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Removing Philippine History in the ‘Age of Disinformation’: politics, implications, and efforts

2021, De La Salle University Research Congress

Traditional sources of authority are under siege and disinformation is polarizing societies. The rise of demagogues and exploitation of modern technology gave birth to the ‘Age of Disinformation.’ Apart from fake news peddling and online trolling, in the Philippines distorting history has been flourishing and being used as a political scheme in different social media platforms. This paper hopes to point out the removal of Philippine history in high school was placed at a disadvantage right at the dawn of the ‘age of disinformation’ in the Philippines. This malnutrition of knowledge on Philippine history and denigration of critical thinking was taken advantage of, politically, by tandems of positive branding campaigns. This paper is a preliminary reportage on the Philippines’ ‘age of disinformation’ zeroed in on historical negationist and distortionist campaigns in digital media. In addition, this paper also hopes to bring into light efforts made by academic and non-academic actors in their hope to fill in the gaps and repair damages brought by this age of disinformation’s malevolent actors. This paper is advised on the framework that education and information literacy are both important in this period of widespread disinformation, misinformation, and propaganda.

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See More Documents Like This

Exploring the impact of artificial intelligence on teaching and learning in higher education

Stefan A. D. Popenici ORCID: orcid.org/0000-0002-0323-2945 1 &
Sharon Kerr 2

Research and Practice in Technology Enhanced Learning volume 12 , Article number: 22 ( 2017 ) Cite this article

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This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities. We pinpoint some challenges for institutions of higher education and student learning in the adoption of these technologies for teaching, learning, student support, and administration and explore further directions for research.

Introduction

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education, with the potential to fundamentally change governance and the internal architecture of institutions of higher education. With answers to the question of ‘what is artificial intelligence’ shaped by philosophical positions taken since Aristotle, there is little agreement on an ultimate definition.

In 1950s, Alan Turing proposed a solution to the question of when a system designed by a human is ‘intelligent.’ Turing proposed the imitation game, a test that involves the capacity of a human listener to make the distinction of a conversation with a machine or another human; if this distinction is not detected, we can admit that we have an intelligent system, or artificial intelligence (AI). It is worth remembering that the focus on AI solutions goes back to 1950s; in 1956 John McCarthy offered one of the first and most influential definitions: “The study [of artificial intelligence] is to proceed on the basis of the conjecture that every aspect of learning or any other feature of intelligence can in principle be so precisely described that a machine can be made to simulate it.” (Russell and Norvig 2010 ).

Since 1956, we find various theoretical understandings of artificial intelligence that are influenced by chemistry, biology, linguistics, mathematics, and the advancements of AI solutions. However, the variety of definitions and understandings remains widely disputed. Most approaches focus on limited perspectives on cognition or simply ignore the political, psychological, and philosophical aspects of the concept of intelligence. For the purpose of our analysis of the impact of artificial intelligence in teaching and learning in higher education, we propose a basic definition informed by the literature review of some previous definitions on this field. Thus, we can define artificial intelligence (AI) as computing systems that are able to engage in human-like processes such as learning, adapting, synthesizing, self-correction and use of data for complex processing tasks.

Artificial intelligence is currently progressing at an accelerated pace, and this already impacts on the profound nature of services within higher education. For example, universities already use an incipient form of artificial intelligence, IBM’s supercomputer Watson. This solution provides student advice for Deakin University in Australia at any time of day throughout 365 days of the year (Deakin University 2014 ). Even if it is based on algorithms suitable to fulfill repetitive and relatively predictable tasks, Watson’s use is an example of the future impact of AI on the administrative workforce profile in higher education. This is changing the structure for the quality of services, the dynamic of time within the university, and the structure of its workforce. A supercomputer able to provide bespoke feedback at any hour is reducing the need to employ the same number of administrative staff previously serving this function. In this context, it is also important to note that ‘machine learning’ is a promising field of artificial intelligence. While some AI solutions remain dependent on programming, some have an inbuilt capacity to learn patterns and make predictions. An example is AlphaGo—a software developed by DeepMind, the AI branch of Google’s—that was able to defeat the world’s best player at Go, a very complex board game (Gibney 2017 ). We define ‘machine learning’ as a subfield of artificial intelligence that includes software able to recognize patterns, make predictions, and apply the newly discovered patterns to situations that were not included or covered by their initial design.

Results and discussion

As AI solutions have the potential to structurally change university administrative services, the realm of teaching and learning in higher education presents a very different set of challenges. Artificial intelligence solutions relate to tasks that can be automated, but cannot be yet envisaged as a solution for more complex tasks of higher learning. The difficulty of supercomputers to detect irony, sarcasm, and humor is marked by various attempts that are reduced to superficial solutions based on algorithms that can search factors such as a repetitive use of punctuations marks, use of capital letters or key phrases (Tsur et al. 2010 ). There is a new hype about possibilities of AI in education, but we have reasons to stay aware of the real limits of AI algorithmic solutions in complex endeavors of learning in higher education.

For example, we can remember that the enthusiastic and unquestioned trust in the AI capabilities of a revolutionary new car led on May 2016 to the death of the driver, when the car set on ‘autopilot’ went underneath a tractor-trailer that was not detected by the software (Reuters/ABC 2016 ). There is also the story of Microsoft’s embarrassing mistake to trust the AI-powered bot named Tay to go unsupervised on Twitter. Confident on the bot capacity to operate independently, Microsoft discovered that Tay turned fast into a racist, bigoted, and hate-spewing account. ‘Tay’ had to be shut down by Microsoft after only 16 h of work. For example, Tay answered the question “Are you a racist?” with a disturbing “because ur mexican”. A Microsoft spokesperson explained that: “The AI chatbot Tay is a machine learning project, designed for human engagement. It is as much a social and cultural experiment, as it is technical. Unfortunately, within the first 24 hours of coming online, we became aware of a coordinated effort by some users to abuse Tay’s commenting skills to have Tay respond in inappropriate ways. As a result, we have taken Tay offline and are making adjustments.” (Perez 2016 ).

There is consistent evidence—some presented in this paper—that AI solutions open a new horizon of possibilities for teaching and learning in higher education. However, it is important to admit the current limits of technology and admit that AI is not (yet) ready to replace teachers, but is presenting the real possibility to augment them. We are now seeing computing algorithms impacting on the most mundane aspects of daily life, from individuals’ credit scores to employability. Higher education is placed at the center of this profound change, which brings with it both extraordinary opportunities and risks. This important crossroad requires careful consideration and analysis from an academic perspective, especially as we can find tendencies to look at technological progress as a solution or replacement for sound pedagogical solutions or good teaching. The real potential of technology in higher education is—when properly used—to extend human capabilities and possibilities of teaching, learning, and research. The purpose of this paper is to kindle scholarly discussions on the evolving field of artificial intelligence in higher education. This stays aligned with some of the most ambitious research agendas in the field, such as the “National Artificial Intelligence Research and Development Strategic Plan,” released by the US President Barack Obama in October 2016. The Report states that “the walls between humans and AI systems are slowly beginning to erode, with AI systems augmenting and enhancing human capabilities. Fundamental research is needed to develop effective methods for human-AI interaction and collaboration” (U.S. National Science and Technology Council 2016 ).

As we note that significant advances in machine learning and artificial intelligence open new possibilities and challenges for higher education, it is important to observe that education is eminently a human-centric endeavor, not a technology centric solution. Despite rapid advancements in AI, the idea that we can solely rely on technology is a dangerous path, and it is important to maintain focus on the idea that humans should identify problems, critique, identify risks, and ask important questions that can start from issues such as privacy, power structures, and control to the requirement of nurturing creativity and leaving an open door to serendipity and unexpected paths in teaching and learning. The hype on AI can lead to an unquestioned panacea that can leave many who are on their path to higher learning under the wheels of reality, such as that tragic event of the driver led under a truck by what was considered to be a matchless software. Maintaining academic skepticism on this issue is especially important in education, as this is an act that can be reduced to information delivery and recollection; we need to maintain its aim to build educated minds and responsible citizens that are attached to general values of humanism.

