Digest A Case Your Way

There's a marked difference between the law students then and the law students now. Of course, the law students then are probably lawyers now.

What I mean, though, is the way the Internet affects the study of law today. One of the wonders of the Internet is its power to connect people across different time zones and places. For instance, a law student studying in Manila can talk to a law student studying in Davao, thanks to Skype, YM, Facebook, Twitter, etc. A law student can share his digested cases by posting it in his blog or website. And everyone is free to copy it.

When a professor assigns a case or two for the students to read, it's tempting to seek the aid of the Internet. Just type the case title. Then voila! There you have it. Google, or whatever search engine you're using, will provide everything for you----the case digest with a link to the full text of the case.

I've done this many times myself. When I don't have enough time to read the case in its entirety, I read the case digest people in the cyberspace provide. But I find it counterproductive because after reading the case I'm left with more questions than answers. How did the RTC justify its ruling? What was the CA's rationication (I hate this word) in granting or dismissing the appeal? How did the Supreme Court rule on the CA's ruling?

Of course, the exact answers to those questions can only be had if one were to read the entire case. Yes, reading digested cases saves me a lot of time. But it doesn't save me from the grueling question and answer portion law professors like to subject their students.

That is why I think it's better to read the entire case and make your own case digest. Reading a case in its entirety gives you a better grasp of the case. And making your own digest allows you to present the case in a manner that fits your style and frame of mind the most because you made the digest yourself.

Twitter as an ally in learning

Parents, teachers, and school administrators are wary of student use of social networking sites, particularly Twitter, a micro-blogging platform that enables users to post messages (or Tweets) up to 140 characters. It sits well with the students since they need not compose a long article, which admittedly most of them find it hard to sustain.

Our students spend so much time with it, losing their precious little time to studying. We are afraid that, if unchecked, this will have a detrimental effect on our students’ academic performance.

A recent study, however, shows just the opposite. The study, “The effect of Twitter on college student engagement and grades,” is led by the team of Reynol Junco, a leading scholar who explores the nexus between social media and education.

125 college students participated in the study. One group of 70 students was required to use Twitter for educational purposes. Another group of 55 students was required to communicate through a traditional learning system.

The findings belie the claim by many that social networking sites, particularly Twitter, are detrimental to the academic performance of students. Junco et. al. found out the following:

• The Twitter group’s score in engagement—defined as “the amount of physical and psychological energy that the student devotes to the academic experience”—was almost twice as much as the group who used traditional communication methods.


• At the end of the semester the Twitter group’s average GPA was .51 higher than the control group.


• Students were also surprisingly comfortable with candid expressions of their feelings and their short-comings.


• Student use of Twitter generated more and different types of questions than would have been generated in typical class discussions on the same topic.


• Using Twitter in educationally relevant ways had a positive effect on student engagement.

Social media is not just a fad, only popular to this generation, and will soon wither into oblivion. It is, as Eric Qualman argues, a fundamental shift in the way we communicate.

As teachers, we must understand the dynamics of our students. We must meet them where they are, Reynol Junco said. And nearly all of them are in social media. We must seize the opportunity this digital era presents to us and take full advantage of the social media, particularly Twitter, if only to help our students learn.

Embittered over 'tweets' in Twitter, or How not to deal with controversial digital speech?

You updated your Twitter. You made a comment about your school. You are sure your school administrators wouldn't like. But, you think, it's a fair and valid comment. And to be scientific, it's a comment that is based on empirical evidence.

Then somebody print-screened your and your friends' tweets. The print-screened tweets found their way to your school administrator's table. The next day, you and those who made "negative" comments were called by school administrators.

You asked why. Nothing, they replied. The admin just wanted to talk to your group. Then you found out why. The admin was disappointed, nay, offended by you and your group's tweets. You were reminded not to do it again and to be careful with your tweets.

Worse is, just when you thought it's over, you found out you were punished. Your conduct grades were decreased. Why? For making such comments.

Too often, students find themselves embroiled in this situation. And too often, school administrators take punitive steps to respond to this.

It can't be denied that the Internet and the social networking sites are now the new plaza. That's where most of the young people stay and hang out, though they don't necessarily have to leave their homes. That's where students talk, send Private Message, Comment, Like,  Tweet and Retweet, search, select and invite Friends, and Share stories, photos and links.

Indeed, that's where everything gravitates towards, at least for the "Digital Natives."

