Page 119 - 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

● Training modules - Resource speakers were asked to design learning
materials to address the required content. The learning materials include

lecture notes, activity sheets, guides, videos, and other supplementary

materials to enhance training experience. These materials served as valuable
resources for both resource speakers and the participants.

● Evaluation tools - The evaluation tools employed in the training program

extended beyond the assessment of the training itself. They also
encompassed self and peer evaluation checklists to evaluate the materials

being developed by the participants. These evaluation tools ensured that the
training materials met the desired training outcomes.

Preparing these essential components will create a well-structured and

comprehensive capacity building experience for the participants.

Implementation

The BUKA MSU-IIT capacity building project had three categories: first, the
piloting of the BUKA MSU-IIT learning sessions at the College of Education (CED);

second, implementing the piloted learning sessions at a university-wide level,
which were conducted at the Center for eLearning (MICEL; now called the Center

for Pedagogical Innovations - CPI); and third, the project provided academic

support to the University through capacity building on designing inclusive
curriculum for blended learning delivery.

Pilot implementation of the BUKA MSU-IIT capacity building workshops

initially occurred during the first year of implementation in the College of
Education. In this phase, the REACH framework was utilised in designing the

Innovative Flexible (InFLex) Webinar Series. The goal of the webinar series was to
develop learning guides and other relevant materials to support students in the

pivot to emergency remote teaching and learning. Assessment plans were
embedded in the course design, taking into consideration students varied access to

digital technologies and tools. Furthermore, mentors were trained to provide

support on each department implementation. To provide a more user friendly
virtual learning environment (VLE), the course in the MOLÉ classrooms. The topics

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