NUADU’s online assessment platform offers internationally aligned language exams and mock exams for TOEIC, IELTS, and EPIT (TOEFL-ITP aligned), conducted online and automatically marked with data-driven results. NUADU English Exams have been taken by thousands of test takers from universities and private language schools around the world. Also suitable for corporate learning!
Increase your scalability and efficiency
Combined with certified content by Innova Press, NUADU is a faster and cheaper way of conducting English level evaluation as well as conducting mock-exams. You get immediate results based on automatic marking with sub-skill data following exam scoring metric and CEFR. And you don’t have to limit your operations to the size of your classroom.
Improve school success metrics
NUADU assessment tool delivers reliable and accurate assessment data based on students’ performance. It measures students’ strengths and weaknesses at both skill and sub-skill levels. Predicting scores before taking the costly real exam increases students’ comfort and effectiveness.
Offer flexibility for learners
Learners can practice effectively to achieve their target score using self-study, automated results, instant feedback, and progress tracking. Certified learning resources with questions and supplementary resources in all exam categories. Allows for learning at any time, any place on any device.
Centralize your data and monitor learner’s performance
As all exams are delivered on the NUADU institutional platform, private learning schools and universities have full access to the data in one place.
Avoid cheating
Multiple packages of exams available on the platform helps to prevent cheating. Fresh packages are uploaded every 6 months.
Skill-based practice questions
Depending on the type of exam, IELTS, TOEIC, and EPIT offer Listening, Reading, Speaking and Writing types of questions.
Flexible offer
Flexible offer for purchasing packages of tests depending on institution need. Personalization with institution logo is available.
We are excited to inform, that Lenovo laptops with instant access to NUADU are now available in Indonesia.
Bundled with Lenovo hardware, our learning and assessment platform provides a complete solution for blended and distance learning, online education, and exams. NUADU comes with a three-year license for the learning content for National and International curricula, question banks, and implementation service.
This special offer was prepared jointly by Lenovo and NUADU for the schools in Indonesia. Lenovo and NUADU believe that transforming education is critical for society’s development, and Lenovo has always been proud to provide smarter technologies that engineer smarter classrooms for students. As the education environment is continuously changing, our close collaboration with Lenovo will ensure educators to be able to keep up with the new ways of teachings as students switch to online platforms and distance learning. Through this collaboration, Lenovo and NUADU aspire to provide innovation that meets the demands of distance learning and aids institution with their education transformation journey.
For the schools using National Curriculum, NUADU provides content from renowned educational publishers, available for Primary level 1 – 6 and Secondary level 7 – 12. Over 28,000 resources are available for Matematika, Bahasa Indonesia, Bahasa Inggris, PPKn, IPA, IPS, SBDP, Biologi, Fisika, Kimia, Sejarah, Geografi, Ekonomi and Sosiologi.
For the schools using international curricula, NUADU provides internationally renowned Cambridge and Singapore curriculum for the subjects of Cambridge Primary Curriculum level 1 – 6 for Maths and Science with over 13,000 resources available, and Singapore Primary and Lower Secondary for English, Maths, and Science with over 18,000 resources available.
Menggunakan laptop Lenovo, platform pembelajaran dan penilaian kami menyediakan solusi menyeluruh untuk ‘blended learning’ (gabungan metode tatap muka dan online), pembelajaran jarak jauh, pendidikan online, ataupun ujian.
NUADU dilengkapi dengan lisensi tiga tahun untuk konten pembelajaran yang mencakup kurikulum Nasional dan Internasional, bank soal, dan layanan implementasi.
Penawaran khusus ini hadir atas hasil kolaborasi Lenovo dan NUADU untuk sekolah-sekolah di Indonesia. Lenovo dan NUADU percaya bahwa transformasi pendidikan sangat penting untuk pengembangan masyarakat dan Lenovo bangga dapat selalu menyediakan teknologi yang lebih canggih agar dapat memfasilitasi ruang kelas yang lebih cerdas untuk siswa. Seiring lingkungan pendidikan yang terus berubah, kolaborasi erat kami dengan Lenovo ini akan memastikan para pendidik dapat mengikuti cara-cara pengajaran baru ketika siswa beralih ke platform online dan pembelajaran jarak jauh. Melalui kolaborasi ini, Lenovo dan NUADU bercita-cita untuk memberikan inovasi yang memenuhi tuntutan pembelajaran jarak jauh dan membantu institusi dalam menjalankan transformasi pendidikan mereka.
