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”. đ
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.
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.
Analiza zachowania uĆŒytkownikĂłw platformy edukacyjnej NUADU w ostatnim czasie, pozwala zaobserwowaÄ interesujÄ ce dla edukacji zdalnej wnioski i pokazaÄ proces adaptacji szkolnictwa do nowej rzeczywistoĆci.
W ciÄ gu ostatnich tygodni zamkniÄcia szkĂłĆ z powodu pandemii Covid-19, w obszarze edukacji zaszĆy ogromne zmiany. PrzeksztaĆcenie klasycznego modelu nauczania, w ktĂłrym wystÄpuje codzienna interakcja pomiÄdzy uczniem a nauczycielem, na model pracy zdalnej w tak krĂłtkim czasie okazaĆo siÄ duĆŒym wyzwaniem zarĂłwno dla nauczycieli, jak i uczniĂłw, rodzicĂłw czy dyrektorĂłw szkĂłĆ. Analiza zachowania uĆŒytkownikĂłw platformy edukacyjnej NUADU w ostatnim czasie, pozwala zaobserwowaÄ interesujÄ ce dla edukacji zdalnej wnioski i pokazaÄ proces adaptacji szkolnictwa do nowej rzeczywistoĆci. PrĂłba statystyczna zostaĆa wykonana dla 50 tys. uczniĂłw oraz 4 tys. nauczycieli.
1. Inicjatywa wypĆywa od nauczycieli
Aby zapewniÄ ciÄ gĆoĆÄ nauczania, nauczyciele musieli w bardzo krĂłtkim czasie zaadoptowaÄ technologiÄ â wprawdzie dostÄpnÄ na rynku od dawna, ale dotychczas wykorzystywanÄ w szkolnictwie w relatywnie niewielkim zakresie.
Istotnym elementem procesu byĆa adaptacja takich narzÄdzi jak:
Dzienniki elektroniczne â wykorzystywane w szkoĆach juĆŒ od okoĆo dekady
Platformy e-learningowe i narzÄdzia do ewaluacji wiedzy â w ostatnich latach coraz chÄtniej wykorzystywane w codziennej pracy jako narzÄdzia usprawniajÄ ce pracÄ nauczyciela, w tym platforma NUADU
NarzÄdzia do komunikacji zdalnej â dostÄpne na rynku od wielu lat, zazwyczaj nie sprawdzajÄ ce siÄ w klasycznym modelu szkoĆy, przeĆŒywajÄ ce obecnie swĂłj renesans â np. platformy do video-konferencji, video-czaty czy nastÄpca popularnego Skype â aplikacja Microsoft Teams
PrzykĆadem wzrostu zainteresowania narzÄdziami do zdalnej edukacji sÄ statystyki uĆŒycia aplikacji NUADU na przestrzeni lutego 2020 â kiedy zajÄcia obywaĆy siÄ jeszcze normalnie w szkoĆach, marca 2020 â po zamkniÄciu szkĂłĆ i kwietnia 2020 â kiedy nauczanie zdalne staĆo siÄ normÄ .
1.1 Logowania
W okresie zamkniÄcia szkĂłĆ znaczÄ co wzrosĆa liczba logowaĆ do aplikacji zarĂłwno nauczycieli, jak i uczniĂłw. W marcu, dla kont nauczycieli, wzrost wyniĂłsĆ 254%, a w przypadku kont uczniowskich â 213%.
Wykres: Liczba unikalnych logowaĆ do aplikacji NUADU
Warto zauwaĆŒyÄ, ĆŒe Ćredni czas trwania sesji w systemie wynosi blisko 75 minut w przypadku ucznia i ponad 60 minut dla nauczyciela. Stanowi to potwierdzenie, ĆŒe uĆŒytkownicy znajdujÄ w systemie funkcjonalnoĆci, ktĂłre je angaĆŒujÄ .
1.2 Zadawanie zadaĆ
W okresie zamkniÄcia szkĂłĆ znacznie wzrosĆa liczba zadawanych przez nauczycieli aktywnoĆci. Mianem âaktywnoĆciâ okreĆlamy zadane przez nauczyciela zestawy indywidualnych prac w postaci zestawĂłw zadaĆ, kartkĂłwek, prĂłbnych egzaminĂłw.
