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UNESCO’s 2014 report on education for sustainable development (ESD), Shaping the Future We Want, shows that there have been worldwide advances in integrating ESD into school curriculums. Although there is a global curriculum in ESD, children as the end users of the curriculum are not actively involved in constructing sustainable discourses. Cognisant of children’s role in materials development, this research investigates how teachers can collaborate with children in producing teacher-made courseware using participatory action research (PAR). The study was conducted with 37 teachers enrolled in a graduate course on second-language teaching. Its goal was to produce courseware that promotes ESD and science concepts, such as global warming and the environment. Using PAR, the children collaborated with the teachers in designing the content. Interviews, focus-group discussions and surveys show that the courseware promoted excitement, science and ESD concepts, but suggested revising and trimming some videos and reading texts.

Despite the importance of offering Research courses in the curriculum, there is a dearth of research on how to teach Research methods or courses. This study presents the attitudes and perceptions of the students towards using Facebook (FB) Group in teaching Research. It was conducted for one semester to 75 secondary students at the University of the Philippines High School Cebu, Cebu City, Philippines. Employing descriptive research, this study used the Student Attitudes and Perceptions of Using FB Survey by Pollara & Zhu (2011) which was validated through focus group discussion. Findings show that students "Somewhat agree" that using FB Group in teaching Research developed their content learning, motivation to learn and collaborative skills to achieve research tasks. The instant messaging promotes collaborative learning and direct interaction among co-students and teachers. Despite the distractions in the FB Group environment and the lack of internet connection among the students' homes, the respondents still suggested to continue using FB Groups as an alternative elearning system. They further suggested that teachers must monitor their students' behaviors when using FB during class hours. This study further suggested on conducting a correlation on the impact of using FB Groups on the students' academic performance. Keywords-Social media in teaching; Facebook as elearning system; teaching research methods First Indonesian Communication

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