Categories
Main Page News Offer

NUADU Exams

360-degree solution for exams online

Since the beginning of NUADU, our focus was to provide the best e-assessment solution on the market. Recently, we have reinforced the assessment area set of features to the point where NUADU became the ultimate go-to solution for tests and exams – especially where online learning is the new normal.

The new unique features include online proctoring, new types of exams, new content for testing the readiness for official tests and high-stake English language exams, received very positive feedback from the market, our existing customers, and educational partners. That is why we decided to distinguish the purely assessment-oriented NUADU sub-brand aptly named “NUADU Exams”. ­čśë

The solution offered by NUADU Exams is for all the institutions conducting periodic tests. It is perfect for high stakes exams preparation, admission, mid-term, final test. You name it. On top of that, we offer a portfolio of user-ready English language tests aligned to CEFR; it’s a seamless journey from pre-A1 Starters to C2 Proficiency levels. 

We can design any exam and help our customers to conduct it, offering 360-degree service and solutions for tests online.

Visit https://exams.nuadu.com/ to learn more!

Do not hesitate to contact us for pricing details.

Categories
Main Page News Offer

Online Proctoring with NUADU

Recently we have introduced an online proctoring set of features to NUADU.

Now you can monitor students’ behaviour during the online exams!

AI-powered proctoring modes include student identification, face recognition, speech detection, gaze detection, and more. Webcam and desktop monitoring helps to minimise cheating attempts. Alert reports available after the exam include a detailed analysis of violations.

Contact us to learn more!

Categories
Articles News Poland

Raport: Edukacja zdalna w praktyce ÔÇô analiza wykorzystania platformy edukacyjnej NUADU w okresie luty ÔÇô kwiecie┼ä 2020

Analiza zachowania u┼╝ytkownik├│w platformy edukacyjnej NUADU w ostatnim czasie, pozwala zaobserwowa─ç interesuj─ůce dla edukacji zdalnej wnioski i pokaza─ç proces adaptacji szkolnictwa do nowej rzeczywisto┼Ťci.

W ci─ůgu ostatnich tygodni zamkni─Öcia szk├│┼é z powodu pandemii Covid-19, w obszarze edukacji zasz┼éy ogromne zmiany. Przekszta┼écenie klasycznego modelu nauczania, w kt├│rym wyst─Öpuje codzienna interakcja pomi─Ödzy uczniem a nauczycielem, na model pracy zdalnej w tak kr├│tkim czasie okaza┼éo si─Ö du┼╝ym wyzwaniem zar├│wno dla nauczycieli, jak i uczni├│w, rodzic├│w czy dyrektor├│w szk├│┼é. Analiza zachowania u┼╝ytkownik├│w platformy edukacyjnej NUADU w ostatnim czasie, pozwala zaobserwowa─ç interesuj─ůce dla edukacji zdalnej wnioski i pokaza─ç proces adaptacji szkolnictwa do nowej rzeczywisto┼Ťci. Pr├│ba statystyczna zosta┼éa wykonana dla 50 tys. uczni├│w oraz 4 tys. nauczycieli.

1. Inicjatywa wypływa od nauczycieli

Aby zapewni─ç ci─ůg┼éo┼Ť─ç nauczania, nauczyciele musieli w bardzo kr├│tkim czasie zaadoptowa─ç technologi─Ö ÔÇô wprawdzie dost─Öpn─ů na rynku od dawna, ale dotychczas wykorzystywan─ů w szkolnictwie w relatywnie niewielkim zakresie.