Wykres: Liczba zadanych przez nauczycieli aktywnoĆci w aplikacji NUADU
Na podstawie powyĆŒszych danych moĆŒna zauwaĆŒyÄ znaczÄ cy wzrost zadawanych aktywnoĆci, porĂłwnujÄ c miesiÄ c luty oraz marzec zauwaĆŒamy wzrost na poziomie 486%. MiesiÄ c kwiecieĆ utrzymuje przewidywany trend.
1.3 Odrabianie zadaĆ
WspĂłĆczynnik odrabiania zadaĆ, czyli stosunek liczby rozwiÄ zanych do liczby zadanych zadaĆ ksztaĆtuje siÄ odpowiednio dla lutego 68,5%, dla marca 73% i dla kwietnia 74%. Pokazuje to, ĆŒe uczniowie chÄtnie rozwiÄ zujÄ przydzielone zadania w aplikacji, zarĂłwno w modelu klasycznej szkoĆy (miesiÄ c luty) jak i modelu pracy zdalnej (miesiÄ c marzec i kwiecieĆ).
Wykres: Liczba zadanych i odrobionych zadaĆ w aplikacji NUADU
Na podstawie powyĆŒszych danych moĆŒna zauwaĆŒyÄ, ĆŒe nauczyciel swoimi dziaĆaniami w systemie definiuje sposĂłb pracy uczniĂłw co bezpoĆrednio przekĆada siÄ na wzrost ich uĆŒycia i zainteresowania aplikacjÄ NUADU. Tak jak w klasycznym modelu szkoĆy, nauczyciel jest gĆĂłwnym motorem pracy ucznia.
2. Najpopularniejsze funkcjonalnoĆci
System NUADU, zaprojektowany z myĆlÄ o usprawnieniu procesu nabywania i ewaluacji wiedzy, oferuje nauczycielom szereg funkcjonalnoĆci, takich jak zadawanie i tworzenie wĆasnych zadaĆ, automatyczne sprawdzanie rozwiÄ zaĆ, narzÄdzia umoĆŒliwiajÄ ce indywidualizacjÄ procesu nauczania w oparciu o gromadzone dane, czy rozbudowanÄ bazÄ materiaĆĂłw interaktywnych oraz scenariuszy lekcji.
Wykres: Liczba zadanych i zrealizowanych aktywnoĆci w aplikacji NUADU
W poczÄ tkowym okresie zamkniÄcia szkĂłĆ nauczyciele korzystali gĆĂłwnie z zadawania uczniom gotowych zestawĂłw zadaĆ, automatycznie sprawdzanych przez system. Wraz z wydĆuĆŒaniem siÄ nauczania zdalnego zaczÄli chÄtniej korzystaÄ z innych aktywnoĆci, takich jak kartkĂłwki czy egzaminy prĂłbne. NajwiÄkszym jednak wzrostem zainteresowania cieszÄ siÄ do tej pory niewykorzystywane gotowe scenariusze lekcji.
3. GotowoĆÄ nauczycieli w zakresie wykorzystania narzÄdzi do nauki zdalnej
Nauczyciele, a w szczegĂłlnoĆci ci z duĆŒym doĆwiadczeniem pedagogicznym nabytym w klasycznym modelu nauczania, wykazujÄ potrzebÄ nabywania wiedzy i umiejÄtnoĆci zwiÄ zanych z obsĆugÄ narzÄdzi do edukacji zdalnej, w tym korzystania z komputera czy tabletu.
ZwiÄkszone zainteresowanie prowadzonymi przez NUADU szkoleniami, organizowanymi webinarami, udostÄpnianymi samouczkami czy wzmoĆŒone korzystanie ze wsparcia czatu dostÄpnego 24/7 Ćwiadczy o lawinowym wzroĆcie zaangaĆŒowania nauczycieli.
Wykres: Liczba zgĆoszeĆ dokonanych przez czat
W marcu liczba zapytaĆ dotyczÄ cych praktycznych aspektĂłw wykorzystania systemu NUADU zgĆoszonych za poĆrednictwem linii wsparcia wzrosĆa czterokrotnie w stosunku do lutego.