The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. Frank Pasquale notes in his seminal book ‘The Black Box Society’ that “Decisions that used to be based on human reflection are now made automatically. Software encodes thousands of rules and instructions computed in a fraction of a second” (Pasquale 2015 ). Pasquale is revealing in his book that we do not only have a quasi-concentrated and powerful monopoly over these solutions, but also an intentional lack of transparency on algorithms and how they are used. This is presented casually as a normal state of facts, the natural arrangements of Internet era, but it translates to highly dangerous levels of unquestioned power. Those who control algorithms that run AI solutions have now unprecedented influence over people and every sector of a contemporary society. The internal architecture of the mega-corporations such as Facebook or Google is not following a democratic model, but those of benevolent dictators who know what is best and decide with no consultation with their internal or external subjects. The monopoly and the strong control over sources of information, stifling critique and silencing de facto through invisibilisation views that are not aligned with interest and narratives promoted by techlords’ interests stand in direct opposition with higher learning. Universities have a role if they encourage dissent and open possibilities revealed by it. Higher learning is withering when the freedom of thinking and inquiry is suppressed in any form, as manipulations and the limitation of knowledge distorts and cancel in-depth understandings and the advancement of knowledge. If we reach a point where the agenda of universities is set by a handful of techlords, as well as the control over their information and the ethos of universities, higher education is looking ahead a very different age. The set of risks is too important to be overlooked and not explored with courage and careful analysis.

At the same time, the rapid advancements of AI are doubled by the effort of defunded universities to find economic solutions to balance depleted budgets. AI already presents the capability to replace a large number of administrative staff and teaching assistants in higher education. It is therefore important to explore the effects of these factors on learning in higher education, especially in the context of an increasing demand for initiative, creativity, and ‘entrepreneurial spirit’ for graduates. This paper opens an inquiry into the influence of artificial intelligence (AI) on teaching and learning and higher education. It also operates as an exploratory analysis of literature and recent studies on how AI can change not only how students learn in universities, but also on the entire architecture of higher education.

The rise of artificial intelligence and augmentation in higher education

The introduction and adoption of new technologies in learning and teaching has rapidly evolved over the past 30 years. Looking through the current lens, it is easy to forget the debates that have raged in our institutions over students being allowed to use what are now regarded as rudimentary technologies. In a longitudinal study of accommodations for students with a disability conducted between 1993 and 2005 in the USA, authors remind us of how contentious the debate was surrounding the use of the calculators and spell check programs for students with a disability none-the-less the general student body (Lazarus et al. 2008 ). Assistive technologies—such as text to speech, speech to text, zoom capacity, predictive text, spell checkers, and search engines—are just some examples of technologies initially designed to assist people with a disability. The use of these technological solutions was later expanded, and we find them now as generic features in all personal computers, handheld devices or wearable devices. These technologies now augment the learning interactions of all students globally, enhancing possibilities opened for teaching and design of educational experiences.

Moreover, artificial intelligence (AI) is now enhancing tools and instruments used day by day in cities and campuses around the world. From Internet search engines, smartphone features and apps, to public transport and household appliances. For example, the complex set of algorithms and software that power iPhone’s Siri is a typical example of artificial intelligence solutions that became part of everyday experiences (Bostrom and Yudkowsky 2011 ; Luckin 2017 ). Even if Apple’s Siri is labeled as a low complexity AI solution or simply a voice controlled computer interface, it is important to remember that it started as an artificial intelligence project funded in the USA by the Defense Advanced Research Projects Agency (DARPA) since 2001. This project was turned a year later into a company that was acquired by Apple, which integrated the application in its iPhone operation system in 2007. Google is using AI for its search engines and maps, and all new cars use AI from engine to breaks and navigation. Self-driving technology is already advanced, and some major companies are making this a top priority for development, such as Tesla, Volvo, Mercedes, and Google (Hillier et al. 2015 ) and trials on public roads in Australia commenced in 2015. Remarkably, a mining corporation is already taking advantage of self-driving technologies, now using self-driving trucks for two major exploitations in Western Australia (Diss 2015 ).

Personalized solutions are also closer than we imagined: ‘new scientist’ presented at the end of 2015 the initiative of Talkspace and IBM’s Watson to use artificial intelligence in psychotherapy (Rutkin 2015 ). This seems to be a major step towards changing the complex endeavor of education with AI. In fact, Nick Bostrom, Director of the Future of Humanity Institute at the UK’s Oxford University, observed since 2006 that artificial intelligence is now an integral part of our daily life: “A lot of cutting edge AI has filtered into general applications, often without being called AI because once something becomes useful enough and common enough it’s not labelled AI anymore” (Bostrom 2006 ). Again, very few people identify today Siri as a typical example of artificial intelligence and more as an algorithm-based personal assistant that is part of everyday life experiences. Given their increasing role within the global digital infrastructure, this also begs the question as to how algorithms are conceived of as we prepare ourselves for a range of different possible futures.

Students are placed now at the forefront of a vast array of possibilities and challenges for learning and teaching in higher education. Solutions for human-AI interaction and collaboration are already available to help people with disabilities. They can inspire educators to apply them in education to augment learners and teachers for a more engaging process. Carl Mitcham describes in his Encyclopedia of Science, Technology and Ethics a cyborg as “a crossbreed of a human and a machine” (Mitcham 2005 ). The idea of cyborgs is not as far away as we may imagine, as the possibilities to combine human capacities with new technologies are already being used and developed at an accelerated pace. For example, Hugh Herr, who is directing the Biomechatronics group at the MIT Media Lab and works with the Harvard–MIT Division of Health Sciences and Technology, recently observed in an interview for ‘new scientist’ that “…disability will end, I’d say, by the end of this century. And I think that’s a very conservative statement. At the rate technology is progressing, most disability will be gone in 50 years” (De Lange 2015 , p. 25). This company is producing technologically advanced prosthetics and exoskeletons, pioneering bionic technology for people with or without a disability. He notes that his research group developed an interface that “uses biology to close the loop between human and machine […] Imagine a world where our physicality doesn’t decrease as we age” (De Lange 2015 , p. 24). Complex computing systems using machine learning algorithms can serve people with all types of abilities and engage to a certain degree in human-like processes and complex processing tasks that can be employed in teaching and learning. This opens to a new era for institutions of higher education.

This type of human-machine interface presents the immediate potential to change the way we learn, memorize, access, and create information. The question of how long it will take to use this type of interface to enhance human memory and cognition is one which we are currently unable to answer. It may turn to reality beyond the end of this century, as the MIT scholar suggests or much sooner when we consider the pace of change in the technologies used in teaching and learning since 2007 when the first iPhone was launched. Since then, not only has the iPhone integrated breakthrough technologies that seemed impossible just a few years ago to how we access and use information (such as fingerprint identification and the ‘intelligent’ Siri assistant), but this technology has introduced a significant cultural shift that impacts on our everyday lives. Either way, if we shift the focus of ‘cyborgs’ from science-fiction to the idea of computer augmented capacity for teachers and students alike, it is not unrealistic to consider that cyborgs—or ‘crossbreeds’ of human and machines—will soon be a reality in teaching and research in universities of the near future.

The impact of artificial intelligence is already visible in the world economy and has captured the attention of many analysts. The largest investment ever made by Google in the European Union is the acquisition in 2014 of DeepMind technologies, with $400 million. DeepMind Technologies, now named Google DeepMind, is a London-based artificial intelligence startup specialized in machine learning and advanced algorithms. Notably, Google also made significant investments in the German Research Centre for Artificial Intelligence (DFKI GmbH), which is, according to their website, “the biggest research center worldwide in the area of Artificial Intelligence and its application, in terms of number of employees and the volume of external funds” (DFKI 2015 ). Tech giants like Apple, Google, Microsoft, and Facebook currently compete in the field of artificial intelligence and are investing heavily in new applications and research. Google announced in December 2015 that the company’s quantum computer called D-Wave 2X will be used for complex operations of AI, generically referred to as optimization problems (Neven 2015 ). This new machine is 100 million times faster than any other contemporary computers, a serious leap ahead for AI, considered by Google researchers as a significant breakthrough: “We hope it helps researchers construct more efficient and more accurate models for everything from speech recognition, to web search, to protein folding” (Neven 2013 ).

