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- The university switched to e-learning overnight due to Covid-19, requiring staff to quickly create online lectures, using a wide range of platforms - A survey of students 2 weeks into online learning found that while 95% of the population has internet access, 19% of students reported no access, and 54% reported slow speeds - The preferred device for students was a mobile phone, despite content being designed for PCs, and the most popular platform was WhatsApp rather than the learning management system - About 1 in 5 students reported completing all learning tasks, while 1 in 3 reported completing nothing, suggesting an issue with student engagement
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ASCD CompassLearning Pulse Poll Results
The CompassLearning Pulse Poll was a spot survey of national education leaders attending the ASCD Critical Transformation Conference in San Antonio, Texas, March 6 -8, 2010. The polling was conducted by PURSUIT, an independent research and consulting firm based in Austin, Texas. Interviews were completed in person on Saturday and Sunday, March 6-7, among a random sampling of conference attendees. Survey results reported carry a standard margin of error of +/- 5.5 percentage points at the 95% confidence interval.
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ASCD CompassLearning Pulse Poll Results
The CompassLearning Pulse Poll was a spot survey of national education leaders attending the ASCD Critical Transformation Conference in San Antonio, Texas, March 6 -8, 2010. The polling was conducted by PURSUIT, an independent research and consulting firm based in Austin, Texas. Interviews were completed in person on Saturday and Sunday, March 6-7, among a random sampling of conference attendees. Survey results reported carry a standard margin of error of +/- 5.5 percentage points at the 95% confidence interval.
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Teacher technology survey and needs assessment school name
This document is a teacher technology survey that asks teachers to assess their technology skills and use of technology in the classroom. It contains 29 questions that ask teachers to rate their ability to perform tasks like creating documents, spreadsheets, and presentations. It also asks teachers to rate how often they integrate technology, which specific tools they use, and to assess if the technology available to them meets their needs. The goal is to understand teachers' current technology skills and needs to help improve technology use in classrooms.
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2. The results showed improvements in internet connectivity speeds and access to devices between the first and second surveys. However, some students still reported lacking adequate technology access.
3. While the university utilizes learning management systems like Blackboard, students reported using messaging platforms like WhatsApp the most. This indicates a need for the university to adapt teaching materials for platforms students prefer.
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VIABILITY OF COMPUTER-BASED EXAMINATION IN DEVELOPING NATIONS: THE WAY FORWARD
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Computer-based examination is becoming order of the day in almost all developed, developing and under
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Students, Parents & Teachers “Speak Up” about Online Learning
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Spring 2012 faculty & student technology surveys report
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Web 2.0 for teachers ii in keynote
The document discusses various topics related to using technology in education, including:
1) Examples of how 1:1 computing programs have led to improved student achievement and engagement.
2) Different web 2.0 tools and technologies that teachers can use to enhance instruction, such as Google Docs, podcasts, and video conferencing.
3) The importance of training teachers to integrate technology and changing approaches to learning in the 21st century classroom.
A TOUR OF THE STUDENT’S E-LEARNING PUDDLE
E-learning has become essential for university students and the IT industry. While universities focus on predefined coursework, this does not fully prepare students for the fast-changing needs of industry. Only 25% of graduates are directly employable, showing a gap between university learning and workplace skills. Companies provide online courses through platforms like Coursera and Simplilearn to help students gain industry-relevant skills and ease their transition from universities to jobs. Universities could better bridge this gap by focusing more on real-world problems in their e-learning systems.
K12 Online Learning: What we Know Now -- SLATE Conference 2010
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Web 2.0 for teachers ii in keynote
This document summarizes a presentation on Web 2.0 tools and 21st century learning. It discusses how Mooresville Public Schools achieved high student achievement through 1:1 computing. It also covers topics like using social media, blogs, podcasts, and video conferencing in education. The document advocates for training teachers in new technologies and strategies to engage students in more collaborative, authentic learning experiences.
Urgency and Vision For Technology Presentation
My presentation. Hopefully, this would be useful in inspiring members of my school community to work hard next year to integrate some of the district technology tools to improve education.
