Pamplin Media Group – Learning in the digital age of Estacada

Schools will continue to use much of the technology acquired during distance education

When Estacada schools transitioned from full distance learning to blended learning in early 2021, many high school classrooms had ‘zoom rooms’ or large TV screens where students who were learning at a distance to the day could log on from their personal computers and be part of the class. .

As the Estacada School District begins the 2021-22 school year with full in-person learning, technology acquired at the start of the COVID-19 pandemic will remain in classrooms to provide students with additional options to access to their academics.

Mike Waer, director of operations for the Estacada School District, estimated that there were around 40 classrooms in middle and high school buildings with Zoom room technology – TV screens, cameras and microphones.

“When we were in hybrid (learning), our virtual students could learn alongside their peers in the classroom,” he said. “As we move into the next year, we want to continue using this technology. We will be in person, but there might be some instances where a student is virtual.”

As outlined in the Estacada School District back-to-school plan, students who have not received the COVID-19 vaccine and who come in close contact with someone diagnosed with the virus will need to be quarantined for 10 days. Zoom rooms will help them learn from a distance during this time.

Waer also noted that the district’s wireless systems were updated and bolstered with state funds during the previous school year. Additional access points have also been installed.

“With Zoom rooms and students one-on-one with a Chromebook or iPad, it was stressing our wireless infrastructure,” he said.

Although the neighborhood’s Zoom rooms are mainly located at the secondary level, starting from kindergarten, each student receives an iPad or Chromebook to help them with their learning. Wear noted that the Zoom rooms are in an “exploration phase” on the lower levels.

Snowy days are another area where this technology can have another impact.

Although closures due to snow are factored into this year’s school calendar, Waer said increased use of technology could enable virtual learning while buildings are closed during inclement weather. It will depend on other factors, such as whether or not the students have power at home.

“Can students access their learning from anywhere? – not just because of COVID, but maybe they are traveling or are at home for the day,” Waer said.

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TopCourt Unveils App, Bringing Online Tennis Learning Platform to Mobile Devices in 175 Countries

NEW YORK, 25 August 2021 / PRNewswire / – Today, TopCourt, a unique digital tennis learning platform, took another step forward in the company’s growth and unveiled an iOS and Android app. TopCourt provides tennis fans with an online learning platform with tools to learn the game from the world’s best tennis players past, present and future, as well as the sport’s most legendary coaches.

Available on Apple and Android devices, the TopCourt app is customized using machine learning algorithms for each fan’s skill level and interests, allowing them to work with their coaching team as they see fit. want, where they want, when they want. TopCourt users have requested that the app work offline, a feature that will help bring tennis instruction straight to any tennis court. In addition to TopCourt online content, the app will also feature enhanced notifications and personalized alerts within the app, allowing users to discover local tennis events, participate in tournaments and more meaningfully connect with their local tennis community.

Over the past few years, many professional sports have added e-learning capabilities to their fan experience. TopCourt became the official online learning platform for the ATP and WTA Tours in June, connecting professional tennis and its star players and coaches with the everyday tennis fan. Numerous studies on the e-learning market predict that it is worth $ 325 billion by 2025, with a survey of 2,500 organizations that found that those offering comprehensive e-learning programs have 218% higher revenue per team member and profit margins 24 % higher *.

Noted Alexander Zverev, US Open 2020 finalist and Olympic gold medalist: “TopCourt’s mission is to develop the sport of tennis by making tennis education easily accessible to everyone. As the next step in TopCourt’s global growth, the launch of the TopCourt app will create personalized video service and allow our fans to bring their “TopCourt Coaching Team” right to the tennis court. The TopCourt app will be the most important member of the user’s coaching team and help uplift and improve their overall experience. “

Check out TopCourt here.

* Source: KPMG

Media contact:
Superior court: Mary jane orman ([email protected])


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The valuations ordered increase by 23% per year

CoreLogic, Australia’s leading real estate data and analysis company, said it saw a 23% increase in ordered appraisals in the 12 months leading up to June 2021, with the sharp rise in ratings partly attributed to its products to reduce mortgage processing times and improve the customer experience.

To help banks, lenders and brokers manage the increased demand for appraisals from homeowners and homebuyers, the real estate analysis of more than 10 million homes dating from four decades is used to transforming the country’s lending and appraisal landscape.

