The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
COVID 19: Analyzing the Impact on the Education SectorAlaina Carter
COVID-19 has caused an abrupt closure of learning institutions globally. The education center is facing various challenges during this pandemic, but thanks to the Digital transformation, things have been better because of it. Read more to know the impacts of COVID-19 on the education sector and how digital transformation can help.
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
Education delivery in post Covid-19 eraTAYOArulogun
Learning in Nigerian educational Institutions majorly features physical interactions which make it challenging for learning activities to take place away from the classroom or without a physical meeting between the teachers and the learners.
The pandemic is changing the ways we do almost everything.
Education - including educational infrastructures, institutions, systems, curricula, Governments, parents, teachers, and students – remains the most affected
To update the norms and values in education delivery after COVID-19, the Government at all levels, parents, teachers, and students have key roles to play.
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
COVID 19: Analyzing the Impact on the Education SectorAlaina Carter
COVID-19 has caused an abrupt closure of learning institutions globally. The education center is facing various challenges during this pandemic, but thanks to the Digital transformation, things have been better because of it. Read more to know the impacts of COVID-19 on the education sector and how digital transformation can help.
Education & technology in an age of covid 19 2BilalArshed1
Many educational reformers have long held out hope that computers and other information and computer technologies (ICTs) can play crucial and integral roles in bringing about long-needed changes to education systems. Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
Education delivery in post Covid-19 eraTAYOArulogun
Learning in Nigerian educational Institutions majorly features physical interactions which make it challenging for learning activities to take place away from the classroom or without a physical meeting between the teachers and the learners.
The pandemic is changing the ways we do almost everything.
Education - including educational infrastructures, institutions, systems, curricula, Governments, parents, teachers, and students – remains the most affected
To update the norms and values in education delivery after COVID-19, the Government at all levels, parents, teachers, and students have key roles to play.
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
Reach Capital: 2021 ReimaginED Report on U.S. Education TrendsTony Wan
The pandemic forced the world to conduct the biggest experiment with online education ever. And what we've learned will fundamentally shape the future of teaching and learning.
Out of necessity, schools adopted online tools at unprecedented levels. But this will be the new reality, now that more educators, students and parents got a taste of how technology can empower and scale the best of human teaching and learning. It will allow schools to extend their village of support beyond the resources available in their communities.
This is our data-informed overview of the trends shaping U.S. K-12 and higher education beyond the pandemic.
-Move towards Blended Learning
-Rise in use of Learning Management Systems
-Enhance the use of soft copy of learning material
-Improvement in collaborative work
-Rise in online meetings
-Enhanced Digital Literacy
-Improved the use of electronic media for sharing information
-World wide exposure
-Better time management
-Demand for Open and Distance Learning (ODL)
Around the world, people are facing the issue of COVID-19. The COVID-19 is having a dramatic impact on several sectors especially the educational sector. Here my team and I will share our ideas about this issue. Please check this out!
Dr. Ana Pérez-Escoda Conference Session from The International Digital Conference 2020: Best Practices in Governance, Academic Leadership, Research and Quality Enhancement. 12 September 2020.
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
Digitized Education: The New Normal in Learning – Ushered in By the GenXSPEC INDIA
Digitization of things becomes the new normal all across the world as the quest to engage the young learners & the millennials does not remain as simple as just with a smartphone. Services & industries have been digitized to a large extent or are on the way to complete digitization in the stable economies of the world. With the disruptive effects of technology on education in the millennial world, eLearning application solutions make a mark globally by replacing the traditional chalk & blackboard, pen & paper classrooms almost completely in many countries technically advanced and with others in strong pursuit. Digitized learning delivered by various electronic mediums take students to virtual classroom environments with engaging & flexible experiences.
Read more at: https://blog.spec-india.com/digitized-education-new-normal-learning-ushered-genx/
Due to the lockdown caused by COVID 19, education is moving fully online. COVID 19 has become a catalyst for educational institutions worldwide to search for innovative solutions to how students are educated around the world, embracing the”learning anywhere,anytime.
The global epidemic of the Corona virus has wreaked havoc on a variety of industries. One of them is the education industry. Due to Covid-19, governments all around the world have begun temporarily closing schools and colleges. School and university closures would not only have a short-term impact on the continuity of learning for India's more than 285 million young learners, but will also have far-reaching economic and societal ramifications as the days pass with no rapid way to stop the breakout of Covid-19.
