OCTOBER 3, 10.30 - 12.00 |
Abstract |
Catholic Religious Education in the Post-Truth Philippines: Identifying Roots and Wings (Mr. Justin Joseph Badion) |
Terms such as “post-truth” and “fake news,” largely unknown until 2016, have exploded into public discourse in the Philippines, and have had a huge impact on religious education. This growing abundance of misinformation has clear adverse consequences, especially in relation to matters of faith and education in the faith. One area for concern is how to approach the sacred text in an authentically Catholic manner, in a milieu of fundamentalism and literalism. Within the realm of Catholic religious education, what must be the response? It is simultaneously a response of reidentifying the Catholic religious education’s roots, the essentials that will remain the same, and of locating areas for growth and renewal, the wings of new methods and approaches to teaching about the faith and about its sources such as Scripture. This paper seeks to propose showcasing the roots of integration, inculturation and community-forming features found in authentic Catholic religious education in the Philippines, as emphasized in the National Catechetical Directory of the Philippines, while suggesting new wings in teaching, through the approach of intertextuality, referring to the interrelationships of particular texts with other texts, as well as with the broader context of language and culture. By showcasing the dynamic connections within the sacred text, as well as the interplay of the sacred text with the world today, intertextuality can be a fresh perspective for both Filipino religious educators and students to consider in relation to the sacred text, as they journey on their search for meaning and purpose in their lives of faith. |
University’s Social Responsibilities through the International Higher Education: The case of Jesuit Worldwide Learning by online education for the marginalized people (Prof. Miki Sugimura) |
The internationalization of higher education has accelerated academic competitions among universities. Meanwhile, it can lead to the various programmes of international higher education based on the international program and provider mobilities (IPPM). The IPPM enables higher education to be more innovative and useful to realize the university’s social responsibilities. The academic network can be produced through their cooperation by sharing the common academic aims. The Jesuit Worldwide Learning (JWL) is one of the examples of the online programs as IPPM. The mission of the JWL is to provide equitable high quality tertiary learning to people and communities at the margins of societies through poverty, location, lack of opportunity, conflict or forced displacement like refugee camps based on the Jesuit education. After their getting credits and certificates, they might be able to forward their steps for their future well-being. The JWL uses a blended model of online learning and students in a refugee camp, a remote village or dispersed over a big city come together to form a cohort, to study together, to exchange their learning experiences at the local and international levels in the cooperation of membership universities of this academic network. The learning and getting academic qualifications do not only mean to get better jobs to earn money, but they also mean to be and to live together. The learners can contribute to the global community’s development and foster hope to create a more peaceful and humane world together, which should be the universities’ social responsibilities. |
Developing Religious Education Based on Ignatian Pedagogical Paradigm as Character Education (Fr. Bernardus Rukiyanto) |
The situation in Indonesia is marked by many diverse cultures, a variety of religions and faiths, and extensive devastating poverty. Meanwhile Indonesia today faces many difficult problems, such as terrorism, corruption, sectarian, tribal or religion conflicts, conflicts among students, violence, egoism, intolerance and injustice. Those situations are worsened by the spreading of fake news through social media which causes unnecessary conflicts and hatred speech. The developing of artificial intelligence (A.I.) is another challenge. Facing these problems and challenges, we need to develop some attitudes, like appreciating other human rights, willing to live with other groups, ethnics, or religions, willing to seek and to fight for the truth, willing to sacrifice and to struggle for the nation. Amidst these situations, we need to develop character education for young generation. Religious Education is one of the means for character education. In the age of fake news, we need to develop media literacy education which focuses on learning and teaching practices to critically interpret, create and act on social media, television, film, news and other forms of media. In the age of artificial intelligence, the technology is to develop and encompass human work activities. Machines replace human activities. However, machines cannot do everything. Machines cannot exhibit creativity and social skills and perceptiveness. Therefore we need to find new ways of learning and teaching utilizing technology, meanwhile keeping developing creativity, social and emotional capabilities and the ability to work in teams. Ignatian pedagogical paradigm is very relevant as a method for character education in the age of fake news and A.I. Ignatian education strives to develop men and women of competence, conscience, and compassion. It is a collaborative process between faculty and students which fosters personal and cooperative study, discovery, creativity, and reflection to promote life-long learning and action in service to others. The