Ed.D · ADE 2010 Dr. Rolly Alfonso-Maiquez 📍 Greater Bangkok, Thailand

Educational Technology · AI Leadership · Accreditation Consulting

Dr.

Rolly
Alfonso-Maiquez

I help schools stop being afraid of technology and start using it well — from AI ethics and robotics to accreditation strategy and data governance.
Nearly 30 years across four countries, one mission.

AI didn't make accreditation easier. It made it more complicated. Here's a framework.

The governance question your self-study team hasn't asked yet.

Generative AI Robotics EdTech Strategy Accreditation Consulting Data Protection Officer (DPO) K–12 Innovation
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WHAT HAVE I BUILT AND SHARED?

The work,
shared openly.

Everything from the Integrating Generative AI into the WASC Self-Study and School Practices workshop — frameworks, slide decks, templates, and curated external links. Shared freely because the conversation is more important than the gate.

©️
Creative Commons CC BY-NC-SA 4.0 — All original materials by Dr. Rolly Alfonso-Maiquez may be used, adapted, and shared freely. Please cite the source. External resources linked here retain their own licences.

Original Works

Created by Dr. Alfonso-Maiquez

Four original frameworks, metadata tools, and demonstration materials — developed for and used at the EARCOS AI Weekend Workshop, Brent International School Manila, February 2026.

Original Framework · CC BY-NC-SA 4.0
Designing Metadata for AI-Aware WASC Accreditation
MINI · MID · MEGA

A scalable three-level governance framework for AI-aware evidence metadata in school accreditation self-studies. Applicable across WASC, IB, CIS, NEASC, and MSA frameworks.

Cite as: Alfonso-Maiquez, R. (2026). Designing Metadata for AI-Aware WASC Accreditation: MINI · MID · MEGA. maiquez.com/rolly. CC BY-NC-SA 4.0
⬇ Download PDF ↗ Interactive Slides 📊 Metadata Sheet Template
Original Work · AI-Assisted Demo
Mock WASC Self-Study
Riverside International School — Bangkok

A complete fictional WASC self-study document produced as a demonstration of what AI-assisted accreditation writing looks like at full scale — and what governance structures are needed to keep it authentic. Created in collaboration with ChatGPT Deep Research and Gemini Deep Research.

⚠️ Disclaimer: This is a fictional mock-up created solely for professional learning and Generative AI demonstration. Not an actual accreditation submission. Not affiliated with, endorsed by, or connected to any real school or accreditation outcome. Any resemblance to real schools, organizations, or individuals is coincidental.
↗ View Document

Framework Collection

The Full Body of Work

Eleven presentations organised into a four-layer governance model — and three named frameworks extracted from within.

Original Body of Work · 11 Presentations · CC BY-NC-SA 4.0
Accreditation in the Age of Generative AI
A Four-Layer Governance Framework  ·  Presentations A–K + Workshop Overview

Generative AI has not made accreditation easier — it has made the writing easier, which is a different thing entirely. This body of work argues that schools must transition from unstructured individual AI use to a structured, metadata-driven institutional architecture. The model centres on Human–AI–Human workflows: humans remain the original analysts and final validators, with AI acting as a thinking partner to amplify clarity — not a report writer producing a polished but hollow illusion of progress.

"Convincing is not the same as authentic."— Dr. Rolly Alfonso-Maiquez
"The real risk is not cheating. The real risk is hollowing out reflection."— Dr. Rolly Alfonso-Maiquez
"Your report may sound stronger than your systems are."— Dr. Rolly Alfonso-Maiquez
Cite as: Alfonso-Maiquez, R. (2026). Accreditation in the Age of Generative AI: A Four-Layer Governance Framework. 11-presentation body of work developed for the EARCOS AI Weekend Workshop, Brent International School Manila. maiquez.com/rolly. CC BY-NC-SA 4.0
↓ Browse All 11 Presentations ↗ Full Workshop Hub
Original Framework · CC BY-NC-SA 4.0
AIR-WASC Risk Crosswalk
AI Risk  ·  WASC Criteria Mapping

A first-of-its-kind mapping of specific WASC criteria — such as B3 Assessment and A2 Stakeholder Involvement — against specific generative AI failure modes, including synthetic consensus and causation hallucinations. Gives accreditation teams a structured lens for identifying where AI use poses the highest integrity risk.

↗ Slide H — AI Risks Overview ↗ Slide I — Criteria Crosswalk
Original Framework · CC BY-NC-SA 4.0
H-AI-H Handshake
Human  ·  AI  ·  Human

A named three-stage safeguard workflow for accreditation. Humans define the inquiry and evidence first. AI synthesises. Humans then interpret and inject the "local truth" that only they can provide — the texture, the context, the school-specific reality that no model can invent. Encodes human accountability at every stage.