Istotnym elementem procesu była adaptacja takich narzędzi jak:

  • Dzienniki elektroniczne ÔÇô wykorzystywane w szko┼éach ju┼╝ od oko┼éo dekady
  • Platformy e-learningowe i narz─Ödzia do ewaluacji wiedzy ÔÇô w ostatnich latach coraz ch─Ötniej wykorzystywane w codziennej pracy jako narz─Ödzia usprawniaj─ůce prac─Ö nauczyciela, w tym platforma NUADU
  • Narz─Ödzia do komunikacji zdalnej ÔÇô dost─Öpne na rynku od wielu lat, zazwyczaj nie sprawdzaj─ůce si─Ö w klasycznym modelu szko┼éy, prze┼╝ywaj─ůce obecnie sw├│j renesans ÔÇô np. platformy do video-konferencji, video-czaty czy nast─Öpca popularnego Skype ÔÇô aplikacja Microsoft Teams

Przyk┼éadem wzrostu zainteresowania narz─Ödziami do zdalnej edukacji s─ů statystyki u┼╝ycia aplikacji NUADU na przestrzeni lutego 2020 ÔÇô kiedy zaj─Öcia obywa┼éy si─Ö jeszcze normalnie w szko┼éach, marca 2020 ÔÇô po zamkni─Öciu szk├│┼é i kwietnia 2020 ÔÇô kiedy nauczanie zdalne sta┼éo si─Ö norm─ů.

1.1 Logowania

W okresie zamkni─Öcia szk├│┼é znacz─ůco wzros┼éa liczba logowa┼ä do aplikacji zar├│wno nauczycieli, jak i uczni├│w. W marcu, dla kont nauczycieli, wzrost wyni├│s┼é 254%, a  w przypadku kont uczniowskich ÔÇô 213%.

Wykres: Liczba unikalnych logowań do aplikacji NUADU

Warto zauwa┼╝y─ç, ┼╝e ┼Ťredni czas trwania sesji w systemie wynosi blisko 75 minut w przypadku ucznia i ponad 60 minut dla nauczyciela. Stanowi to potwierdzenie, ┼╝e u┼╝ytkownicy znajduj─ů w systemie funkcjonalno┼Ťci, kt├│re je anga┼╝uj─ů. 

1.2 Zadawanie zadań

W okresie zamkni─Öcia szk├│┼é znacznie wzros┼éa liczba zadawanych przez nauczycieli aktywno┼Ťci. Mianem ÔÇťaktywno┼ŤciÔÇŁ okre┼Ťlamy zadane przez nauczyciela zestawy indywidualnych prac w postaci zestaw├│w zada┼ä, kartk├│wek, pr├│bnych egzamin├│w.

Wykres: Liczba zadanych przez nauczycieli aktywno┼Ťci w aplikacji NUADU

Na podstawie powy┼╝szych danych mo┼╝na zauwa┼╝y─ç znacz─ůcy wzrost zadawanych aktywno┼Ťci, por├│wnuj─ůc miesi─ůc luty oraz marzec zauwa┼╝amy wzrost na poziomie 486%. Miesi─ůc kwiecie┼ä utrzymuje przewidywany trend.

1.3 Odrabianie zadań

Wsp├│┼éczynnik odrabiania zada┼ä, czyli stosunek liczby rozwi─ůzanych do liczby zadanych zada┼ä kszta┼étuje si─Ö odpowiednio dla lutego 68,5%, dla marca 73% i dla kwietnia 74%. Pokazuje to, ┼╝e uczniowie ch─Ötnie rozwi─ůzuj─ů przydzielone zadania w aplikacji, zar├│wno w modelu klasycznej szko┼éy (miesi─ůc luty) jak i modelu pracy zdalnej (miesi─ůc marzec i kwiecie┼ä).  

Wykres: Liczba zadanych i odrobionych zadań w aplikacji NUADU

Na podstawie powy┼╝szych danych mo┼╝na zauwa┼╝y─ç, ┼╝e nauczyciel swoimi dzia┼éaniami w systemie definiuje spos├│b pracy uczni├│w co bezpo┼Ťrednio przek┼éada si─Ö na wzrost ich u┼╝ycia i zainteresowania aplikacj─ů NUADU. Tak jak w klasycznym modelu szko┼éy, nauczyciel jest g┼é├│wnym motorem pracy ucznia.