The pervasiveness of the Internet and especially the social networking sites in the lives of young people poses several challenges, among others, to the school administrators.

The Internet has given young people another venue where they can exercise their freedom of speech and expression. Through the Internet, they voice out their opinions. They comment on issues which they think matter---the impeachment trial of CJ Renato Corono, the deluge of concert by foreign artists this Valentine season, the death of Whitney Houston, and, yes, the improvements or lack thereof in their school. They express their disgust over everything else they find disgusting.

No less than the Constitution guarantees and protects that freedom. And the students can enjoy that same freedom, and indeed a robust exercise of that freedom must be encouraged, provided they are forewarned not to go beyond the ambit of the law. As Justice Dante Tinga said, in his separate opinion on Chavez vs. Gonzales, "For as long as the expression is not libelous or slanderous, not obscene...it is guaranteed protection by the Constitution. I do not find it material whether the protected expression is of a political, religious, personal, humorous or trivial nature - they all find equal comfort in the Constitution. Neither should it matter through what medium the expression is conveyed, whether through the print or broadcast media, through the Internet or through interpretative dance. For as long as it does not fall under the above-mentioned exceptions, it is accorded the same degree of protection by the Constitution."

This freedom of speech, however, like all other freedoms, can be potentially abused. And if it is abused or seem to be abused, how then should we deal with it?

Should we punish students or threaten them with suspension or deduction of grades for posting innocuous remarks in Twitter or Facebook? Should we berate the students and give them a mouthful of reminders?

Thou shall not block

If it were not for Mr. Felix Bolocon, the head of HCDC's Instructional Media Center who also gave us an enhancement on Educational Technology, I wouldn't have known that there is this animal called "IFLA/UNESCO Internet Manifesto Guidelines."

The manifesto has a portion that deals with "Barriers." You-who-once-blocked-Facebook-Friendster-etc., listen. The manifesto says:

Access to the Internet and all of its resources should be consistent with the United Nations Universal Declaration of Human Rights and especially Article 19:

Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

The global interconnectedness of the Internet provides a medium through which this right may be enjoyed by all. Consequently, access should neither be subject to any form of
ideological, political or religious censorship, nor to economic barriers.

Barriers to the flow of information should be removed, especially those that promote inequality, poverty, and despair.

In short, you cannot just block Facebook, Friendster, etc. like you did before. Understand?

Like truth, books shall set us free

[caption id="attachment_1436" align="aligncenter" width="399" caption="Photo by blog.mariyamakiling.com"][/caption]

(The essay below was adjudged as third in the Essay Writing Contest sponsored by the Learning Resource Center of our school, HCDC. Which means this essay's only worth a hundred pesos.)

Books have many purposes. There are books that entertain. There are books that teach us how to cook and plant. But books as weapons for independence? Probably a far-fetched idea. But once upon a time, in the Philippines, books were not just ornaments that adorned the library. Books, which are carriers of ideas, were once used as weapons for independence.

According to the historian Ambeth Ocampo, during the Spanish regime, the Philippines was sealed against liberal ideas. The Filipinos, who were then called indios, were not allowed to read. The Spaniards were so afraid that Filipinos might be enlightened they established a Comision de Censura. Its task was to censor all the books coming in the Philippines. This kept the Filipinos in the dark for well over three centuries.

Fortunately, we have such audacious heroes as Jose Rizal, Andres Bonifacio, and Apolinario Mabini. All were voracious readers. All acquired liberal ideas, which later spurred them to fight for independence from the Spaniards.

"B" is for Busy

What keeps me busy these past weeks---aside from trying to figure out how to stop our neighbor from making so much noise when he's inebriated---is the making of professional readings. These are reviews of articles, publications, studies, books, etc. related to the education in general and teaching profession in particular.

Our practicum supervisor asked us to make ten. To us, it's considered many, considering that it's not the only thing that we have to do. Teachers do so many things that they could be the computers turned flesh.

I cannot say I've enjoyed doing them. I have not, although the upside of it is that I was able to learn new things that I've never known before. It sounds trite. Of course, I should learn new things. Otherwise, what does it profit me if I don't learn something out of my professional readings?

But I'm glad I'm already through with my professional readings. Here's a list:

1.Rewards for students under a microscope
2. More schools, not troops
3. The children won't sit still, and that's O.K.
4. Cool school: United nations of education
5. Maintaining order and discipline in the classroom
6. Sorry I'm late
7. Element's of a learner's preferences
8. Web-age librarian's look beyond books
9. Is too much self-esteem not good for kids?
10. Behavior coaching for teens with special needs

Books shall set us free

This week is the National Book Week. This year's celebration has a theme "Kaaya-ayang Magbasa sa Kalikasang kay Ganda."