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
Reach Capital: 2021 ReimaginED Report on U.S. Education TrendsTony Wan
The pandemic forced the world to conduct the biggest experiment with online education ever. And what we've learned will fundamentally shape the future of teaching and learning.
Out of necessity, schools adopted online tools at unprecedented levels. But this will be the new reality, now that more educators, students and parents got a taste of how technology can empower and scale the best of human teaching and learning. It will allow schools to extend their village of support beyond the resources available in their communities.
This is our data-informed overview of the trends shaping U.S. K-12 and higher education beyond the pandemic.
-Move towards Blended Learning
-Rise in use of Learning Management Systems
-Enhance the use of soft copy of learning material
-Improvement in collaborative work
-Rise in online meetings
-Enhanced Digital Literacy
-Improved the use of electronic media for sharing information
-World wide exposure
-Better time management
-Demand for Open and Distance Learning (ODL)
Around the world, people are facing the issue of COVID-19. The COVID-19 is having a dramatic impact on several sectors especially the educational sector. Here my team and I will share our ideas about this issue. Please check this out!
Dr. Ana Pérez-Escoda Conference Session from The International Digital Conference 2020: Best Practices in Governance, Academic Leadership, Research and Quality Enhancement. 12 September 2020.
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
Digitized Education: The New Normal in Learning – Ushered in By the GenXSPEC INDIA
Digitization of things becomes the new normal all across the world as the quest to engage the young learners & the millennials does not remain as simple as just with a smartphone. Services & industries have been digitized to a large extent or are on the way to complete digitization in the stable economies of the world. With the disruptive effects of technology on education in the millennial world, eLearning application solutions make a mark globally by replacing the traditional chalk & blackboard, pen & paper classrooms almost completely in many countries technically advanced and with others in strong pursuit. Digitized learning delivered by various electronic mediums take students to virtual classroom environments with engaging & flexible experiences.
Read more at: https://blog.spec-india.com/digitized-education-new-normal-learning-ushered-genx/
Due to the lockdown caused by COVID 19, education is moving fully online. COVID 19 has become a catalyst for educational institutions worldwide to search for innovative solutions to how students are educated around the world, embracing the”learning anywhere,anytime.
The global epidemic of the Corona virus has wreaked havoc on a variety of industries. One of them is the education industry. Due to Covid-19, governments all around the world have begun temporarily closing schools and colleges. School and university closures would not only have a short-term impact on the continuity of learning for India's more than 285 million young learners, but will also have far-reaching economic and societal ramifications as the days pass with no rapid way to stop the breakout of Covid-19.
A Study of the Effect of Online Learning Apps on School Pupils in the Chennai...PugalendhiR
Abstract
The Covid-19 pandemic condition changed off all kinds of people’s lives, particularly in the field of education and affecting regular education for school and college students all over the world. UNESCO is concerned that 87% of the students worldwide are severely affected by not being able to get their education. The role of education is very important for developing countries like India and the results of many studies shows that education could improve the future and economy of a country. All over the world Online learning apps have increased during this Covid-19 Pandemic. As the online scenario is very new and difficult for the mentors as well as the students, it is all the most challenging for school school students. However, the development of web Technology helps to education field, particularly routine classes possible through "Online Apps.The purpose of this survey is to find the level to how online learning Apps fulfil the educational needs for school students in Chennai Urban. The advantages and disadvantages of online learning Apps were discussed and A study was conducted among 146 students to reveal their perception of online learning Apps. The result from the survey may suggest making better online classes for students.
Reducing Equity Gaps & Creating Reliency with OERUna Daly
Textbook affordability and flexibility is more important than ever in times of shrinking budgets, enrollment concerns, and remote learning. Students’ lives have been disrupted and helping them get back on track to complete their education is critical. Open educational resources significantly reduce student costs and have been shown to improve outcomes particularly for traditionally underserved populations. Open resources also provide flexibility for faculty as they continue to adapt their teaching for unfolding circumstances.
Join the Midwestern Higher Education Compact as they host the Community College Consortium for Open Educational Resources (CCCOER) to hear how higher education institutions can work together on open education policy, professionalism, stewardship, and sustainability across regional and state boundaries to find solutions to common challenges. CCCOER is leading conversations with regional leaders of open education (RLOE) to support statewide and national projects for expanding access while creating resilience and sparking innovation at institutions of higher education.
