Speaker: Christopher C. Bernido & M. Victoria Carpio-Bernido, CVIF, The Philippines
Time: Wednesday, September 30, 2020, 11am Lisbon Time
Title: Evidence-based optimized learning with limited teacher intervention: The CVIF Dynamic Learning Program
Abstract: 21st century educational programs must adapt to two major disruptive global developments: (a) the recurrence of viral outbreaks; and (b) the 4th industrial revolution. Recurring epidemics are often due to zoonotic diseases that may have lead to a series of outbreaks such as SARS (2003), Swine flu (2009), Zika (2007, 2015), MERS (2012), Ebola (2014-2016), and now COVID-19. Fruit bats, for example, are hosts to a reservoir of hundreds of viruses unknown to science and have been suspected as potential sources of the Ebola outbreak and SARS-like coronaviruses . Viral outbreaks disrupt traditional learning which rely on teacher-lectures inside the classroom. During a pandemic, a no face-to-face scenario between teachers and students is often imposed to avoid viral transmissions. The 4th industrial revolution, on the other hand, is brought about by the relentless emergence of new technologies which will force the next generation to continuously learn new skills in their lifetime oftentimes on their own. The rapidly changing employment landscape in the 4th industrial revolution requires a mindset for independent lifelong learning which is better formed early in life. Common to both disruptive forces is the need to train and educate the next generation on how to effectively learn independently with zero or at most minimal help from a physical teacher. In this talk, we shall discuss the CVIF Dynamic Learning Program (DLP) which is designed to hone independent learning by students . Created in 2002, the CVIF-DLP is a habit-forming systems approach to process-induced learning in contrast to teacher-induced learning . For poorer nations during a pandemic, it could bypass the lack of internet connectivity. For richer nations with digital connectivity, the CVIF-DLP addresses the problem of inattentive and unengaged learners in front of a virtual teacher online. Performance indicators gathered through the years show that students can learn deeper and have higher performance outcomes even with minimal teacher intervention. The CVIF-DLP has been applied in many Philippine schools at the elementary, high school and college levels.
1. E. Leroy et al. “Fruit bats as reservoirs of Ebola virus,” Nature 438 (2005) 575–576.
2. M. V. Carpio-Bernido and C. C. Bernido, "Science Culture and Education for Change, Part I: Innovative Strategies for Secondary Education in the Philippines," Transactions of the National Academy of Science and Technology, vol. 26, No. 2 (2004) p.243.
3. M. V. Carpio-Bernido and C. C. Bernido, “CVIF Dynamic Learning Program: A Systems Approach to Process-Induced Learning” in epiSTEME 4: International Conference to Review Research on Science, Technology and Mathematics Education, eds. S. Chunawala and M. Kharatmal (Homi Bhabha Centre for Science Education, Mumbai, 2011) pp. 269 – 273.