All the libraries of the Holy Cross of Davao College---Grade School Lib., High School Lib, Learning Resource Center (College Lib. e-Lib, IMC)---have prepared several activities for this week: essay writing contest, poster making contest, etc.

***



Today, I'll be joining an essay writing contest. The essay, the mechanics said, must be 150-300 words. It should revolve around the theme: "I need. I value. I love my library." An excerpt:

Books shall set us free

Books have many purposes. There are books that entertain. There are books that teach us how to cook and plant. But books as weapons for independence? Probably a far-fetched idea. But once upon a time, in the Philippines, books were not just ornaments that adorned the library. Books, which are carriers of ideas, were once used as weapons for independence.

On leave, sort of

I will be blogging less frequently from November until March, as I will be giving more time to doing the requirements in my internship: professional readings, learning insights, lesson plans, visual aids, etc.

Although I don't consider blogging as an extra activity, I figured that I have to be AFK (away from keyboard for the uninitiated) for a particular period of time. And that period of time has just started this November.

If you notice, I have made three posts so far. Four if you count this one. That's because over the past weeks, I have attended seminars, workshops, and orientations that, our Practicum Supervisor argued, could help us in one way or the other become a better pre-service teacher.

One year of writing and blogging—and beyond

(Here's the result of following Forrester's advice. I'm not sure if I pulled it off well, so you be judge.)

It all started with a deceptively simple question, this passion for writing.

“Why do you want to be a teacher?” our professor in Principles of Teaching asked us at the first meeting of the class. We were turn in the essay, she told us, by next meeting. It meant, of course, that we only had one day to write what we think was the reason why we enrolled in Education.

The question got me thinking. Indeed, what is it that compelled me to want to be a teacher? For a while I thought of many reasons. Money? Definitely not. Fame? Only few teachers became famous. Some, who lived an epic life, died unsung. Prestige? Other professions such as medicine and law are far more prestigious than teaching.

After mulling over the question, I was able to fashion out a fairly decent essay. As I was about to read it in front of my classmates, I felt anxious. Would they like it? Would I be able to deliver it without stammering? But my anxieties turned out to be worse than the result. After I read my work, my classmates applauded me. My professor thought it was inspiring. “If Arvin’s essay did not inspire you,” she said, “I don’t know what will.”

However faint that praise was, an idea struck me. If this essay were inspiring, I thought, why not send it to Youngblood, a section in the Philippine Daily Inquirer where young people can send their essays. If the essay’s good enough, it will be published. I’ve been meaning to send to Youngblood, but never did attempt to do so. Or was it because I didn’t have some sensible things to say? But now, bolstered by my professor’s comment, I’ve finally mustered the courage to try to send an essay, hoping that it would inspire others the way it inspired my classmates.

My 15 minutes of fame

Ok, allow me to make one more post before I'll go.

Why Life with Ria?

I don't know what is life like with Ria, but I'll vote for Life with Ria anyway in the 2009 PBA Blogger's Choice Special Award (Mindanao).

I've been meaning to vote for Ria in the national category, but I didn't, thinking, mistakenly I found out, that it would enhance her chance of winning the 2009 PBA Best Personal Blog, of which I am one of the finalists.

Chos! Meganon?

But seriously, now that the first PBA awarding is over and neither one of us won, I might as well give my vote rather than withhold it. After all, I have precious little to lose anymore.

But of all the finalists, why would I vote for her? I want to know, so I e-mailed her and her reply was as short as it was frank.

"You must vote for me," she said, " 'coz I deserve to win.  I share insights, stories, and experiences with my own unique point of view."

How did my blog fare at the 2009 PBA?

There are just few things you need to know how did this blog fare at the 2009 Philippine Blog Awards:

1. The Free Lancer didn't win as the Flippish Viewer's Choice Award. RALPHGUZMAN.ORG won. But that's all right---there were 19 of us who didn't win anyway. To those who voted for my blog, campaigned for it, promoted it, thank you.


2. The Free Lancer didn't win as the Best Personal Blog. Writing On Air---which is owned by Jim Paredes of the APO fame---won. Still, that's all right---there were 19 of us who didn't win.