Presenters: Denise Cote, PhD, Librarian, College of DuPage; and Una Daly, MA, Director, CCCOER
Emerging Trends of Remote Learning in the Higher Education Challenges and Opp...YogeshIJTSRD
The COVID 19 pandemic has not only affected higher education on a global scale, but it has also brought numerous challenges to the higher education community. Remote learning refers to situations where learners and lecturers or information sources, separated by time and distance, and therefore cannot meet their needs in a traditional classroom environment. It can encompass a wide variety of learning opportunities. This could include exploring the natural world, activities to support students’ local communities with appropriate social distancing , and engaging in hands on projects and artistic creations that stem from students’ passions and experiences. The purpose of the study is to emphasize the benefits and impact of remote learning on higher education. The research method of this study used the second hand data listed in different databases of books, research papers and related articles on remote learning and higher education on the Internet. The research results of the paper show that higher education in India lacks challenges in terms of declining institutional income and national budget cuts, deterioration of financial conditions among students, quality problems of remote learning, and inefficient credit transfers. The study also reports on various opportunities for higher education. Researchers have found that remote learning can help promote flexible schedules. Learn important skills enhance technical knowledge a safer and more accessible environment a world full of possibilities walk your own way and build long remote friendships. Higher education institutions need to improve their quality and reputation. Colleges and universities should have good infrastructure to attract students. The government must promote cooperation between Indian higher education institutions and top international institutions. It can also establish links between national research laboratories and research centers of top institutions to improve quality and conduct collaborative research. Mrs. Ani Smriti | Mr. Rajesh Kumar "Emerging Trends of Remote Learning in the Higher Education: Challenges and Opportunities after COVID -19 Situation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41132.pdf Paper URL: https://www.ijtsrd.commanagement/general-management/41132/emerging-trends-of-remote-learning-in-the-higher-education-challenges-and-opportunities-after-covid-19-situation/mrs-ani-smriti
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process.
USING VOICE RECOGNITION IN E-LEARNING SYSTEM TO REDUCE EDUCATIONAL INEQUALITY...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do
with the frustration of students for whom traditional education has been replaced by the online format.
Students are experiencing technical difficulties in the digitalization of education. International monitoring
of education systems has shown that quite a few countries were ready to move to distance learning, both for
technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that
learning in this format not only does not reduce, but can increase inequality, increasing the gap in
educational outcomes between students with different socioeconomic status. The article describes
applications of using voice recognition technology based on artificial intelligence which, by our opinion,
may reduce educational inequality during covid-19. We presented a comparative analysis of existing
examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software
it makes educational process more convenient for both the students and the teachers. There is a description
of an application “Academic phrase bank" developed by author. The application consists of two specialising
actions for Google assistant. The application allows to increase academic vocabulary, train of creating
grammatically correct academic expressions, and memorize templates of academic phrases. In active mode,
this application helps to create correct phrases of academic English and improve the abilities of
understanding English speech
Using Voice Recognition in E-Learning System to Reduce Educational Inequality...IJCSEA Journal
During the COVID -19 pandemic, educational institutions around the world faced problems that have to do with the frustration of students for whom traditional education has been replaced by the online format. Students are experiencing technical difficulties in the digitalization of education. International monitoring of education systems has shown that quite a few countries were ready to move to distance learning, both for technical and economic reasons. The covid pandemic has caused an increase in educational inequality. E learning systems were expected to reduce inequality in education, but empirical research has shown that learning in this format not only does not reduce, but can increase inequality, increasing the gap in educational outcomes between students with different socioeconomic status. The article describes applications of using voice recognition technology based on artificial intelligence which, by our opinion, may reduce educational inequality during covid-19. We presented a comparative analysis of existing examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software it makes educational process more convenient for both the students and the teachers. There is a description of an application “Academic phrase bank" developed by author. The application consists of two specialising actions for Google assistant. The application allows to increase academic vocabulary, train of creating grammatically correct academic expressions, and memorize templates of academic phrases. In active mode, this application helps to create correct phrases of academic English and improve the abilities of understanding English speech.
How education system suddenly changes due to COVID-19. It's problem and solution faced by both teachers and students and how it's going to effect on future generation.
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Addressafacct
As the sixth Director of the Kellogg Institute of the National Center for Developmental Education of Appalachian State University, Wes Anthony is also the first since Dr. Hunter Boylan to be a member of the Kellogg Institute faculty. Mr. Anthony is the author of two novels, over 50 professional presentations, and has engaged in scholarly publishing throughout his career, and most recently co-authored, along with Hunter Boylan and Patti Levine Brown, “The Perfect Storm of Policy Issues and Their Impact on Developmental Education” (NADE Digest, 2017).