2. Najpopularniejsze funkcjonalno┼Ťci

System NUADU, zaprojektowany z my┼Ťl─ů o usprawnieniu procesu nabywania i ewaluacji wiedzy, oferuje nauczycielom szereg funkcjonalno┼Ťci, takich jak zadawanie i tworzenie w┼éasnych zada┼ä, automatyczne sprawdzanie rozwi─ůza┼ä, narz─Ödzia umo┼╝liwiaj─ůce indywidualizacj─Ö procesu nauczania w oparciu o gromadzone dane, czy rozbudowan─ů baz─Ö materia┼é├│w interaktywnych oraz scenariuszy lekcji.  

Wykres: Liczba zadanych i zrealizowanych aktywno┼Ťci w aplikacji NUADU

W pocz─ůtkowym okresie zamkni─Öcia szk├│┼é nauczyciele korzystali g┼é├│wnie z zadawania uczniom gotowych zestaw├│w zada┼ä, automatycznie sprawdzanych przez system. Wraz z wyd┼éu┼╝aniem si─Ö nauczania zdalnego zacz─Öli ch─Ötniej korzysta─ç z innych aktywno┼Ťci, takich jak kartk├│wki czy egzaminy pr├│bne. Najwi─Ökszym jednak wzrostem zainteresowania ciesz─ů si─Ö do tej pory niewykorzystywane gotowe scenariusze lekcji.

3. Gotowo┼Ť─ç nauczycieli w zakresie wykorzystania narz─Ödzi do nauki zdalnej

Nauczyciele, a w szczeg├│lno┼Ťci ci z du┼╝ym do┼Ťwiadczeniem pedagogicznym nabytym w klasycznym modelu nauczania, wykazuj─ů potrzeb─Ö nabywania wiedzy i umiej─Ötno┼Ťci zwi─ůzanych z obs┼éug─ů narz─Ödzi do edukacji zdalnej, w tym korzystania z komputera czy tabletu.

Zwi─Ökszone zainteresowanie prowadzonymi przez NUADU szkoleniami, organizowanymi webinarami, udost─Öpnianymi samouczkami czy wzmo┼╝one korzystanie ze wsparcia czatu dost─Öpnego 24/7 ┼Ťwiadczy o lawinowym wzro┼Ťcie zaanga┼╝owania nauczycieli.  

Wykres: Liczba zgłoszeń dokonanych przez czat

W marcu liczba zapyta┼ä dotycz─ůcych praktycznych aspekt├│w wykorzystania systemu NUADU zg┼éoszonych za po┼Ťrednictwem linii wsparcia wzros┼éa czterokrotnie w stosunku do lutego.

4. Gotowo┼Ť─ç szk├│┼é

Szko┼éy, kt├│re wdro┼╝y┼éy NUADU kilka miesi─Öcy czy lat temu, wykazuj─ů znacznie wi─Öksze zainteresowanie i u┼╝ycie systemu w okresie zamkni─Öcia szk├│┼é w por├│wnaniu ze szko┼éami, kt├│re dopiero zaczynaj─ů technologi─Ö wdra┼╝a─ç. Przyk┼éadem jest Miasto Gdynia i Warszawa (dzielnica Targ├│wek), gdzie zaobserwowane u┼╝ycie, zar├│wno przez nasz zesp├│┼é, a tak┼╝e przez w┼éodarzy, kt├│rzy maj─ů dost─Öp do statystyk w czasie rzeczywistym by┼éo znacznie wy┼╝sze. W marcu liczba zadanych w tych szko┼éach zada┼ä by┼éa o 40% wi─Öksza ni┼╝ w pozosta┼éych szko┼éach.

Obecnie z rozwi─ůzania NUADU korzysta w Polsce oko┼éo 150 szk├│┼é. Dla przewa┼╝aj─ůcej wi─Ökszo┼Ťci z nich, narz─Ödzie sta┼éo si─Ö z dnia na dzie┼ä domy┼Ťlnym rozwi─ůzaniem umo┼╝liwiaj─ůcym kontynuacj─Ö procesu kszta┼écenia.