paradigm of experience, reflection and action allows faculty to accompany the students in order to facilitate learning and growth through encounters with truth and explorations of human meaning. Developing religious education based on Ignatian pedagogical paradigm is an attempt to respond to the challenges of the age of the fake news and A.I. as well as to the problems of the situation in Indonesia. Therefore the contents of the subject and the how of the course runs need to include the way to counter the fake news, utilizing technology, and to develop the ability to dialogue with other faiths, meanwhile appreciating cultures and caring for the poor. The aim of this writing is to extend and strengthen character education in religious education. The implementation of Ignatian pedagogical paradigm will help the students growing more holistic, competence in the field, having good conscience, and good character, especially having social awareness to think and act for both others and the nation. |
Nuancing Pedagogic Practice in Virtual Learning Environment (VLE): Cases of Student Performativities and Fabrications (Mr. Edwin Lineses) |
The advent of technology and digital connectivities brought significant changes to social relations and cultural activities. These changes permeate and mediate the learning settings and educational systems. Virtual Learning Environment (VLE), as an arena for knowledge production and acquisition, merits close consideration using simple techniques of ethnography to recognize the nuances of Bernstein’s Pedagogic Practice. The paper utilizes cases of informants who have experienced Blended/Flipped courses. Grounded on Ball’s performativities and fabrications, the study seeks to describe the pedagogic practice primarily from the vantage points of the students and how they behave in pursuit of their educational interests in a new learning environment. Consequently, the paper argues that VLE provides a wider latitude for students to assert their agency in this emergent pedagogic relation. |
A Study on Student Benefits through E-Learning Blog Innovations (Mr. Fritz Cepe) |
This study will look into the perceived benefits of e-learning through using the blog as an innovation derived among students. The study aims to motivate more students to adopt and use of e-learning through using the blog as an innovation. The literature describes that blog is perceived as an instrument for a new way of the learning process in terms of e-learning to the students. It highlights the potentials and benefits of e-learning blog innovation. A well-constructed questionnaire method was used and it was administered to the 150 undergraduate students from Multimedia University at Malaysia. A convenience sampling technique was used in order to collect quantitative data and analyzed using SPSS 21.0. It was also tested its Cronbach Alpha in order to increase the validity and reliability of the data. Throughout the study, it is clear that in order to motivate the students to adopt the use of e-learning through using the blog as an innovation, students must focus on performance expectancy through interactivity and collaboration. Likewise, students can become more skilled through effort expectancy through the ease of use and they can improve their comprehension as well. Given that most students preferred to experiment or test the introduced innovation before they decide to adopt and use, unfortunately, it also proves that students find it less beneficial to social influence. Overall, the benefits and attributes of innovations will help in motivating the students to decide whether they will adopt the use e-learning by using the blog as an innovation. It is also clear that it is not necessary to present the learning style of the students in order to motivate them to adopt the use of e-learning through using the blog as an innovation. Therefore, future research could possibly look into this angle of research. The study can include more theories like Motivational Model and Social Cognitive Theory where it can find some beneficial facets and factors such as Confidence, Satisfaction, and Attitude. This will explore and describe more benefits of e-learning blog innovations. |
Artificial Intelligence Research in Philippine Education (Dr. Ma. Mercedes Rodrigo) |
Much of the research currently undertaken in the area of artificial intelligence in education is produced from WEIRD countries—Western, Educated, Industrialized, Rich, and Democratic. To counteract any bias that this situation produces, to gain greater representation from the rest of the world, and to produce systems and publications that take cultural factors in to account, experts recognize the need for more intercultural evaluations and collaborations. Since 2006, the Ateneo Laboratory for the Learning Sciences (ALLS) has studied the behavior and affective states of learners using educational software. The purpose of these studies varied from determining which affective states occurred with which behaviors, common transitions between affective states, and models of student affect and behavior. All of the data gathering for these studies took place in the Philippines and was analyzes either locally or in collaboration with colleagues from other countries. This presentation summarizes the contributions that the work has made so far, including identifying computationally tractable similarities and differences among Western and Philippine learners’ behaviors, Philippine learners’ language use, and recent results on eye tracking behaviors of novice programmers. These contributions are intended to aid in the design and development of adaptive learning systems that are valid and effective within a developing world educational context. |
