288 Matching Annotations
  1. Nov 2021
    1. students are skilled enough to successfully take part in online learning,but the downside was the inability of teachers to create online lessons and a lackingperception of technology usage in education

      students ready, but teacher's inability to generate learning material and use technology to the fullest 1.

    2. 5.a.1.

      5.a.

      1. preparedness
    3. 1. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.

      General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.

    4. two groups of students:The groups could be labeled as (1) independentlearners and (2) more-support-needed learners.

      analysis of the quantitative data

      consistent with the findings in Australia Drane, C. F., Vernon, L., & O’Shea, S. (2021). Vulnerable learners in the age of COVID-19: A scoping review. The Australian Educational Researcher, 48(4), 585–604. https://doi.org/10.1007/s13384-020-00409-5

    5. olutions could include official platforms for sharingexperiences, unofficial virtual coffees for chatting, virtual gyms, and other social activities. A sense ofbelonging is very important when learning at a distance.

      most of these findings a repetition from the lessons from Walden, Capella

    6. advanced learning skills and motivation needed discusses only motivation, though 10.

    7. and evaluation methods

      methods for online ed differs from F2F

      1. this article reaffirms....
    8. role of school as a community

      According to teachers, distance learning should be based on a school's strategy where everyone is equally committed and responsible for students

      1. how to structure to resolve equality
      2. equality after overcoming disparities
      3. securing equality will remain a permanent concern
    9. ack of social relationships.
      1. indirectly
      2. directly lack of social relationships.
    10. conclusion, which educational administration globally is shoveling under the rug. 20 years ago, it was calculated an hour of F2F teaching equals 1 1/2 hour of online teaching. currently, with the influx of technology, it must be calculated more generously. 

      the value of online learning versus F2F

    11. two types: experienced online teachers and new online teachers
      1. Findings, solutions and good practices in regard of online learning during the pandemic.
    12. eams, but also other digital tools, such simulations, DVDs, Classroom,Kahoot, Google Sheets, and, e.g., WhatsApp

      5.a.

    13. workloaddiscrepancy between teachers and student's perception

      workload discrepancy

    14. assessment, 
      1. Tracking and assessment of students’ progress and assessment during the pandemic online education.
    15. interaction is most valued by teachers, but hindered by some students not using camera
    16. categories of teachers' responses

      3. 6.

    17. discussions as a positive experience

      discussions and the introverts online gives them a chance, nothing new

      1. Pros and cons of the crisis accompanying the pandemic transition to online learning.
    18. factors student self-management

      difference between humanities and STEM disciplines, whereas latter requires more efforts. asking for help: #backchanneling

    19. discussion and group work

      group work needs more. again immersive teaching and learning offers more opportunities

    20. Students who assessed that their studies did not go well claimed that they had high pressure and wereoverloaded with tasks and examination deadlines.

      student challenges pressure, overload, deadlines

      same as shared on FB group https://www.facebook.com/groups/onlinelearningcollective

    21. self-regulating skills students

      5.b.

    22. challenges

      teacher challenges excessive number of tasks,

      1. Challenges persisting after the initial phase of the COVID19 crisis in regard of online learning.
    23. structure of the measurement and analysis
      1. Findings, solutions and good practices in regard of online learning during the pandemic. mixed method approach
      • collect data through surveying students each week
      • analyze quantitative data using ANOVA
      • compare results to the analysis from qualitative data triangulation: quantitative, qualitative data and literature
    24. online discussions
    25. online is different for different disciplines; labs will need more

      immersive teaching and learning is where current developments promise to replace the platforms at the moment: zoom, teams, meet etc.

    26. a strong teacher presence and an adequate course design were the bestways to prevent dropouts from distance learning.

      3. 6.

    27. pros

      students benefiting : self-directed 8.

    28. dropping out: online and pandemic problem

      8. 9.