Computing Student Success at Montgomery College in the Web 3.0 Eraafacct
Computing Student Success at Montgomery College (MC) in Maryland is deeply rooted to the Web 3.0 era. The success of the Computer Science and Information System students at MC has evolved over time. The various success stories of the Montgomery College students were presented, and the innovative pedagogy that the faculty are using at MC in this Web 3.0 era was explored. Off-course, the rapid and efficient communication among the faculty members, and also among faculty members and the student body was made possible due to the innovative technologies that the Web 3.0 has to offer. Besides, the student success at MC is deeply rooted to the inter-faculty co-operations, and collaborations in and outside of the discipline. Attendees discussed contributions of the Web 3.0 technologies to the Student Success at other institutions as well. As a result, the overall discussion extended to various Maryland institutions besides only the Montgomery College. Faculty attending the session explored innovative, and active learning strategies made possible through Web 3.0. They discussed future undertakings that could have been possible through Web 3.0, and would accelerate the traditionalistic means of pedagogical delivery.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...afacct
Many of our courses include a group project assignment that represents a significant portion of each student’s grade. We tell our students – and the presenter believes – that group projects are important because when students get into their careers they will often be called upon to work as part of a team or group. Practicing now, before they are in positions that really matter to them from a work perspective, will help them in the future. But no matter what we say, students tend to dread group projects for many reasons, including the way the groups are formed. For the first major group project of her career as an adjunct professor, Ms. Mead wanted to find a method that was deliberative and active – not random, nor completely student-selected, nor totally at her discretion. In her presentation, she described how she found an approach that appealed to her (using some basic technology), applied that approach to her First Year Seminar class, and kept track of the results. She discussed methods of forming groups for group projects; compared and contrasted the success of those methods; explained how she applied the method that most appealed to her and how her students reacted; and how it ultimately worked in terms of the overall success of the group projects. The presenter provided basic data regarding her assessment of the method’s success.
Active Learning Using Kahoot, a Free Polling Softwareafacct
Active learning and shared strategies for classroom use were demonstrated with Kahoot!, a platform which can be accessed by any student using a mobile device, tablet, or computer. Kahoot! generates classroom discussions and creates active classroom assessments.
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...afacct
The Maryland Mathematical Association of Two-Year Colleges (MMATYC) held its winter meeting during a scheduled double session. President Lisa Feinman led the re-cap of MMATYC and AMATYC (American Mathematical Association of Two-Year Colleges) news and events for 2018, followed by 2019 business. Updates on the various committees and the upcoming MMATYC 2019 Spring Conference at Wor-Wic Community College were covered, as well. Notes pages within the PowerPoint contain the minutes for the meeting.
Cellphone Photography: Using a Mobile Phone to Film afacct
participants learned how to use a mobile phone to film like a professional cameraperson. Emphasis was placed on composition, camera angles and movements to tell stories in creative ways. The presenter started with PowerPoint presentation that explained what frame, framing, and shot are. He showed how to compose shots with good head room and look room, and how to use different camera angles to tell a story. The presenter screened two of his students’ works (PSA and news story) that were shot entirely with a mobile camera and discussed the production techniques used to achieve the quality work. He also gave out handout that contained information presented in his Power Point presentation.
The presenter demonstrated how to hold mobile phone correctly and stand properly to shoot video professionally. Afterwards, each participant used their mobile phone cameras to practice different techniques that they learned, and the presenter critiqued each shot; participants got instant feedback on what is correct and/or wrong in the videos that they shot during the workshop. The participants had the opportunity to reshoot their shots until they got them right. These techniques helped participants shoot video shots that looked professional without spending a lot of money on expensive video camera.
