Page 117 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

A. T. Buan et al. · BUKA - REACH Capacity Building on Innovative Flexible Learning -

Mindanao State University-Iligan Institute of Technology (MSU-IIT), Philippines

understanding the specific needs of faculty members, designing relevant content,
identifying e ective strategies in conducting training, and evaluating the

outcomes.

Analysis

During the analysis stage, a Training Needs Assessment was used to assess the
teachers’ levels of knowledge in technology and pedagogy. The survey was focused

only on assessing the level of knowledge in terms of technology and pedagogy on
the premise that all faculty were already content experts in their subjects.

Additionally, students were also considered during the analysis in order to know

their capacity in terms of availability of elearning resources at home. By
considering both the faculty and student needs, a holistic understanding of the

capacity building on teaching and learning online is established.

Design and Development

To ensure equity and access for all students, one of the important goals of the
BUKA project was to create inclusive learning materials suitable for both

face-to-face and online modalities. Recognizing that not all students had access to
the Internet, faculty members developed learning packets and printed modules to

cater to those who could not engage in online learning. Moreover, online materials

and activities were curated for students who had internet access, thus providing a
comprehensive learning experience.

When the COVID-19 pandemic struck in 2020, more than 90% of the
educators actively participated in online training in utilising MOLÉ. This initiative

aimed to enable a transition to emergency online instruction, ensuring that
teaching and learning could continue uninterrupted despite the challenges posed

by the COVID-19 pandemic. By embracing digital platforms and promoting the use

of MOLÉ, faculty members were equipped to e ectively engage with their students,
deliver course materials, facilitate discussions, and assess student progress using

MOLÉ.

The design of the training programme was focused on:

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