Untuk sekolah yang menggunakan Kurikulum Nasional, NUADU menyediakan konten dari penerbit pendidikan terkenal, tersedia untuk tingkat Dasar 1 – 6 dan tingkat Menengah 7 – 12. Lebih dari 28.000 sumber pembelajaran tersedia untuk Matematika, Bahasa Indonesia, Bahasa Inggris, PPKn, IPA, IPS, SBDP , Biologi, Fisika, Kimia, Sejarah, Geografi, Ekonomi dan Sosiologi.
Untuk sekolah yang menggunakan kurikulum internasional, NUADU menyediakan kurikulum Cambridge dan Singapura yang terkenal secara internasional untuk mata pelajaran Cambridge Kurikulum Tingkat 1 – 6 untuk Matematika dan Ilmu Pengetahuan dengan lebih dari 13.000 sumber pembelajaran yang tersedia, dan Sekolah Dasar dan Menengah Singapura untuk Bahasa Inggris, Matematika, dan Sains dengan tersedia lebih dari 18.000 sumber pembelajaran.
Untuk informasi terkait kerjasama dapat menghubungi Stella Djajasaputra – sdajajasaputr@lenovo.com
“We are implementing NUADU by providing a computer lab as the examination room for the students. Other than that, students also need to use their own gadgets at home to do the exercises given by the teachers through NUADU.
Applying NUADU to our education system, by the students and the teachers, is very easy to do because NUADU has a clear and neat interface. In addition to that, NUADU also provides an extensive question bank that could be usedby teachers to measure the competence of their students.
And if needed, the teachers could also input their own questions to be done by the students through NUADU. The teachers could give the assesment live so that they could monitor each of the students while doing their exercises.
Teachers can identify which students need follow-up on their competence in doing an exercise or task, and which students need more enrichment in a particular subject. We are really grateful that we able to adopt NUADU to our system in this academic year.”
Aguswondo, Principal of Lower Secondary School Methodist Pelita Kasih Medan
“For NUADU itself, I think this platform will be a great help, especially in terms of the student’s formative activities, saving teacher’s times and making it more effective and efficient. This also will motivate the students to do more practices on the subjects.”
Teachers, SD Dian Harapan Makassar
“NUADU is quite helpful and useful for the teachers and students. Not only does it make the learning process easier, but it also helps the teachers correct assignments and examinations. NUADU provides interesting and easy features to be applied, especially for the question bank.
It’s very easy to access NUADU. We can log in from various devices, especially mobile phones and laptops. NUADU is also convenient to integrate with the blended learning system and online classroom method. Most importantly, by using NUADU, the teachers will not spend too much time in assessing students’ tasks because it could be downloaded with a very detail evaluation.
Thank you, NUADU”
Ibu Enya Novita, M.Pd, Head of Curriculum School SMP Muhammadiyah 17 Plus Surabaya
“I believe NUADU will be a great help for us to develop, not only as a teacher, but also as an institution.
NUADU will also help our students to extend their potentials, so they can be a great future for Indonesia. Last thing to say, keep beyond expectation and going beyond expectations and limitations. Great work NUADU!”
How is education possible during a global pandemic? These and other questions were addressed by the five-day Education Continuity Plan webinar series for teachers and school administrators. Big Pond Enterprises, in partnership with NUADU and Microsoft Philippines, organized the online sessions which ran from May 25-29 2020.
The webinar series gave a holistic view of the current state of our education system, looking beyond the mindset of “We can’t have face-to-face classes so we’ll make do with online classes.” Instead, resource persons from the education and technology sectors provided innovative solutions to help teachers reach their goals during the new normal.
Day 1: Philippine Education Landscape Under the New Normal by Mr. Paolo Balinas
Mr. Balinas emphasized that clear leadership and policies are crucial. He also highlighted how the pandemic has opened new ways of thinking education, with the widespread acceptance of using cloud technologies in teaching and filling educational gaps. Microsoft Teams can serve as the hub where such new learning modes can be facilitated.
Formulating Your School’s Education Continuity Plan by Ms. Cherylle Ramos
Ms. Ramos proposed that in a VUCA (volatile, uncertain, complex, and ambiguous) world, we need a solution that also has VUCA (vision, understanding, clarity, agility). She stressed that in building an education continuity plan, one must factor in leadership and culture, the teachers and their professional learning, the students’ learning experiences, assessment and accountability, and the needed infrastructure.
Day 2: Pedagogical Framework in Choosing the Right Content and Tools by Ms. Emie Baylon
Ms. Baylon showed how teachers can establish a good workflow for remote learning. She identified the key elements, including setting up of a conducive learning environment while factoring in the realities of social distancing and other restrictions. She also emphasized that one’s purpose directs the use of technology, which can aid in creating meaningful learning environments and set the pace of learning.