Warto r├│wnie┼╝ zauwa┼╝y─ç, ┼╝e wszystkie nowe wdro┼╝enia systemu NUADU w szko┼éach w miesi─ůcu marcu i kwietniu odby┼éy si─Ö w pe┼éni zdalnie, w tym prezentacja rozwi─ůzania, podpisanie dokument├│w, konfiguracja i szkolenia. ┼Üwiadczy to o wi─Ökszej otwarto┼Ťci jednostek edukacyjnych na zdalny proces wsp├│┼épracy.

5. Zaanga┼╝owanie rodzic├│w w proces nauczania

Rodzice pe┼éni─ů obecnie jedn─ů z g┼é├│wnych r├│l w procesie edukacyjnym uczni├│w. Warto zauwa┼╝y─ç, ┼╝e wzrasta w┼Ťr├│d nich ┼Ťwiadomo┼Ť─ç znaczenia wykszta┼écenia dziecka dla jego p├│┼║niejszego ┼╝ycia, co powoduje, ┼╝e rodzice staj─ů si─Ö partnerami w┼éadz pa┼ästwowych i szko┼éy w sprawach edukacji.

W aplikacji NUADU rodzic pe┼éni rol─Ö ÔÇ×nadzorcyÔÇŁ nad procesem edukacyjnym dziecka. Ma mo┼╝liwo┼Ť─ç:

  • podgl─ůdu statusu aktywno┼Ťci zleconych dziecku,
  • przegl─ůdu terminu uko┼äczenia aktywno┼Ťci,
  • przegl─ůdu raportu wynik├│w aktywno┼Ťci wraz z widokiem wszystkich pr├│b odpowiedzi udzielonych przez dziecko.
Wykres: Liczba unikalnych logowań Rodziców do aplikacji NUADU

W okresie zamkni─Öcia szk├│┼é zauwa┼╝yli┼Ťmy znacz─ůcy wzrost zainteresowania platform─ů w┼Ťr├│d rodzic├│w. Wynika to z faktu, i┼╝ rodzice zacz─Öli organizowa─ç czas nauki swojego dziecka, nierzadko udost─Öpniaj─ůc sw├│j komputer. W por├│wnaniu do lutego 2020, zanotowali┼Ťmy wzrost logowa┼ä rodzic├│w o 349,3% w marcu.

6. Dobry czas na samodzieln─ů nauk─Ö

W okresie zamkni─Öcia szk├│┼é uczniowie, opr├│cz odrabiania zadanych przez nauczycieli w systemie aktywno┼Ťci, zacz─Öli w wi─Ökszym stopniu korzysta─ç z funkcjonalno┼Ťci Praca w┼éasna, kt├│ra pozwala samodzielnie nadrobi─ç braki z danego obszaru. Wzrost zainteresowania wyni├│s┼é w marcu 400%.  

Wykres: Praca w┼éasna – liczba zadanych aktywno┼Ťci w aplikacji NUADU

W tym okresie te┼╝, NUADU podj─Ö┼éo decyzj─Ö o udost─Öpnieniu uczniom klas IV ÔÇô VIII materia┼é├│w edukacyjnych w postaci zada┼ä i materia┼é├│w interaktywnych do pracy indywidualnej. Oznacza to, ┼╝e ka┼╝dy ucze┼ä mo┼╝e nabywa─ç wiedz─Ö i rozwija─ç swoje umiej─Ötno┼Ťci samodzielnie, bez udzia┼éu nauczyciela. To kolejna metoda pracy zdalnej bardzo ch─Ötnie wykorzystywana przez uczni├│w, o czym m├│wi poni┼╝sze zestawienie obrazuj─ůce liczb─Ö wygenerowanych zestaw├│w ÔÇ×Pracy w┼éasnejÔÇŁ.

7. Podsumowanie

Pocz─ůtki edukacji zdalnej jak pokazuj─ů powy┼╝sze wnioski nie s─ů tak trudne, jak by si─Ö mog┼éo wydawa─ç. Droga do wymarzonej edukacji bywa wyboista, natomiast transformacja si─Ö zacz─Ö┼éa i trwa.