    29. not only in Finland

      digital inequality during the pandemic is an issue not only in Finland, but also in the Netherlands https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7446757/ van Deursen, A. J. (2020). Digital Inequality During a Pandemic: Quantitative Study of Differences in COVID-19–Related Internet Uses and Outcomes Among the General Population. Journal of Medical Internet Research, 22(8), e20073. https://doi.org/10.2196/20073

      Katz, V. S., Jordan, A. B., & Ognyanova, K. (2021). Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates. PloS One, 16(2), e0246641. https://doi.org/10.1371/journal.pone.0246641

      Covid-19 is increasing digital inequality: We need human connectivity to close the digital divide. (2020, April 13). Oxford Law Faculty. https://www.law.ox.ac.uk/research-and-subject-groups/oxfordshire-digital-inclusion-project/blog/2020/04/covid-19-increasing

      Covid-19 is increasing digital inequality: We need human connectivity to close the digital divide. (2020, April 13). Oxford Law Faculty. https://www.law.ox.ac.uk/research-and-subject-groups/oxfordshire-digital-inclusion-project/blog/2020/04/covid-19-increasing

      Burgess, G. (2020, August 13). Beyond the pandemic: Tackle the digital divide. University of Cambridge. https://www.cam.ac.uk/stories/BeyondThePandemic_digitaldivide

      Robinson, L., & Schulz, J. (2020). Digital inequalities in time of pandemic: COVID-19 exposure risk profiles and new forms of vulnerability | First Monday. First Monday, 25(7). https://doi.org/10.5210/fm.v25i7.10845

    30. Finland is about equity

      6.

    31. challenges
      1. authors list general challenges prior to the pandemic and juxtapose to the ones triggered by the pandemic
    32. collecting data with theresearchers, both out of interest and to develop the school’s practices.
      1. Tracking and assessment of students’ progress and assessment during the pandemic online education. not assessment but practices in general
    33. help from the vocational school

      5.b.

      1. Model of learning and learning collaboration in the time of pandemic online learning.
    34. principles for organization of the process
      1. Model of learning and learning collaboration in the time of pandemic online learning.
    35. attitude

      8.

    36. Teams

      5.a.

    37. Finland phenomenon
    38. teachers’ confidencein their own basic IT skills promotes positive attitudes to online learning and that peer tutoring plays animportant role in teachers’ learning
      1. Disparities caused and/or exacerbated as a result of the forced transition to online learning.
    39. basic vs pedagogical IT skillsthis same in the California with the iPADs

      https://www.npr.org/sections/ed/2014/08/27/343549939/the-l-a-school-ipad-scandal-what-you-need-to-know shoveling technology in schools does not teach, if teachers are not trained to use them

    40. Ministry of Education and Culture launched a survey

      Ministry of Education and Culture launched a survey

    41. support needed w IT issues

      support needed w IT issues

      1. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.
    42. 1. Previous experience2. Wilma3. hi speed Internet4. borrow devices
      1. Previous experience
      2. Wilma
      3. hi speed Internet
      4. borrow devices

      5. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.

    43. the big question was how to move to a new role with newresponsibilities.
      1. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.
    44. The main reason for students’ high learning outcomes is mostlyfound in teacher autonomy, since teachers are used to taking a leadership role and making decisions in theirwork.

      The main reason for students’ high learning outcomes is mostly found in teacher autonomy, since teachers are used to taking a leadership role and making decisions in their work.

      1. Findings, solutions and good practices in regard of online learning during the pandemic
    45. assessment
      1. Tracking and assessment of students’ progress and assessment during the pandemic online education
    46. The educational system is decentralized in Finland, and the responsibility for educational quality is held by localauthorities.

      The educational system is decentralized in Finland, and the responsibility for educational quality is held by local authorities.

      1. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.
      2. The presence of policies and pragmatic conditions to transition to distance education, accelerate by COVID19
    47. equity
      1. The presence of policies and pragmatic conditions
    48. ss to transition to online learning.
      1. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.
    49.  7.Позитиви и негативи от кризата във връзка с дигитализацията на обучението

      7.Позитиви и негативи от кризата във връзка с дигитализацията на обучението

    50. https://blog.stcloudstate.edu/ims/2021/11/08/acue-association-of-college-and-university-educators/

      https://blog.stcloudstate.edu/ims/2021/11/08/acue-association-of-college-and-university-educators/ сертификат за завършването на уъркшопа

      това е много важно което тя го казва и отговаря на

      1. 7.Позитиви и негативи от кризата във връзка с дигитализацията на обучението
    51. Гальо, аз това го коментирах по време на кръглата маса и ти предложих да направя уъркшоп как да "презентират," ама то си опира направо до методика на преподаването

      като това повече е

      1. Model of learning and learning collaboration in the time of pandemic online learning. model of TEACHING
    52. rapport, trust, engagement, activity
      1. Model of learning and learning collaboration in the time of pandemic online learning.
    53. communication5.a.

