This article discusses the Online Educational Resources (OERs) Movement and why OERs are so highly recommended by international collaborative organizations for the attainment of an inclusive, learner-centered and development-centered open education. The second part recounts how the creation of an OER served as a viable alternative teaching learning and assessment strategy for achieving course outcomes during (but not limited to) pandemic times. It showcases the outputs of students of the Doctor of Health Professions (DrHPEd) program taking a course on Quantitative Data Analysis (HPEd 391) during the first semester of AY 2021-2022. The process of making an OER was challenging. At times, the students felt that they were doing things beyond the scope of a course in quantitative data analysis. But everyone agreed that because of the degree of student engagement involved, the sense of fulfillment at the end was intense. The creation of an OER was a realistic, context-based and relevant final output which most of the students intend to use for their real-life advocacies. It was truly an exercise which demanded integration of all dimensions of technological pedagogical and content knowledge (TPACK) and yielded a personal and unique output which exhibited the highest order of learning outcomes - at the level of synthesis. And what may have appeared 'extra-curricular' at first was actually simply a more authentic assessment.

This article discusses the Online Educational Resources (OERs) Movement and why OERs are so highly recommended by international collaborative organizations for the attainment of an inclusive, learner-centered and development-centered open education. The second part recounts how the creation of an OER served as a viable alternative teaching learning and assessment strategy for achieving course outcomes during (but not limited to) pandemic times. It showcases the outputs of students of the Doctor of Health Professions (DrHPEd) program taking a course on Quantitative Data Analysis (HPEd 391) during the first semester of AY 2021-2022. The process of making an OER was challenging. At times, the students felt that they were doing things beyond the scope of a course in quantitative data analysis. But everyone agreed that because of the degree of student engagement involved, the sense of fulfillment at the end was intense. The creation of an OER was a realistic, context-based and relevant final output which most of the students intend to use for their real-life advocacies. It was truly an exercise which demanded integration of all dimensions of technological pedagogical and content knowledge (TPACK) and yielded a personal and unique output which exhibited the highest order of learning outcomes - at the level of synthesis. And what may have appeared 'extra-curricular' at first was actually simply a more authentic assessment.

OBJECTIVES: To  report  a  case  of  congenital  oval  window  aplasia  (COWA)  in  a  Filipino  adult presenting   with      unilateral   maximal   conductive   hearing   loss   and   discuss   the   diagnostic considerations, pathophysiology and management.
METHODS:
Design: Case Report
Setting: Tertiary Public Referral Center
Patient: One
RESULTS: Audiometric evaluation showed a maximal unilateral left conductive hearing loss. High resolution temporal bone CT showed absence of the oval window on the left along with facial and stapes  abnormalities.    Exploratory  tympanotomy  showed  an  aberrant  facial  nerve,  monopodal and  abnormally  located  stapes  and  absent  oval  window. Postoperative  hearing  gain  achieved after a neo-oval window and Schuknecht piston wire prosthesis remained stable over two years.
CONCLUSION: A congenital minor ear anomaly classified as Cremers Class 4a in which a congenital oval  window  aplasia  was  associated  with  an  aberrant  facial  nerve  anomaly  and  a  monopodal stapes is reported. Recent literature supported the view that congenital oval window aplasia can in selected cases be amenable to various surgical approaches and a stable postoperative hearing gain is achievable in the long term.

Human ; Male ; Female ; Adult ; Ear, Middle ; Hearing