Online training in graphic subjects on the National open education platform

2020 ◽  
pp. 41-47
Author(s):  
A. Yu. Goryachkina ◽  
O. M. Koryagina ◽  
I. A. Goryunova
Keyword(s):  
Learning Outcomes ◽  
3D Visualization ◽  
Online Training ◽  
Educational Institutions ◽  
Online Course ◽  
Open Education ◽  
Geometric Knowledge ◽  
Neural Network Structure ◽  
Education Platform ◽  
Evaluation Of Learning

The problems of online training of students in graphic disciplines in technical higher educational institutions are discussed. The description of the «Engineering graphics» online course presented by the MSTU named after N.E. Bauman on the National open education platform is given. The course is based on a new methodological concept — an original representation of the geometric knowledge system in the form of a neural network structure, using 3D visualization of basic concepts. The goals, structure, content, complexity, and format of the course are considered. The system of evaluation of learning outcomes for the course is presented.

scholarly journals Distance learning in quarantine: experience and prospects. Analytical and methodical materials

2021 ◽  
Author(s):  
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Organization ◽  
Educational Institution ◽  
Educational Environment ◽  
Educational Institutions ◽  
Legal Principles ◽  
Evaluation Of Learning

The publication presents analytical and methodological materials prepared by the staff of the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, covering the experience of organizing distance learning in general secondary education in quarantine restrictions and promising areas of its development. Issues of implementation of distance learning as a pedagogical technology, design of educational environment taking into account the features of distance and blended learning, organization of distance learning in primary school and secondary education II and III degrees, evaluation of learning outcomes in distance education, implementation of certification assessment of general secondary education. , organizational and legal principles of distance learning, features of management activities of the head of the educational institution during distance learning. The materials are addressed to the heads and pedagogical staff of educational institutions.

scholarly journals Implementation of Blockchain Technology in Education System

2019 ◽  
Vol 8 (2) ◽  
pp. 3823-3828
Keyword(s):  
Learning Outcomes ◽  
Programming Language ◽  
Education System ◽  
Educational Institutions ◽  
Technology In Education ◽  
Smart Contracts ◽  
Blockchain Technology ◽  
Education Platform

The Blockchain for Education platform helps us to make the tamper-proof certificates and their correct and the overall permanent allocation of these certificates to learners, as well as verification of certificates. It can reduce the overall frauds and tampering of the degrees and certificates. Blockchain technology can be used to solve many educational problems and can help educators as well as learners to monitor the learning outcomes. The data can be stored securely and tamper proof format when it’s stored onto the blockchain network. Here smart contracts can be designed and deployed on to the Ethereum blockchain that can be designed using the solidity programming language. Blockchain can be applied to private, public and consortium sectors depending upon the usage and the scope of the blockchain. Education system can take benefit of this scalability of the blockchain and can be effectively useful in the educational institutions.

TO THE QUESTION ABOUT LEARNING OUTCOMES AND METHODS OF THEIR EVALUATION IN HIGHER EDUCATIONAL INSTITUTIONS

2021 ◽  
Vol 2 (14) ◽  
pp. 39-42
Author(s):  
Olga Plakhotnik ◽  
Alla Kondratiuk ◽  
Nadezhda Khanina
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning System ◽  
Practical Significance ◽  
Educational Institutions ◽  
Assessment Of Learning ◽  
Urgent Task ◽  
Evaluation Of Learning ◽  
Module Development