Day 3: Strategies on How to Use Microsoft 365 and Teams for Online Teaching by Mr. Raymond Africa
Mr. Africa showed how to use Microsoft 365 and Teams in conducting remote learning, a strategic, measured approach to ensure students’ meets are met. He also pointed out that NUADU is linked to Microsoft 365 and Teams, making it a seamless and effective learning management system.
Day 4: Automate Assignments and Assessments to Validate Student Learning by Mr. Sylvester Escobia
Mr. Escobia gave a detailed presentation on how NUADU provides a full home-based learning solution, providing not only automated assessment but also a tool for the preparation and facilitation of lessons. He then said that the current learning continuity plan need not be a stop-gap solution, but could be implemented into regular educational instruction even after the pandemic.
Day 5: Upskill Through Microsoft Certification and Generate Additional School Income by Mr. Francis Hernandez
Mr. Hernandez presented how Microsoft certification provides skills needed by new employers, allowing students new opportunities for employment, for teachers to build new competencies and career growth, and for schools to gain value over other schools, offer these certification programs relevant to current technologies, and consequently more revenue.
Did you miss this webinar series? You can watch the recorded sessions for free on the Big Pond Facebook page.
Interested in using technology for you as part of your school’s education continuity plan? Contact us to schedule a demo today!
Most schools are now shifting to home-based learning because of the quarantine measures implemented by the government. Is your family ready for this?
Here are the things you need to prepare to facilitate your child’s online learning and stay on track with the national curriculum.
5 Essentials for Successful Home-Based Learning
1. How much involvement is required of the parents/caregivers?
The level of involvement can vary greatly. Boxed curricula are usually designed for independent study, with the students having access to answer keys so they can grade their own work. Some online learning portals have automated grading and feedback of quizzes and activities.
Children in the middle grades or older can usually be left to study on their own for longer periods. Just be ready to set out the materials, guide them with their activities, and answer any questions they may have. Note that preschool and early elementary students require more supervision and hands-on involvement.
2. Does your child have a dedicated study area?
Does your child have a personal study area, with a desk or table he or she can work on? Ideally, each child should have his or her personal study desk in a well-lighted area.
However, space could be limited in some households, so siblings have to share study areas. If this is the case, you should set a schedule that gives each child a certain time of day to use the study area.
Also, does your child need to study in a multi-use area? Space can be so limited that children have to use a common family area like the dining table or the living room for lessons. If so, schedule who should use the area at certain times, including the rest of the family for those family times like dinner.
3. Do you have school supplies at home?
Make a list of the supplies your children will need, based on the school’s program for this term. Must-haves include books, writing implements, art materials, and paper. If budget is an issue, siblings can share or reuse materials.
If you live in a small space, school bags are the easiest way to store supplies. Bags are portable, so students can carry everything they need wherever they do their school work. This is especially useful if the study area is shared or multi-use.
Do you have plenty of space at home? Consider investing in shelves. Not only do they provide more storage area, shelves are also nicer to look at.
4. What equipment or technology will they need?
Home-based learning programs usually have an online component, so each child should also have a dedicated computer, laptop, or other device for online lessons. But if they are using, say, a shared computer, create a user profile for each child so that they each can save their work safely without affecting the others’ works.
Which online connection is best for them: DSL, broadband, or mobile data? You also have to factor that you might need the internet bandwidth for your own work if you are working from home. For the best internet providers, ask your neighbors for recommendations.
5. How proficient is your family with technology?
Remember that you will have to learn how to use the apps and the devices that the school requires before the learning sessions begin. If you need help in this area, look up online tutorials or contact the school for help on how to use the apps and devices.
After learning how to use the tech, you will need to teach your children how to use them, if they don’t already know. After teaching them how to use them, give them opportunities to practice so they will be able to concentrate more on the lessons than on operating the app and device correctly.
Education Continuity Plan Webinar
How can you implement the learning continuity plan with the use of technology? Find out more by attending the free Education Continuity Plan Webinar Series by NUADU, Microsoft Philippines, and Big Pond.
This 5-day online series will run from 25 May– 29 May on the Microsoft Teams platform. Learn from Edutech practitioners and innovators about how your school can continue the learning experience beyond the four walls of the classroom.
To get the education of the country’s students back on track, the Department of Education (DepEd) presented its Basic Education Learning Continuity Plan (BE-LCP) to the Inter-Agency Task Force on Emerging Infectious Diseases (IATF) last May 11, 2020. The IATF approved the BE-LCP, as well as the proposal to “open” schools on August 24, 2020.