1.6tarek18revised- Benefits of Active, Group-based Learning Approach to Comm...afacct
Community college learners are a varied and unpredictable group. Research revealed that students from diverse cultural and ethnic backgrounds learn materials better through group-based, active, and collaborative learning pedagogies. With the adoption of team teaching approaches, the students were exposed to other team members within the same group in learning of the core computing concepts. Besides, the team teaching came out to be an inclusive pedagogy, which also addressed the issues relating to Culturally Responsive Teaching (CRT). The team teaching pedagogies adopted were particularly suitable in teaching of the core computing courses at a community college setting where a majority of the in-coming freshmen have absolutely null to very little background of the fundamental knowledge in computing. The reason for adopting group-based active learning approaches in teaching of the community college computing courses was discussed elaborately. Then, beginning within an introduction to varied group-based active learning approaches targeted to computing courses, the benefits rendered through each one of the seven different group learning pedagogies were discussed in detail.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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Lessons Learned in Higher Education from the COVID-19 Crisis
1. Dr. Yang Yu,
Howard Community College
yyu@howardcc.edu
Lessons learned in higher education from the COVID-19 crisis.
Session 1 January 7, 2021
The COVID-19 pandemic has created a learning crisis for education system around the world. Due to the crisis, more than 1.6 billion students have been
affected. On the other hand, this crisis has stimulated innovation within the education sector. Community colleges have long been a source for innovation
in higher education, and face unique challenges as resource providers to their local communities and keep costs low for their students. With many different
approaches being introduced by countries around the world and community colleges in the nation, the COVID-19 is an opportunity to do things differently
and for decision makers to learn from each other and collaboratively work together to mitigate the effects of pandemic and build back a better and inclusive
education system. This presentation explored and discussed ways that help institutions of higher education emerge stronger moving forward.
Abstract
2. Lessons learned in higher education
from the COVID-19 crisis
Dr. Yang Yu
Acting Associate Dean, Social Sciences and Education.
Chair, Social and Cultural Sciences,
Howard Community College
yyu@howardcc.edu
Session 1 January 7, 2021
AFACCT 31st Annual Conference
3. Outline
● The numbers
● How it looks around the world
● Challenges and opportunities
● Ways forward
4. The numbers
Sources: UN, 2020.
A "generational catastrophe", UN Secretary-General Antonio Guterres
● 1.5 billion students in 160
countries
● Extensive closures of
schools
● 463 million students
unable to access remote
learning
● 23.8 million additional
children more no access
to school next year.
5. How it looks around
the world?
Developing vs.
developed countries
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6. ● Transition smoother in developed countries
● Challenges remain
○ preparedness for crisis
○ quality concerns of remove learning
○ online delivery
○ financial
Developing vs. Developed countries
7. ● Developing: limited access to internet, limited infrastructure
● U.S.: 313 out of 330 million people (90%) with over 152,000 wi-fi
locations.
● Zimbabwe: 8.6 out of 14.8M (58%) internet users in 2019 (Ndambakuwa,
and Brand, 2020).
● Indonesia, Thailand, and Cambodia: < 60% of the population has access
● ~40% access in Myanmar and Vietnam (Yarrow, 2020).
Internet in Developing vs. Developed Countries
8. ● Safety at home, staff skills, assessment processes, finance.
● Examples:
○ Zimbabwe: shortage of qualified teachers, lack of electricity, few
learning devices per household, safe space to study, early marriage
for girls
○ Arab countries: opposition to online education, lack of assessment
tools and even exams (Saeed, 2020)
Other Challenges in Developing Countries
9. Zhe Jiang University officially started online teaching on 24 Feb. (Wu, 2020)
People pass facial recognition gates to enter
Peking University, Beijing, China. Aug 31.
(REUTERS/Thomas Peter, 2020)
Huazhong University of Science and Technology held its annual graduation
ceremony on site. Wuhan, June (EastAsiaforum, 2020)
10. Senegal's universities began reopening on Sep 1. University of
Dakar, the 78,000 students were split into three groups. In person
and online rotation. (Africannews, 2020)
Students take exams at Lebanese University. Campuses are
opening only for classes that can’t be held online, e.g. labs.
(Bollag, 2020).
11. Monastir University, in Tunisia. Half of students coming to
campus for classes and exams in June and half in July.
(Bollag, 2020)
India, colleges reopen with reducing class size and smaller
multiple sections. Nov 5th, 2020 (Asianet, 2020)
12. Students attend a class at La Sorbonne University in Paris, Sept.17.
(Amaziane, 2020)
Students take an aptitude test to access the University of
Medicine, in Rome on Sept. 3 (Fabiano, 2020)
13. A university cancelled its graduation ceremony. Instead, robots
are standing in for the students and collecting diplomas on their
behalf. Business Breakthrough University (BBT) in Tokyo.
(Weforum, 2020)
14. Students returned to the University of Texas
campus on Aug 26th.
In-person Phage Discovery Laboratory course at University of
Nevada, Las Vegas, on Sep1.
