The document summarizes the introduction of the keynote speaker, Dr. Edison Angeles Fermin. Dr. Fermin has extensive experience in education and holds several advanced degrees. He founded an organization focused on adaptive, innovative and resilient education. In his keynote, Dr. Fermin discusses expectations for the "new normal" in education following the COVID-19 pandemic. He emphasizes that we are still in the response stage and have yet to fully transition to the new normal. In the new normal, learning will take place anywhere, anytime through various modalities. Curriculums will focus more on essential knowledge and assessments will evaluate skills like knowledge transfer instead of memorization. Educational institutions will also be evaluated differently, with a
The document summarizes the introduction of the keynote speaker, Dr. Edison Angeles Fermin. Dr. Fermin has extensive experience in education and holds several advanced degrees. He founded an organization focused on adaptive, innovative and resilient education. In his keynote, Dr. Fermin discusses expectations for the "new normal" in education following the COVID-19 pandemic. He emphasizes that we are still in the response stage and have yet to fully transition to the new normal. In the new normal, learning will take place anywhere, anytime through various modalities. Curriculums will focus more on essential knowledge and assessments will evaluate skills like knowledge transfer instead of memorization. Educational institutions will also be evaluated differently, with a
The document summarizes the introduction of the keynote speaker, Dr. Edison Angeles Fermin. Dr. Fermin has extensive experience in education and holds several advanced degrees. He founded an organization focused on adaptive, innovative and resilient education. In his keynote, Dr. Fermin discusses expectations for the "new normal" in education following the COVID-19 pandemic. He emphasizes that we are still in the response stage and have yet to fully transition to the new normal. In the new normal, learning will take place anywhere, anytime through various modalities. Curriculums will focus more on essential knowledge and assessments will evaluate skills like knowledge transfer instead of memorization. Educational institutions will also be evaluated differently, with a
Fermin To introduce our keynote speaker, please welcome the Dean of the CBSUA graduate school. Dr. Claribelle C. Haber, Ph.D, we have a virtual round of applause.
Claribelle C. Haber, Ph.D: Morning, everyone.
It is a great honor to introduce our plenary speaker. Dr. Edison Angeles Fermin is the founder of edge speaks, a professional development group that focuses on adaptive, innovative and resilience education. He is currently the vice president for academic affairs of the national Teachers College, which was acquired by AI law corporation education in 2018. He formerly served Miriam College in various capacities, such as director for Innovation Development, Director for basic education and high school principal. He holds a bachelor's degree in secondary education major in English minor in Filipino Manya. Home louder, a master's degree in teaching English as a second language, and a doctoral degree in Filipino language planning and policy. All from the University of the Philippines in diliman. He received the up Garwood chancel or be lumped in a coma Husein adinkra dragoman. Total number TAs at a company founded in 2000, the Miriam college president's awards for research in 2005 and in 2010. In June 2014, he was chosen as the youngest recipient of the professional achievement award of the University of the Philippines College of Education Alumni Association for his scholarly work on evidence based teaching practices. In 2016, he became the first recipient of the Oscar and locus award for transformative educational leadership. In 2017, he received the outstanding Alumnus Award in basic education from the river UC University of Science and Technology, where he graduated valedictorian in 1996, a member of the International honor societies of tea cup of tea and P gamma mu. He has written and refereed articles, delivered lectures, and facilitated training concerning elearning, literacy, teacher education, social linguistics, Student Affairs, program developments, and curriculum development in various parts of the country and overseas. A published researcher and national trainer in learner centered outcomes based education. He has trained teachers and education leaders from the preschool to tertiary levels, and even technical and vocational schools. He continues to work with the British Council and declared international affairs staff in developing policy and practice pathways in transnational education and adult education, especially in terms of quality assurance. And in 2019, he completed his training in equitable access to education as a scholar of the Asia Europe foundation at the University of Edinburgh in Scotland. He was a member of the Department of Education technical Working Group on the K to 12 curriculum as a member of the learning area in four languages. The National basic education and higher education Commission's of the Catholic Educational Association of the Philippines are saying he is currently co chair of the Commission on Higher Education technical panel in teacher education from 2013 to the present, and the chief consultant of the National Executive course for education leaders are xcell in Senior High School of the private education Assistance Committee from 2017 to present through reform for assistance to private education in responding to the complex educational implications of of the recent COVID-19 pandemic. He