A learning continuity plan seeks to ensure that students’ learning progresses even amidst disasters such as natural calamities, storms, fires, and pandemics. This plan overcomes obstacles created by the disasters through innovative means of teaching and learning, keeping students on track with their courses. With today’s COVID-19 pandemic, the main obstacle that has to be overcome is the need for social distancing, making face-to-face interaction impossible. Therefore, any learning continuity plan to be implemented today has to account for this limitation.
Focus on the Essentials
Learning continuity should be based less on method and more on objectives — what do we want our students to learn and accomplish? From there, we can determine the methods we will employ for the four aspects of our continuity plan:
Communications – Ways of providing direct teaching, asking and answering questions, discussing the lesson, and communicating instructions about activities and other matters about the course
Materials – Includes the content lessons are based on, references, and materials needed for learning activities
Learning activities and assignments – Activities that would facilitate learning that could include role-playing, case studies, group discussions and presentations, and problem-solving
Assessments – Means of measuring the progress of the students’ learning
Four aspects of the Learning Continuity Plan are: Communication, Materials, Learning Activities, and Assessment
Given our current situation, all four aspects of learning continuity should be geared towards distance learning to keep our students safe by maintaining social distance.
Innovative Use of Technology
If we are to craft our learning continuity plan towards distance learning, we will need to innovate our methods and use current technologies. Some teachers have already used email as a means for submitting papers so that students can submit without needing to physically go to the teacher’s office. But with quarantine measures in place, we have to go further than that.
Collaborative platforms like MS Teams provide a venue for virtual classes. Here, you can give direct instruction, facilitate discussions, and conduct activities complete with presentation slides.
On top of that, you can also employ educational apps like NUADU where you can assess your students’ progress and get recommended activities based on that assessment. What’s more, the platform also gives you access to interactive content that you can use in teaching your course.
Continuing Beyond the Calamity
Your learning continuity plan need not be a stop-gap solution for a crisis. The innovations you introduce could be implemented into your regular course instruction even after the calamity. Doing so opens new ways of learning and pursuing the course for you and your students. What’s more, the continuity plan ensures that learning continues even if major disasters occur.
Education Continuity Plan Webinar
How can you implement the learning continuity plan with the use of technology? Find out more by attending the free Education Continuity Plan Webinar Series by NUADU, Microsoft Philippines, and Big Pond run from 25 May – 29 May. Learn from Edutech practitioners and innovators about how your school can continue the learning experience beyond the four walls of the classroom.
Did you miss this webinar series? You can watch the recorded sessions for free on the Big Pond Facebook page.
Interested in using technology for you as part of your school’s education continuity plan? Contact us to schedule a demo today!
“This tool will be a life-changing tool especially for teachers, also for students and parents. It’s a very flexible, very useful tool which I think we are very fortunate that it has reached the Philippines. And we hope that it can really change the landscape especially for teachers.”
Virginia Gapuz, Owner and President of Great Books Trading Center for Human Research and Development Foundation Inc.
“What we want the students to be is to become independent learners. This online platform will help us achieve that goal. With NUADU’s online platform, the students can access the material or the lesson anytime they want and can view the contents as many times as they want (on the platform that we’re using). With NUADU, every student has the opportunity to excel.”
Charlie Fababaer, Principal / Senior Education Program Specialist Pasig City Science High School
“There are a lot of paperwork that teachers need to accomplish. NUADU makes the teacher’s tasks easier especially when it comes to marking and recording their students’ scores. With NUADU, we can achieve quality education.”
Princes Cambil, Mathematics Teacher Ramon Magsaysay High School Cubao, Quezon City
“The students lack interest in their studies due to the technological advances that they are using like social media. For us teachers, we’d like to integrate technology in our class, however, not all of the teachers have the resources for it. The proposed online plan makes it easier for us teachers as it (assessments) will be paperless and will be easier to record and keep track.”
Brenda Par, Mathematics Teacher Ramon Magsaysay High School Cubao, Quezon City
“A great help for flipped and blended learning.”
“The classroom is perfect for online learning.”
“The NUADU platform is very user-friendly. And it has all the necessary features that we need for the students.”
“NUADU is a very useful tool for the virtual classroom especially now that we are in the COVID-19 crisis that we need to study online at home.”
“I like NUADU because it is a useful tool for teachers like me in giving differentiated assessments to students, thus addressing their strong and weak points better.”
“NUADU will truly help teachers not only for online teaching but also in class activities and assessments for our students.”
“A total package for teachers and learners.”
“So glad that it has an anti-cheat feature. Very helpful :)”
“NUADU is a good app since it has special features like anti-cheating, and it can evaluate the activities answered by the students.”
“The NUADU Classroom is very user-friendly. It has all the features that we need for the students.”
