ABSTRACT
@#This article discusses the Online Educational Resources (OERs) Movement and why OERs are so highly recommended by international collaborative organizations for the attainment of an inclusive, learner-centered and development-centered open education. The second part recounts how the creation of an OER served as a viable alternative teaching learning and assessment strategy for achieving course outcomes during (but not limited to) pandemic times. It showcases the outputs of students of the Doctor of Health Professions (DrHPEd) program taking a course on Quantitative Data Analysis (HPEd 391) during the first semester of AY 2021-2022. The process of making an OER was challenging. At times, the students felt that they were doing things beyond the scope of a course in quantitative data analysis. But everyone agreed that because of the degree of student engagement involved, the sense of fulfillment at the end was intense. The creation of an OER was a realistic, context-based and relevant final output which most of the students intend to use for their real-life advocacies. It was truly an exercise which demanded integration of all dimensions of technological pedagogical and content knowledge (TPACK) and yielded a personal and unique output which exhibited the highest order of learning outcomes - at the level of synthesis. And what may have appeared 'extra-curricular' at first was actually simply a more authentic assessment.
ABSTRACT
@#This article discusses the Online Educational Resources (OERs) Movement and why OERs are so highly recommended by international collaborative organizations for the attainment of an inclusive, learner-centered and development-centered open education. The second part recounts how the creation of an OER served as a viable alternative teaching learning and assessment strategy for achieving course outcomes during (but not limited to) pandemic times. It showcases the outputs of students of the Doctor of Health Professions (DrHPEd) program taking a course on Quantitative Data Analysis (HPEd 391) during the first semester of AY 2021-2022. The process of making an OER was challenging. At times, the students felt that they were doing things beyond the scope of a course in quantitative data analysis. But everyone agreed that because of the degree of student engagement involved, the sense of fulfillment at the end was intense. The creation of an OER was a realistic, context-based and relevant final output which most of the students intend to use for their real-life advocacies. It was truly an exercise which demanded integration of all dimensions of technological pedagogical and content knowledge (TPACK) and yielded a personal and unique output which exhibited the highest order of learning outcomes - at the level of synthesis. And what may have appeared 'extra-curricular' at first was actually simply a more authentic assessment.
ABSTRACT
@#<p style="text-align: justify;"><strong>OBJECTIVES:</strong> To report a case of congenital oval window aplasia (COWA) in a Filipino adult presenting with unilateral maximal conductive hearing loss and discuss the diagnostic considerations, pathophysiology and management.<br /><strong>METHODS:</strong><br /><strong>Design:</strong> Case Report<br /><strong>Setting:</strong> Tertiary Public Referral Center<br /><strong>Patient:</strong> One <br /><strong>RESULTS:</strong> Audiometric evaluation showed a maximal unilateral left conductive hearing loss. High resolution temporal bone CT showed absence of the oval window on the left along with facial and stapes abnormalities. Exploratory tympanotomy showed an aberrant facial nerve, monopodal and abnormally located stapes and absent oval window. Postoperative hearing gain achieved after a neo-oval window and Schuknecht piston wire prosthesis remained stable over two years.<br /><strong>CONCLUSION:</strong> A congenital minor ear anomaly classified as Cremers Class 4a in which a congenital oval window aplasia was associated with an aberrant facial nerve anomaly and a monopodal stapes is reported. Recent literature supported the view that congenital oval window aplasia can in selected cases be amenable to various surgical approaches and a stable postoperative hearing gain is achievable in the long term.</p>