This wave of interest and investments in artificial intelligence will soon impact on universities. Most likely, financial pressures related to the large numbers of students currently undertaking higher education driven by the goal of democratization of higher education, and the international student market will stand as a compelling reason to seek out AI solutions. The ‘outsourcing’ of the academic workforce, in terms of numbers of academics employed and tenured positions, is now open to a massive takeover by intelligent machines (Grove 2015 ). ‘Massification’ of higher education and the political call to cut public funding for universities translates into a real need to cut costs. With research still being the main source of funds and prestige in international rankings, the MOOC hype unveiled the tempting solution for many university administrators to cut costs by reducing expensive academic teaching staff. This shift is currently being aggressively pursued in Australian universities, with a constant shift towards casual and short-term contracts; in a study conducted by L.H. Martin Institute it is documented that “…there is an escalating trend in the number and percentage of academic staff on contingent appointments, and a declining trend in the percentage of academic staff with continuing appointments who undertake both teaching and research” (Andrews et al. 2016 ). In the UK, we find various initiatives following the same trend, such as that of University of Warwick, which created a new department to employ all casual teaching staff to outsource teaching. This new department was established to function in a way “similar to another subsidiary used to pay cleaners and catering staff, suitable to serve the University of Warwick and also sell teaching and assessment services to other institutions” (Gallagher 2015 ).

As examples presented in previous page show, the “crossbreed” of the human brain and a machine is already possible, and this will essentially challenge teachers to find new dimensions, functions, and radically new pedagogies for a different context for learning and teaching. For example, brain-computer interfaces (BCIs), that captured the imagination of researchers across the world, are currently recording significant advances. Using brain signals with various recording and analysis methods, along with innovative technological approaches for new computing systems, specialists in the field now provide feasible solutions to remotely control software with a brain-computer interface (Andrea et al. 2015 ). BCIs are now able to capture and decode brain activity to enable communication and control by individuals with motor function disabilities (Wolpaw and Wolpaw 2012 ). Kübler et al. observe that at this point “studies have demonstrated fast and reliable control of brain-computer interfaces (BCIs) by healthy subjects and individuals with neurodegenerative disease alike” (Kübler et al. 2015 ). The concept of humanity and the possibilities of humans stand currently to be redefined by technology with unprecedented speed: technology is quickly expanding the potential to use AI functions to enhance our skills and abilities. As Andreas Schleicher observed, “Innovation in education is not just a matter of putting more technology into more classrooms; it is about changing approaches to teaching so that students acquire the skills they need to thrive in competitive global economies” (Schleicher 2015 ).

Past lessons, possibilities, and challenges of AI solutions

Widening participation in higher education and the continuous increase in the number of students, class sizes, staff costs, and broader financial pressures on universities makes the use of technology or teacherbots a very attractive solution. This became evident when massive open online courses (MOOCs) enlightened the imagination of many university administrators. The understanding of “open courses” is that no entry requirements or fees were required, and online students could enroll and participate from any country in the world with internet access. Both of these factors enabled universities to market globally for students, resulting in massive enrolment numbers. The promise was generous, but it soon became evident that one of the problems created for teachers was their human capacity to actively engage with massive numbers of diverse students studying globally from different time zones, at different rates of progress and with different frames of reference and foundational skills for the course that they are studying. Assisting students in large classes to progress effectively through their learning experience to achieve desired outcomes, conduct assessments, and provide constructive personalized feedback remained unsolved issues. Sian Bayne makes the observation in Teacherbot: Interventions in Automated Teaching , that the current perspective of using automated methods in teaching “are driven by a productivity-oriented solutionism,” not by pedagogical or charitable reasoning, so we need to re-explore a humanistic perspective for mass education to replace the “cold technocratic imperative” (Bayne 2015 ). Bayne speaks from the experience of meeting the need created by the development and delivery of a massive open online course by the University of Edinburgh. This course had approximately 90,000 students from 200 countries enrolled.

The lesson of MOOCs is important and deserves attention. Popenici and Kerr observed that MOOCs were first used in 2008 and since then: “…we have been hearing the promise of a tsunami of change that is coming over higher education. It is not uncommon with a tsunami to see people enticed by the retreat of the waters going to collect shells, thinking that this is the change that is upon them. Tragically, the real change is going to come in the form of a massive wave under which they will perish as they play on the shores. Similarly, we need to take care that we are not deluded to confuse MOOCs, which are figuratively just shells on the seabed, with the massive wall of real change coming our way” (Popenici and Kerr 2013 ). It is becoming clear in 2016 that MOOCs remain just a different kind of online course, interesting and useful, but not really aimed at or capable of changing the structure and function of universities. Research and data on this topic reflect the failure of MOOCs to deliver on their proponents’ promises. More importantly, the unreserved and irrational hype that surrounded MOOCs is a when decision-makers in academia decided to ignore all key principles—such as evidence-based arguments or academic skepticism—and embrace a fad sold by Silicon Valley venture capitalists with no interests in learning other than financial profits. As noted in a recent book chapter “this reckless shift impacts on the sustainability of higher learning in particular and of higher education by and large” (Popenici 2015 ).

There are solid arguments—some cited above in this paper—to state that it is more realistic to consider the impact of machine learning in higher education as the real wave of change. In effect, lessons of the past show why it is so important to avoid the same mistakes revealed by the past fads or to succumb to a convenient complacency that is serving only the agenda of companies that are in search of new (or bigger) markets. Online learning proved very often the potential to successfully help institutions of higher education reach some of the most ambitious goals in learning, teaching, and research. However, the lesson of MOOCs is also that a limited focus on one technology solution without sufficient evidence-based arguments can become a distraction for education and a perilous pathway for the financial sustainability of these institutions.

Higher education is now taking its first steps into the unchartered territory of the possibilities opened by AI in teaching, learning, and higher education organization and governance. Implications and possibilities of these technological advances can already be seen. By way of example, recent advancements in non-invasive brain-computer interfaces and artificial intelligence are opening new possibilities to rethink the role of the teacher, or make steps towards the replacement of teachers with teacher-robots, virtual “teacherbots” (Bayne 2015 ; Botrel et al. 2015 ). Providing affordable solutions to use brain computer interface (BCI) devices capable to measure when a student is fully focused on the content and learning tasks (Chen et al. 2015 ; González et al. 2015 ) is already possible, and super-computers, such as IBM’s Watson, can provide an automated teacher presence for the entire duration of a course. The possibility to communicate and command computers through thought and wider applications of AI in teaching and learning represents the real technological revolution that will dramatically change the structure of higher education across the world. Personalized learning with a teacherbot, or ‘cloud-lecturer’, can be adopted for blended delivery courses or fully online courses. Teacherbots—computing solutions for the administrative part of teaching, dealing mainly with content delivery, basic and administrative feedback and supervision—are already presenting as a disruptive alternative to traditional teaching assistants. An example is offered by the course offered by Professor Ashok Goel on knowledge-based artificial intelligence (KBAI) in the online Master in Computer Sciences program, at Georgia Tech in the USA. The teaching assistant was so valued by students that one wanted to nominate her to the outstanding TA award. This TA managed to meet the highest expectations of students. The surprise at the end of the course was to find out that Jill Watson was not a real person, but a teacherbot, a virtual teaching assistant was based on the IBM’s Watson platform (Maderer 2016 ).