EduGaming: Play to Learn (Mr. Paulo Luis Lozano) |
We don’t need more time in the classroom to learn how to think and perform in the face of real-world challenges. We need effective, interactive experiences that motivate and actively engage us in the learning process. This is where game-based learning comes in. Within an effective game-based learning environment, we work toward a goal, choosing actions and experiencing the consequences of those actions along the way. We make mistakes in a risk-free setting, and through experimentation, we actively learn and practice the right way to do things. This keeps us highly engaged in practicing behaviors and thought processes that we can easily transfer from the simulated environment to real life. |
OCTOBER 3, 1:00 - 2:30 |
Abstract |
Media Deconstruction of Martial Law Chapters in Selected Philippine History Textbooks: A Model for Developing Critical Thinking in Secondary Education (Ms. Marie Beatriz Gulinao) |
Learning how to deconstruct information presented in various forms of media is a necessary skill in this age where information is plentiful and readily available. History teachers can develop this skill among their students by guiding them in interpreting information, recognizing bias, and defending fact-based arguments in controversial historical accounts. At the core of these discipline-specific skills is media education. This research demonstrates how media education principles, particularly that of media deconstruction, was used to identify and analyze values, biases, and trends in the discussion of the martial law era in three Philippine History textbooks. A Textbook Deconstruction Tool was prepared based on the core concepts of media deconstruction: authorship, format, audience, content, and purpose. The tool was responded to by ten Social Science teachers and excerpts from the textbooks were used to support the results. Results show how each of the three authors’ personal biases towards martial law has created striking differences in their accounts of the period. The techniques and perspectives used by the authors have also strongly influenced the overall message of their discussions. The research is helpful to teachers who may wish to use media deconstruction strategies in class to develop students’ critical thinking. Such exercise is ideal not only for textbook accounts or primary source documents, but also for current news articles to help students decode between real or fake and credible or biased news. |
Rethinking media and information literacy in the Philippine senior high school (Mr. Alphonsus Luigi Alfonso) |
It was only recently that Media and Information Literacy was included as a core subject in the secondary education curriculum of the Philippines. Discussions included in the subject are geared toward a basic understanding of media (e.g., types of media, McLuhan, current trends). While the current subject is indeed helpful, it is noteworthy that current students in senior high school (dubbed Generation Z) are largely enveloped by media technologies and tend to use these affordances without much conscious effort. In light of this reality, I contend that this subject must either be offered earlier into the curriculum simply because it does not tackle pressing issues of new media that might be currently surrounding students. Centered in this paper include exposure to a multitude of messages: for instance, fake news and piracy on one end; on the other, openness to perceived others and rhizomatic exploration. Through a reevaluation of the subject vis-à-vis the literature on media, 21st Century Skills, and the mandate for the curriculum to be culture-sensitive, global and research-based, I provide a proposed set of actions that we may take as educators. This primarily involves looking beyond the current subject and examining issues such as the social construction of reality and media, as well as convergence culture: participatory culture and ethics, networking, shared meaning, negotiation, knowledge construction, among others, on top of maintaining its relevance and developmental appropriateness. Furthermore, this paper also provides proposals with which educators may capitalize on these affordances to build a sense of connection with students through the media they use. |
Propensity to Enroll for a Second Course among Millennials in UP Ayala TechnoHub (Mr. Neal Nikko Espejo) |
This market potential study aimed to identify which of the factors would make the millennials enroll in second course programs and determine its significant relationship when grouped into 5 demographic factors. The study was conducted to 251 millennials who were working in the BPO companies officed in UP Ayala Land TechnoHub. The data was validated using Descriptive, ChiSquare, Factor Analyses using STATA |
Continuing Professional Development of Educators Through MOOCs - the SEAMEO INNOTECH Initiative (Ms. Ethel Joan Atienza) |
Whatever your profession is, you need continuing professional development. You need to keep yourself up-to-date with the latest information and the new emerging skills. This is most true in the education sector. With knowledge evolving, and the need for critical thinking increasing, teachers are constantly challenged to respond to these ever changing education landscape. Parallel to this, the availability of quality continuing professional development opportunities that are responsive not only to the competency needs of teachers but also to their ability to access these professional development opportunities is likewise a challenge to those engaged in the business of educating the educators. SEAMEO INNOTECH has been doing online courses for educators in the last 11 years. In 2017, it started venturing into another online delivery modality, the MOOCs. The first two MOOCs developed catered to 5, 359 teachers, the level of active participation was between 30% to 50% of the participants and received Very Satisfactory ratings from the learners such that 99% said they will recommend it to others. This despite the fact that in both courses 69% and 83% respectively, of the learners have no prior online learning experience. By sharing the experience on developing and implementing these MOOCs, INNOTECH hopes to inspire teachers, course developers, professors and all those engaged in innovative teaching and learning practices to engage in quality online learning development and implementation. |