The article is devoted to the issues of significance of learning outcomes for the education system at the international, national and institutional levels. The authors analyze the significance and approaches to the assessment of learning outcomes according to the new system and structure of European qualifications. The article also presents the types of evaluation of learning outcomes, their criteria and practical significance. The provided material allowed to highlight the main advantages and possible problems of implementing a learning system based on results. Learning outcomes are playing an increasingly prominent role in higher education. However, at the European level, this process focuses mainly on the general development of new systems and structures. This is confirmed by the approach based on learning outcomes, which agrees on the level of European policy and, in particular, on the level of policy in higher education institutions. Learning outcomes can be applied at different levels: institutional, national and international which determines their definition and the meaning. At the institutional level, learning outcomes (curriculum implementation, learning and assessment) can be used to express learning outcomes at the unit or module level. At the same time, they explain to students what exactly is required of them, as well as what skills / competencies and abilities they will receive after successful completion of training. For the teacher, the learning outcomes can clarify what the module will give and how it will be combined with the appropriate assessment. The requirement to make the teaching and learning processes more transparent and clearer presents a challenge for all those involved in education. In the short term, it has to do with preparing for the urgent task of formulating modules and programs in terms of learning outcomes. In the longer term, adopting a learning outcomes approach has the potential to help adopt a more systematic approach to program and module development.

URGENSI EVALUASI PEMBELAJARAN DALAM PENDIDIKAN

2018 ◽  
Vol 2 (1) ◽  
pp. 65-69
Author(s):  
Moh Fachri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Validity And Reliability ◽  
Evaluation Tool ◽  
Professional Educators ◽  
Institutional Approach ◽  
Learning Evaluation ◽  
Effectiveness And Efficiency ◽  
Evaluation Of Learning

Learning process is the most important part in education as an effort to mature learners, The success of the learning process becomes a benchmark achievement of learning objectives. To know the achievement of the success of learning objectives, it must be done evaluation / assessment. In particular the purpose of evaluation to determine the progress of learning outcomes of learners after following the learning, as well as to determine the level of effectiveness and efficiency of methods, strategies that teachers use in learning. Evaluation of learning has an important and strategic meaning in education, because the learning process becomes meaningful, as well as its evaluation results can be used as a basis to determine the next step, for teachers, principals, institutions, parents, and government. The importance of learning evaluation can be seen from the approach of the learning process, the characteristics of professional educators, and the institutional approach, but it can also be seen from its purpose, function and principles and the validity and reliability of its evaluation tool.

Learning from a massive open online COVID-19 vaccination training experience (Preprint)

2021 ◽  
Author(s):  
Shoshanna Goldin ◽  
So Yeon Joyce Kong ◽  
Anna Tokar ◽  
Heini Utunen ◽  
Ngouille Ndiaye ◽  
...  
Keyword(s):  
Health Workers ◽  
Primary Source ◽  
Cost Effective ◽  
Online Training ◽  
Online Course ◽  
Average Score ◽  
Massive Open Online ◽  
Training Experience ◽  
Learning Platform ◽  
The Impact

BACKGROUND To prepare key stakeholders in countries for COVID-19 vaccination rollout, WHO and partners have developed online vaccination training packages. The online course launched in December 2020 on the OpenWHO learning platform. OBJECTIVE This paper presents findings of an evaluation conducted on these training packages. The evaluation was done to provide insights into user experiences and challenges, measure the impact of the course in terms of knowledge gained, and anticipate potential interest in future online vaccination courses. METHODS The primary source of data was the anonymised information on course participants, enrollment, completion, and scores from the OpenWHO platform’s statistical data and metric reporting system. Data from the OpenWHO platform was analyzed from the opening of the courses in mid-December 2020 to mid-April 2021. In addition, a learner feedback survey was sent by email to all course participants to complete within a three-week period (03/19/2021 – 04/09/2021). The survey was designed to determine the perceived strengths and weaknesses of the training packages and to understand barriers to access. RESULTS During the study period, 53,593 learners enrolled in the course. Of them, 56% completed the course, which is substantially higher than the industry benchmark of 5-10% for a Massive Open Online Course (MOOC). Overall, learners averaged 75% on the pre-quiz compared to 92% on the post-quiz, resulting in an increase in average score of 17%. 2,019 learners from the health workers course participated in the survey. Nearly 98% of respondents fully or somewhat agreed that they had more confidence in their ability to support COVID-19 vaccination following completion of this course. CONCLUSIONS The online vaccine training was well received by the target audience with a measurable impact on knowledge gained. The key benefits of online training were convenience, self-paced nature, the access to downloadable material, ability to replay material and increased ability to concentrate. Online training was identified as a timely, cost-effective way of delivering essential training to a large number of people to prepare for the COVID-19 vaccination rollout.