4. GotowoĆÄ szkĂłĆ
SzkoĆy, ktĂłre wdroĆŒyĆy NUADU kilka miesiÄcy czy lat temu, wykazujÄ znacznie wiÄksze zainteresowanie i uĆŒycie systemu w okresie zamkniÄcia szkĂłĆ w porĂłwnaniu ze szkoĆami, ktĂłre dopiero zaczynajÄ technologiÄ wdraĆŒaÄ. PrzykĆadem jest Miasto Gdynia i Warszawa (dzielnica TargĂłwek), gdzie zaobserwowane uĆŒycie, zarĂłwno przez nasz zespĂłĆ, a takĆŒe przez wĆodarzy, ktĂłrzy majÄ dostÄp do statystyk w czasie rzeczywistym byĆo znacznie wyĆŒsze. W marcu liczba zadanych w tych szkoĆach zadaĆ byĆa o 40% wiÄksza niĆŒ w pozostaĆych szkoĆach.
Obecnie z rozwiÄ zania NUADU korzysta w Polsce okoĆo 150 szkĂłĆ. Dla przewaĆŒajÄ cej wiÄkszoĆci z nich, narzÄdzie staĆo siÄ z dnia na dzieĆ domyĆlnym rozwiÄ zaniem umoĆŒliwiajÄ cym kontynuacjÄ procesu ksztaĆcenia.
Warto rĂłwnieĆŒ zauwaĆŒyÄ, ĆŒe wszystkie nowe wdroĆŒenia systemu NUADU w szkoĆach w miesiÄ cu marcu i kwietniu odbyĆy siÄ w peĆni zdalnie, w tym prezentacja rozwiÄ zania, podpisanie dokumentĂłw, konfiguracja i szkolenia. Ćwiadczy to o wiÄkszej otwartoĆci jednostek edukacyjnych na zdalny proces wspĂłĆpracy.
5. ZaangaĆŒowanie rodzicĂłw w proces nauczania
Rodzice peĆniÄ obecnie jednÄ z gĆĂłwnych rĂłl w procesie edukacyjnym uczniĂłw. Warto zauwaĆŒyÄ, ĆŒe wzrasta wĆrĂłd nich ĆwiadomoĆÄ znaczenia wyksztaĆcenia dziecka dla jego pĂłĆșniejszego ĆŒycia, co powoduje, ĆŒe rodzice stajÄ siÄ partnerami wĆadz paĆstwowych i szkoĆy w sprawach edukacji.
W aplikacji NUADU rodzic peĆni rolÄ ânadzorcyâ nad procesem edukacyjnym dziecka. Ma moĆŒliwoĆÄ:
podglÄ du statusu aktywnoĆci zleconych dziecku,
przeglÄ du terminu ukoĆczenia aktywnoĆci,
przeglÄ du raportu wynikĂłw aktywnoĆci wraz z widokiem wszystkich prĂłb odpowiedzi udzielonych przez dziecko.
Wykres: Liczba unikalnych logowaĆ RodzicĂłw do aplikacji NUADU
W okresie zamkniÄcia szkĂłĆ zauwaĆŒyliĆmy znaczÄ cy wzrost zainteresowania platformÄ wĆrĂłd rodzicĂłw. Wynika to z faktu, iĆŒ rodzice zaczÄli organizowaÄ czas nauki swojego dziecka, nierzadko udostÄpniajÄ c swĂłj komputer. W porĂłwnaniu do lutego 2020, zanotowaliĆmy wzrost logowaĆ rodzicĂłw o 349,3% w marcu.
6. Dobry czas na samodzielnÄ naukÄ
W okresie zamkniÄcia szkĂłĆ uczniowie, oprĂłcz odrabiania zadanych przez nauczycieli w systemie aktywnoĆci, zaczÄli w wiÄkszym stopniu korzystaÄ z funkcjonalnoĆci Praca wĆasna, ktĂłra pozwala samodzielnie nadrobiÄ braki z danego obszaru. Wzrost zainteresowania wyniĂłsĆ w marcu 400%.