Tim Jenner, Director of CoreLogic – Product, Data and Analytics says a series of innovations has resulted in a transformational impact on the industry.

“Appraisal is a critical catalyst in the home buying process. Using real estate data, analytical techniques, and digital workflow tools, we’ve removed several manual steps from the process and helped lenders and brokers dramatically reduce ‘yes-time’ for their clients, even in the midst of these record volumes, ”he said.

CoreLogic’s digital mortgage origination solutions are designed to dramatically reduce bottlenecks in the origination process by helping to ensure that the property is suitable for the borrower and is acceptable security for the lender, quickly. .

Mr. Jenner said, “We use a combination of artificial intelligence and machine learning analysis techniques, cloud-based SaaS platforms, and advanced real-time business intelligence to determine if a mortgage can be underwritten on a property, with an immediate decision, or if data a motorized human appraisal is required.

“As we continue to focus our data strategy on specific use cases, in this case digitizing the mortgage process, we have seen significant improvement in lender and broker outcomes by automating the flow of critical data points. necessary to make an informed loan decision. in real time. Plus, homebuyers have superior experience with initial certainty or transparent next steps in their mortgage application process, ”Jenner said.

Figures from CoreLogic show that digital assessments using its Automated Assessment Model (AVM) and desktop assessments are used in almost half of all assessment requests by banks and lenders, and in some cases up to 80% by the main digital savvy financial institutions.

Mr Jenner said, “The percentage of these digital alternatives to the overall assessment makeup is growing at a rapid rate, thanks to better profiling of up-front property risks, improvements in data coverage and reporting capabilities. machine learning analysis, as well as improved data and technology now available to the Evaluator Fleet.

AVMs are processed instantly while desktop assessments can take a few hours. Both processes are significantly faster compared to on-site assessments, which can take three to four days on average.

These integrated digital valuation products are designed to simplify operational efficiency by reducing mortgage processing times from days to hours, and in some cases even minutes.

Large financial institutions such as the National Australia Bank, newer lenders such as 86,400 as well as non-bank lenders such as Athena have integrated CoreLogic’s valuation solutions and real estate data into their operations, helping more than one million Australian buyers and homeowners in the past year alone.

Andy Kerr, Director of NAB, Property Owner said, “We know that the confidence that comes with making quick decisions is key to reducing stress and helping our clients get their dream home in the competitive housing market. We strive to make 60 minute unconditional approvals the norm. “

Milena Malev, Managing Director of Financial Services and Insurance Solutions, CoreLogic Asia-Pacific, says that by effectively leveraging real estate information and data, financial institutions have been able to better support their clients’ journey to homeownership, from purchase and beyond.

She says consumers crave speed and efficiency and increasingly expect a level of digitization in the mortgage process to reflect everyday online experiences.

“Across the market as a whole, we are currently seeing a significant increase in refinancing volumes, for example,” Ms. Malev said.

“Coping with this volume is a fundamental challenge for large lenders, as their legacy systems can limit their ability to easily consume the necessary data. Additionally, 60% or more of mortgage volume tends to come from brokers, so lenders juggle broker expectations while adjusting to changing consumer needs. ”

Melissa Christy, Loan Manager at 86,400, said the 86,400 goal was to speed up the approval process and achieved this by integrating CoreLogic’s digital solution into their home loan process.

“By integrating the CoreLogic solution, we were able to significantly streamline the approval processes through their functionality, including allowing brokers to order reviews in advance, integrating with our original system. and our decision rules, and by managing our evaluation panel.

Ms. Malev explains that access to CoreLogic’s comprehensive property data is designed to provide a 360-degree view of individual properties and help personalize each customer’s experience.

“One of the most frustrating aspects of applying for a loan can be the amount of paperwork that takes time,” she says.

“But by using digitized forms pre-filled with key information about the client’s financial situation and enriched with data on the chosen property that the client can simply validate, this administrative burden can be significantly reduced. “

Ms. Christy accepted. “CoreLogic’s rental AVM solution has been essential in enabling us to remove supporting documents from our home loan application process. This allows us to digitally verify that the rental data provided by the client or broker is correct without the need for a rental agreement or letter from a real estate agent, ”she said.

This combination of innovative technologies and rich data helps lenders provide clients with instant appraisal decisions on their mortgage applications, allowing buyers to speed up their real estate transactions.