scholarly journals Online Training Course on COVID-19

BioMedica ◽  
2020 ◽  
Vol 36 (2S) ◽  
pp. 78-80
Author(s):  
Nasir Shah
Keyword(s):  
Risk Factors ◽  
Family Medicine ◽  
Health Professionals ◽  
Clinical Presentation ◽  
Online Courses ◽  
Online Training ◽  
Health Sciences ◽  
Online Course ◽  
Global Trend ◽  
The World

<p>In the wake of COVID-19 pandemic, global trend for launching online courses and trainings regarding risk factors, acquisition, diagnosis, clinical presentation, management and prevention of COVID-19 is cresting. Department of Family Medicine at University of Health Sciences Lahore introduced a 2-hours online course where a total of 39993 health professionals from all over the world were enrolled and 32000 participants completed the course with encouraging feedback.</p>

scholarly journals The role of the supervision of the school chairman as an effort to improve teacher professionalism in teaching

2021 ◽  
Vol 6 (1) ◽  
pp. 296
Author(s):  
Herlinawati Herlinawati ◽  
Muhammad Kristiawan ◽  
Alforqi Alforqi
Keyword(s):  
Learning Outcomes ◽  
Teacher Professionalism ◽  
Educational Institutions ◽  
Teaching Aids ◽  
Role Of Principal ◽  
Qualitative Descriptive ◽  
Principal Supervision ◽  
Descriptive Method

The principal is a leader in educational institutions that regulates and manages educational activities in schools. Therefore, school principals play an important role in improving the quality of education, especially improving teacher performance to be more enthusiastic and professional in teaching and developing themselves who are in charge of delivering lessons to students. This study aims to identify the role of principal supervision as an effort to improve teacher professionalism in teaching at SMA Negeri 10 OKU.This research was conducted at SMA Negeri 10 OKU. The research was carried out for 3 (three) months, starting from September 2020 to November 2020. The research method used was a qualitative descriptive method. Data collection techniques used include: (1) Interview or Interview; (2) Observation; (3) Documentation. Based on the research results, it was concluded that the principal had a role in the supervision carried out as an effort to improve teacher professionalism in teaching. It is known: (1) The role of principal supervision is evidenced by the teacher in planning lesson plans which are made reported and approved by the principal and according to the curriculum; (2) The role of principal supervision is proven by the teacher in carrying out the learning process in accordance with the learning device guidelines and using teaching aids; (3) The role of principal supervision is evidenced by the teacher evaluating the learning outcomes and reporting to the principal; (4) The role of principal supervision is evidenced by the teacher following up on the learning outcomes in accordance with the direction of the principal; (5) The role of principal supervision is evidenced by the teacher providing guidance to students.

scholarly journals Strategi Pembelajaran PAI Pada Peserta Didik Tuna Grahita Sekolah Dasar Kelas Awal Di Sekolah Dasar Luar Biasa (SDLB) Pembina Tingkat I Cilandak Lebak- Bulus Jakarta Selatan

2017 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Siti Khosiah Rochmah ◽  
Rika Sa’diyah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Primary Grade ◽  
Final Conclusion ◽  
School Grade ◽  
Elementary Curriculum ◽  
Public Elementary Schools ◽  
Level I ◽  
Evaluation Of Learning ◽  
Academic Year