Go “Live”: Online Learning Experiences of Doctor of Education Students of Arellano University (Mr. Karl Erickson Ebora) |
Arellano University, a learning institution in the Philippines that envisions to be a model of learning where relevant knowledge is acquired and skills are developed in response to the needs of the global community embraced e- learning for Academic Year 2016-2017. The e-learning session is called “Live”. This paper examined the experiences of Doctor of Education students on “Live” sessions. Likewise, it identified the problems encountered by the respondents and the interventions that could improve the “Live” online sessions of Arellano University. Through purposive sampling, a total of eight (8) Doctor of Education students enrolled for First Semester, School Year 2016-2017 were identified as respondents of this study. Utilizing qualitative content analysis, the “Live” online learning experiences was analyzed. Findings of the study revealed that the respondents experienced the “Live” online sessions as convenient, interactive and natural as the normal classroom settings. On the other hand, availability of equipment such as computer and internet remains to be the problem during the “Live” online sessions. Hence, the respondents suggested that Arellano University should establish an e-classroom that can support e-learning activities. |
Integrating an Online Carbon Footprint Calculator and Plickers in an Undergraduate Science and Society Course (Mr. Angelo Julian Perez) |
This study investigated a Science and Society course of a chemistry instructor at the Loyola Schools of the Ateneo de Manila University for the Second Semester SY 2017-2018 in terms of its technology integration. Within the module on sustainability and the environment, the instructor conceptualized a learning session in which an online carbon footprint calculator and an application (Plickers) were utilized. Learning carbon footprint became more personal and reflective since the students were able to calculate, in a way, their own contribution to global warming and climate change, instead of just being shown numbers and statistics at national, regional and international levels. The use of Plickers, on the other hand, turned into a form of formative assessment and collecting feedback at the end of the session, which would otherwise be difficult for a large class. It was found out by the instructor that the use of both online platforms aided in the teaching and learning about the topic of carbon footprint. Furthermore, the use of technology in large classes can greatly facilitate attendance, classroom management, as well as assessment. Given the sheer number of students and the great logistical demands in such classes, there should be more studies and action researches done on technology integration in large classes. |
Students’ Assessment of Classroom Response System as Formative Assessment Tool in High School Chemistry (Ms. Monique Anne Tizon) |
Classroom response system (CRS) is a technology-enhanced formative assessment tool wherein students can key in individual answers on a device as response to a question given by their teacher. CRS is now made available through the use of mobile applications, two of which are Plickers and Socrative. These particular mobile applications were utilized in this study to determine students’ assessment of CRS use as formative assessment tool in chemistry. The participants of the study were Grade 11 students under the course General Chemistry 2. They were matched and then divided into two groups: CRS group which experienced the use of Plickers and Socrative as formative assessment, and non-CRS group which experienced the traditional methods of formative assessment including paper-and-pen seatwork and classroom recitation. Focus group discussions were performed in the two groups following two months of implementation of the designed formative assessments. A word cloud of each groups’ responses during focus group discussion was generated. The words "answer", "question", and "use" were the most frequently used terms in the CRS group. It is indicative of how the students utilize questions and answers from formative assessments for their learning. They reported that CRS helped them immediately learn concepts incorporated in the assessment questions; therefore use of assessment feedback was completed inside the classroom. On the other hand, the most frequently used terms in the responses of the non-CRS group were the words "study", "seatwork", and "home". This is reflective of the overall sentiment of the respondents which indicates that feedback from classroom formative assessments such as seatwork and homework were used by students to study outside regular class periods. Further comparison of the two groups’ responses suggests that CRS was capable of providing feedback that was more specific and more immediate than that of the traditional methods of formative assessment. |
The Application of Augmented Reality in Biology Students' Academic Performance (Ms. Lyka Lamoste) |