This enlightened the imaginations of many, reaching international news across the world and respected media outlets such as The New Your Times or The Washington Post . However, we must be careful when we see the temptation to equate education with solutions provided by algorithms. There are widespread implications for the advancement of AI to the point where a computer can serve as a personalized tutor able to guide and manage students’ learning and engagement. This opens to the worrying possibility to see a superficial, but profitable, approach where teaching is replaced by AI automated solutions. Especially as we are at a point where we need to find a new pedagogical philosophy that can help students achieve the set of skills required in the twenty-first century for a balanced civic, economic, and social life. We have a new world that is based on uncertainty and challenges that change at a rapid pace, and all this requires creativity, flexibility, the capacity to use and adapt to uncertain contexts. Graduates have to act in a world of value conflicts, information limitations, vast registers of risks, and radical uncertainty. All this, along with the ongoing possibility of staying within personal and group ‘bubbles’ of and being exposed to vast operations of manipulation require a new thinking about the use of technology in education and a new set of graduate attributes. As advanced as AI solutions may become we cannot yet envisage a future where algorithms can really replace the complexity of human mind. For certain, current developments show that it is highly unlikely to happen in the next decade, despite a shared excessive optimism. The AI hype is not yet double by results; for example, Ruchir Puri, the Chief Architect of Watson, IBM’s AI supercomputer, recently noted that “There is a lot of hype around AI, but what it can’t do is very big right now. What it can do is very small.”

This reality may encourage policy-makers and experts to reimagine institutions of higher education in an entirely new paradigm, much more focused on imagination, creativity, and civic engagement. With the capacity to guide learning, monitor participation, and student engagement with the content, AI can customize the ‘feed’ of information and materials into the course according to learner’s needs, provide feedback and encouragement. However, teachers can use this to prepare students to a world of hyper-complexity where the future is not reduced to the simple aim of ‘employability.’ Teacherbots are already presenting as a disruptive alternative to traditional teaching staff, but it is very important to inquire at this point how do we use them for the benefit of students in the context of a profound rethink of what is currently labeled as ‘graduate attributes’ (Mason et al. 2016 ).

Even if in 2017 we find little and exploration of what is a teacherbot and what their capabilities are possible now and in a predictable future, AI technology has slipped into the backdoor of all our lives and this is imposing a much more focused research in higher education. AI solutions are currently monitoring our choices, preferences, movements, measuring strengths, and weaknesses, providing feedback, encouragement, badges, comparative analytics, customized news feeds, alerts, predictive text, so they are project managing our lives. At this point, we can see a teacherbot as a complex algorithmic interface able to use artificial intelligence for personalized education, able to provide bespoke content, supervision, and guidance for students and help for teachers. Teacherbots are defined as any machine-based software or hardware that assumes the role traditionally performed by a teacher assistant in organizing information and providing fast answers to a wide set of predictable questions; it can be facilitating, monitoring, assessing, and managing student learning within the online learning space. These solutions are closer than many academics may think. Tinkering with the old system of transmitting information to passive students, in class or in front of computers, is open to disruption from a highly personalized, scaleable, and affordable alternative AI solutions, such as ‘Jill Watson.’ While contact time and personal guidance by faculty may be should be retained not only in some elite institutions of higher education, as this will define the quality of education, but intelligent machines can be used by all to meet the learning and support needs of massive numbers of students.

The rise of AI makes it impossible to ignore a serious debate about its future role of teaching and learning in higher education and what type of choices universities will make in regard to this issue. The fast pace of technology innovation and the associated job displacement, acknowledged widely by experts in the field (source), implies that teaching in higher education requires a reconsideration of teachers’ role and pedagogies. The current use of technological solutions such as ‘learning management systems’ or IT solutions to detect plagiarism already raise the question of who sets the agenda for teaching and learning: corporate ventures or institutions of higher education? The rise of techlords and the quasi-monopoly of few tech giants also come with questions regarding the importance of privacy and the possibility of a dystopian future. These issues deserve a special attention as universities should include this set of risks when thinking about a sustainable future.

Moreover, many sets of tasks that are currently placed at the core of teaching practice in higher education will be replaced by AI software based on complex algorithms designed by programmers that can transmit their own biases or agendas in operating systems. An ongoing critique and inquiry in proposed solutions stay critical to guarantee that universities remain institutions able to maintain civilization, promote, and develop knowledge and wisdom.

In effect, now is the time for universities to rethink their function and pedagogical models and their future relation with AI solutions and their owners. Furthermore, institutions of higher education see ahead the vast register of possibilities and challenges opened by the opportunity to embrace AI in teaching and learning. These solutions present new openings for education for all, while fostering lifelong learning in a strengthened model that can preserve the integrity of core values and the purpose of higher education.

We consider that there is a need for research on the ethical implications of the current control on developments of AI and the possibility to wither the richness of human knowledge and perspectives with the monopoly of few entities. We also believe that it is important to focus further research on the new roles of teachers on new learning pathways for higher degree students, with a new set of graduate attributes, with a focus on imagination, creativity, and innovation; the set of abilities and skills that can hardly be ever replicated by machines.

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SP conceived the study and carried out the research and data analysis, designing the sequence alignment, coordination and conclusion. SK participated in drafting the manuscript and analysed future trends and directions for further research related to this study. Both authors read and approved the final manuscript.

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Dr. Stefan Popenici is working at Charles Darwin University as Senior Lecturer in Higher Education and is an Honorary Fellow of the Melbourne Graduate School of Education at the University of Melbourne. He is also Associate Director of the Imaginative Education Research Group at Simon Fraser University, Canada. He is an academic with extensive work experience in teaching and learning, governance, research, training, and academic development with universities in Europe, North America, South East Asia, New Zealand, and Australia. Dr. Popenici was a Senior Advisor of Romania’s Minister of Education on educational reform and academic research, a Senior Consultant of the President of De La Salle University Philippines on scholarship and research, and Expert Consultant for various international institutions in education (e.g., Fulbright Commission, Council of Europe). For his exceptional contributions to education and research and strategic leadership, the President of Romania knighted Stefan in the Order “Merit of Education.”

Sharon Kerr is CEO of Global Access Project, PhD candidate with University of Sydney and Executive member for ODLAA.

Since 1992 Sharon has worked in the area of technology enhanced learning. Sharon’s focus has been on equity issues associated with access to education.

As CEO of Global Access Project , Sharon works with major technology players including IBM and NUANCE in association with major universities in the USA, EU, and Canada with the Liberated Learning Consortium. Their focus is to provide information and solutions so that students with a disability can access the full learning experience and achieve their full potential.

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The authors declare that they have no competing interests. SP conceived the study and carried out the research and data analysis, designing the sequence alignment, coordination and conclusion. SK participated in drafting the manuscript and analysed future trends and directions for further research related to this study.Both authors read and approved the final manuscript.

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Popenici, S.A.D., Kerr, S. Exploring the impact of artificial intelligence on teaching and learning in higher education. RPTEL 12 , 22 (2017). https://doi.org/10.1186/s41039-017-0062-8

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Exploring DLSU’s research ethics: A look into policies, practices

Post author By Blaise Cruz , Bea Francia
Post date August 6, 2017
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DLSU’s Code of Research Ethics was originally penned by Director for University Research Ethics Dr. Madelene Sta. Maria of the DLSU Research Ethics Office. “[The Code] was actually suggested by former Vice Chancellor for Research Dr. Wyona Patalinghug,” Sta. Maria states. “I was there in the University Research Coordination Office when she asked me if I could formulate a code for responsible research.”

The Code undergoes revisions every two years. Sta. Maria reveals that the Code is currently being reviewed in preparation for revision and could not be presented yet as of press time. “It has to go through a lot of endorsements and approvals. It is still early for me to tell you exactly what these changes are, because we are just going to be presenting the initial suggestions to the committee as to how the changes would be in a meeting with the research directors of the University,” she clarifies.