Source: Schnell, 2020, U.S.
15. Southern State Community College in Ohio, rural, campus welcomed students back
for some in-person learning (Schnell, 2020)
Albany Tech College, Georgia, mostly remote in Fall.
(Amour, 2020)
16. ● Inadequacies and inequities in education systems.
- Access to the broadband and computers. More than access, reliability, speed,
affordability of internet and data access.
- Supportive environments
- Students rely more on own resources to continue learning remotely
- Professors adapt to new pedagogical concepts and modes of delivery of teaching.
Challenges
17. ● Inadequacies and inequities in education systems.
- Learners in the most marginalized groups, at risk of falling behind.
- Students face food insecurity. e.g. 44% of students at two-year and 38% at
four-year institutions (Stebleton, 2020).
● Rural community colleges, 3.4M students, high rate of poverty, a lack of alternative
employment for the unemployed, uneven access to internet and technology,
training need, tight budgets (Summers, 2020).
Challenges
18. ● Long-run, learning loss will lead to skill loss, GDP could be 1.5% lower for the
remainder of the century. (OECD, 2020)
● Spending on education may be compromised.
● Loss of income from reduced enrollment (down 9.5% nationally) and cuts in
state funding. e.g. Lakeland Community College, Ohio, expects to lose over $4
million for the fiscal year ending in 2021 (Barrington, 2020). Enrollment at
Arizona's community colleges is down 14.5%, Colorado is down 12.6% (St.
Amour, 2020 ).
● Unexpected costs - e.g. tuition refund, increased cleaning and technology
Economic challenges
19. ○ Community colleges educate nearly half of the undergraduates in America, receive
25% or less of a state’s higher education funding, and have the fewest resources to
spend on their students of any level of education.
○ The decline in the international student mobility
is already reducing the funds available.
e.g. Australia, Canada, UK and U.S. greatest losses
on international students fees.
Economic challenges
(Glenn, 2020)
20. ● Impacts on research and learning
○ Researcher mobility, collaboration, closure of labs, delayed projects.
○ Examinations, safety and legal status of international students in
their host country.
● Balancing education and health-related priorities. E.g. benefits of
reopening colleges vs. health risks.
Other challenges
Schulmann, 2020
21. ● A new-look of student experience - beyond the walls of the
school and more learning opportunities for all
● Fresh thinking
● Being innovative
● Have up-to-date technology
● Fast transition to/improvement of online learning
● The value of international mobility and partnerships, and help
promote globalization
● Valuing the community
Opportunities
22. ● A more digital future
○ Addressing the digital student divide, and harnessing equitable
connectivity and technologies for learning.
○ Innovations that improve colleges’ ability to serve their students
better remotely.
E.g. loaned laptops, purchased data plan upgrades. Rural community
colleges in Colorado, California, and Kentucky, purchased mobile
hotspots for students. Newly introduced in Congress, Supporting
Connectivity for Higher Education Students in Need Act, would provide
financial support for institutions (Summers, 2020)
Ways forward
Source: UN, 2020; OECD, 2020;
23. ● Build resilient education systems for equitable and sustainable
development
○ Focus on equity, inclusion and gender equality
○ Collaborate with other government sectors and the private sector to increase
the attractiveness and labor-market prospects of certain professions.
○ Increase collaboration to address challenges to accessing innovative
technologies, infrastructure, and digital skills training.
○ Preserve the share of expenditure for education and diversify funding:
working with private sectors, foundations, and international organizations,
and rethink online offerings to reach new students through virtual exchange
alliances, virtual internships, shorter courses, and micro-credentials or digital
certifications.
Ways forward
Source: UN, 2020; OECD, 2020;
UNESCO, 2020, Yarrow, 2020
24. ● Reimagine education and accelerate positive change in teaching and
learning
○ Focus on addressing learning losses and preventing dropouts. e.g. HCC
○ Offer skills for employability programmes
○ Sustain and deepen professional development
○ Develop low-tech innovations to reach disadvantaged students
○ Foster community and encourage ongoing communication.
■ 80% of students in the U.S. reported negative mental health effects due to the pandemic.
(Summers, 2020)
■ NOVA, virtual lobby on Zoom to connect with advisers, virtual student union (Armour, 2020).
■ Dabney S. Lancaster Community College, VA, communicates weekly with students and holding
bimonthly online forums for students. Small number of students (1000), academic advisors
reach out by phone to check on students.
