In July, NUADU and BenQ Indonesia proudly participated in the esteemed CONAPLIN 16 conference, a remarkable annual event organized by the UPI Language Center.
This year’s conference revolves around the captivating theme, “Language and Empowerment: Applied Linguistics in Practice.” A prominent topic under discussion is Computer or Mobile Assisted Learning, which perfectly aligns with the shared vision of NUADU and BenQ to champion the integration of technology in education.
The event was marked by the presence of enthusiastic presenters and participants who eagerly visited our booth to explore the array of innovations provided by NUADU and BenQ, designed to bolster the implementation of language learning. We are delighted to have garnered such keen interest and engagement from the attendees.
We extend our heartfelt gratitude to CONAPLIN 16 and the UPI Language Center for providing this remarkable platform to foster meaningful dialogues and inspire advancements in language education. We remain committed to making a positive impact in the realm of applied linguistics and look forward to future opportunities to collaborate and empower learning through technology.
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Pada bulan Juli, NUADU dan BenQ Indonesia dengan bangga berpartisipasi dalam konferensi bergengsi CONAPLIN 16, sebuah acara tahunan yang diadakan oleh Balai Bahasa UPI
Konferensi tahun ini mengusung tema menarik, “Language and Empowerment: Applied Linguistics in Practice”. Salah satu topik yang dibahas adalah Computer or mobile assisted learning. Hal ini sejalan dengan misi NUADU dan BenQ dalam mendukung penggunaan teknologi dalam pembelajaran.
Presenter dan peserta yang hadir dalam acara ini nampak antusias mengunjungi booth untuk tahu lebih jauh tentang inovasi yang diberikan oleh NUADU dan BenQ dalam menunjang pelaksanaan pembelajaran Bahasa.
Kami mengucapkan terima kasih yang sebesar-besarnya kepada CONAPLIN 16 dan Balai Bahasa UPI atas kesempatan luar biasa ini untuk mendorong dialog dan menginspirasi kemajuan dalam pendidikan bahasa. Kami tetap berkomitmen untuk memberikan dampak positif dalam bidang pengajaran bahasa dan dengan penuh semangat menantikan kesempatan kerjasama dan memberdayakan pembelajaran dan asesmen pendidikan melalui teknologi di masa depan.
BenQ Indonesia dan NUADU akan berpartisipasi dalam The 16th Conference of Applied Linguistics (CONAPLIN) yang diselenggarakan oleh Balai Bahasa, UPI. Konferensi akan diselenggarakan di Hotel GH Universal Bandung pada tanggal 17-18 Juli 2023.
Rekan pengajar yang juga hadir dalam acara ini, silakan mampir ke booth kami untuk mendapatkan informasi dan pengalaman tentang inovasi dan solusi pembelajaran digital dan tes kemampuan Bahasa asing dari BenQ Indonesia dan NUADU.
Sampai Jumpa di CONAPLIN 16!
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NUADU together with BenQ Indonesia will participate in The 16th Conference of Applied Linguistics (CONAPLIN) on 17-18 July 2023 in Bandung. We will be talking about innovations in educational technology, digital learning solutions, and foreign language proficiency tests!
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”. 😉
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.
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
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!
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.
Hầu hết các giáo viên khi dạy trực tuyến đều sẽ gặp một số khó khăn như thiếu sự tương tác với học sinh, mất tập trung, trục trặc kỹ thuật và đối mặt với nguy cơ lây lan dịch bệnh. Sau đây là những lời khuyên để khuyến khích học sinh tham gia lớp học trực tuyến nhiệt tình hơn.
Hiện nay hầu hết các quốc gia đều cho học sinh học tập tại nhà trong giai đoạn cách ly để hạn chế sự lây lan dịch bệnh. Dù các trường học có thực hiện kế hoạch này dài hạn hay chỉ đơn giản là một biện pháp tạm thời để ngăn chặn dịch bệnh thì giáo viên cũng cần tìm ra các phương pháp dạy học hiệu quả tại nhà.
Việc dạy học trực tuyến không chỉ đòi hỏi phải có tài liệu học tập phù hợp và kết nối internet tốt mà giáo viên phải chủ động dẫn dắt và hỗ trợ học sinh làm quen với việc học trực tuyến này, bởi vì nó hoàn toàn trái ngược với môi trường lớp học mà giáo viên và học sinh đã quen thuộc.