Ethics committee membership

Membership in the Research Ethics Review Committee is driven mainly by recommendation. According to Sta. Maria, an individual may be recommended based on a variety of considerations. “Members are actually chosen from among those I recommended,” Sta. Maria expresses. “I look into their exposure to research and into their knowledge of being members of other research review committees.” These members represent each of the University’s colleges.

After being recommended by Sta. Maria, candidates are further reviewed and then appointed by the Vice Chancellor for Research and Innovation. Membership in the review committee mainly lasts for at least three years. Other members in the committee include several officers, chairmen, and individuals coming from the Psychology Department.

Approving papers

When reviewing papers under the Research Ethics Review Committee, the first step is always checking the completeness of documents. “For example, in research ethics it is now very important that we obtain the informed consent of the research participants, and that means that the participant or respondent is given information about the research and he or she is giving active, documented consent to participate in the research,” she explains.

These documents would include the questionnaires, descriptions of data collections, and other permits from the University Safety Office regarding the safety of the participants in experiments that involve toxic chemicals, for instance.

After the checking of documents, the committee will then recommend if the research should undergo expedited or full review. Expedited reviews, unlike full reviews, do not require the full focus of the entire committee. “An expedited review is a review that need not the whole committee sitting down face to face to discuss the issues,” Sta. Maria says. “When the research does not entail more than minimal risk, meaning you’re making the person [or respondents] do things or exposing them to conditions that they are usually exposed to in their everyday life, like answering questionnaires and the like, we recommend expedited reviews.”

On the other hand, Sta. Maria cites that a paper will require full review if it can be potentially damaging for the respondent. “If you’re making a respondent do something that is not usual in his everyday life, like asking probing questions about his sex life, his dead father, or extracting blood, or placing him in strenuous activities, that poses more than minimal risk,” she says.

Unlike expedited reviews, full reviews mean that the committee members would meet face to face to discuss the status of the research. “[This] happens every end of term,” Sta. Maria explains. “If there are too many researches that entails more than minimal risk or that require full reviews, we can also have the committee meet midterm.”

The initial review of documents and expedited reviews usually take around one week each to finish. Full reviews, on the other hand, take varying amounts of time to complete. Some would last in just a week, while others may last in a month or more. After the reviews, the researchers would then receive a clearance to proceed with their work.

On unethical papers

After either receiving a clearance or rejection from the committee, a research proponent would have the option to appeal for re-review. “There is an appeal process outlined in our framework for ethical review. In our framework, there are guidelines for ethics review. If there is a decision to appeal, proponents could opt for it,” she affirms.

According to Sta. Maria, the research ethics committee does not outright mark unethical papers as “disapproved.” Instead, they would help the researchers minimize risks in research so that research methodologies would be revised and made “ethical.”

In one case, a doctoral student who wanted to extract blood from prisoners of the New Bilibid Prison was questioned on how she thinks the respondents would feel about the experiment. Sta. Maria maintains that there is no outright rejection for a paper despite it seemingly unethical at first glance. However, if the research proponent fails to identify the possible risks of their paper, the committee will then advise the proponent to revise their research methodology and try to remove the corresponding risks.

Sta. Maria believes, however, that students are not fully aware of DLSU’s research ethics policies and initiatives. Though this is the case, she claims that the students are starting to gain awareness from their professors. “They are beginning to [be aware], because from what I observe, more and more of their professors are now aware that ethics in research is very important and they are now starting to ask the research ethics office to conduct forums or talks with their students,” Sta. Maria concludes.

By Blaise Cruz

By Bea Francia

De La Salle University Dasmariñas (DLSU-D) strives to foster and promote inter and multidisciplinary researchers on critical issues that will benefit society. It seeks to provide scientific evidence to help inform policy makers in implementing developmental needs of Cavite province and the nation in general. DLSU-D also prides itself on engaging in research that adheres to strict guidelines based on core principles of integrity, social consciousness, innovation and moral responsibility.

The university’s research agenda and research thrusts have been carefully crafted and formulated by the office of vice chancellor for research and academics. in particular, the office of the assistant vice chancellor for research supervises offices like the university research office and the cavite studies center that take the lead in research endeavors which are geared towards establishing the university as an entity with great concern for social development., the university is firm in its belief that research, as a product of academic and scholarly works, must not be the end goal of intellectual processes but is just a part of the neverending cycle of innovation to respond to societal needs., university research agenda.

De La Salle University- Dasmariñas strives to uphold its philosophy of social transformation with its research endeavors, which are geared towards establishing the university as an entity with social impact.The university is firm in its belief that research, as a product of academic and scholarly works, must not be the end goal of intellectual processes but is just a part of the neverending cycle of innovation to respond to societal needs. Read More

Contact URO

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A certain number of research projects may be funded by the URO under the DLSU-D Research Program for every school year. Researchers need to follow basic guidelines to avail of funding.

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DLSU-D fosters the research study of different disciplines and their various subfields. These areas are covered by the Cavite Development Research Program and the research thrusts of the International Association of Lasallian Universities (IALU).

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Check out the latest entries in the Academia Lasalliana Journal, DLSU-D's official multi-disciplinary journal for abstracts of most recent studies and researches conducted by De La Salle University-Dasmarinas' faculty members.

The University has forged linkages with different partners and institutions in pursuit of its research goals. Partners include government agencies, environmental groups, NGOs, local government units and other academic institutions.

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De La Salle University-Dasmarinas examines land use and transportation issues including earthquake sources, and lack of R & D for innovations.

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Research efforts are focused on ways to improve governance structure and provide better understanding of historical perspectives of Cavite province.

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Research Lecture Series

The Research Lecture Series is open to all university personnel whose research has been accepted for publication in local and international indexed journals, Commission of Higher Education-accredited journals, or Sulo. Procedure for Presentation Request 1. A copy of the manuscript version of the research paper must be submitted, together with either the acceptance letter from the journal’s editor/s or a copy of the publication where it is included. 2. The applicant will be notified after ten (10) business days if their paper has been accepted for presentation, together with the schedule of their presentation. General presentation guidelines will also be emailed.

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Annually, De La Salle Araneta University—through its different colleges and programs—hosts research congresses that aim to provide a venue for discussion, greater interest, and exchange of ideas and perspectives among young, promising women and men from different disciplines. Through these congresses, our students are afforded with the opportunity to meet other individuals and experts in their field, learn from them, and eventually collaborate with them.

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Central to the importance that De La Salle Araneta University places on fostering a thriving and vibrant research culture is its commitment to create opportunities to further develop its faculty’s research competencies and capabilities. Through the provision of financial support and proper venue, the university seeks to inspire current and prospective faculty to publish socially-relevant and empirically-based research that resonate, not only with the academic community, but to the general public as well.