Wraz z otwarciem si─Ö szk├│┼é na technologi─Ö niezb─Ödn─ů do prowadzenia zaj─Ö─ç zdalnie realna staje si─Ö wizja wsparcia nauczycieli w obszarach mo┼╝liwych do obs┼éu┼╝enia przez technologi─Ö, tak aby mogli skupi─ç si─Ö na tym co najwa┼╝niejsze ÔÇô nauczaniu i wsparciu uczni├│w.

Aktualnie platforma NUADU wyr─Öcza nauczyciela w sprawdzaniu zadanych uczniom zada┼ä, pokazuje indywidualne wyniki ka┼╝dego ucznia, podpowiada tre┼Ťci pomagaj─ůce uzupe┼éni─ç wiedz─Ö uczni├│w, pozwala oszcz─Ödzi─ç czas nauczyciela na rutynowych czynno┼Ťciach i wskazuje obszary, w kt├│rych uczniowie wymagaj─ů pomocy.

Czerpanie z dobrodziejstw technologii pozwoli na zmian─Ö roli nauczyciela w procesie edukacyjnym z klasycznej, w kt├│rej jest osob─ů przekazuj─ůc─ů zagadnienia do opanowania (Content provider) na osob─Ö b─Öd─ůc─ů wsparciem, pomagaj─ůc─ů uczniom osi─ůgn─ů─ç wyznaczone cele (Facilitator).

Zmiana ta, opisywana od lat w ┼Ťwiatowej literaturze pedagogicznej, jest wysoce po┼╝─ůdana, poniewa┼╝ prowadzi do d┼éugo wyczekiwanej ewolucji podej┼Ťcia dotycz─ůcego kszta┼écenia uczni├│w o stale zmieniaj─ůcych si─Ö potrzebach. Cyfrowy ┼Ťwiat, a co za tym idzie zdalna edukacja, umo┼╝liwiaj─ů t─Ö transformacj─Ö w najprostszy i najmniej inwazyjny spos├│b.

Autorzy

Michał Korpys
Chief Product Officer NUADU
Alicja Wanat
Marketing Manager at NUADU

Dla nauczycieli zainteresowanych wdro┼╝eniem NUADU w szkole:

Dla rodzic├│w i uczni├│w zainteresowanych zadaniami i zasobami wiedzy dla klas IV – VIII w aplikacji NUADU:

Categories
Articles Main Page News

Distance Learning in Practice ÔÇô NUADU Educational Platform Usage Report from February to April 2020

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, weÔÇÖve 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 ÔÇô 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 ÔÇô 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.

Number of unique logins in NUADU educational platform
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.

Number of assigned activities by teacher  in NUADU educational platform
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).

Number of assigned and solved activities  in NUADU educational platform
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.

Distribution of activities assigned to students  in NUADU educational platform
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. WeÔÇÖve also seen an increased use of our 24/7 chat support, which is further evidence of more teacher involvement. 

Number of incidents made through chat  in NUADU educational platform
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.

Report on distance learning by NUADU educational platform

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.

Number of unique logins of parents  in NUADU educational platform
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. 

Self-study - number of assigned activities  in NUADU educational platform
Chart: Self-study – number of assigned activities
Raport on distance learning by NUADU educational platform

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.

Authors

Michał Korpys
Chief Product Officer at NUADU
Alicja Wanat
Marketing Manager at NUADU

For business enquires please contact

Andry Halim
Chief Commercial Officer at NUADU
Categories
Articles

Data-Driven Education

One of the main advantages of digital educational tools is their ability to process massive amounts of data in seconds to produce exactly what the teachers needÔÇŐÔÇöÔÇŐjust-in-time actionable insights about each and every student based on objective data. With the right tools, nothing is left to guesswork.

At NUADU, we appreciate the challenges currently facing educators.