One of the most powerful forms of contextual mobile learning is Augmented Reality (AR). Augmented reality brings a remarkable potential to complement information with the use of computers and mobile phones in the classroom where instruction can be made more collaborative with the use of technology. While augmented reality has been used in other countries, the documented use in the Philippines is scarce. Quite a few researches have been done in the Philippines integrating AR as a tool for learning but rarely about bringing this technology in the Basic Education setting. With these in mind, the study aims to determine the effect of Augmented Reality application using mobile devices in learning Biology for Grade 8 junior high school students, specifically in the topic on biodiversity. A quasi-experimental non-randomized pretest and posttest group design was used in this study. Two groups were classified into traditional and AR learning groups, each with 32 students. Both groups received the same classroom instructions except that the AR group used AR applications through their mobile devices. Results showed an improvement in their posttest academic performance for both traditional and augmented reality learning group however, normalized gain score analysis revealed that AR learning group (x ̅ = .6806, σ = .1151) had a statistically significant higher academic performance than the traditional learning group (x ̅ = .5087, σ = .1672) with a p-value of .007 at 0.05 level of significance. |
OCTOBER 3, 3:00 - 4:30 |
Abstract |
Let Your Light Shine: Molding Theresian students as leaders with character and substance (Ms. Christine Marie Magpile) |
Students who graduated in exclusive schools for girls are usually labelled as “colegiala.” During the Spanish colonial period, a young lady coming from an all-female educational institution usually belongs to a devout Catholic middle class family. Over the years, girls from exclusive Catholic schools are perceive as very prim and proper and often times seen as snobbish (“sosyal”) and meticulous (“maarte.”) Despite the stereotype about “colegialas” as an elitist, Theresians are sensitive to the needs of the community, show compassion, and observe simplicity. For this presentation, the resource person (a graduate of St. Theresa’s College, Quezon City) will show the best practices from her alma mater as to how the school nurtures its students to have a strong sense of mission and service through an education that integrates Catholic formation and evangelization in its academics as well as its curricular and co-curricular activities. The presentation will highlight the school’s community involvement program through an audio-visual presentation (AVP). The AVP will showcase how the school fosters socially oriented values and attitudes as well as community awareness and services from the grade school level up to senior high school. Through the presentation, the audience will learn how different interest groups (such as the SAMAHAN) apply appropriate themes in various activities each month. In line with this, the presentation will emphasize outreach programs that that students have participated in and illustrates how it has become a life changer for them. Additionally, the presentation will also include Theresian alumnae who have left a mark or impact in their respective fields. Lastly, the presentation will also show the school’s linkages and partnership with communities as well as non-governmental organizations and other institutions that provide real life experiences to students. |
Foundational Principles of teaching and learning for a Sustainable education in the age of technology (Dr. Jane Gallamaso) |
The age of science and technology has brought a tremendous change in the education of students. But while it has its own advantages it has also its own disadvantages which is the loss of the root by which the whole purpose technology is founded upon. As a consequence, it affect the students' way of thinking as we'll as their values and behavior in the present time. This paper wants prove that there will always be a place of the classic liberal education in the age of modernity for its thrusts and pedagogy direct us to the truest purpose of the modern education and thus, sustains it through its timeless principles of learning. However, the challenge lies in the educator of finding a well-suited methodology of teaching the classic liberal education in consonance with the trends of this present age. |
Effectiveness of Interactive, Instructive and the Blended Interactive-Instructive Approaches of Teaching Thin Lenses to STEM 12 Students (Ms. Recca Reyes) |
This study intends to conduct an inquiry about the Effectiveness of Interactive, Instructive and Blended Interactive-Instructive Approach of Teaching Thin Lenses. The respondents of this research were the selected STEM 12 students of Polytechnic University of the Philippines – Sta. Mesa, Manila Campus. For the first part, the students were divided into two groups: for interactive teaching, the researchers provided visual-aids as a material to perform the lecture. The researchers received some ideas from the class as the lecture started. After the discussion few questions were thrown to the students to answer; for instructive teaching, the researchers provided handouts about the topic for them to study as a group and then the students were given written activity for them to solve individually. For the second part, for Blended Interactive-Instructive Approach, the two groups were combined and formed two new groups, now with different members for the experiment. To evaluate the learning outcomes, the researchers gave them a short quiz about thin lenses. The collected data were used to know which learning approach is more efficient |