3. Isn't it nice to see your blog have that proverbial 15 minutes of fame?

1st Alternative Blog Awards unveiled

The Philippine Blog Awards (PBA) gives out over a dozen of awards at its annual show: Best in Personal, Best in Commentary, Best in News & Media, etc. Yet there are countless blogs that also deserve recognition. But unfortunately those blogs do not make it to the PBA simply because they do not fall under any of the PBA’s category. It’s difficult to determine whether they belong to the Personal Category, News & Media, or Gaming.

I propose, then, the following categories in the interest of giving recognition to other deserving blogs. These awards will be given at the 1st Alternative Blog Awards (ABA).

The Free Lancer: A PBA Finalist

I would be lying if I would say I didn't expect that this damn blog would be a finalist for the 2009 Philippine Blog Awards. Of course, I did. And I'm sure all the finalists did.

If they didn't, would they deign to nominate their blogs in the first place?

Meanwhile, I'm happy to note that "The Free Lancer" is a 2009 PBA finalist under the Personal category.

A personal blog, the PBA said, is "a blog that covers the personal. A diary or a journal a record and treasure chest of one’s thoughts and ideas. It could be on any topic from the food eaten this morning to national issues. The important thing is that it is one’s personal take on the issue."

Though some of the finalists have been in this business of blogging for well over many years now, I feel competitive with them.

Why do I feel so?

Wala lang. I just feel it. I believe I'm saying something in this blog that nobody does. After all, there's only one blogger who goes by the name of Arvin Antonio Ortiz.

If you encountered any, please tell me. But it's improbable---only celebrities and prominent people always fall prey to identity thieves.

P.S. I would have wished that Silence Kills! was nominated and eventually got into the finals of the 2009 PBA under the Advocacy category, one of the new categories in the 2009 PBA, so that it will be given more prominence.

Thus it will gain ground.

Silence Kills! is "a loose coalition of bloggers who blog about human rights in general, and about extrajudicial killings in Davao City in particular."

But unfortunately, it didn't make the grade.

Qué barbaridad!

(This is my response to Dominique's post. But I'm re-posting it here, with a slight revision of course, so that the world may know that laziness and idiocy are not the exclusive domains of the students.)

FYI, I'm a student assistant assigned in the Internet Laboratory housed inside the H.S. Library of Holy Cross of Davao College (HCDC). My job as an S.A. is, well, to assist Internet users---students, teachers, co-SAs.

One time, a teacher asked for my assistance. (Much as I want to name this teacher, politeness tells me otherwise. But for convenience's sake, let's call him Sir B---B meaning "bald.")

"Paki-print ko ani Vin," said Sir B, pointing to the information on the screen.

I looked at it for a while, then followed his instruction.

As I hand the printout to him, I asked, "Para sa asa diay na, Sir?"

"Para sa akong masteral," he said matter-of-factly, as though his credibility were still intact.

"Ah, I see."

When Sir B got out of the lab, I chuckled because the information he got came from answers.com.

answers.com as his source of information for his MA Degree?

Qué barbaridad!

I pity not the teacher, but the students who're under his care---or scare.

Cyber censorship in HCDC?

Holy Cross of Davao College always says, almost as an article of faith, that just because it is a Catholic school doesn’t mean that it will only take care of the students’ spiritual aspect. It will also work for the development of the social, mental, and intellectual aspect of the students.

It may have achieved some successes in developing the mental, intellectual, spiritual, and social aspects of the students. But the social aspect? Fuhgeddaboudit!

If the IT Office of Holy Cross will have its way—and it probably has—it is doubtful if Holy Cross will succeed in developing the social aspect of the students.

Avoiding Wikipedia

Some professors have expressed their grave concerns over the students' use of Wikipedia as their source in research papers, theses, etc. Instead, they would suggest to cite credible sources like books, journals, and trustworthy electronic sources.

What if the book one is using cited Wikipedia as its source? That's where problem comes in.

A case in point is the book we are using right now for our subject Educ M (The Teaching Profession). The book is authored by Purita P. Bilbao, Brenda B. Corpuz, Avelina T. Lagas and Gloria G. Salandanan, all of whom are Ed.D. and Ph.D. holders.

Evidence: In page 6, it said in the second paragraph:

After you have gotten an idea on the philosophy/ies you lean [sic] let us know more about each of them. The following notes were lifted from http://en.wikipedia.org/wiki/Philosophy_of_education.