↗ Slide E — Reflection Amplifier ↗ Slide F — Focus Groups
Original Framework · CC BY-NC-SA 4.0
Thinking Partner Model
AI as Socratic Partner

Redefines AI's role in accreditation from prose generator to Socratic partner. Used to surface hidden institutional biases, stress-test action plans, and simulate how a skeptical visiting committee might read your self-study — before you submit it. The question is the output, not the paragraph.

↗ Slide D — Institutional Accelerator ↗ Slide G — Application Map

Framework Slide Decks

Four-Layer Governance Framework

Eleven Gamma slide decks (A–K) organized by framework layer — plus the intro presentation. All open access.

🔒
All slide decks (A–K) are original works by Dr. Rolly Alfonso-Maiquez. Licensed CC BY-NC-SA 4.0 — free to use and adapt for non-commercial purposes with attribution and ShareAlike. CC notices are being added to individual slide decks progressively; the licence applies to all original materials on this page.
Layer 1 — The Reality Shift
How generative AI has permanently changed the nature of accreditation
▼
INTRO Workshop Overview Presentation (Google Slides) A Generative AI has Changed Accreditation B Accreditation in the Age of Generative AI ARCH Accreditation Architecture — Full Gamma Site
Layer 2 — Intelligent Application
Responsible and productive AI integration without replacing human judgment
▼
C Four Ways to Use AI in WASC Accreditation D AI as Institutional Accelerator E AI as Reflection Amplifier F AI for Focus Groups & Teachers G Comprehensive AI Application Map
Layer 3 — Risk & Governance
Protecting institutional credibility, authenticity, and compliance
▼
H Overall AI Risks in WASC Self-Studies I WASC Criteria Risk Crosswalk for Generative AI Use
Layer 4 — Evidence Architecture
Traceable, structured, auditable evidence systems — the MINI·MID·MEGA framework
▼
J Rationale for Designing WASC Metadata for the AI Era K How-To — Designing Metadata for AI-Aware WASC Accreditation 📊 Open Metadata Sheet — Examples & Templates
🎓
WASC Official Resources
Curated — not affiliated with WASC/ACS
WASC Video: ChatGPT Use in Accreditation WASC Data Tool — Access & Development WASC Annual Report 2025 WASC FOL Continuous Improvement Guide 2025 (for 2026–27) WASC & AI Self-Study Resources Folder
🤖
Flint K–12 AI Literacy
Used in Brent Manila + Guam workshops
AI Literacy Course for Teachers (all levels) Level 1 — Foundational AI Literacy Level 2 — Advanced AI Literacy Level 3 — Flint AI Literacy AI Literacy Course for Students (YouTube) Flint Campfire Sessions — 50+ Zoomcasts
Full Workshop Hub — everything in one place, as shared with EARCOS AI Weekend Workshop participants at Brent International School Manila, February 2026.
↗ Open Workshop Hub

WHAT AM I THINKING ABOUT?

Unprompted

Thoughts on AI, education, and the space where they collide — written when something is actually worth saying.

All posts →
Read all posts in Unprompted →

WHO AM I?

Nearly three
decades of
learning by doing.

I'm an educational technologist currently working in Greater Bangkok, Thailand — leading AI strategy, technology operations, and data governance at an international K–12 school. As a Data Protection Officer (DPO) under Thailand's PDPA, I bring a combination of deep technical fluency and genuine educational instinct to every institution I work with. I began this journey in 1997 in Guam, long before "EdTech" was even a job title, and have since built technology programs from the ground up across Korea, Hong Kong, and Thailand.

My doctorate is in Instructional Technology & Distance Education. My real education has been sitting with teachers who are overwhelmed, school leaders who are skeptical, and students who are endlessly surprising. I specialise in helping schools navigate AI integration within educational accreditation frameworks — whether WASC, IB, CIS, NEASC, or MSA — guiding institutions to use AI not just competently, but credibly and ethically. I present regularly at EARCOS, EduTech Asia, and FOLSEA, and build small apps on evenings and weekends, because someone who teaches technology probably should build things.

WHAT HAVE I BEEN UP TO?

AI in Accreditation · WASC Fireside Chat
Contributed to WASC's landmark AI Fireside Chat on ethical integration in school accreditation processes
EARCOS AI Weekend Workshop · Brent Manila
Two-day EARCOS AI Weekend Workshop I led on AI in school accreditation — MINI·MID·MEGA metadata framework, ethical AI in self-study, and governance across accreditation bodies
St. John's School & Santa Barbara Catholic School · Guam
Invited presenter on leveraging Flint K–12 AI for personalized teaching and learning — practical AI integration for classroom educators
🇵🇭MNLPhilippines1990
🇬🇺GUMGuam1997
🇰🇷ICNSouth Korea2008
🇭🇰HKGHong Kong2017
🇹🇭BKKThailand2019

WHAT MAKES THIS DIFFERENT?

