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ILC Diliman concludes Midyear Internship Program

The Interactive Learning Center Diliman had a successful Midyear Internship program from June 03 to August 02, 2019. The interns from UP Diliman Department of Computer Science were assigned to enhance and improve ILC Diliman web applications.

The internship program was supervised by ILC Diliman ICT Associates Tristan Jake Alcantara and John Mark Roco.

Dir. Joseph Ryan Lansang (left side most), ICT Associate Tristan Jake Alcantara (near left side), Pollux Rey (center), Jethro Magbanua (near right side) and ICT Associate John Mark Roco (right side most).

Daine Daling, one of the interns in the initiative, is hopeful that the outputs can be considered for future use of the department. “[We believe that we] have contributed to a new generation of helpful applications for further improvement and eventual use by the university.”

Dir. Joseph Ryan Lansangan (left side), Daine Daling (center), ICT Associate Tristan Jake Alcantara (right side)

“The internship was an immersive work environment which gave me a glimpse of the web development industry and equipped me with the knowledge and skills necessary to pursue the field,” he added.

For more information about our internship program or other concerns, see our internship webpage, give us a call at 920-9556, or send a ticket to

UVLê-arning the Ropes

UVLê Youtube Tutorials by ILC Diliman

     The practice and field of pedagogy is ever-evolving. Learning is shaped by context, and since the emergence of the internet, learners have also evolved. The current youth are referred to as “digital natives” according to Prensky (2001). His forecast was rather accurate, as I have personally seen children aged 11-12 in my workshops effortlessly creating speeches, touching away on their iPads for research (their Achelles’ heel: spotty internet connections).

The world itself is transitioning with technology at the forefront of change in professional endeavors. Internet access is also becoming a norm and is even encouraged as an actual human right (UN Special Rapporteur Report, 2011).

Internet Growth in the Philippines (in Millions) source: Rappler’s BrandRap (2016)

This exciting tech gap was filled with multiple infrastructures. To help facilitate cashless transactions, PayPal was developed in 1999 and is currently still the top-of-mind tech in the industry. Applications such as Slack and Trello helped ease workflows in corporations. In learning, Moodle was the pioneer choice for online education. 

In the University of the Philippines Diliman, we have adapted the Moodle system as UVLê; the University Virtual Learning Environment. With over 474 courses built by teachers in the past year alone, its active pool of resources caters to many types of learners. The professors and instructors involved can then adjust their content accordingly. From personalizing forums and quizzes to embedding media, UVLê is a consistent partner for learning.

These widgets are just a small chunk of the UVLê

The challenge, therefore, comes in the transition. The users are undoubtedly quick adaptors in the receiving end of the service. The problem is that many instructors are still learning the ropes. With new updates pouring in every year, UVLê can appear challenging. The overwhelming features can put off new teachers who want to move to the digital classroom.

In line with this challenge, the Interactive Center Diliman (ILC) has launched its video series on Youtube entitled, “UVLê Self Help Videos”. The entire playlist consists of 19 exclusive videos from a quick background on interactive learning to the more advanced features of the platform.

Still confused with the buttons and forms when editing?

Check out Course Number 9: Basic Elements of a Course Page

The best part: the entire series has recorded the step-by-step procedure for set-ups! ILC Diliman hopes that this initiative can assist and encourage new faculty to answer the challenge of digital migration for a better, more interactive, and more efficient way in handling learning outcomes in the university. 

You may access the full series here! For more information, give us a call at 920-9556 or send a ticket to

Improvise. Adapt. Overcome.

Adaptive Quizzes in UVLe

Welcome to the second article in the quiz series of UVLe! The previous article discussed about Certainty-Based Marking that lets students factor in how sure they are before answering. This incentivizes through reviewing and self-confidence in calling answers in the academe and beyond.

In part 2 of the series, we introduce the Adaptive test feature. The adaptive feature is a right-minus-wrong feature, reminiscent of the UPCAT’s grading. This feature is widely used in some colleges in the west to encourage considerations of all items in a multiple-choice test before inputting the final answer. Couple it with a time limit and you’re now operating on a quiz that rewards complete attention from students!

To enable the Adaptive feature of the Quiz activity, click on page click Turn On editing on the upper-right of your course.

After clicking the Turn On editing an Add an activity or resource label should appear in the content of your course page when editing is turned on.

Next, click the Add an activity or resource a pop-up window should appear after clicking this label. In the pop-up window click the Quiz activity

and at the bottom of the pop-up window click the Add button.

Once clicked the Add button it will redirect you to the Adding a new Quiz page.

Finally, in the Adding a new Quiz page of Quiz activity look for the Question behaviour section and then in the option pane, select “Adaptive Mode”.

After that at the bottom of Adding a new Quiz page click Save and display button to save and display the changes.

Here’s a sample true and false quiz where the Adaptive feature is enabled.

It looks peculiar at first glance, and we’re sure that it’s not a common way of taking an exam. Here’s another way of looking at it: CBM rewards students who are sure that they studied, adding more points as modifiers if they answer questions correctly with a high level of certainty. Humility is a virtue after all; it’s even used in some medical exams to decrease the risk of wrong calls (Gardner-Medwin, 1995) and potentially save lives.

With this new feature, UVLe invites teachers to implement this in their modules for faster checking and more efficient questions. For more information, give us a call at 920-9556 or send a ticket to