Internally Funded Research

De La Salle Araneta University provides financial assistance to faculty and academic support personnel for research and material development projects that are aligned to the university’s research thrusts and priority topics. A. Qualification Guidelines 1. Tertiary and Basic Education faculty are qualified to apply, with priority given to those with permanent and full-time teaching assignments. The principal proponent for team projects is usually a permanent full-time faculty member. Probationary full-time faculty may qualify as co-proponent upon the recommendation of the dean/department chair; in meritorious cases, they may be considered as principal proponents provided that the project duration does not go beyond their appointment period. 2. Retiring faculty members with research experience may qualify as proponents, but the duration of the grant should not go beyond the date of their retirement. 3. Part-time faculty members who have at least taught at De La Salle Araneta University for two (2) consecutive full terms may qualify as co-proponents upon the recommendation of the dean and the department chair. Their overall teaching performance rating should be Very Satisfactory (VS) and must have proven their research experience--either through the presentation or publication of a research paper. 4. The Research Executive Committee will undertake the initial screening of proposals to make sure that all necessary information have been presented. B. Submission of Proposals The University Research Center issues a call for research proposals prior to the start of every term, posted and announced per college. The deadline of submission is strictly observed, such that late project proposals will be considered for the following term. The results are released through a formal letter, addressed to the proponent of the research proposal. C. Policies and Guidelines for Faculty Deloading for Research To provide support for the faculty in their research engagement and to realize De La Salle Araneta University's research goals, a faculty may be given faculty deloading instead of an honorarium for his/her approved research proposal. Policies and guidelines are as follows: 1. A full-time faculty member with evidenced research capability or with active research track record may apply for a deloading from an approved research project. 2. Probationary faculty members may qualify as co-proponents upon the recommendation of the dean/department chair; in meritorious cases, they may be considered as principal proponents provided that the project duration does not go beyond their appointment period. 3. Part-time faculty members may qualify as co-proponents, provided that they have taught at De La Salle Araneta University for at least two (2) consecutive terms and must have proven research experience. 4. To establish standard research output, either basic or applied research proposals must be evaluated by the research committee. The research timeline should be accomplished in a maximum of one school year. This timeline will be the basis for counting the number of research project proponents. 5. As a general guideline, approximately thirty (30) hours of work on a project would earn 1 credit hour. 6. Approved research projects may be granted deloading on an annual basis according to the following: a. Group research A group research project is composed of one (1) project proponent and may include one to three co-proponents. Deloading for a major proponent is 3 units per term and co-proponents may be granted 1 unit deloading per term. The number of research proponents will be evaluated in relation with the research timeline of not more than one school year. b. Individual research An individual research is an independent project with only one (1) proponent. Work deloading for this individual will be based on the deloading of a major proponent in a group research. 7. Since deloading is meant to give time for faculty members to pursue research, faculty members availing of deloading are not allowed to carry a teaching overload. 8. Research projects should be aligned with the priority themes of the university. 9. One honorarium-based project is allowed at one time. 10. Implementation of deloading / honorarium is prospective. 11. Research honoraria are not to be applied for the completion of a thesis or dissertation. 12. Research honorarium, instead of deloading for the conduct of research project, may be applied. The faculty researcher can apply for a conversion of unused deloading to research honorarium, provided that the research project has been approved for deloading/honorarium prior to completion of the research. 13. Research output should be presented at least two (2) weeks before the third term in the research timeline. 14. Failure to present the final research output will forfeit the research deloading. The faculty should return the equivalent amount of forfeited deloading in the following term. Further, such research performance will be used as basis for evaluating the future research project application of the faculty. Application Procedure 1. Check university research thrusts to see if the proposed project is aligned to any of them. 2. Submit Research Proposal Form and Executive Research Summary to the URC. The URC will convene the Research Review Committee. 3. After 10 days, the applicant will receive an email from the URC informing him or her whether his paper has been accepted. The applicant should then submit the following forms in order to facilitate the endorsement of his paper to the Ethics Review Committee: 3.1. Application for Ethics Review 3.2. General Ethics Checklist 3.3. Either Checklist A (for Human Participants) or Checklist B (for Animal Subjects) NOTE: If the paper was declined, the applicant needs to go back to Step 1 or refer to the Research Evaluation Criteria. 4. After 5 days, the applicant will receive an email from the URC informing him or her whether his paper has passed the evaluation of the Ethics Review Committee. If his or her paper has been approved, the paper will undergo technical evaluation from the Research Review Committee. 5. After 10 days, the applicant will be notified if his or her paper has been approved for funding by the University President. 6. Once approved, the applicant will sign a Research Funding Agreement.

Faculty Research Incentive

De La Salle Araneta University provides research incentives in the form of subsidies that faculty may avail upon publication of an independent research output in a referred journal in the Journal Impact Factor list. The research output, whether basic or applied, should bear the name of De La Salle Araneta University as the sole affiliation of the proponent applying for an incentive. Application Procedure 1. Submit a duly-accomplished Publication Reference Form (this replaces the letter given to the VCAR), a copy of the manuscript, and other supporting documents, to the URC for verification. The verification process will last for a maximum period of ten (10) business days. 2. The documents will be endorsed to the VCAR for the President’s final approval. The applicant will be notified that his submission has been approved after three (3) business days. 3. Once the paper has been approved by the President, the paper will be returned to the URC for the processing of the incentive grant. 4. Within ten (10) business days, the applicant may proceed to the Accounting Office to claim their check/s.

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Master's Theses

Theses/dissertations from 2024 2024.

The mediating role of perceived autonomy in the relationship of parenting style and facets of romantic competence , Maria Cristina Briones Barretto

A multi-objective optimization of by-products and post-harvest wastes in agricultural circular supply chain considering perishability , Aaron C. Chan

Making sense of "making sense": Exploring the relationship between dimensions of rumination and dimensions of meaning in life , Joseph Eric Sardan

Theses/Dissertations from 2023 2023

An integrated marketing communication campaign plan for Petron Car Care Center , Joanne Jean L. Abainza

The role of social media marketing activities in promoting brand equity and patronage of restaurants: A parallel mediation model , Kenneth C. Aballa

Mirroring the real: Reinscribing the child in the selected works of Genaro Gojo-Cruz , Maricar A. Abaricia

The empowerment of Filipino micro enterprises utilizing local online marketplace groups , John Roy T. Abenaza

Enhancing the performance feedback system of the internal audit department of a government agency , John Paul Acuna

An assessment of the ethical standards of Kapisanan ng mga Brodkaster ng Pilipinas (KBP) Broadcast Code of the Philippines in addressing journalism ethical issues on social media , Cherryl Sabado Adami-Molina

An integrative action research on improving the marketing strategies of Kumintang Republik Restaurant in Club Balai Isabel Resort and Hotel in Talisay, Batangas towards consistent growth in monthly sales , King Martin U. Agoncillo

Development of a smart hydroponic vertical farm for diversified crop cultivation , Oliver John Y. Alajas

An integrated marketing communications campaign for HearSound Healthcare Center , Christan Jeryll Alberto

An integrated marketing communications campaign for Noordhoff Craniofacial Foundation Philippines, Inc , Dun King Albesa

Building a cost-effective, fault-tolerant, and hardened onprem infrastructure with IaaS for disaster resiliency , Jason M. Ampoloquio

How (un)fairness at work relates to Filipino emerging adult workers’ feelings of emptiness: A serial mediation model of organizational (in)justice and emotional exhaustion , Clifford Paul A. Andawi Jr.

Refining interconnected financial reporting practices and procedures of the central and field Philippine accounting offices to enhance accuracy, reliability, and uniformity of consolidated financial statements , Princess Minesa Angeles

Increasing operational efficiency through a combination of workload management, process streamlining, and system enhancement , Allen Jude Moises J. Aquino

An integrated marketing communications campaign for De La Salle University Senior High School Manila , Francis Jerome Aquino

Managed services for timely corrective maintenance in ABC Bank , Ma. Kathleen S. Aquino

Diversity and taxonomic keys of potato insect pests and their natural enemies in Brgy. Balili, La Trinidad, Benguet , Shad Natthew S. Arce

Mediating effects of social connectedness and inspiration in the relationship between fandom identity and mental health , Jerizza Joy R. Arizabal

Foam fly ash geopolymer with recycled high-density polyethylene (HDPE) plastics , Emmanuel Marquez Atienza

Narito ako, umiibig: Si Regine Velasquez-Alcasid at ang konstruksyon at signipikasyon ng lokal na pop diva sa lipunang Pilipino , John Christopher Casayuran Avelino

Exploring the impacts of job loss during the COVID-19 pandemic on the mental health of retrenched employees from the tourism sector , Ernest Bacani

Improving the customer support process between support and product engineering teams , Lawrence Ralph O. Bachini

Digital document indexing for improved records custodianship of planning documents , John Kiki F. Bagano

Shaping the inventory management of a food service business , Brenth Lennard S. Balisi

An integrated marketing communications campaign for De La Salle Araneta University (Integrated School program) , Miguel L. Ballesteros