“Very versatile and flexible in terms of features and assessments”
Teachers, participants of PCSHS training seminar
“NUADU is a big help on the trainings that we conduct and that we are able to reach out to learners from remote areas. What I like about NUADU is that we can see the progress of our Pharmacists and Pharmacy Assistants and help them improve their knowledge and skills.”
Oskar Jr. Ferreras Ocampo, RPh President Philippine Pharmacists Association, Quezon City East Metro Chapter
“Since 2014, we have already been looking for ideal partner to launch our NMAT online review system. From the beginning, I was already impressed by how advance NAUDU technology was. They got me at AI and data-driven technology. I wouldn’t have even imagined that we at SIKAT could aspire something even close to that.”
Analiza zachowania użytkowników platformy edukacyjnej NUADU w ostatnim czasie, pozwala zaobserwować interesujące dla edukacji zdalnej wnioski i pokazać proces adaptacji szkolnictwa do nowej rzeczywistości.
W ciągu ostatnich tygodni zamknięcia szkół z powodu pandemii Covid-19, w obszarze edukacji zaszły ogromne zmiany. Przekształcenie klasycznego modelu nauczania, w którym występuje codzienna interakcja pomiędzy uczniem a nauczycielem, na model pracy zdalnej w tak krótkim czasie okazało się dużym wyzwaniem zarówno dla nauczycieli, jak i uczniów, rodziców czy dyrektorów szkół. Analiza zachowania użytkowników platformy edukacyjnej NUADU w ostatnim czasie, pozwala zaobserwować interesujące dla edukacji zdalnej wnioski i pokazać proces adaptacji szkolnictwa do nowej rzeczywistości. Próba statystyczna została wykonana dla 50 tys. uczniów oraz 4 tys. nauczycieli.
1. Inicjatywa wypływa od nauczycieli
Aby zapewnić ciągłość nauczania, nauczyciele musieli w bardzo krótkim czasie zaadoptować technologię – wprawdzie dostępną na rynku od dawna, ale dotychczas wykorzystywaną w szkolnictwie w relatywnie niewielkim zakresie.
Istotnym elementem procesu była adaptacja takich narzędzi jak:
Dzienniki elektroniczne – wykorzystywane w szkołach już od około dekady
Platformy e-learningowe i narzędzia do ewaluacji wiedzy – w ostatnich latach coraz chętniej wykorzystywane w codziennej pracy jako narzędzia usprawniające pracę nauczyciela, w tym platforma NUADU
Narzędzia do komunikacji zdalnej – dostępne na rynku od wielu lat, zazwyczaj nie sprawdzające się w klasycznym modelu szkoły, przeżywające obecnie swój renesans – np. platformy do video-konferencji, video-czaty czy następca popularnego Skype – aplikacja Microsoft Teams
Przykładem wzrostu zainteresowania narzędziami do zdalnej edukacji są statystyki użycia aplikacji NUADU na przestrzeni lutego 2020 – kiedy zajęcia obywały się jeszcze normalnie w szkołach, marca 2020 – po zamknięciu szkół i kwietnia 2020 – kiedy nauczanie zdalne stało się normą.
1.1 Logowania
W okresie zamknięcia szkół znacząco wzrosła liczba logowań do aplikacji zarówno nauczycieli, jak i uczniów. W marcu, dla kont nauczycieli, wzrost wyniósł 254%, a w przypadku kont uczniowskich – 213%.
Wykres: Liczba unikalnych logowań do aplikacji NUADU
Warto zauważyć, że średni czas trwania sesji w systemie wynosi blisko 75 minut w przypadku ucznia i ponad 60 minut dla nauczyciela. Stanowi to potwierdzenie, że użytkownicy znajdują w systemie funkcjonalności, które je angażują.
1.2 Zadawanie zadań
W okresie zamknięcia szkół znacznie wzrosła liczba zadawanych przez nauczycieli aktywności. Mianem “aktywności” określamy zadane przez nauczyciela zestawy indywidualnych prac w postaci zestawów zadań, kartkówek, próbnych egzaminów.
Wykres: Liczba zadanych przez nauczycieli aktywności w aplikacji NUADU
Na podstawie powyższych danych można zauważyć znaczący wzrost zadawanych aktywności, porównując miesiąc luty oraz marzec zauważamy wzrost na poziomie 486%. Miesiąc kwiecień utrzymuje przewidywany trend.
1.3 Odrabianie zadań
Współczynnik odrabiania zadań, czyli stosunek liczby rozwiązanych do liczby zadanych zadań kształtuje się odpowiednio dla lutego 68,5%, dla marca 73% i dla kwietnia 74%. Pokazuje to, że uczniowie chętnie rozwiązują przydzielone zadania w aplikacji, zarówno w modelu klasycznej szkoły (miesiąc luty) jak i modelu pracy zdalnej (miesiąc marzec i kwiecień).