currently provides expert advice to the chair technical Working Group on the continuity of inclusive education through appropriate flexible learning options. Friends, pleased to speak about reinventing education and research flexibility in the new normal. Dr. Edison Dr. Edison Angeles Fermin: Thank you so much for the very kind And warm introduction. Please allow me to share my screen so that I can begin this hour long. We're very pleased to join all of you this morning. What do we hear from Manila and deplete all of you? If I, if my memory serves me right, my mother hi in that regard, and still I'm foggy. I have been a student of intermediate and advanced classes in Bahasa Indonesia, Malaysia. And I'm very happy that I'll be sharing this morning with some of our colleagues in Indonesia. And of course, the big cold region is very close to my heart, because I am married to amico Lana. So this morning is an opportunity for me to share with you my thoughts on reinventing education, research flexibility in the new normal, with the title processor. In Bahasa, it is the Tanja this morning, I'd like us to have a better appreciation of what we are to expect in the new normal. And what will entail from us from the vantage point of educational research, which is, for the most part of my life, is something that I have embraced as a major component of my responsibilities. I'd like to emphasize that we are not yet in the new normal. Many people keep on saying that this is already the new normal, and we are experiencing it. But if you look at the trajectory of our adjustments, given the pandemic, we are technically still in the response stage. And in so many ways, the Philippines and Indonesia share a lot of things in common. And the response stage with massive school lockdowns, and economic closures happening, we are yet to find out how we will actually recover what we have the vaccination currently being rolled out. The recovery period happens in the early part of 2021. That's what's happening right now, all the way to the middle half of our first half rather, of 2022, when we are expected to have at least achieved a certain degree of immune immunity or herd immunity. And from there, much of what has been shut down in COVID-19, will gradually recruit them. And from that moment on the reconfiguration of all public and private spaces, education included will likely begin that period of configuration is the period of the new normal. And what is being asked of people and educators like smooth specially is what the World Economic Forum has explicitly mentioned, as the generation of new paradigms, and not necessarily a new normal in the education space. I always emphasize in the last 44 webinars that I have conducted, that moving towards the new normal in the education space is likely going to be the end of schooling, as we know it, to borrow the words of a scholar from Harvard University by the by the name of Professor Kevin Kerry, who in 2015, I managed to listen to one of his thoughts. And he was kind of saying that time will come when everything that we know about education or schooling will change all of a sudden, and boy, he was right. That was 2015. And five years after we have COVID-19. I'd like to go straight to the point on what is to expect in the new normal. from the vantage point of an education, futures and cenarius perspectives. What we know right now is that learning will likely take place anywhere, anytime, any any modality or technology. This is what we mean by location agnostic systems. In fact, this webinar is an exemplification of what we call by one what we call as location agnostic systems. We are coming together virtually but we are technically coming from various other parts of the globe. And along with it is a reconfiguration of what we mean by what we need to learn. You know, I have this assumption, but is this likely going to be sooner or later? that not everything that we have declared in our course curriculum course programs will really matter at the end This study. So the term essential, has become very essential to curriculum studies, particularly in the areas of planning and delivery at this moment. And I'm very happy about this because I am a huge fan of the curriculum that is an inch long, but is a mile. And this translates to the use of assessments that are no longer the ones that you typically find in pen and paper modalities, because it is no longer about how much one knows, but how one transfers knowledge. And critically, this is likely going to shape the future of education delivery systems, especially that in most nation states, the transition to remote learning prompts us to ask questions relative to what will become the new measures and processes of measuring educational attainment. The other three important things that we are seriously more regarding are the behaviors of educational institutions in so far as determining quality, his concern. Later, I will show you how I would like to approach research in quality assurance, especially that we are no longer just concerned with the compliance to state, state or government regulations during the period of COVID-19. In fact, more we are considering the direction towards capturing the innovations that have been implemented by higher education institutions, and even basic education tools. The next would be a question on qualifications and capabilities. We have strongly asserted that a certain professor of a certain degree program will need to have X number of qualifications to be considered as an expert in that Yeah, but the idea of who gets to educate and teach has changed during COVID-19. I have been part of many international families, actually covering a