With overcrowded classrooms and limited time to cater to every studentÔÇÖs needs, teachers have no choice but to rely on technology to boost their efficiency and effectiveness. But which digital solutions are most well positioned to support teachers in their quest to support students?

One of the main advantages of digital educational tools is their ability to process massive amounts of data in seconds to produce exactly what the teachers needÔÇŐÔÇöÔÇŐjust-in-time actionable insights about each and every student based on objective data. With the right tools, nothing is left to guesswork.

This is why at NUADU, we believe in data-driven educationÔÇŐÔÇöÔÇŐusing data to empower all the stakeholders in the educational process. We know how impactful a data-driven approach to education can be and thatÔÇÖs why we are now sharing our platform with educators and students around the world.

ThatÔÇÖs how we do it

Managing educational data is extremely challenging and requires an efficient and well-designed platformÔÇŐÔÇöÔÇŐideally, a platform capable of processing data about all aspects of the educational process.

At NUADU we used data to:

  • Create a personal learning and assessment environment for every student [LEARNING ANALYTICS & DIGITAL ASSESSMENT];
  • Provide teachers with insights into their studentsÔÇÖ educational needs and the tools needed to address these needs just in time [DATA-DRIVEN INSTRUCTION];
  • Allow authorities to monitor engagement and effectiveness at the school and district levels [EDUCATIONAL PERFORMANCE MONITORING];
  • Help publishers control content quality based on its usability [CONTENT PERFORMANCE ANALYTICS];
  • Give parents an objective picture of their childÔÇÖs progress [PARENTAL ENGAGEMENT].

Teacher

I never teach my pupils. I only attempt to provide the conditions in which they can learn.

Albert Einstein

DATA-DRIVEN INSTRUCTION

In the past, tracking the performance of dozens and even hundreds students throughout the school year and across grade levels was impossible. It was also impossible to adjust the learning environment to meet each studentÔÇÖs specific needs. NUADU offers a solution.

With NUADU educational data about every student is not only stored but also analysed to enable teachers to:

  • See and compare every studentÔÇÖs performance for selected subjects, classes, and groups in a given time period;
  • React just in time to address the needs of students who are at-risk by giving them extra practice (e.g., the suggested training sets contain variants of 10 exercises with the lowest score received by the selected group of students);
  • See which exercises are too easy or too difficult for selected students, groups, and classes to adjust the difficulty of subsequent homework assignments;
  • Differentiate and indivdualize instruction on the basis of student results to address studentsÔÇÖ needs more accurately;
  • View student results by activities, topics, and curriculum objectives and goals to monitor progress and make adjustments as needed;
  • Adjust the difficulty level and the type of exercises assigned to groups and individual students based on performance;
  • View all attempts and time spent on activities by students and add comments, in line with formative assessment methods, to help students overcome difficulties;
  • Download all the reports as Excel or PDF files.

With NUADUÔÇÖs tools, teachers can automate many ongoing tasks and leverage data-based insights to more effectively mentor students.

Student

Achieve greatness.

NUADU

LEARNING ANALYTICS & DIGITAL ASSESSMENT

In the world of pens and paper, students rarely receive valuable feedback when they need it. This is because summative assessments (e.g., final exams) still reign over formative assessments (e.g., mid-unit diagnostic assignments). Moreover, despite being increasingly aware of their learning preferences, most students still lack the agency needed to manage their learning process. Students live in the digital world but most schools still reflect the learning conditions of the analogue world.

NUADU data allows students to:

  • Scan exercises to be completed and to filter this information by deadline, ensuring that no homework assignment is ever missed;
  • Immediately view their results for every exercise and activity;
  • Feel gratification when they perform well and motivation when they need extra practice;
  • View their results and progress graphs by subject and activity type in a selected time period to assess how they have improved over time;
  • Act upon the results by selecting self-practice exercises and receive instant feedback to see the effects of their effort;
  • Keep track of all exercises throughout the school year and across grades to see the big picture (the ÔÇťwhat I have learnedÔÇŁ);
  • See the real-world application of what they learn by keeping track of the cognitive and employability skills they have developed (the ÔÇťwhy I am learning thisÔÇŁ).

