion management collaboratively co- uploaded, managed, and Group collaboration/ 2. Promotion, traction and manage an online ICT promoted for maximum Brainstorming traffic monitoring Project for Social audience impact Hands on Answer activities 3. Evaluation through user Change through Exercises/Activities feedback/ interaction available tools, 21. generate a technical resources, and report interpreting data platforms analytics, e.g. Google, Facebook, or similar traffic data on the general Post-test aspects of search visibility, reach, and virality
- 10. Sustaining an ICT Project how to maintain and at the end of the week 22. generate a report on Produce a report on the Teaching/Learning Pre-test for Social Change covering sustain the operation independently evaluate the performance of their performance of ICT Project Activities the topics of: of an ICT Project for the performance of an ICT Project for Social for Social Change based on Discussion 1. Updating content and Social Change advocacy via an ICT Change on the basis of data gathered. Group collaboration/ maintaining traffic to an Project for Social data gathered from Brainstorming ICT Project for Social Change through available monitoring tools Hands on Answer activities Change available monitoring and evaluating techniques Exercises/Activities 2. Monitoring social impact tools and evaluating of advocacies techniques such as user communicated via an ICT interviews, feedback Project for Social Change forms, and Analytics Post-test data Reflecting on the ICT how to reflect on the at the end of the week Teaching/Learning learning process covering nature of ICT and the independently reflect Activities the topics of: manner by which the on the ICT learning Discussion learning process has process and how Group collaboration/ ICT, the self, and society changed his/her world his/her world view has Brainstorming view. evolved over the past Hands on semester 23. create a reflexive piece Develop a reflection output Exercises/Activities Reflection Paper or output using an ICT using ICT tools, web Outputs during this tool, platform, or platform or multimedia week may be in the application of choice on software on the learning Output Materials form of, but not limited the learning experience experience undergone Portfolio to: undergone during the during the semester. 1. Video blog semester 2. Presentation or image gallery 3. Website 4. Illustrated document 5. Podcast or webcast Basic Readings Empowerment Technologies. Innovative Training Works, Inc Course Assessment Written Works 20% Performance Task 60% Quarterly Assessment 20% TOTAL 100%
- 11. Course Policies Language of Instruction: The language of instruction is English. In the teaching and learning presentation, however, language samples may be in another language if it is needed to exemplify an activity in this course. Attendance: The university rule on a 54-hour attendance applies: 20% absence is considered failed or dropped, as the case may be.There will be no make-up arrangements for oral presentations, hence, the instructor/professor lecture in the absence of the discussant.Those who cannot come on the examination day are advised to take the test on the day prior to the schedule. Homework, Written Reports and Reaction Papers: Course requirement must be turned in following the scheduled due dates. If you cannot make it class on time, give your assessment items to a classmate to submit for you. Failure to submit assessment items and without an adequate excuse (e.g a doctor’s certificate) will result in a reduced score for that assessment item. Course Portfolio: The Portfolio is a form of a assessment for this class. Each of you is expected to purchase as 40 or 60 leaf folders to use as your portfolio. All forms of in-class outputs, homework, worksheet, readings, and other items are to be placed in the portfolio for assessment at the end of the semester. Prepare the Title Page and following it is the Table of Contents. This will help you organize your portfolio as well as in helping your instructor/professor assess and grade items contain within it. Bring your portfolio when asked to. Honor, Dress and Grooming Code: You are enjoined to wear the prescribed uniform of the college with your ID worn at all times. Also, respect to administrators, faculty and staff of the university as well as as to your classmates and other students shall be observed. You are mandated to follow all school policies and regulations. Deficiencies: Incomplete grades have to be attended to within a year.
- 12. Course Title Term of Effectivity Prepared by Empowerment SY. 2020 – 2021 CHRISTOPHER B. PILOTIN Technologies Instructor I Recommending Approval: Pages (s) Maria Cristilyn A. Martinez 12 Chairperson, LHS Approved: DR. MARIAN LOREN B. VALERA Dean, CTE