lot of interesting issues in education, but they are not degree holders in education at all. Some are coming from the health sector, some are coming from the public work sector, and so on and so forth. Because this tells you the third important shift that I'd like to highlight, which has something to do with the new academia and industry gap that will be brought about by the many changes COVID-19 have already caused and have already exacerbated or aggravated because of the lockdowns and the reconfiguration of economic systems, because it is true that as industries reconfigure academia is still in a state of shock. So businesses industries are changing rapidly from manufacturing to artificial intelligence and so on and so forth. But schools are on lockdown mode and many of us are just, you know, getting by in terms of remote learning professionals. Now, our degree programs will now be equal to the changes in the employment and the industry landscapes is something that is worth researching on a serious now, especially this early this year in February of 2021, a global survey on the mix of occupations that will have to shift in all countries by 2013 in the boost COVID-19 scenario has already been issued by the McKinsey group. And if you look at the top five occupational categories that will likely increase the shear in most of the nation states in the world, you will be talking about mercy in courses that actually cut across health. Then you have creatives and arts management, and just a little of management, not even business. And this actually compels institutions to think about which degree programs will likely matter to your students in the coming days, months and investors. And for this reason alone, you will likely come to a point of thinking whether your degree programs will sustain their full support scenario. And luckily because of this condition, it is imperative for me keepers like us to start thinking along the lines of how learning experience design will shift, which means that if the expectations of industries have changed, we need to account for them in the way provisions at the level of programs and delivery are right now happening. And this is where I'd like to highlight how Malaysia is technically winning the game. Prior to COVID-19, the Malaysian government has actually mandated three posts that go to pedagogical approaches, in order to run their higher education system. They actually mandated the use of pedagogy, pedagogy, and cyber Golgi in its educational institutions. And likely because they had about three years of implementing these new types of coaches. So these are the posts, pedagogy and post andragogy approaches, they managed to transition most of their universities and school systems very fast in remote learning setups. In the Philippines, while we have the University of the Philippines Open University, our disposition to actually resort to remote learning opportunities is yet to be enhanced. Even if there's an enabling and enabling law to do that the pickup rate, prior to COVID-19 was very low. But all of a sudden, in COVID-19, we had to expedite it. Just to let you know, three weeks ago, a new Advisory Council to the chairperson on advisory learning was formed, and I'm part of it. And we're already seriously thinking about creating the national learning hubs for open education resources. And, and the truth of the matter is that we're already at the point of creating the guidelines on how Philippine higher education institutions can maximize the use of open education resources across degree programs. But the thing here is, even if we actually signed up for open education resources, we would still have to understand what has changed in the industries upon which we expect our academic programs to be anchored. At this point, what I will do is see if there are opportunities that we need to become mindful of, because these opportunities lend themselves not only as platforms for reinventing education, but also for creating flexible pathways for inquiry and research, which higher education institutions are expected to perform. The first set of opportunities is what I call the narrative of the schooling. Because first and foremost, we are no longer just concerned about rule. And by bloom, I'm talking about cognitive development, or cognitive science. It's no longer just about learning that we understood it before. But more importantly, there is now a shift towards the more important elements that constituted Maslow's framework on overall wellness. And to focus on wellness would mean that you have to give way to a lot of flexibility and flexibility in learning within smaller groups, even if Bridgeville is technically bigger in terms of scope, and impact. And even if there's distance, the foreigner is now viewed as better, because if you're far from the city center, then you're likely far from getting infected with the virus and all other things associated with it. And of course, you're also talking about leaner school organizations that can function on online platforms to manage the academic and at the same time, the business side of the school. So we are now seeing more and more people who traditionally populate offices within universities to be replaced by mechanisms and systems that can be bribed by artificial intelligence and a lot of automation. And is this going to pose a lot of danger on the part of higher education institutions, but this will also mean that for you to become relevant and for you to stay in your respective job posts, you need to upgrade and upskill yourselves in terms of competencies. And additionally, the discourse of the schooling will mean that universities will now have to think