CEMCA Newsletter V1 N2- May2015
CEMCA works in two major sectors: Education and Livelihoods & Health. In both these sectors, it’s main focus is on the use of appropriate educational communication technologies to improve the quality of teaching and learning. CEMCA has been engaged in the promotion of low-cost open source technologies for promoting online learning in the Asian region. While it is not a technology organization, it is engaged in experimenting with learning technologies to showcase the benefits and guide others on how to use technology for learning. CEMCA has promoted the following:
Educational Multimedia
eLearning
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Open Educational Resources
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Teleconference
Cemca Newsletter May2015
This document summarizes information about Maldives National University (MNU) in 3 paragraphs:
MNU is the first and only public university in the Maldives. It was established in 1998 as Maldives College of Higher Education and offers degrees from engineering to management. MNU's vision is to promote higher education and become a leading academic institution in the country and region.
MNU has collaborated with foreign universities on developing programs. It signed an agreement with UNICEF to offer a master's program in social policy and an MOU with Yunnan Open University in China to establish a Chinese language learning center.
Recently, MNU formulated its first open and distance learning policy through a two-
Cemca Newsletter May 2015
This newsletter issue from CEMCA provides updates on their activities and events. It includes a guest column discussing how some distance education institutions are increasingly moving to online models of education delivery. The column raises concerns about the effectiveness and student outcomes of purely online education compared to blended models. It highlights how the Korean National Open University has retained some face-to-face teaching requirements based on student surveys finding value in overcoming isolation and difficulties learning online alone. The issue also previews CEMCA's plans and targets for their new three-year plan focusing on course development, capacity building, and partnerships across Asia.
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- 1. 1 When you switch to e-learning overnight….... National University of Science and Technology www.nu.edu.om April 2020 Simon Jones
- 2. Background 2 National University of Science and Technology 5 Sites across Sultanate of Oman Medicine (6-Year MD) Engineering (4-Year BEng, 1 Year MSc) Approximately 5000 students Pharmacy (4-Years BPharm) Foundation Year (1-Year)
- 3. 3 Relatively Little On-line learning. 1 week per semester online learning week. Covid-19 required us to move to online learning 22nd March 2020. Staff suddenly required to create online lectures. Legacy issues required us to use a wide range of platforms. Important factor was to produce material right here, right now. Background
- 4. 4 Survey 2 weeks into delivery (2nd April 2020) all students asked to complete survey on experience so far. Most responses came over weekend (Friday Saturday) and form the basis for the analysis. Colleges responded roughly in proportion to their size. Each year of study responded roughly in proportion to the cohort size. Data is likely reasonably representative.
- 5. 5 95% of population have internet access (Source Ooredoo) 2018 - 4G or better But 19% of our students do not? Why? Cost is not issue as all .edu.om sites are free access. Interim Conclusions
- 6. 6 Internet Access Speed 54% of students rate internet access as ‘Slow’ or ‘Very Slow’. Why? Voice Annotated PowerPoint is typically a few MB Video Lectures circa 2MB/S - Oman 4G speed @ 24MB/S is fastest in GCC
- 7. 7 Device The preferred device is a mobile device. How is this impacting the learning experience? Tablets are rarely used. Let’s not re-engage with the iPad community! But our design flow assumes a PC.
- 8. 8 Delivery Platform The preferred device is a mobile device. The platform students use the most and rate the highest is WhatsApp. We design for our LMS’s though! Blackboard is most popular LMS - driven by Engineering College Investment Despite access to all of Google’s Educational Tools, WhatsApp is by far the more favoured by our students. How can we redesign our learning content to reflect this?
- 9. 9 Completing Learning Tasks Are we overworking students? Around 1 in 5 complete everything Around 1 in 3 say they do nothing. Needs verification Do we have an issue with a disengaged minority?
- 10. 10 What Next Data Sets available for internal use to permit drill down to college levels We have group of students who state they do not possess necessary technology. Needs further verification & resolution We seem to be overworking them in terms of the self-study they get. Can we check this against regular requirements?
- 11. 11 Summary Support Groups Students in difficulty Staff who want support in e-learning. I suspect the unfamiliarity of our students with e-learning has made this very challenging for them. Can we evidence this? We need to address the technological challenges, some we can do (USB delivery) some we need external assistance Congratulations! You got a functional 5-site e-learning system up almost overnight.