Wykres: Liczba zadanych i odrobionych zadań w aplikacji NUADU
Na podstawie powyższych danych można zauważyć, że nauczyciel swoimi działaniami w systemie definiuje sposób pracy uczniów co bezpośrednio przekłada się na wzrost ich użycia i zainteresowania aplikacją NUADU. Tak jak w klasycznym modelu szkoły, nauczyciel jest głównym motorem pracy ucznia.
2. Najpopularniejsze funkcjonalności
System NUADU, zaprojektowany z myślą o usprawnieniu procesu nabywania i ewaluacji wiedzy, oferuje nauczycielom szereg funkcjonalności, takich jak zadawanie i tworzenie własnych zadań, automatyczne sprawdzanie rozwiązań, narzędzia umożliwiające indywidualizację procesu nauczania w oparciu o gromadzone dane, czy rozbudowaną bazę materiałów interaktywnych oraz scenariuszy lekcji.
Wykres: Liczba zadanych i zrealizowanych aktywności w aplikacji NUADU
W początkowym okresie zamknięcia szkół nauczyciele korzystali głównie z zadawania uczniom gotowych zestawów zadań, automatycznie sprawdzanych przez system. Wraz z wydłużaniem się nauczania zdalnego zaczęli chętniej korzystać z innych aktywności, takich jak kartkówki czy egzaminy próbne. Największym jednak wzrostem zainteresowania cieszą się do tej pory niewykorzystywane gotowe scenariusze lekcji.
3. Gotowość nauczycieli w zakresie wykorzystania narzędzi do nauki zdalnej
Nauczyciele, a w szczególności ci z dużym doświadczeniem pedagogicznym nabytym w klasycznym modelu nauczania, wykazują potrzebę nabywania wiedzy i umiejętności związanych z obsługą narzędzi do edukacji zdalnej, w tym korzystania z komputera czy tabletu.
Zwiększone zainteresowanie prowadzonymi przez NUADU szkoleniami, organizowanymi webinarami, udostępnianymi samouczkami czy wzmożone korzystanie ze wsparcia czatu dostępnego 24/7 świadczy o lawinowym wzroście zaangażowania nauczycieli.
Wykres: Liczba zgłoszeń dokonanych przez czat
W marcu liczba zapytań dotyczących praktycznych aspektów wykorzystania systemu NUADU zgłoszonych za pośrednictwem linii wsparcia wzrosła czterokrotnie w stosunku do lutego.
4. Gotowość szkół
Szkoły, które wdrożyły NUADU kilka miesięcy czy lat temu, wykazują znacznie większe zainteresowanie i użycie systemu w okresie zamknięcia szkół w porównaniu ze szkołami, które dopiero zaczynają technologię wdrażać. Przykładem jest Miasto Gdynia i Warszawa (dzielnica Targówek), gdzie zaobserwowane użycie, zarówno przez nasz zespół, a także przez włodarzy, którzy mają dostęp do statystyk w czasie rzeczywistym było znacznie wyższe. W marcu liczba zadanych w tych szkołach zadań była o 40% większa niż w pozostałych szkołach.
Obecnie z rozwiązania NUADU korzysta w Polsce około 150 szkół. Dla przeważającej większości z nich, narzędzie stało się z dnia na dzień domyślnym rozwiązaniem umożliwiającym kontynuację procesu kształcenia.
Warto również zauważyć, że wszystkie nowe wdrożenia systemu NUADU w szkołach w miesiącu marcu i kwietniu odbyły się w pełni zdalnie, w tym prezentacja rozwiązania, podpisanie dokumentów, konfiguracja i szkolenia. Świadczy to o większej otwartości jednostek edukacyjnych na zdalny proces współpracy.
5. Zaangażowanie rodziców w proces nauczania
Rodzice pełnią obecnie jedną z głównych ról w procesie edukacyjnym uczniów. Warto zauważyć, że wzrasta wśród nich świadomość znaczenia wykształcenia dziecka dla jego późniejszego życia, co powoduje, że rodzice stają się partnerami władz państwowych i szkoły w sprawach edukacji.
W aplikacji NUADU rodzic pełni rolę „nadzorcy” nad procesem edukacyjnym dziecka. Ma możliwość:
podglądu statusu aktywności zleconych dziecku,
przeglądu terminu ukończenia aktywności,
przeglądu raportu wyników aktywności wraz z widokiem wszystkich prób odpowiedzi udzielonych przez dziecko.
