Designing an exciting semiotic, indigenized and rhizomatic courseware environment

by Maria Victoria Pineda
( De La Salle University, Manila, Philippines )

Date Published: 02 Dec 2013
Published In: Information Systems International Conference (ISICO)
Volume: 2013
Publisher: Departemen Sistem Informasi, Institut Teknologi Sepuluh Nopember
Language: id-ID

Keywords: Self-regulated learning,Rhizomatic environment,Jaime Hilario mission school,Personal learning environment,21st century education,Educational resource,Rhizomatic movement


One of the many challenges of a developing country like the Philippines is the lack of local content materials particularly in the primary school. The response to this situation was to design a rhizome-inspired piece of courseware for the Makabayan Social Studies course that covers geography, history, lifestyle and information about the different regions. The courseware was intended to become the primary resource material for the subject, to use local content and local “Tagalog” dialect instead of English, to provide ease in the understanding of the many related facts and information in the course, and to fuse the concepts of social roles in a community. The instructional design went through an in-depth analysis of the nature of the course, how it can adopt a rhizomatic structure and how it can be designed to provide indigenized social role incidents. Cognitive multimedia was carefully selected as a basic theory for enhancing the comprehension and recollection of the different facts in the course. The innovation in the design was to anchor the theories to rhizome models and to create a rhizomatic environment that enhances self-regulated learning among students and better comprehension of the ecosystem of facts in the Social Studies course. The rhizomatic environment was augmented by strategies such as storytelling, geographic interactive maps, social agents and assessments through time-bound games.

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