But Malev says CoreLogic’s offering goes beyond facilitating new mortgage, reloading or refinancing applications faster.

“It’s also about maintaining contact with the customer,” says Malev.

“We can help lenders and brokers build and maintain client relationships by understanding whether they are listing property for sale or renting, and help lenders expand the relationship or help clients secure financing for their next one.” purchase or determine the equity held in their home. “

To learn more about CoreLogic’s digital mortgage solutions, visit

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Quality of distance education in POD centers

The ministry’s initiatives have contributed to the success of the distance training plan for the people in the determination centers.

Jamil Khan, Senior reporter

The Ministry of Community Development has completed the process of evaluating the quality of distance education in the centers of persons determined on the basis of the “distance education quality scale” which has been prepared by the Department of Determined Persons Welfare and Rehabilitation targeting UAE government and private centers in UAE.

Nasser Ismail, Deputy Assistant Secretary for Social Protection at the Ministry of Community Development, said: “The results of the educational process for the 2020/2021 school year are characterized by many achievements despite the challenges of the COVID-19 pandemic . The Department of Community Development has benefited from the results of the virtual education experience as well as the challenges that determined people and their parents face during the pandemic to develop the virtual education system for them ”.

He talked about the development of deliverables of the educational process in people of the determination centers and the successful reality methods and techniques used, the launch of some digital programs such as “Khetta”, “my family with me” intelligent applications, in in addition to the necessary technical support provided to parents, a set of guidelines and training programs for staff such as specialized training workshops on virtual education for specific persons; a virtual dating guide for these categories and other mentoring initiatives that have contributed to the success of the distance education plan in people determination centers.

In addition, Wafa Hamad Bin Sulaiman, director of the Department of Welfare and Rehabilitation for Determined Persons, explained that in the coming phase, the quality and standards of distance education will be applied in non-governmental centers for specific persons, in order to guarantee the efficiency and quality of the education provided for these categories.

Wafa explained that according to the distance education development initiatives during the current school year, the results of the assessment centers of determination on the distance education quality scale are high and meet all required expectations. The evaluation scores obtained by the centers ranged from (87.1% to 95.6%) allowing them to achieve both excellence and leadership ranks in achieving the objectives of the educational process as a whole, thus responding at the same time to individual capacities and needs.

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A glimmer of joy at the start of the school year

Even in this unusually busy back-to-school season, with an increase in transmissions and hospitalizations of COVID-19, there is reason to celebrate – so cautiously – the return of students to classrooms.

The dangerous Delta variant has rekindled fears of in-person instruction, but education and health officials have worked diligently to make returning to the classroom as safe as possible. The governor’s new mask and vaccination warrants were just the latest decision.

The State Department of Health updated safety instructions for schools earlier this month, reflecting the latest recommendations from the Centers for Disease Control and Prevention. School districts like Bellevue, where administrators and teacher unions clashed over plans to reopen last year, have made deals or are almost there.

Seattle Public Schools and Seattle Education Association negotiators last Thursday reached an interim COVID health and safety deal for final approval by union members and the school board, the district said.

Most parents and students have had at least some practice in newer routines like masking, distancing and hand washing, even though their districts only offered blended learning for a few weeks last spring. This fall, every Washington student will have access to valuable in-person education.

While the usual exhilaration is tempered by caution, back to school is, as Washington Association of School Administrators executive director Joel Aune said, “a very exciting and upbeat time of year.”

“Our administrators and teachers are always very excited to get the children back,” Aune said.

We can’t afford to be complacent – the fall semester may still hold some surprises – but we have to be confident knowing that all the elements are in place.

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E-Learning Authoring Tools Market Size, Analysis, and Major Vendors – Articulate, iSpring Suite, Lessonly, Brainshark, SAP, Adobe Captivate, Elucidat, Gomo, Lectora Inspire

New Jersey, United States, – The Online Learning Authoring Tools Market Size and forecast to 2028, this report provides an analysis of the impact of the COVID19 epidemic on the key points influencing the growth of the market. In addition, the e-learning authoring tools market segments (by major players, types, applications and major regions) outlook, business valuation, competitive scenario, trends and forecasts for the coming years. The study of the Elearning Authoring Tools report is carried out on the basis of a substantial research methodology, which enables analytical inspection of the global market by means of different segments in which the industry is also alienated in summary, an increase in the size of the market due to the different possibilities of prospects. The report also gives a 360-degree view of the competitive landscape industries. SWOT analysis has been used to understand the strengths, weaknesses, opportunities and threats of businesses. This will help businesses understand the threats and challenges they face. The Elearning Authoring Tools market is showing steady growth and the CAGR is expected to improve during the forecast period.