In NUADUÔÇÖs data-driven learning environment, digital resources, analytics, and formative assessment tools enable students to become self-reliant learners. Students benefit from personalization and immediate feedback.

Parent

Never help a child with a task at which he feels he can succeed.

Maria Montessori

All parents would sleep better if they knew that their child had access to the tools needed to be an independent learner. At the same time, most parents would also sleep better knowing that their child was actually making good use of their digital devices and Internet access.

NUADU offers parents the possibility to:

  • Monitor their childÔÇÖs results per specific exercise, activity, topic, curriculum objective and goal, and subject in real time;
  • Keep track of all their childÔÇÖs progress throughout the school year and across grades to track their progress over time;
  • See the real-world application of what their child is learning (e.g., what cognitive and employability skills their child is developing);
  • Set goals for their child and receive notifications about their childÔÇÖs progress.

With NUADU parents can stay up-to-date on their childÔÇÖs educational progress on a daily basis or the system can notify parents only if and when their child is lagging behind.

Principal

Headmasters have powers at their disposal with which Prime Ministers have never yet been invested.

Winston Churchill

EDUCATIONAL PERFORMANCE MONITORING

In many schools, annual exam results and periodical staff meetings are the only source of data a principal has to make long-term decisions about staffing, resource allocation, and the curriculum. In the most innovative schools, administrators cite data-driven instruction as one of the most important practices contributing to their success.

With NUADU, principals can:

  • View activity logs of all the students and teachers in a given school;
  • View activity reports, which include the number of activity sets assigned and median student results;
  • Review insights on the platformÔÇÖs knowledge base;
  • Access live reports for selected students and subjects;
  • See comparable statistics for all users in the school;
  • Generate reports as PDF files.

With NUADU, educational performance monitoring becomes easy and the ongoing control allows principals to make the right decisions at the right time.

Local authorities

An investment in knowledge pays the best interest.

Benjamin Franklin

The responsibility of allocating educational funds to yield the best results can be daunting, especially if decisions are driven by a single source of feedbackÔÇŐÔÇöÔÇŐexam results.

NUADU offers local authorities real-time access to:

  • Reports on the number of student, teacher, and headmaster logins in time;
  • Statistics on the number of assigned and completed activities per district and school;
  • Data on the effectiveness of the educational process based on student activity results.

At NUADU, we believe transparency is essential. By offering instant access to actionable real-time data, with NUADU, local school authorities can make informed decisions more quickly.

Publisher

Content is King.

Bill Gates

CONTENT PERFORMANCE ANALYTICS

With NUADU, it is easier than ever to separate quality digital content from poor content.

Data collected by NUADU can be used to:

  • Monitor how frequently the publisherÔÇÖs educational resources are used and in what context (e.g., lessons, homework, tests, and self-training);
  • Compare the proposed and actual difficulty level of each item by analysing the number of attempts at a task, time spent on it by students, and its completed versus abandoned rate;
  • Discover which competencies (e.g., cognitive skills and employability skills) are developed most using a specific publisherÔÇÖs content;
  • Improve content by collecting teacherÔÇÖs feedback;
  • Infer which areas are most problematic for students and make business decisions about content strategy.

These insights combined with NUADUÔÇÖs content creator tool can help eliminate or refine poor content.

Conclusion

Our mission to harness data in the service of education is not yet complete. At NUADU, we continue to analyze usage data, talk to users around the world, and assess the obstacles that prevent our users from reaching their peak performance. Equipped with this knowledge and driven by a passion to make learning more effective for every student, we are constantly upgrading our platform. In NUADUÔÇÖs ideal world, every teacher would have more time to mentor students and every student would spend more time realizing their educational goals.


About the Author: Malwina Otto ÔÇô UX designer with 10+ years of professional experience in Ed-Tech, hoping to see how AI transforms education. Product / UX Designer at NUADU.