Not just another
EdTech consultant.

01

~30 Years · 4 Countries · 1 Mission

From Guam (1997) through South Korea, Hong Kong, and now Bangkok — almost three decades of building, breaking, and rebuilding school technology programs in real international settings. This isn't theory.

02

Apple Distinguished Educator · Class of 2010

Recognised by Apple in 2010 — long before AI became a buzzword — for innovative integration of technology into learning. Served on the ADE Asia Board from 2016–2020.

03

VEX Robotics · National Wins · Worlds

Founded VEX Robotics programs from scratch at three international schools. Coached teams to national championship wins and international representation at VEX Worlds (2013–2017).

04

AI Ethics in Accreditation · Original Framework Author

Creator of the MINI · MID · MEGA AI-Aware Metadata Framework — a scalable, three-level system for designing AI-aware evidence governance in school accreditation self-studies. Presented at Brent International School Manila (WASC), St. John's School Guam, and Santa Barbara Catholic School Guam. Contributor to the WASC AI Fireside Chat. Covers accreditation frameworks including WASC, IB, CIS, NEASC, and MSA.

05

Manhattan Distance · Data-Driven Leadership

Developed a quantitative method using Manhattan Distance analysis to measure and reduce alignment variance among senior leaders — cutting disagreement across 26 school priorities by 19.6% over two years. Because data should drive decisions, not just decorate them.

06

Built Schools' Entire Tech Ecosystems · From Zero

At International School Songdo (Korea), joined a brand-new school and built the complete IT infrastructure, systems plan, and first EdTech integration curriculum from scratch. Some people inherit systems. Some build them.

WHAT'S MY WORK EXPERIENCE?

A career built
one school at a time.

2019
Present
🇹🇭 BKK

VERSO International School · Greater Bangkok

Director of Technology & Data Protection Officer (DPO)

Leads schoolwide AI strategy, PDPA-aligned data governance, and full-stack technology operations across a multi-division K–12 campus. Oversees enterprise platforms including Google Workspace, iSAMS, OpenApply, Headrush LMS, and Schoolbox. Data Protection Officer (DPO) under Thailand's PDPA framework. Founded the school's VEX Robotics program. Supported accreditation with ethical AI workflows and delivered 100+ PD sessions for staff, parents, and leaders. Developed a Leadership Operating System (OS) powered by generative AI.

AI StrategyDPO · PDPAGoogle WorkspaceiSAMSAccreditationVEX Robotics
2017
2019
🇭🇰 HKG

American International School · Kowloon Tong

Director of Educational Technology & Learning Innovator

Directed digital transformation through EdTech strategy, infrastructure upgrades, and staff development across multiple campuses. Introduced a cross-age cohort engineering–design–innovation model and launched the school's first VEX Robotics program.

Digital TransformationDesign ThinkingVEX RoboticsMulti-Campus
2009
2017
🇰🇷 ICN

Chadwick International School · Songdo, Incheon

Director of Technology & EdTech Design Integration Leader

Founding technology leader who built the entire IT ecosystem for a new K–12 school. Led 1:1 device and cloud integration. Established the school's VEX Robotics program, growing it to 20+ teams with national and international success including VEX Worlds representation (2013–2017). Created the P3 onboarding framework (People–Process–Platform).

Founding Tech Leader1:1 Device IntegrationVEX WorldsP3 Framework
2008
2009
🇰🇷 ICN

International School Songdo

Founding Director of Technology

Joined a brand-new school and built everything from zero — technology infrastructure, systems plan, and the first EdTech integration curriculum. Set the foundation upon which the school's entire digital learning environment was built.

Built from ZeroInfrastructure DesignCurriculum Development
2000
2008
🇬🇺 GUM

St. John's School · Guam

Educator & Technology Integrator

Eight years at St. John's School in Guam — deepening both teaching practice and technology integration while completing graduate studies. The foundation of understanding how schools work, how people learn, and how technology can serve both.

St. John's SchoolTechnology IntegrationGuam
1997
2000
🇬🇺 GUM

Academy of Our Lady of Guam

High School Biology Teacher

Where the journey began. Teaching general biology at the Academy of Our Lady of Guam while pursuing graduate studies at the University of Guam. The classroom is where the real education started — learning how people learn.

Academy of Our Lady of GuamWhere it all began1997
Doctor of Education
Instructional Technology & Distance Education
Nova Southeastern University
2019 · Florida, USA
Master of Arts
Counseling
University of Guam
2000 · Guam, USA
Bachelor of Arts
Psychology
Ateneo de Manila Loyola University
1990 · Philippines

WHAT HAVE I EARNED ALONG THE WAY?

Recognition built
over three decades.