Predictors of psychological well-being among Indonesian teachers during the covid-19 pandemic , Yosep Gabriel Hoeng Baoninang

The mediating role of Threat Perception and Self-Efficacy between Knowledge of COVID-19 and Adherence to COVID-19 Safety Guidelines , Maria Diana Cristina R. Batiles

An integrated marketing communications campaign for Metro Market Market , John Carlo Natividad Bello

Streamlining the billing process of a micro-studio leasing company through the development of an automated tenants’ subsidiary ledger , Benigno Jose Bernardo

Coaching project management principles and establishing standard operating procedures for planning in a construction project , Paolo N. Bersamira

An integrative action research on implementing a customer relationship management (CRM) for effective lead maintenance, account management, and after-sales documentation , Aibar Rabi Rashad Bibi

Integrated marketing communications campaign for Allianz PNB Life Insurance, Inc. , Gabriel Eli J. Bilon

The moderating effects of social support to student-athletes' athletic identity and psychological well-being , Mark Kristian V. Blando

Isolation and structure elucidation of the chemical constituents of hoya cagayanensis C.M. Burton , Melissa S. Borlagdan

Optimization of the visa process flow of the Philippine Consulate General in Guangzhou: Researching in action within the organization , Bruce Alvin Borres

Integrated marketing communications campaign for BEAGIVER Ventures, Inc. , Paulo P. Borres

Automated monitoring of aquaponics with biofiltration system , Amir A. Bracino

Assessment of students' mathematical ideas in decoding-representing-processing-implementing problem-solving process , John Lemer G. Bravo

Assessment of information technology (IT) services and development of issue-specific security policies of a government agency using ISO/IEC 27001:2013 standard , Justin J. Buenaventura

Establishing management accounting system for an agricultural enterprise , Isabelle V. Callejo

Enhancing security and incident response of Google Workspace for Education: A basis for developing an automated toolkit for privacy management , Raymond D. Canalita

Emotion regulation and the mediating effect of social comparison on passive social media use and depressive symptoms , Paula Francesca R. Canlas

Politika ng kulay: Kalakaran, kampanya, at impluwensiya ng mga piling presidential candidates sa eleksyon 2022, pagsipat sa kilos pampulitika gamit ang kani-kanilang facebook page , John Lloyd O. Canones

Improving the efficiency of COVID-19 reports submission of a BPO company , Mark Pius Canta

Public transport network system plan for Lipa City, Batangas, Philippines , Geowell Neil Gamaliel Rosales Caraos and Geowell Neil Gamaliel Rosales Caraos

Clay-assisted stabilization of organic pigments for paint application , Joshua C. Castillo

An integrated marketing communications campaign for De La Salle University scholarship programs , Kalikasan U. Castillo

Generating qualified prospects to increase sales opportunities for a biotechnology start-up , Criselda Cea

An integrated marketing communications campaign for Vessell , Krizsa Michaela L. Cerezo

Investigation of the chemistry and reaction of zinc stearate , Hazel Dorothy F. Cesar

An integrated marketing communications campaign for Pineda Cybersecurity Specialist , Mary Anneth C. Cesario

Enhancement of c-phycocyanin production by varying carbon and nitrogen source and concentration and modeling of growth of C. aponinum AL20115 , Cary Albert D. Chan

Application of multi-criteria decision-making in the design of a post-disaster transitional shelter , Ryan Sylvester S. Chan

CIS-based security maturity assessment tool development , Joy Mae D. Chavez

An integrative action research (IAR) on chatbots in customer service: Enhancing the client response capability of Investment Company A , Krishia Mae B. Chavez

The moderating role of cognitive reappraisal in the relationship between psychological vulnerability and the depression and anxiety levels of higher education students , Rachelle Louise C. Chavez

Network traffic classification based on deep learning , Li Cheng

An integrated marketing communications campaign for DLSU Campus Sustainability Office , Camille Ysabela Co

Design of a mini-braille cell using SMA-based actuators , John Vincent P. Cortez

An integrated marketing communications campaign for JML , Amanda G. Cruz NA

Assessment of the effectiveness of a knowledge management system for the Advanced Analytics Department of Globe Telecom, Inc. , Joel Andrew B. Cruz Jr.

A PHITS-based computational model of a TRIGA-fueled subcritical reactor for gamma dose mapping , Jowi Rapha Pili Cruz

Optimal planning and design of CO2 capture, utilization, and storage (CCUS) systems , Tommie Daniel DV Cruz

Optimal planning and design of CO2 capture, utilization, and storage (CCUS) systems , Tommie Daniel D.V. Cruz

The relationship of learners’ individual differences factors and their engagement in Teacher’s Written Corrective Feedback (WCF) in STEM and HUMSS Context , Venice Cristine Dangaran

The buffering effect of mental Toughness on the impact of appearance-focused social comparison on disordered eating behaviors through body dissatisfaction , Alyssa Marie SP DarJuan

An integrated marketing communications campaign for Growee vitamins , Julius Adrian F. David

Improving performance of external resources for IT services of company BCD , Marvin DeGracia

Ari at manoro: Semiyolohikal na pagsusuri sa mga piling pelikula mula sa Pampanga , Jericho B. Dela Cruz

Thinking nude: An ekphrastic autotheoretical poetics of the constructed self (after Julie Lluch) , Patricia Amanda Juico Dela Cruz

Developing a marketing strategy and mobilizing resources for improved marketing execution , Trina Anne S. Dela Paz

Extending the theory of planned behavior in the context of gen z's specialty coffee consumption in the Philippines , Jan Rafael Vincent A. Dela Peña

Media richness and other factors contributing to effective virtual leadership in the Bangko Sentral ng Pilipinas during the COVID-19 pandemic , Marie-Glenda L. De La Peña

Data visualization and rapid analytics of seasonal climate and rice production data of Cotabato: Applying power BI to support agricultural decision making , Reymark D. Delena

Fostering self, resiliency, and transformational leadership among middle leaders in basic education through the Lasallian Enrichment and Accompaniment Program (LEAP) , Abram Michael DeLeon

The effects of strategic intervention material with Edpuzzle-hosted Video Lesson (EdSIM) as a remediation tool for Grade 9 students in solving problems involving triangle similarity and right triangles , Kim Gabrielle Marin Del Puerto

Assessment of protected area management effectiveness (PAME) in the Philippines from 2013 to 2023 using the Management Effectiveness Tracking Tool (METT-3) , Pia F. del Rosario

A sustainability assessment model for disaster relief shelter designs using multicriteria decision analysis , John Paul Q. De Pedro

Test development of motivational self-regulation strategies of Filipino students , Maria Cristina A. DeVilla

The effect of post-COVID-19 pandemic life changes on child internalizing and externalizing behaviors: The mediation by parent's mental health difficulties vis-à-vis close parent-child relationship , Kisha Anne A. Dimaisip

Process improvement for efficient and accurate reporting , Ria Dizon

Ang “Portrait of a Lady (unfinished)” at ang kontemporaneong Filipinong mahabang tula , Abner E. Dormiendo

ERTGAN: Electrical resistivity tomography subsurface model generator with evaluation using TabSynDex , Jullian Dominic Ducut

Hierarchical risk parity portfolio design of traditional risky assets and cryptocurrencies in the Philippines , Jan Marie Claire J. Edra

An integrated marketing communications campaign for Max's Restaurant - in-house delivery channel , Brandon Keanu Ellamil

Dynamical modelling of the effects of medium-chain triglycerides on cerebral ketone body metabolism , Abigail R. Espina

A fish broker’s story: An action research to optimize the daily transaction records of Bern Fish Trading , Nerisse G. Estrada

Adoption framework for precision livestock farming (PLF) technology for hog raisers of Sorosoro Ibaba Development Cooperative (SIDC) in the province of Batangas , Marlon B. Estrella

An integrated marketing communications campaign for Pocofino , March Patricia M. Eusebio

An integrated marketing communications campaign for KCurated , Jazmine Ira Fedalizo

Operationalizing a seismic resilience index for road segments: The case of a road network in Surigao City, Surigao del Norte , Cris Angelo Chua Fernandez

Fabrication and characterization of polyaniline/carbon black VXC72/woven abaca composite for electromagnetic interference shielding application , Martin Guillermo C. Fernandez

Addressing inefficiencies in the approval process of personnel selection meeting materials by a bank's recruitment and career management group: An integrative action research , Nicole Andrea M. Flores

Development of a fuzzy-based telecommuting capability assessment tool via mobile application , Rex Paolo C. Gamara

Exploring and understanding the development of children with ASD undergoing teletherapy through the bioecological model , Victor Benedict Vienne Garcia

CoMo-nity challenge: Inducing flow to stimulate controllership team creativity , Rey Mark Intong Gaspar

Development of an allocation model for surface runoff management using mixed-integer linear programming: A case study of Binahaan catchment , Marvin Jade G. Genoguin

Page 1 of 79

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The renewed partnership with Air Force Research Laboratory is an exceptional opportunity for La Salle students and faculty

The Education Partnership Agreement provides access to unique equipment and the expertise .