Khi tiến hành dạy trực tuyến, giáo viên cần xem xét những khó khăn cũng như tính khả thi của một lớp học trực tuyến. Cả thầy và trò đều phải có quyền truy cập vào tài liệu học và chế độ tham gia trên nền tảng NUADU kết hợp cùng MS Teams. Đồng thời, giáo viên sẽ phải giải quyết một số khó khăn như thiếu sự tương tác với học sinh, mất tập trung, các vấn đề kỹ thuật và nguy cơ lây lan dịch bệnh.
Tin vui là chúng tôi cũng có một số lời khuyên hữu ích dành cho giáo viên để thúc đẩy học sinh của mình học trực tuyến hiệu quả hơn:
1. Xác định mục tiêu
Học sinh sẽ có xu hướng học tích cực hơn nếu biết mục tiêu đề ra trước khi học. Khi các em biết rằng việc học này sẽ mang lại điều gì đó hữu ích cho cuộc sống của mình thì các em sẽ hăng hái học hơn, cho nên khi giáo viên giao bài tập hoặc hoạt động thảo luận thì nên làm rõ mục tiêu trước và hướng đến kết quả cuối cùng ra sao.
2. Hướng dẫn rõ ràng
Giáo viên cần đưa ra các hướng dẫn và yêu cầu rõ ràng về thời gian cũng như hỗ trợ học sinh vạch ra chương trình học cụ thể giúp học sinh dễ dàng theo sát và tiến bộ hơn trong việc học.
Giáo viên nên đưa ra hướng dẫn dưới dạng gợi ý không quá khó hiểu, yêu cầu học sinh làm bài theo đúng khả năng của các em. Khi có hướng dẫn cụ thể, học sinh sẽ theo bài dễ hơn vì các em cảm thấy rằng nhu cầu học và đóng góp của các em có giá trị hơn. Vì học sinh còn bỡ ngỡ với việc học trực tuyến nên giáo viên cũng nên linh hoạt trong giai đoạn đầu còn khó khăn và không quá khắt khe nếu học sinh chưa tuân thủ theo hướng dẫn.
3. Đặt câu hỏi thu hút
Câu hỏi như thế nào mới thúc đẩy học sinh học trực tuyến và thảo luận tích cực hơn? Đó chính là các dạng câu hỏi sau:
Câu hỏi mở – Loại câu hỏi khuyến khích học sinh phải trả lời và giải thích nhiều hơn.
Gợi ý suy nghĩ sâu hơn – Những câu hỏi hay sẽ giúp học sinh phân tích, đánh giá, đào sâu hơn và khám phá khả năng của bản thân.
Yêu cầu học sinh sử dụng tài liệu có sẵn để xây dựng câu trả lời – Câu hỏi hay được xây dựng dựa trên nội dung khóa học, giúp học sinh có cái nhìn sâu sắc hơn về bộ môn đang học vì mỗi chủ đề được kết nối với nội dung đã thảo luận trước đó.
4. Giao bài tập đa dạng
Giáo viên nên liên tục đặt câu hỏi và cho học sinh trả lời, giao các bài tập phù hợp như giải quyết vấn đề, ví dụ thực tế cùng nhiều hoạt động khác nhưng phải đảm bảo các hoạt động này đạt được mục tiêu học tập của học sinh.
5. Đưa ra phản hồi có giá trị
Để giúp học sinh tiến bộ trong suốt khóa học, giáo viên nên phản hồi thường xuyển để học sinh biết được mình đã làm tốt những gì và cần cải thiện điểm nào. Các công cụ đánh giá của NUADU sẽ giúp giáo viên đánh giá chuẩn xác hơn và đề xuất các bài tập và hoạt động phù hợp cho từng học sinh cụ thể.
Bạn có đang tìm kiếm một công cụ học tập tại nhà hiệu quả? Liên hệ để biết thêm thông tin về lớp học trực tuyến của NUADU hợp tác cùng Microsoft để mang lại giải pháp học trực tuyến cực kì hiệu quả nhé!