Abstract: This study aims to find out the learning strategy of PAI in children of Primary Grade Students in SDLB Pembina Level I Cilandak South Jakarta in academic year 2014/2015. The subjects of the study were the students of primary school grade tunagrahita with mild (C) and moderate (C1) tunag category of 42 children. Data collection techniques used in the form of observation, interview and documentation study. Processing and data analysis include reduction, data display, conclusion and verification. Procedure is done by conducting reduction, then hold display of data obtained from field and after conducting processing and observation of result of research, then do conclusion and end with verification to get validity final conclusion. The results showed that PAI learning strategy that includes planning, implementation and evaluation of learning has been done quite well. Learning Planning (curriculum) PAI refers to the general elementary curriculum and has not been modified, substituted or omitted. New curriculum modifications are made on teacher initiative and creativity. Implementation of learning related to objectives, materials, methods, media, and assessment needs to be tailored to the needs and abilities of each child individually because the ability of learners can not be equalized and standardized. Evaluation of learning outcomes both related to the procedures, mechanisms, means and tools used the same as those done in public elementary schools. But there has been a modification on the form of questions, not applied the national exam (UN) but the school exam for final evaluation of the program. Keywords: Students, children of Primary Grade, the learning strategy

Holistic experimentation for emergence

2016 ◽  
Vol 31 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Jay Mitra
Keyword(s):  
Learning Outcomes ◽  
Entrepreneurship Education ◽  
Individual Development ◽  
Entrepreneurship Training ◽  
The United Kingdom ◽  
Business Creation ◽  
New Business ◽  
Competency Based ◽  
Education Platform ◽  
And Training

This article explores the development of a comprehensive and systemic approach to entrepreneurship education at a research-intensive university in the United Kingdom. The exploration is based on two key conceptual challenges: (a) taking entrepreneurship to mean something more than new business creation and (b) differentiating between entrepreneurship education and entrepreneurship training. The author draws on human capital, capabilities and planned behaviour theories together with those of competency-based and experiential learning to make six propositions. The idea is to develop a replicative framework for obtaining insights into the setting of multiple objectives, varied content and a range of pedagogies with which to achieve critical learning outcomes for a set of postgraduate programmes on entrepreneurship in a university context. We distinguish between entrepreneurship education and training but recognize the importance of incorporating both in a curriculum designed to offer a higher education platform for mindset change, critical thinking, problem-solving and individual development capabilities and entrepreneurial value creation in different environments.

Valutare gli studenti per valutare il sistema: una esperienza della Provincia di Varese

2009 ◽  
pp. 123-140
Author(s):  
Emanuela Bonini ◽  
Alberto Vergani
Keyword(s):  
Learning Outcomes ◽  
Vocational Training ◽  
Assessment System ◽  
System Level ◽  
System Evaluation ◽  
Learning Outcomes Assessment ◽  
Crucial Component ◽  
Culture Models ◽  
Evaluation Of Learning ◽  
Italian Province

- The article presents the main results of a system level evaluation of learning outcomes concerning compulsory Vocational Training (VT) 3-years courses final formal examinations. This evaluation, carried out by the Education and Vocational Training Department of an italian Province (Varese), specifically deals with the use of single student learning standardized outcomes as a crucial component - if properly designed, managed and processed - of the evaluation of a local institutional VT system as a whole. This is quite a challenging task in Italy due both to the territorial differences existing in VT policies and institutional responsibilities and to the weakness of system evaluation culture, models and experiences in VT specifically and in education in general. The evaluation, conducted with the supervision of the two authors, will be presented and briefly discussed mainly by a methodological perspective. It will focus on the way in which learning contexts, training contents and trainees characteristics have been included into the evaluative analysis as factors potentially able: a) to explain, at a system level, the learning outcomes of the students; b) to offer the local stakeholders a comprehensive set of information and evidences to be used for the improvement of VT policies, programmes and single interventions.Key words: educational and vocational training, learning outcomes assessment, system evaluation, comparison, explicationParole chiave: istruzione e formazione professionale, valutazione di sistema, valutazione degli apprendimenti, comparazione, spiegazione

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