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The report provides a detailed analysis of the major market players along with an overview of their business, expansion plans, and strategies. The main players examined in the report are:

  • Articulate
  • ISpring Suite
  • Only
  • Brainshark
  • SAP
  • Adobe Captivate
  • Elucidate
  • Gomo
  • Lectora Inspire
  • Adapt
  • domKnowledge

This report provides in-depth analysis of eLearning authoring tools, current trends as well as comprehensive analysis based on type, application, and players. The report includes detailed analysis of competitors, SWOT analysis, industry structure and production process view. The report explains that the Elearning Authoring Tools market is fueled by several factors. This study underlines how important it is to carry out in-depth analyzes and how much this has a strong impact on the quality of the information made available to readers. Further, the report examines the impact on the Elearning Authoring Tools market of the COVID-19 pandemic and provides a clear assessment of the market trends for the forecast period.

The report further studies the market segmentation on the basis of the types of products offered in the market and their end uses.

While segmenting the market by types of e-learning authoring tools, the report includes:

While segmenting the market by e-learning authoring tools applications, the report covers the following application areas:

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Scope of the E-Learning Authoring Tools Market Report

Report attribute Details
Market size available for years 2021 – 2028
Reference year considered 2021
Historical data 2015 – 2019
Forecast period 2021 – 2028
Quantitative units Revenue in millions of USD and CAGR from 2021 to 2028
Covered segments Types, applications, end users, etc.
Cover of the report Revenue forecast, company ranking, competitive landscape, growth factors and trends
Regional scope North America, Europe, Asia-Pacific, Latin America, Middle East and Africa
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Due to regional segmentation, the market is divided into major regions North America, Europe, Asia-Pacific, Latin America, Middle East and Africa. Further, the regional analysis covers the market split and major players by country.

The research report offered by Market Research Intellect provides an updated view of the global e-learning authoring tools market. The report provides a detailed analysis of key trends and emerging market factors that might affect the growth of the industry. Additionally, the report studies the market characteristics, competitive landscape, market size and growth, regional breakdown, and strategies for this market.

Highlights of the content of the e-learning authoring tools report:

?? Global Online Learning Creation Tools Market Analysis

➮ Competition in the market of players and manufacturers

competitive environment

Production, sales estimate by type and application

➮ Regional analysis

➮ Industrial chain analysis

➮ Global Elearning Authoring Tools Market Forecast

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Schools and Colleges Prepare for Cyber ​​Attacks on Returning Students

Hackers are poised to pounce on schools and universities as they attempt to restart classes 18 months after the start of the coronavirus pandemic while already dealing with controversial topics such as mask warrants and learning hybrid.

K-12 schools and colleges have increasingly been subjected to ransomware attacks, course disruptions on virtual learning platforms, phishing emails and identity theft , further disrupting an already difficult learning environment.

“The past year has been pretty tough,” K-12 Security Information Exchange national director Doug Levin told The Hill. “This year, unfortunately, given the continued challenge of responding to COVID, I think we’ll likely see some school districts bounce back between in-person and distance learning, or at least make that option available.”

Threats to the education sector have increased over the past year as classes have moved online with little time to prepare and underfunded schools and colleges have struggled to cope. the increase in cyber threats that digital learning has brought about.

While many educational institutions first had to deal with the phenomenon of ‘Zoombombing’, in which virtual lessons were interrupted by a malicious individual, cybercriminals increasingly turned to more lucrative tactics, such as as ransomware attacks, to extort vulnerable schools for profit.

As the first day of school approaches across the country, cybercriminals are poised to take full advantage of the chaos many people still face almost two years after the start of the pandemic.

Israeli-American cybersecurity group Check Point Software tracked a massive increase in targeting of the education sector around the world in July, up 29% from the first half of the year, with an average of more than 1,700 attacks per week.

Check Point spokesperson Ekram Ahmed told The Hill that while July is generally a break for schools and universities, the peak of activity was likely before students returned to class.

