Fr Johnny Go, SJ’s Updates from the Online Learning Task Force Presentation to SOSS Faculty provides a preview of the AteneoBlueCloud, or the University’s virtual campus. Focused mainly on the principles of Ateneo’s online learning approach, the highlights in Fr Johnny’s presentation are literally “Go” to ideas that are key to the faculty’s socialization towards an alternative mode of teaching, beginning July 2020.

Principles of Adaptive Learning

• Based on the key words “to adapt” the purpose of an adaptive learning design is to adjust to the student’s learning style through the use of multiple platforms and in consideration of the learner’s multiple contexts. Because the student needs and circumstances are at the center of adaptive learning, this mode very much relates to the flexible learning approach. In the Ateneo, a study of the students’ learning needs has yielded a preference for asynchronous online teaching.
• However, this does not necessarily mean that what works best in brick and mortar contexts will also work in the virtual classroom. An adaptive learning design, therefore, will require instructors to be mindful of establishing a fit between teaching methodology, assessment and student engagement, in light of a given set up. Of course, this does not come without a challenge as seen in the global experience of migrating in-person to online learning, worldwide.
• Adaptive learning is more learner than technology-centric in focus. Complex apps do not necessarily make for quality teaching. In addition, students are evaluated for their achievement of desired learning outcomes and not for their mastery of certain applications.
• In keeping in mind the elements of online learning: the coach (teacher) or teacher assumes a critical steering role in making and delivering content.
• In an online learning arrangement, student participation remains important and should be factored in designing the appropriate teaching methodology.
• Faculty are enjoined to think in terms of the learning and not only contact hours. In an adaptive learning design it is “not so much the hours, but the assessment at the end of 1, 2, or 3 modules to enable learners to demonstrate the desired 
 learning outcomes.”