very, very seriously how much hyper flexibility last year when we start configuring the dimensions of remote learning, I asserted that eventually, colleges and universities will have a choice to actually promote any of these available flexible learning modalities and arrive at a very good mix of them, depending on the kind of learners and communities they wish to serve. It is no longer just a question of which of these two piece provisions Will you have more of, and which of the provisions for remote learning Will you have less of, but technically, it's you're determining the capabilities of your students, their families and your faculty, especially that we're talking about items on conductivity, availability of devices, and so on and so forth. So it is interesting to note that whatever your decisions will be, they should have, they should be based on certain parameters, which we don't know or don't have much control of at the moment. So these are part of the unknown universe in terms of institutional decision making, but likely, we will need the thread in the coming days, the next set of opportunities will have something to do with nano, micro and mini credential pathways. Right now, a lot of colleges and universities have actually discovered not only learning management systems, but credentialing systems, you see if you have heard of the words or the means Coursera, LinkedIn, Amazon Web Services Academy or AWS Academy, Google universe, and x, you Danny, all of these are learning and credentialing platforms that are very much output driven and outcome focused, but you develop the competencies not by (inaudible na sya sa vid) each terms of subjects, but by hours and hours of focus from nc.so how all provisions for remote learning that we have taken during the pandemic will translate to new academic qualifications. And to illustrate this for you, let me show you what I have shown to the Advisory Council and flexible learning as likely going to be the start of the evolution of credentials within a curriculum component. In the Philippines, we have a general education for school, purposive communication, which was for 54 hours during the semester, we have figured out that there are now at least two traps by which open educational resources can help build the competencies required. In prep one, where you have credit accumulation and class for scheme, what you can do is to take x number of chat approved open courseware related to the purpose of communication. So this is self paced learning and it is online, or it could be offline because you can download the resources and take it on your own without the supervision of a faculty member. And after completing the indicated courseware requirements, you will be issued one Fall Of course, we're badge a badge. It's like a certificate that the automated system we issue with you completing our segue and taking note, it's difficult for you to fool around the completion of the hours because the AI mechanisms in these courses are rather very, very secure. And after earning the badge you cannot turn that into the higher education institution for crediting. Now this means that there will now be certain courses that will run on micro credentialing pathways that do not room too many professors having too many classrooms in the first place. But the second track, they'll see that slowly, what you can do is to just integrate first the open courseware materials, either fully online or blended structures, but you will still report to the university for prelims midterms and finals. So you technically have the university or the college towards becoming an assessment center, not typically your learning centers. Now how feasible is this? I would say this is going to be the game changer in those COVID 19 because remember, we have to promote location agnostic learning. The next set of opportunities for inquiry development will be our capability to question the discourses of access, quality, relevance and sustainability. ask ourselves questions now, even bigger universities are doing away with strict admission policies. Because Open Learning means that anyone can access education. And we have proven that in so many ways during the time of the endemic Are we still going to pursue the concept of accreditation, as we know we're in a little while I'll talk about how these things are changing rapidly are we also going to push for verticalization. Because if you have noticed the types of degree programs that will likely shape post COVID-19 societies do not require so much of verticalization of qualification. In fact, the more varied your background is, the better or the likelihood or for the greater likelihood of your capability to adjust in situations of disruption will be in the fourth one will have to do with how institutions diversify in terms of resources. Now you can have as many international professors that you can have, but they don't have to sign a long term contract with you. But you can only sign up for X number of webinars that they will conduct in aid of instruction of your regular professors. This is what we mean by diversification through internationalization at home. And with the Philippines trying to catch up in terms of its education internationalization agenda, this is going to be a renaissance for most of Philippine higher education institutions, especially within the ASEAN context. And this opportunity that you're having right now is an illustration that we will diversify in so many ways. Now, I will just have to speak a little about the way quality assurance has to be researched further, you know, before COVID-19, if you notice the culture of compliance by a quantitative measures of quality, so