NUADU Newsroom
Kami mengundang para guru dan pimpinan sekolah dari sektor publik dan swasta Indonesia untuk hadir dan mengikuti Festival Belajar-Mengajar online “Inovasi dan Penelitian dalam Pengajaran: mempercepat transformasi dalam pendidikan” 21-23 Desember 2020! Untuk informasi detail dan pendaftaran dapat dilihat pada tautan berikut: https://hafecs.id/
#Indonesia #education #transformation #teachers #schoolleaders #transformingeducation #teachingandlearning #teaching #edtech
We are delighted to invite teachers and school leaders from the Indonesian public and private sector for the online Teaching & Learning Festival “Innovation and Research in Teaching: accelerating transformation in education” 21-23 December 2020! Details and registration: https://hafecs.id/
#Indonesia #education #transformation #teachers #schoolleaders #transformingeducation #teachingandlearning #teaching #edtech
The Young Learners Examinations (YLE) are examinations offered for young learners, aligned with the Cambridge Young Learner’s English Tests (CYLET) content and are designed for students aged between 7 to 12 years old who are learning English as a second or additional language.
There are three levels to the examinations; Starters, Movers and Flyers, which all test students’ abilities in all four English skills; listening, speaking, reading and writing, and students can start at a level that is suited to their current English ability, as assessed by their teacher.
The YLE content introduces students to everyday spoken and written English in an engaging, fun and methodical way to help children gain knowledge and confidence to learn and improve their English. The materials provided are designed specifically for younger learners using interesting, colourful and vibrant pictures with relatable characters and topics to widen their vocabulary and comprehension skills.
The examinations are structured in three sections; Listening, Reading and Writing, and Speaking and are conducted in a low-pressure and enjoyable way to ensure young learners and comfortable and confident. Students receive a report card after completing their examination which awards them shields for each section of the exam. Students can receive between one to five shields in each section which indicate their strengths and areas for improvement.
Here you can find a playlist of 23 tutorial videos on a wide range of NUADU functionalities to enable you and your students to meet your academic targets and goals.
As teachers, NUADU equips you with the tools to empower your students to reach their academic ambitions, enjoy the learning process and to study easily and conveniently anywhere, anytime. These videos provide teachers with the essential NUADU skills from how to assign activities to students, how to create your own resources and questions, and how to effortlessly check student results and long-term progress using the powerful auto-marking system and data analytics.
For students, these tutorial videos will give them an easy to follow guide on how to perform all the functions they require on NUADU. They will be able to successfully complete their assigned activities, as well as take autonomy of their own learning by keeping track of their results and progress in the areas of subjects, topics, learning objectives and cognitive skills.
NUADU Indonesia Tutorials
NUADU Plilippines Tutorials
NUADU Vietnam Tutorials
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!
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.
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.
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.
As all exams are delivered on the NUADU institutional platform, private learning schools and universities have full access to the data in one place.
Multiple packages of exams available on the platform helps to prevent cheating. Fresh packages are uploaded every 6 months.
Depending on the type of exam, IELTS, TOEIC, and EPIT offer Listening, Reading, Speaking and Writing types of questions.
Flexible offer for purchasing packages of tests depending on institution need. Personalization with institution logo is available.
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.
For business enquiries please contact Stella Djajasaputra – sdjajasaputr@lenovo.com
Here are the things you need to prepare to facilitate your child’s online learning and stay on track with the national curriculum.
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.
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.
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.
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.
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.
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.
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.
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:
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).
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.
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.
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.
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.
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).
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.
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.
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.
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.
In March, the number of inquiries submitted via the NUADU support line increased four times compared to February.
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.
Parents currently play a leading role in the educational process of students.
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.
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.
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:
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.
For business enquires please contact
Home-based learning is experiencing a surge in popularity as most countries go on lockdown to curb the spread of the coronavirus. Whether your school plans to do this long term or simply as a stop-gap measure, you now need to figure out how to teach effectively and completely in a remote setup.
Teaching online involves more than having the right resources and a good internet connection. You have to take the lead and help your students adjust to the new normal. After all, it is quite a contrast to the classroom environment that you and your students are used to.
When you conduct online classes, you need to consider the challenges and possibilities of a virtual class. You and your students have access to an amazing set of resources and participation modes on the combined NUADU platform and MS Teams. At the same time, you need to deal with the lack of face-to-face interaction, distractions, technical issues, and the uncertainty of a pandemic.
Good thing we have these tips for encouraging student participation during an online class.
Students tend to participate more if they know that there is a point to what they are doing. They need to know that they will learn something useful and relevant. So, whenever you ask them to do an activity or lead them into a discussion, clarify your objectives and how they lead to the main learning outcomes of the course.
Setting clear guidelines and expectations about commitment, time, work, and effort helps give students a structure to their learning. This would give a more concrete direction to the course and a more tangible gauge to student progress.
Phrase these guidelines as suggestions, not hard and fast rules. Invite your students’ input about what seems realistic given their individual contexts. When you agree on the guidelines, students are more likely to follow them as they feel that their needs and contributions are valued. These are extraordinary times, so provide a bit of flexibility and extend grace if these guidelines are not followed perfectly.
What kind of questions are boost participation in an online class? The same type that makes classroom discussions come alive:
Classes shouldn’t always be just question-and-answer sessions. Create suitable activities like problem-solving, case studies, and others. But make sure these activities achieve the learning objectives, not just busywork.
As your students progress through the course, give each of them feedback that would help them assess and see where they are — what they are doing good, and what they need to improve. Use NUADU’s assessment tools to help you make proper assessments and recommend exercises and activities for each student.
Interested in a home-based learning tool that you can set up in a day? Ask about NUADU’s Online Class, a distance learning solution in partnership with Microsoft.
No one is expecting you to recreate your child’s classroom experience. So, make your own. Use the resources that your child’s school is offering — online classes, physical books, and other materials. On top of that, use what materials you have at home.
Your child will need a place where she could focus on her lessons or activities. This could be the child’s room or a part of the living room. And if the school offers online lessons, the computer should be accessible to her and you as the facilitating adult. Her other school material within reach, as well, or stored in an easily-movable case so the child can take them wherever she feels comfortable studying.
While you’re not expected to recreate your child’s classroom in your home, it would do her good to maintain the schedule structure that she is used to when she was going to school. It would give her a sense of routine, of her doing school except that it’s at home. But if you observe that your child learns better at a different time of the day, adjust the schedule accordingly. The goal, after all, is for your child to continue learning, not to maintain school schedules.
You don’t have to be your child’s teacher. If your child’s school has shifted to a home-based learning system with online classes, you will act more like a facilitator or teacher’s aide. Just follow the program but be ready to answer any questions that your child may ask.
If you were homeschooling your child even before the coronavirus pandemic, you are the still primary teacher. But now, you have to find ways to fill the gaps left by tours, music lessons, sports clubs, and other out-of-the-house learning activities that are now cancelled. For this, the internet is your friend. Look for virtual tours, documentaries, demo videos, and other learning media that you can use.
Limit dedicated schooling time. Allow for some free time for your children to stretch their minds and bodies in more leisurely activities, or just relax. Let them play with their toys or draw what they want to draw, or do whatever they find enjoyable. If they miss their friends, set up an online meeting for them. You can also do the same for yourself and your friends.
Just because school premises are closed doesn’t mean learning has to stop. Make the most of what you have and what the schools offer to keep your children learning.