As school suspension due to COVID-19 is being prolonged in many countries, technology is currently the only means by which we can reach out to our students. Therefore, we need to reconsider when, where and how learning happens and adapt our methodological approach. 카지노사이트
Besides some essential software such as a web conferencing tool to organise live sessions, an efficient Learning Management System (LMS) – like Moodle, Google Classroom, Microsoft Teams, Schoology or Edmodo – is also needed. This helps to create a virtual classroom in which to share resources and materials and communicate flexibly with our students.
The real challenge, however, is to provide effective distance learning with meaningful activities to keep students focused on their learning goals and performance objectives.
As it is not feasible to keep students in front of a screen for hours, long academic-style video conferences are preferably avoided and replaced by shorter online sessions and micro-lessons to explain the learning scenario. In order to avoid limiting online live sessions to one-direction information transfers, teachers could make part of the lesson content into videos that students can watch asynchronously at their own pace. Time spent online with teachers can then be used on interactive, creative and problem-solving tasks, for example through polls, exit tickets and moments of reflection. Equally important is the planning of post-connection deliveries and deadlines.
Teachers might also feel the need to formatively assess students’ learning progress in order to provide personalised feedback. For example, students can complete online quizzes – like Socrative, GoFormative, Liveworksheets, LearningApps and Wordwall – or play games in teams like Kahoot!, Quizzizz or Quizlet Live. 바카라사이트
As for the summative assessment of students’ performance in distance teaching activities, online testing may raise concerns about plagiarism and cheating. Therefore, it might be easier to evaluate the learning process on the basis of creative tasks like digital storytelling, and to focus on skill acquisition such as learning to learn, cooperation, active participation, progress and commitment.
The rapid expansion of new technologies into every sector has contributed to the proliferation of alternative models of education, learning, and skill signaling in global labor markets. From digital badges to bootcamps to learning and employment records (LERs), a wide range of public, private, and nonprofit initiatives and platforms have emerged to address ongoing demand for education and skills among employers and workers alike. Within the next five years, 50 percent of all employees will need reskilling and 40 percent of core skills are expected to change (World Economic Forum, 2020). 온라인카지
Beyond simply moving existing courses and curricula into an online environment, the latest wave of educational innovation represents a more fundamental shift in how education and skills data are gathered, stored, taught, verified, accessed, and signaled in the labor market (Figure 1). Some observers refer to this shift as “Education 3.0,” (Borden, 2015) and others refer to it as “The Internet of Education” (Learning Economy Foundation, 2020).