Wykres: Liczba unikalnych logowań Rodziców do aplikacji NUADU
W okresie zamknięcia szkół zauważyliśmy znaczący wzrost zainteresowania platformą wśród rodziców. Wynika to z faktu, iż rodzice zaczęli organizować czas nauki swojego dziecka, nierzadko udostępniając swój komputer. W porównaniu do lutego 2020, zanotowaliśmy wzrost logowań rodziców o 349,3% w marcu.
6. Dobry czas na samodzielną naukę
W okresie zamknięcia szkół uczniowie, oprócz odrabiania zadanych przez nauczycieli w systemie aktywności, zaczęli w większym stopniu korzystać z funkcjonalności Praca własna, która pozwala samodzielnie nadrobić braki z danego obszaru. Wzrost zainteresowania wyniósł w marcu 400%.
Wykres: Praca własna – liczba zadanych aktywności w aplikacji NUADU
W tym okresie też, NUADU podjęło decyzję o udostępnieniu uczniom klas IV – VIII materiałów edukacyjnych w postaci zadań i materiałów interaktywnych do pracy indywidualnej. Oznacza to, że każdy uczeń może nabywać wiedzę i rozwijać swoje umiejętności samodzielnie, bez udziału nauczyciela. To kolejna metoda pracy zdalnej bardzo chętnie wykorzystywana przez uczniów, o czym mówi poniższe zestawienie obrazujące liczbę wygenerowanych zestawów „Pracy własnej”.
7. Podsumowanie
Początki edukacji zdalnej jak pokazują powyższe wnioski nie są tak trudne, jak by się mogło wydawać. Droga do wymarzonej edukacji bywa wyboista, natomiast transformacja się zaczęła i trwa.
Wraz z otwarciem się szkół na technologię niezbędną do prowadzenia zajęć zdalnie realna staje się wizja wsparcia nauczycieli w obszarach możliwych do obsłużenia przez technologię, tak aby mogli skupić się na tym co najważniejsze – nauczaniu i wsparciu uczniów.
Aktualnie platforma NUADU wyręcza nauczyciela w sprawdzaniu zadanych uczniom zadań, pokazuje indywidualne wyniki każdego ucznia, podpowiada treści pomagające uzupełnić wiedzę uczniów, pozwala oszczędzić czas nauczyciela na rutynowych czynnościach i wskazuje obszary, w których uczniowie wymagają pomocy.
Czerpanie z dobrodziejstw technologii pozwoli na zmianę roli nauczyciela w procesie edukacyjnym z klasycznej, w której jest osobą przekazującą zagadnienia do opanowania (Content provider) na osobę będącą wsparciem, pomagającą uczniom osiągnąć wyznaczone cele (Facilitator).
Zmiana ta, opisywana od lat w światowej literaturze pedagogicznej, jest wysoce pożądana, ponieważ prowadzi do długo wyczekiwanej ewolucji podejścia dotyczącego kształcenia uczniów o stale zmieniających się potrzebach. Cyfrowy świat, a co za tym idzie zdalna edukacja, umożliwiają tę transformację w najprostszy i najmniej inwazyjny sposób.
Autorzy
Michał Korpys Chief Product Officer NUADU
Alicja Wanat Marketing Manager at NUADU
Dla nauczycieli zainteresowanych wdrożeniem NUADU w szkole:
An analysis of user behavior on the NUADU platform in the past quarter has yielded interesting observations and conclusions for remote education and the process of adapting to the new reality.
In the last weeks of school closures due to the Covid-19 pandemic, tremendous changes have occurred in the area of education. Transforming the classic teaching model, in which there is daily interaction between student and teacher, into a model of remote work in such a short time turned out to be a big challenge for everyone: teachers, students, parents, and school administrators.
Since then, we’ve seen an unprecedented increase in the use of the NUADU educational platform, offering us a unique opportunity to analyze the behavior of our users. Our platform has allowed us to gather a wealth of data on remote education and the process of adapting to the safety measures of a new reality. The statistical sample was made for 50,000 students and 4,000 teachers.
1. The initiative comes from teachers
To ensure continuity of teaching, teachers had to include the existing technology in the teaching process in a very short time. While most of the online solutions have been available on the market for several years, the adoption rate has been relatively low before the pandemic.
An essential element of the process was the adaptation of tools such as:
Digital grade book – Class or learning management systems have been used in schools for about a decade.
E-learning platforms and knowledge evaluation tools – In recent years, they have been increasingly used in everyday work as tools to improve a teacher’s job.
Remote communication tools – These have been available on the market for many years, but they usually do not work well in the classic school model. Given the need for social distancing, these tools are currently experiencing a surge in popularity – e.g., video-conference platforms and video-chats. Among them is the successor of Skype, the Microsoft Teams application.
