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!
Join us at the 3rd PLUGin Singapore Edutech Meetup on 24th October 2019 at Developer Space @ Google Singapore for a panel discussion on education of the future generations. Marcin Wojnowski, Founder and CEO at NUADU is one of the panelists.
Emerging technologies are transforming the way we design, build, distribute and consume products. The industries of the future will require different kinds of skills set to compete and sustain. Institutions and government agencies need to rethink how to re-skill not only the current workforce but also educate the future generation in and with the emerging, gamified and immersive technologies such as IoT, Machine Learning, XR, Robotics.
As schools become increasingly equipped with devices and wireless access, a growing proportion of the assessments are now administered online or through devices such as computers or tablets.
Education has been a priority for many centuries. In recent years, the world has seen an unprecedented increase in technology that has transformed education sector at many levels. For instance, digital transformation of educational institutes where wireless technology is creating efficiencies for daily routine instruction, consider augment reality which is creating real life scenarios to boost students learnings, have a look at the long list of online learning tools where the creative exchange between a teacher and a student in real time is boosting collaboration and overall performance of class projects. Similarly, the transformational effects of technology can be seen in digital assessments where data driven analysis is providing spot on strategies to bridge the missing learning gaps of students. In other words, digital assessments are generating data that can help in understanding student’s knowledge and then utilising the data to support instructional decisions. In addition, digital assessments also show an accurate view of the student’s knowledge at that moment in time.
When assessment is discussed as a topic, some of the common assessment types include formative and summative assessments. These two types are used extensively in today’s classroom to measure student’s learning and performance. Formative assessments take place typically after a chapter, unit or course. The use of tests, quizzes or assignments help educators to gauge students’ understanding on the subject matter. These assessments also serve as a mean to give feedback to the students before the final or summative assessments, so the students can bring their current skills and knowledge up to speed. Summative assessments, on the other hand, are usually planned at the end of each school year or the end of their studies. This is a final “hurdle” that students must complete and pass before they can progress to the next level.
As schools become increasingly equipped with devices and wireless access, a growing proportion of the assessments are now administered online or through devices such as computers or tablets. The use of technology allows students to take an assessment outside of the classroom, at their own pace and time. It also ensures that results are administered as feedback which are almost instantly available to students, without the long wait. The use of data analytics allows educators to see many relevant details such as how long it took students to answer questions or how many times a student failed to answer a question correctly before getting the right answer. With the deployment of technology in assessments, educators can tailor their teaching to the needs of the students, resulting in a more personalized way of learning for the student there by boosting their learning and understanding of the subject matter.
While there is little doubt about the advantages to use technology in assessments, question arises if digital assessments can improve the learning experiences for students. Do the digital assessments make the experience more interesting and engaging to learn for the students? Or will it become a distraction in class?
In the next few blogs, we will discuss how digital assessment backed by data not only helps to create an engaging class, but also improves students’ learning.
This entry was originally published on Edukinect blog.
Written by Saima Rashid & Cheng Bee Lim–August, 2018
