Proposed Natural Science E-Instructional Systems Design (E-ISD) for the Mendiola Consortium

Abstract

The surfacing of the coronavirus COVID-19 pandemic in the latter part of 2019 drastically forced school systems to restructure and go full-blast with remote learning. Despite the uncertainties, the educational sector must still meet academic ends and so must be resilient in facilitating flexible learning. This shift towards flexible "remote" learning has been predictable and has become, even, the most pragmatic alternative at this time towards providing effective learning delivery systems. To support flexible learning without compromising authenticity and shared identity in the context of natural science virtual teaching and learning, the researchers reviewed and consequently, proposed a recalibration of the instructional systems design (ISD) as used by Natural Science teachers and professors of the Mendiola Consortium from October 2020 through March 2021. The proposed e-ISD, arising from flexibility, authenticity, and result-orientedness as eligibility criteria, enforces the importance of content and context feedback on the instructional process. Applying Argyris' perspective (1976) on feedback loops and theories of action, it could be said that seeking the perspectives of the subject matter experts themselves, the Natural Science teachers, helped the researchers create a new meaning for Science Instruction— a meaning that is flexible and adaptable alongside the changing world.References Almario, A., & Austria, R. (2020). Helping K-12 Schools Transition to post-COVID 19 times.Argyris, C. (2004) Reflection and beyond in research on organizational learning. Management Learning. 35(4), 507–509.Argyris, C. (1976). Increasing Leadership Effectiveness. Wiley.Batko, R. (2019). Digital Innovation as the Key Factor in Changing Organizational Identity into a Digital Organizational Identity. 49, Research Gate.Biggs, J.B. (2003). 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