Indicators of increased interest in remote education tools are statistics on the use of the NUADU application in the past three months. This covers the period when classes were still taking place in schools (February 2020), the widespread school closures due to the pandemic (March 2020), and the point when distance learning became the norm (April 2020).
1.1 Login
During the school closure period, the number of logins to the application by both teachers and students increased significantly. In March, there was a 254% increase in teacher account logins and a 213% increase for student accounts.
Chart: Number of unique logins in NUADU app
It is worth noting that the average duration of a session on the NUADU platform is close to 75 minutes for a student and over 60 minutes for a teacher. This confirms that our users find functionalities in the system that engage them and address their needs.
1.2 Assigning activities
During the school closing period, the number of activities assigned by teachers increased significantly. The term “activities” includes assignments, quizzes, and exams in the system.
Chart: Number of assigned activities by Teacher in NUADU app
Based on the above data, we noticed a significant growth in assigned activities. We observed an increase of 486% from February to March 2020, a level that was sustained in the month of April.
1.3 Solving assignments
We also looked at the solving assignments ratio: the ratio of the number of solved activities to the number of assigned activities. This ratio was 68.5% for February, 73% for March, and 74% for April. These numbers show that students are happy to solve assigned tasks in the application, both in the classic school model (February) and the remote work model (March and April).
Chart: Number of assigned and solved activities in NUADU app
Based on the above data, it can be seen that the teacher defines how students work in the system, which directly translates into an increase in their use and interest in the NUADU application. As in the classic school model, the teacher is the main driver of the student’s work.
2. The most popular functionalities
The NUADU system, designed to improve the process of acquiring and evaluating knowledge, offers teachers several features, such as assigning and creating their tasks and automatic checking of answers. Other features include enabling individualization of the teaching process based on the collected data as well as an extensive database of interactive materials and lesson scenarios.
Chart: Distribution of activities assigned to students in NUADU app
In the initial school closing period, teachers mainly used ready-made assignments, which were automatically checked by the system. With the extension of distance learning, they began to use other activities, such as quizzes and exams. However, e-lessons rarely used before this school closure got the highest interest.
3. The willingness of teachers to use remote learning tools
Teachers, especially those with extensive pedagogical experience acquired in the classic teaching model, demonstrate the need to acquire knowledge and skills related to the use of remote education tools, including the use of a computer or tablet.
This resulted in a boost in interest in the training resources conducted by NUADU, including the webinars and shared tutorials. We’ve also seen an increased use of our 24/7 chat support, which is further evidence of more teacher involvement.
Chart: Number of incidents made through chat in NUADU app
In March, the number of inquiries submitted via the NUADU support line increased four times compared to February.
4. Readiness of schools
Schools that implemented NUADU a few months or years ago show much more interest and use of the system compared to schools that are just beginning to implement the technology. In March, the number of assignments given in these schools was 40% higher than in other schools.
Overnight, the tool became the default solution and enabled the continuation of the learning process. It worth noting that all new implementations of the NUADU system in schools in March and April took place entirely remotely, including the presentation of the solution, signing of documents, configuration, and training. This proves that educational units are more open to the remote implementation process than ever.
5. Parental involvement in the teaching process
Parents currently play a leading role in the educational process of students.
Chart: Number of unique logins of Parents in NUADU app
During the school closing period, we noticed a significant increase in interest in the platform among parents. This is because parents began to organize their child’s learning time, often sharing access to the same device. We recorded an increase of 349.3% in parents’ logins in March compared to February.
6. Opportunity for self-study
During the school closing period, in addition to homework set by the teachers in the activity system, the students began to use the Own Work functionality to a greater extent, which allows them to make up for deficiencies in a given area. The increase in interest reached 400% in March.
Chart: Self-study – number of assigned activities
7. Summary
The beginnings of remote education, as the above conclusions show, is not as difficult as expected. The road to better education can be challenging, but the transformation has begun and will continue given the current global conditions.
With the opening of schools to the technology necessary to conduct classes remotely, the vision of supporting teachers in areas that can be served by technology becomes real. This allows them to focus on what is most important – teaching and helping students.
Currently, the NUADU platform helps teachers:
check the tasks assigned to students,
assess and show the individual student progress,
suggest content that supplements student knowledge,
save time on routine activities, and
identify areas in which students need help.
Leveraging the benefits of technology will allow a much-needed change in the teacher’s role in the educational process from classic, a person who transfers the issues for mastery (content provider), to a more supportive role that helps students achieve their goals (facilitator)
This paradigm shift, which has been described in the world pedagogical literature for years, is highly desirable because it leads to the long-awaited evolution of the approach to educating students with continually changing needs. The digital world, specifically remote education, allows this transformation in the most straightforward and effective way.