Ways forward
Source: UN, 2020
25. ● Reimagine education and accelerate positive change in teaching
and learning
○ Rebalance the curriculum: instructional priorities for the coming year
must respond to the needs of the students and to the different
conditions.
○ Unleash innovation: begin with what competencies that students
should gain, then thinking creatively and flexibly to devise means that
are fit for purpose. Or develop courses to complement national skill
needs. e.g.COIL
○ Provide flexible learning pathways: introduce more aspects of flexible
learning into regular face-to-face classes. e.g.scheduled remote
Ways forward
Source: UN, 2020; OECD, 2020
26. ● Africannews, 2020, https://www.africanews.com/2020/09/01/senegal-universities-start-to-reopen-with-coronavirus-restrictions-/?jwsource=cl
● Amaziane, S. ,2020, https://www.euronews.com/2020/09/18/virus-clusters-at-french-universities-a-worry-for-returning-students#
● Armour, M., 2020,https://www.insidehighered.com/news/2020/09/11/no-dorms-no-person-classes-no-problem-how-community-colleges-are-buildin
community
● Asianet, 2020, https://newsable.asianetnews.com/coronavirus-india/ugc-issues-guidelines-for-reopening-colleges-and-universities-qjbrjv
● Barrington, K., 2020, What Does the Future of Community College Look Like Post COVID-19?https://www.communitycollegereview.com/blog/what-do
the-future-of-community-college-look-like-post-covid-19
● East Asia Forum, 2020, https://www.eastasiaforum.org/2020/07/11/will-chinese-students-study-abroad-post-covid-19/
● Fabiano, C., 2020, https://www.euronews.com/2020/09/18/virus-clusters-at-french-universities-a-worry-for-returning-students#
● Glenn, L., 2020, How are community college students different?https://www.ccdaily.com/2020/04/how-are-community-college-students-different/
● Ndambakuwa, S., and Brand, G., 2020, Commentary: Many Students in Developing Countries Cannot Access Education Remotely,
https://harris.uchicago.edu/news-events/news/commentary-many-students-developing-countries-cannot-access-education-remotely
● OECD, 2020, https://read.oecd-ilibrary.org/view/?ref=133_133390-1rtuknc0hi&title=Schooling-disrupted-schooling-rethought-How-the-Covid-19-
pandemic-is-changing-education
● OHCHR, 2020, https://www.ohchr.org/EN/NewsEvents/Pages/COVID-19-and-education.aspx
References
27. ● Saavedra, J., 2020, Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic, The World Bank,
https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic
● Saeed, S., 2020, COVID-19 has exacerbated inequality in higher education, https://www.universityworldnews.com/post.php?story=202010231032003
● Schnell, L., 2020, Some college students didn't show up amid COVID-19, recession – especially at community college, USA today,
https://www.usatoday.com/story/news/education/2020/09/23/covid-college-student-enrollment-community-colleges/3511736001/
● Schulmann, P., 2020, Perfect Storm: The Impact of the Coronavirus Crisis on International Student Mobility to the United States, Perfect Storm: The Im
of the Coronavirus Crisis on International Student Mobility to the United States
● Stebleton, M., 2020, Food Insecurity, Covid-19, and Role of Student Affairs Educators, JCC Connexions, Vol. 6, No. 3, August 2020,
https://naspa.org/blog/food-insecurity-covid-19-and-role-of-student-affairs-educators
● St. Amour, M., 2020, Who’s up, Who’s down and why, https://www.insidehighered.com/news/2020/11/19/community-college-enrollments-down-
nationally-not-everywhere
● Summers, S. W., 2020, Lessons learned from rural community colleges’ response to covid-19
● Peter, T., 2020, Reuters, https://www.reuters.com/news/picture/facial-recognition-and-bathtime-bookings-idUSKBN25R0UW
● UN, 2020, https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020
● Weforum, 2020, https://www.weforum.org/agenda/2020/04/robots-japanese-graduation-coronavirus
● Wu, Z.H., 2020, https://www.weforum.org/agenda/2020/03/coronavirus-china-the-challenges-of-online-learning-for-universities/
● Yarrow, N., 2020, COVID-19 in East Asia: How the Region’s Higher Education Systems are Addressing the Crisis to Adapt to the Future,
https://blogs.worldbank.org/education/covid-19-east-asia-how-regions-higher-education-systems-are-addressing-crisis-adapt
References