high, and we technically have lower appetite for innovation, which is opposed to the concept of compliance. But in the post COVID writing scenario, we are likely going to celebrate the short term wins that we'll have in terms of education during covid 19, where we are actually going to enjoy more of being recognized for the kinds of innovative programs that we're developing and less on really comfortable on the number of faculty members with a certain degree, or the number of collections that you have in your library and so on so forth, which are called part of our former culture of quality assurance, which will become outmoded, it will not really be that helpful anymore, because, as I have told you, that single accreditation framework happening or being implemented, nation states will no longer be the norm. What I am actually forgetting right now is that if we give a lot of freedom to shape standards, from the vantage point of invitation of innovation, then quality assurance will become more sensible, flexible and targeted, to borrow the asset the analysis of again Professor Gavin Carey from Harvard University, and you know what, I am happy to tell you that because on October 4 2021, cedd, in cooperation with the Philippine business for social progress and Rex education system, through ese sung ion by Mr. bata are one nation for children campaign will actually confer the first downward arrow campaign and maybe your university central because State University of Agriculture may want to vie for this because the guidelines will be released next month. We are going to select institutions who have demonstrated excellence in flexible and responsive management, flexible teaching and learning innovation, responsive research and development and public service and community engagement. But here we will not just assign points. We will listen to the narrative change of the institutions because narrativity will become a new norm in terms of quality assurance in post COVID-19. Why is that? Because in post not COVID-19 quality assurance, we will not just talk about numbers, but the stories behind the numbers that make an institution really a beacon of quality, where it's no longer just about the feasibility and viability of institutional life, that we will be zero important. But desirability, why are those streets desirable, this means that there is a high degree of impact and innovation that they have created. And if you haven't been reading the news recently, this is the reason I've named Mandela University in the recent rankings of higher education institutions in terms of social impact. It's the amount of social innovation that you're able to do. But what I am most happy about the outcomes is that there was one state university who made it and that's the Turlock Agricultural University. And I know how they have been moving away from too much compliance to actually more of innovation. Now on the rightmost part of your screen is what we call the design thinking model. See, design thinking is technically deeply connected to the pathways of the nerve activity of quality assurance, because he talks about empathy as the primary guiding post for pursuing innovation, because he talks about the actual needs and needs of individuals or institutions in need of innovation. And then the process becomes iterated here, until they are able to disrupt, now ignored, disruptive ecosystems in education are likely the ones who can survive any further types of discontinuity even in the time of a health crisis, war, and so on, and so forth. And if you are planning on studying the Charles V beater model, for disruption in education system, you have to be seriously researching on what programs that are informally structured, technically supplement the squadron three, and those that technically transform that Squadron four, because that is quite absent in the scenario that we have right now. Now, the last set of opportunities for development in education via AI research back, we will have to talk about emerging business models for schools. Admittedly, if you are a state run school, then you don't have a problem in terms of funding. In fact, you have a surplus of funding, and there is just too much for you to think about in terms of how you are, what you can access and how you're going to maximize it. I don't know in the case of Indonesia, but secret institutions, I believe, are capable of maximizing these resources. But for questions matter right now, if you are an academic, managing the business of education, what kind of demands Will you need to become more mindful of what are the new students or student markets that you will have to be seriously looking into, for example, in the Philippines, next year, no mandanas clause in terms of managing fiscal resources of the national government will take effect. This will mean that local government units or agencies will have more autonomy and freedom in managing their internal revenue allocations. And for the most part of it, this will benefit not the state universities and colleges, but the local colleges and universities. And in a little while, I will show you why this is an interesting area of government investment, because they can yield more participation, increase retention of people in education, but at the same time, start expanding the sphere to include other people that can eventually add to margins and revenues, especially for those in the private sector. Who would like to expand the business of education? I know that for some of you, you don't feel comfortable being told about the business of education, but you know, you have to understand you have to run it like a business as well. While it is a social