Wykres: Praca wĆasna – liczba zadanych aktywnoĆci w aplikacji NUADU
W tym okresie teĆŒ, NUADU podjÄĆo decyzjÄ o udostÄpnieniu uczniom klas IV â VIII materiaĆĂłw edukacyjnych w postaci zadaĆ i materiaĆĂłw interaktywnych do pracy indywidualnej. Oznacza to, ĆŒe kaĆŒdy uczeĆ moĆŒe nabywaÄ wiedzÄ i rozwijaÄ swoje umiejÄtnoĆci samodzielnie, bez udziaĆu nauczyciela. To kolejna metoda pracy zdalnej bardzo chÄtnie wykorzystywana przez uczniĂłw, o czym mĂłwi poniĆŒsze zestawienie obrazujÄ ce liczbÄ wygenerowanych zestawĂłw âPracy wĆasnejâ.
7. Podsumowanie
PoczÄ tki edukacji zdalnej jak pokazujÄ powyĆŒsze wnioski nie sÄ tak trudne, jak by siÄ mogĆo wydawaÄ. Droga do wymarzonej edukacji bywa wyboista, natomiast transformacja siÄ zaczÄĆa i trwa.
Wraz z otwarciem siÄ szkĂłĆ na technologiÄ niezbÄdnÄ do prowadzenia zajÄÄ zdalnie realna staje siÄ wizja wsparcia nauczycieli w obszarach moĆŒliwych do obsĆuĆŒenia przez technologiÄ, tak aby mogli skupiÄ siÄ na tym co najwaĆŒniejsze â nauczaniu i wsparciu uczniĂłw.
Aktualnie platforma NUADU wyrÄcza nauczyciela w sprawdzaniu zadanych uczniom zadaĆ, pokazuje indywidualne wyniki kaĆŒdego ucznia, podpowiada treĆci pomagajÄ ce uzupeĆniÄ wiedzÄ uczniĂłw, pozwala oszczÄdziÄ czas nauczyciela na rutynowych czynnoĆciach i wskazuje obszary, w ktĂłrych uczniowie wymagajÄ pomocy.
Czerpanie z dobrodziejstw technologii pozwoli na zmianÄ roli nauczyciela w procesie edukacyjnym z klasycznej, w ktĂłrej jest osobÄ przekazujÄ cÄ zagadnienia do opanowania (Content provider) na osobÄ bÄdÄ cÄ wsparciem, pomagajÄ cÄ uczniom osiÄ gnÄ Ä wyznaczone cele (Facilitator).
Zmiana ta, opisywana od lat w Ćwiatowej literaturze pedagogicznej, jest wysoce poĆŒÄ dana, poniewaĆŒ prowadzi do dĆugo wyczekiwanej ewolucji podejĆcia dotyczÄ cego ksztaĆcenia uczniĂłw o stale zmieniajÄ cych siÄ potrzebach. Cyfrowy Ćwiat, a co za tym idzie zdalna edukacja, umoĆŒliwiajÄ tÄ transformacjÄ w najprostszy i najmniej inwazyjny sposĂłb.
Autorzy
MichaĆ Korpys Chief Product Officer NUADU
Alicja Wanat Marketing Manager at NUADU
Dla nauczycieli zainteresowanych wdroĆŒeniem 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, weâve 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 â 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 â 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. Weâve 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.
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 needâââjust-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 studentâs 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 needâââjust-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 educationâââusing data to empower all the stakeholders in the educational process. We know how impactful a data-driven approach to education can be and thatâs why we are now sharing our platform with educators and students around the world.
Thatâs how we do it
Managing educational data is extremely challenging and requires an efficient and well-designed platformâââideally, 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 studentsâ 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 childâs 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 studentâs 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 studentâs 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 studentsâ 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 NUADUâs 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 âwhat I have learnedâ);
See the real-world application of what they learn by keeping track of the cognitive and employability skills they have developed (the âwhy I am learning thisâ).
In NUADUâs 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 childâs results per specific exercise, activity, topic, curriculum objective and goal, and subject in real time;
Keep track of all their childâs 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 childâs progress.
With NUADU parents can stay up-to-date on their childâs 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 platformâs 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 feedbackâââexam 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 publisherâs 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 publisherâs content;
Improve content by collecting teacherâs feedback;
Infer which areas are most problematic for students and make business decisions about content strategy.
These insights combined with NUADUâs 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 NUADUâs 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 â UX designer with 10+ years of professional experience in Ed-Tech, hoping to see how AI transforms education. Product / UX Designer at NUADU.