The agreement allows students to gain experience working with state-of-the-art technologies, while faculty publish their research in academic journals, Madjid Tavana, Ph.D., explained.

La Salle University has signed an Education Partnership Agreement (EPA) with the Air Force Research Laboratory (AFRL) Information Directorate that will enable faculty and students to engage in research projects at AFRL facilities and access to unique equipment and the expertise of AFRL’s scientists and engineers.

“This agreement is different from a typical memo of understanding, which is very structured with specific parameters,” Madjid Tavana , Ph.D., professor and chair of La Salle’s Business Systems and Analytics Department said. “An EPA with AFRL is broad and lacks specificity by design. For example, faculty qualifying for the program can participate in long-term summer research projects at AFRL facilities and can each take one or two students with them. AFRL will pay the faculty and the students a stipend to engage in research and development projects. Students gain experience working with state-of-the-art technologies, while faculty publish their research in academic journals.” 

AFRL is responsible for planning and executing the Air Force’s science and technology program. As a defense laboratory, AFRL is responsible for encouraging the study of science, technology, engineering, and mathematics (STEM) at all levels of education by entering into education partnership agreements with educational institutions in the United States.  

Usually, AFRL announces their projects in September, and interested faculty (and students) can apply to these projects through November. The selection process starts in early January and is very competitive. If selected, faculty and students will participate in 8- to 12-week research residencies at participating AFRL facilities.  

“While there are no guarantees, as an added benefit, students who complete these fellowships are often hired by the United States Department of Defense, Air Force, or AFRL,” Tavana explained. 

Other partnership benefits include the potential for AFRL to loan defense laboratory equipment to La Salle or even transfer surplus laboratory equipment to the University. AFRL laboratory personnel are also available to teach science courses, participate in training programs, helping us to identify emerging areas of interest that can be used to ensure our courses are innovative, and provide academic and career advice and assistance to our students. 

Tavana has worked on several classified and unclassified projects at AFRL, and some of the unclassified projects include risk analysis modeling for assessing availability and integrity in command-and-control systems; workforce planning and business process reengineering; and network-centric multi-criteria modeling of joint air operations. Each project has been at least three months, and some have been extended beyond three months through extension grants.

“La Salle and the School of Business are proud to continue our collaboration with the USAF AFRL,” Mark A. Ritter, D.B.A., dean of La Salle’s School of Business, said. “We are committed to advancing opportunities for our students and faculty that are on the cutting edge of research.”

Home page for the journal Education Policy Analysis Archives

Between snakes and ladders: Trajectories of a group of Indigenous university students

Indigenous students represent 1% of the enrollment in Mexican higher education. The exclusion they have been subjected to is a structural problem, in which factors external and internal to the educational system come together. In this paper, we analyzed the barriers and enablers faced by Indigenous university students. The research was based on collaborative ethnography, and, for the empirical work, we conducted in-depth interviews in a sample of Indigenous students from the National Autonomous University of Mexico (UNAM). The students’ discourses highlight three kinds of barriers: economic, academic, and attitudinal. All these barriers have different consequences, on both student learning and educational achievement as well as students’ chances of being included in the university. However, at the same time, students point out to the existence of support at the institutional level and from relatives, classmates, and teachers. We conclude that the circumstances experienced by Indigenous students are complex, due to several obstacles they have to overcome. For that reason, it is important to enhance institutional actions in order to identify Indigenous student needs and improve their educational conditions.

Author Biography

Judith perez-castro, universidad nacional autónoma de méxico (unam) – instituto de investigaciones sobre la universidad y la educación (iisue).

Doctora en Ciencia Social con especialidad en Sociología, por El Colegio de México. Investigadora titular en el Instituto de Investigaciones sobre la Universidad y la Educación – UNAM. Profesora del Posgrado en Pedagogía en la misma institución. Miembro del Sistema Nacional de Investigadores (Nivel 2), del Consejo Nacional de Humanidades, Ciencia y Tecnología. Líneas de investigación: Equidad e inclusión educativa y Políticas educativas. Última publicación: Pérez-Castro, J. y Piña, J. M. (2024). Representaciones sociales de estudiantes de bachillerato sobre las personas de los pueblos originarios. Sinéctica. Revista Electrónica de Educación, (62), 1-21.

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Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas/Arquivos Analíticos de Políticas Educativas (EPAA/AAPE; ISSN 1068-2341 ) is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies.

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At De La Salle University, all colleges are encouraged to identify their own research objectives towards its goal of being a world-class university. The University also coordinates activities and disseminates pertinent information to institutionally-based externally-funded research objectives. These research projects are awarded by ...
De La Salle Araneta Website
The De La Salle Araneta University (DLSAU) is the seventh member of De La Salle System. It was established in 1946 as the Araneta Institute of Agriculture in Bulacan, then transferred to Malabon the year after. In 1978 it was renamed as the Gregorio Araneta University Foundation. Integration of the university to the DLS System started since 1987 and in 2002 became an official member of the system.
La Salle University Digital Commons
Digital Archives. The repository is a service of the Connelly Library. Research and scholarly output included here has been selected and deposited by the individual university departments and centers on campus. Total Papers Total Downloads Downloads in the past year. Explore works in 484 disciplines. Discipline Wheel.
Master's Theses
Theses/Dissertations from 2023. PDF. An integrated marketing communication campaign plan for Petron Car Care Center, Joanne Jean L. Abainza. PDF. The role of social media marketing activities in promoting brand equity and patronage of restaurants: A parallel mediation model, Kenneth C. Aballa. PDF.
The renewed partnership with Air Force Research Laboratory is an
La Salle University has signed an Education Partnership Agreement (EPA) with the Air Force Research Laboratory (AFRL) Information Directorate that will enable faculty and students to engage in research projects at AFRL facilities and access to unique equipment and the expertise of AFRL's scientists and engineers. "This agreement is different from a typical memo of understanding, which is ...
RESEARCH CONGRESS 2021
Submission of the Second version of the Short Paper (max 6 pages) 2. June 7, 2021 - Extended. Conference 3. July 7-9, 2021. Submission of Final Paper 4 (camera-ready; max 6 pages) July 16, 2020. *Submitted papers and workshop proposals will undergo a review process and once accepted should be presented during the research congress.
Between snakes and ladders: Trajectories of a group of Indigenous
Indigenous students represent 1% of the enrollment in Mexican higher education. The exclusion they have been subjected to is a structural problem, in which factors external and internal to the educational system come together. In this paper, we analyzed the barriers and enablers faced by Indigenous university students. The research was based on collaborative ethnography, and, for the empirical ...
Resources
eBooks. Titles covering a wide range of subjects. E-Journal Titles. Journals, newspapers and magazines available online. Databases. Electronic databases available 24/7, on and