service, by business, I mean, you have to ensure its viability and sustainability. So what are the trends in terms of the Emerging business models for schools. First, you have to understand that there will be a huge push for life wide learning, which means that you no longer have to learn for the sake of not of living alone, which means living by level, first year, second year, third year, fourth year undergraduate, Masters doctoral, but it's really more of enjoying how you learn. So, if you have programs that are very much restrictive, such that you cannot take one course unless you finish 10,000 requisites, your new emerging markets will feel off about it. And so you must be able to actually give more liberty and freedom to students, or design their pathway to learning because that is what we have seen as very effective in engaging students in the COVID-19 scenario. The second alternative is what we call the believer squareline imperative or directory to academia imperative, that this is the reason. The reason for this is that during COVID-19, many of us suddenly realized there's just a lot that we don't know about how disruptions change our lives. And largely because of that there will be a surge of people who might consider returning to academia, pursue further studies. But take note, they will not demand full degree programs, they would want to learn something new in so little time. So think about what I mentioned earlier as nano and micro credentials, we are seeing the rise of more certificate and associate programs that will address the needs of the post COVID scenario, because we need to know more in so little time. The third, the third business model that I was telling you about earlier was the rise of the Community College. Now more and more people have seen that Metropolitan hubs and central communities are the ones that are likely to be on shutdown mode when a new disruption is conceived. So the farther you are from the center, the better. This is the reason many students from the National Capital Region in the Philippines or from Jakarta, for that matter, are now shifting back to the provincial educational camps because that's where there's less likelihood of getting infected. And if this trend continues, the new locus of creativity will no longer be the cities, but even the small towns or the province that are safer, and actually more enjoyable, because you can build your academic programs around other provisions for exploration, leisure, recreation, and so on and so forth. The last scenario that will impact the business model of school systems is what I call the move diversity movement. In the United States, and in Europe, a lot of colleges and universities have already shut down in perpetuity. That means to say that, they will no longer resume operations, even after COVID-19. They just lost the business. But for some who are still in existence, the best way to actually continue their operations is to create what I call the most diversity back. It's like a consortium where several universities come together to offer common degree programs. But in the more diversity, you don't offer a single degree shared by several colleges or universities. This is where borderless and customizable degrees actually are offered. So you can have, let's say, the Central State University of Agriculture and another partner in Indonesia, they don't have common programs, but students have the capability of electing a new degree at Ace and this is exciting because the pathway to learn will become heavily customizable. So, my dear colleagues, what I have shown you here is that the quest for flexibility, both in reconfiguring education and research within this space will be a concept search for alternatives where your inquiry focus will change. So if we talk about emerging priorities and alternative methodologies in research in education in the new normal, and will give you a very simple framework to begin with. If you are familiar with And Gilbert's hierarchy of intelligence and economic progression in 1999. You see, it may have been very early for them to think that noise is the capital of transformation. But you see, when I look back at this framework, I have examined several frameworks for determining inquiry across COVID-19 scenarios. And this is the one that really captured my attention. In 1999, they were saying that anything that creates noise should be what researchers should be picking up it makes sense, actually, because when you pick up something from the from much of the noise happening around you, let's say disruptions in education nowadays, you will naturally be drawn towards asking questions, why what is happening in worse the noise stomach from the moment you ask that, then data arises, and when you string together, sets of data information is created. And when you challenge what the information tells you, then knowledge is created. And the moment you translate that knowledge into useful practices and policies, policies, then wisdom actually begins. And on the other side of it, you translate these into products, what can make noise can become a product or a commodity, data can be translated to encode, and information can be translated into a form of service, knowledge is have knowledge have be have naturally should naturally be translated into experiences, and wisdom should lead us to transformation. And so this is where I'd like institutions of research, such as colleges and universities, to promote what we mean by alternatives that matter within your normal. So these are what I call inquiry pathways, you have the train your students and faculty members to create what we call pathways to conversation, allow first your