🍎
Apple Distinguished Educator
Class of 2010
ADE Asia Board Member 2016–2020
🤖
VEX Robotics
Trainer & Presenter
National wins · VEX Worlds 2013–2017
🎓
WASC Visiting Committee
Accreditation Committee Member
AI Fireside Chat Contributor
🔒
Data Protection Officer
DPO · Thailand PDPA
Currently practising
📊
IB MYP Design
Category 1, 2 & 3
Middle Years Programme
💻
IB DP Computer Science
Category 1, 2 & 3
Diploma Programme
🎤
Conference Speaker
EARCOS · EduTech Asia
FOLSEA · 21CL
📜
US Teaching Certifications
Master Educator
Master Counselor
Cybersecurity
Enterprise Systems
AI Integration & Governance
Google Workspace Admin
iSAMS · OpenApply · Headrush LMS
100+ PD Sessions Delivered

WHAT DO I DO FOR OTHERS?

Strategic advisory.
At the speed
ideas need.

Advisory Engagement
MAGIS Creative Arts
magiscreative.net ↗

MAGIS Creative Arts is a Manila-based organization at the intersection of expressive arts, mental health, and Filipino cultural identity. It forms part of a four-entity ecosystem — alongside The Learning Child, Cartwheel Foundation, and Magis Therapies & Mindworks — advancing an integrated model of human development rooted in Filipino values, therapeutic practice, and community formation. The intellectual core of this ecosystem is the concept of Reverence: identified through collaborative research as the thread connecting education, healing, and community accompaniment across all four entities.

Advisory Board Member
Pro bono  ·  Strategic support

What I produce

  • Strategic frameworks and ecosystem architecture
  • Research program design and governance documentation
  • Collaboration protocols and ethical attribution policy
  • Visual knowledge products — infographics, structured diagrams, slide decks
  • Manifesto and narrative writing for boards, partners, and funders

Within days of beginning, the co-founder and leadership team had in hand a body of strategic assets — frameworks, governance documents, visual materials — that gave language and structure to what they had been building for years. The outputs immediately sparked conversation and new thinking among co-founders and their teams: not because the documents imported foreign ideas, but because seeing their own vision reflected back in structured, high-quality form created new ground to stand on and push from.

A body of strategic materials, frameworks, and visual knowledge products has been produced through this collaboration. These are in active use within the organization and will be shared here in time, with the co-founder's approval.

The Methodology

AI Orchestration,
Not AI Assistance

01
Receive
Raw input — voice notes, messages, founder thinking in motion. Often years of institutional memory in non-linear form.
02
Interrogate
Stress-test with AI: surface latent structure, identify gaps, generate multiple framings simultaneously against the raw source.
03
Synthesize
Cross-domain: philosophy and operations, community voice and funder narrative, internal coherence and external legibility.
04
Expand
One idea — Reverence — becomes research framework, exportable curriculum, and the intellectual core of a globally scalable model.
05
Produce
Finished outputs, calibrated to audience and purpose, returned at a pace the organization can act on.
A note on recursion: The AI tools used in this work were asked to audit the orchestration process itself — producing structured assessments of the methodology described here. That loop is not incidental. It is the clearest evidence of what this approach actually does.

WHAT'S POSSIBLE WITH FLINT AI?

Not a demo.
A real tool. Built by a teacher.

One of the questions I get most often about Flint K-12 AI: "But can it actually build something?" This is the answer.

⏱️
Classroom Timer
05:00:00
Countdown Clock
30 min 10 min 5 min 1 min
Start Pause Reset
BUILT WITH FLINT K-12 AI
Open · Built with FLINT K-12 AI

Classroom Timer

A fully functional countdown timer built for teachers — with quick presets, an analog clock overlay, audio alarm patterns, and a clean full-screen countdown mode. Built as a FLINT activity: a real demonstration that teachers working with Sparky (FLINT's AI teaching assistant) can take an idea from conversation to deployed web app without prior coding experience. The complexity grew progressively — from basic timer logic to millisecond-precision display, Web Audio API alarms, and responsive layout — all within FLINT's collaborative workspace.

🎓 The point isn't the timer — it's the process. A teacher built this. That's the demonstration.

Open Classroom Timer

I also build for myself, quietly — Ten Da Practice · Lux in Domino

WANT TO TALK?

Dr. Rolly Alfonso-Maiquez
Dr. Rolly Alfonso-Maiquez Director of Technology & DPO
Greater Bangkok, Thailand

Let's talk about
what your school
actually needs.

Whether it's an AI workshop, accreditation consulting, EdTech strategy, or just a conversation about where technology is taking education — I'm happy to connect.

✉️
Email
rolly@maiquez.com
→
in
LinkedIn
linkedin.com/in/rollymaiquez
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📄
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Dr. Rolly Alfonso-Maiquez
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