      5.a.b.

    54. individual and group work at home vs at work
      1. Structuring the online learning during the pandemic.
      2. Model of learning and learning collaboration in the time of pandemic online learning.
    55. well known issue
    56. attendance: which of the ten issues it will be housed under?

      attendance: which of the ten issues it will be housed under?

    57. see our q/s

      compare to our q/s

    58. 3.5.
      1. Structuring the online learning during the pandemic.
      2. School experience obtained during the employment of online education in the time of the pandemic.
    59. 2.
      1. lack of policies
    60. 1.4.5.
      1. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.
      2. Disparities caused and/or exacerbated as a result of the forced transition to online learning.
      3. School experience obtained during the employment of online education in the time of the pandemic.
    61. this also was discussed widely last year
    62. formal training for teachers
      1. and 3. teachers with online training are better of
    63. 3.
      1. Structuring the online learning during the pandemic.
    64. digital web based white board

      digital web based white board 5.a.

    65. webtools.it

      selfie groupie from webtools.it

      5.a.

    66. mentimeter

      as offered in the blog https://blog.stcloudstate.edu/ims?s=mentimeter along with other tools

      5.a.

      the most important part here is the TEACHER INITIATIVE, namely teachers are left to be innovative, tools are not mandated or standardized

    67. suggestions
      1. Challenges persisting after the initial phase of the COVID19 crisis in regard of online learning.

      this is where we can ask her about the hyflex model; her findings based on the surveys

    68. Attendance

      Attendance

      1. Challenges persisting after the initial phase of the COVID19 crisis in regard of online learning.
    69. 3. Structuring the online learning during the pandemic.
      1. Structuring the online learning during the pandemic.
    70. 4.
      1. Disparities caused and/or exacerbated as a result of the forced transition to online learning.
    71. again, well known for the last 20 years

      again, well known for the last 20 years

    72. Methods and forms to structure and deliver content and learning materials to bring structure and clarity in the learning process

      Methods and forms to structure and deliver content and learning materials to bring structure and clarity in the learning process

    73. structuring
      1. structuring through self-discipline again, may be culturally-bound
    74. models

      this must be approached carefully, considering cultural differences (Swedish students may prefer individual work, students from other cultures, may prefer differently.

    75. question is whether it is possible to have strong rapport with students through a screen, and if so, how can it be achieved? How can teachers and students connect and interact via computer screens to help overcome such feelings of social isolation?

      1. Challenges persisting after the initial phase of the COVID19 crisis in regard of online learning
    76. answer to q/n Tools for online learning employed and communication media among teachers/students, platforms for synchronous and asynchronous communication

    77. see our questions

    78. so the young ones were opened, the high school students were treated as adults

    79. west coast of Sweden. How safe it is to assume this qualitative study is relatively representative of the median school number in Sweden

    80. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning. The presence of policies and pragmatic conditions to transition to distance education, accelerate by COVID19. Structuring the online learning during the pandemic. Disparities caused and/or exacerbated as a result of the forced transition to online learning. School experience obtained during the employment of online education in the time of the pandemic. Tools for online learning employed and communication media among teachers/students, platforms for synchronous and asynchronous communication Methods and forms to structure and deliver content and learning materials to bring structure and clarity in the learning process Model of learning and learning collaboration in the time of pandemic online learning. Tracking and assessment of students’ progress and assessment during the pandemic online education. Pros and cons of the crisis accompanying the pandemic transition to online learning. Challenges persisting after the initial phase of the COVID19 crisis in regard of online learning. Findings, solutions and good practices in regard of online learning during the pandemic.

    81. upper secondary schools

    1. 2. the lack of policies
      1. The presence of policies and pragmatic conditions to transition to distance education, accelerate by COVID19.
  2. Aug 2021
    1. Now is the time for all library workers to turn the critical lens on our holistic selves in the workplace, particularly those who identify with the critical librarianship practice and those who have decision-making power and agency. Are we treating our colleagues with the same critical care as we strive to provide our students/patrons?

      are we? in this article, race is the focus. What about #gender, #age, #nonnativeborn

  3. Jul 2021
    1. When Google released its Google Glass headset in 2014, the world reacted with bemusement. The headset, which featured a small on-board computer feeding a display projected onto a clear viewscreen, was heralded by the company as the next step in wearable technology.

      GOogle Glass