Examining the effects of the Application of a Student Response System in teaching Media & Information Literacy to Senior High School Students (Mr. Jeffrey Beltran) |
Today’s technological advancements are truly interactive. Thus, it really suits the personality of 21st century learners. It is truly unquestionable that it’s progressively becoming an essential and significant component on their everyday activities, and one of the commonly used tools in modern technology is through the usage of the internet. It considerably affects how students acquire information on a daily basis. As for students, with the aid of technology, they now have limitless access to information at a single click of a button, enabling them to be much more resourceful in terms of finding reliable and accurate information and getting their assignments accomplished. This study may also help them in becoming more engaged in the learning process, as well as becoming more aware of the effects of integrating technology in terms of how they learn and how it will aid in their development as 21st century learners. As for schools, seamlessly integrating the use of technology, specifically the student response systems into the currently implemented curriculum, may improve the quality of teaching, which contributes to the development of both the school and the teachers professionally, and for establishing a more accurate, reliable, and consistent monitoring of student performance, as well as cooperative and collaborative planning of teachers and other stakeholders, regarding the development of their learners, as well as planning for their activities, for their daily lessons. According to the previous studies gathered and conducted, the utilization of student response systems and academic achievement have a significant relationship towards one another, and it is so much applicable in the current situation of our learners, which demands an interactive and learner-centered methodology of teaching. The session will focus on: 1. Sharing of actual and current experience of using student response systems in the classroom. 2. Sharing of and demonstration of student response systems used in the classroom, such as: a.) Quizizz b.) Kahoot! c.) Quizalize d.) Plickers |
Game-based Student Response System: Its Effect on Students' Attitude in Biology (Mr. Teodorio Dalisay) |
Student Response System (SRS) is a computer software and mobile application that is used by both teachers and students as a form of formative assessment. One form of SRS that is used specifically for gaming purposes is a game-based student response system (GSRS). Teachers use Kahoot!, an example of GSRS to administer interactive quizzes where students answer teacher-made questions using their mobile devices in a game situation (Licorish et al. 2017). A mixed method, quasi-experimental design was used in the study to determine the effect of using GSRS on students’ attitude in Biology. Eighty-one (81) students from the two Grade 8 Biology classes participated in the study. Two groups were classified into traditional group with forty-one (41) students whose academic performance was assessed using conventional formative assessment method that includes recitation, seatwork, group activity, and quiz and GSRS-mediated group with forty (40) students was also assessed based on their academic performance using mobile devices in the same formative assessment method. The result of the study showed that the overall attitude of the GSRS-mediated group (x̅ = 3.620) and the traditional group (x̅ = 3.409) had statistically significant difference with a p-value of p = 0.007 in favor of the GSRS-mediated group. |
Gamification and Serious Games in Management Education (Mr. Vicente Reventar III) |
Games can bring the effective methods of learning and experience through business challenges that students usually need to meet before setting foot in the real world. They help students to grasp key business and management concepts and make effective business decisions by using a combination of visual, auditory and hands-on approaches. This approach is designed to complement existing methods of teaching like lectures, and case studies. Using serious games is a very effective way to get students engaged. This workshop session is designed primarily to introduce the use of “serious” games in the classroom environment to compliment the business knowledge of students with simulated decision making using interactive and competitive games. The speaker will share his experience in teaching a class called Gaming and Management Games at the Ateneo de Manila University. The whole semester involves playing simulation games like Capitalism II (www.enlight.com/capitalism2) , Virtual Stock Exchange (www.marketwatch.com/game) , and massively multiplayer global business games like Virtonomics (https://virtonomics.com/) and Simunomics (www.simunomics.com). In the area of sustainability management and system dynamics, games from the MIT Sloan School (mitsloan.mit.edu/LearningEdge) like Fishbanks: A Renewable Resource Management Simulation, and World Climate: Negotiating a Global Climate Change Agreement and Eclipsing the Competition: The Solar PV Industry Simulation are part of a live web-based simulations that are played competitively by groups or individually in class. A Labor-Management negotiation game based on the Philippine environment created by the speaker will also be discussed in the workshop. The workshop will highlight the benefits and advantages of using tools like gaming and simulation to teach and experience real-time decision making in a virtual environment. |
*Schedule and actual sessions are subject to change without prior notice