“It’s directly linked to the start of the school year, and I think there is a kind of dynamic of preparation going on,” said Ahmed. “There’s this motion to seed schools with malware for major upcoming cyber attacks, and I think that’s why we’re seeing it in July as these schools get back on track.

He warned that identity theft is emerging as a major threat to students, noting that data such as social security numbers or dates of birth is “more leverage because you can get someone. ‘one who is young, then years later attack him “.

Many K-12 colleges and institutions have already made headlines after facing crippling attacks in recent months.

The Broward County School District in Fort Lauderdale, Florida was the target of a ransomware attack in March. According to The South Florida Sun Sentinel, when the district refused to pay the $ 40 million demanded by the Conti ransomware group, hackers posted nearly 26,000 stolen files online.

Miami-Dade County Districts, Florida; Baltimore County, Maryland; and Fairfax County, Va., saw classes disrupted by cyber attacks last year.

The K-12 Cybersecurity Resource Center, founded by Levin, released a report earlier this year, finding that attacks on K-12 institutions increased by 18% in 2020 from the previous year, an amount the center called it a “record.” “

“A year ago in March, school districts had to turn to e-learning, they made huge changes in a very short period of time, invested in new equipment, took advantage of new services and , therefore, they put themselves at a lot of risk, ”Levin said. “We have seen more incidents targeting schools.”

Colleges and universities, like the University of California, have also been targeted, and senior officials are preparing to face the threats for another year.

Aaron Baillio, chief information security officer at the University of Oklahoma, told a webinar hosted by cybersecurity group Proofpoint last week that if ransomware attacks are “No. 1 threat ”, the malicious phishing emails that allow cyber attacks to take hold were the“ no. 1 problem.

“The tactics keep getting more and more sophisticated, where they actually do more research on the faculty side to see ‘who this department head is,’ and then try to usurp that chair,” Baillio said. “The campaigns seem to be a lot more targeted, a lot more sophisticated. “

Mary Dickerson, head of information security at the University of Houston, said at the same event that email has increasingly become the “primary threat vector” for students.

“Attackers are getting more and more sophisticated, they’re more and more targeted, and even our most trusted and best users can fall for some of these things,” Dickerson said.

While large universities often have security teams and adequate funding to address the IT and IT challenges of moving to more online learning, many K-12 schools do not.

Additionally, efforts to address cybersecurity concerns have increasingly been stifled by controversy over mandates for masks and vaccines for students amid the ongoing COVID-19 pandemic and a growing society. in addition polarized.

“Problems like being in person or not being in person, or being masked or not, or teaching an X or Y program, these are things that are much more important and that people feel and see in the classroom on a daily basis. . “said Levine.” Cybersecurity in some ways is invisible to the core business of schools. “

As K-12 institutions and colleges have learned lessons from attacks during the COVID-19 pandemic and have started implementing more security measures as a result, cyber threats are high at the start of the new school year.

“If nothing else, the pandemic has shown that with this digital transformation come these new risks, and these risks are not trivial, they have a real impact,” said Levin.

“We expect school districts to be able to protect students, teachers and staff online, just as we physically protect them when they are on campus,” he continued. “I think we have a long way to go to meet these expectations, but this conversation has started because of the experiences of the past year.”

Levin added, “It’s a marathon, not a sprint.”

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Emergency distance education and Covid-19: Our study says …

No one knew that Covid-19 would bring educational chaos to a large extent that would lead higher education to digitally migrate in ways unprecedented. With a limited set of teacher skills to cope with emergency distance education (or ERT) and a limited infrastructure to deliver distance education in developing countries, higher education institutions in these regions have switched to distance education in a face-to-face mode. This article captures the concerns of emergency distance education during Covid-19 in higher education from an empirical study carried out in Nepal and Bangladesh.

Developing countries often face education emergencies for several reasons, such as political unrest, natural disasters, epidemics or pandemics, and war. We agree with Charles Hodges and colleagues that emergency distance education can be a good skill set for future higher education teachers to handle the educational crisis with confidence.

If teachers are geared towards emergency distance education when they are appointed or if this skill set is developed at the start of the service period, they will be able to cope easily with any kind of business disruption. education that will occur in the future. Our study found that certain aspects of emergency distance education, described below, need to be considered by teachers when adopting emergency distance education in crisis contexts.

Mediating artifacts

Photo: Pixabay / Alexandra_Koch

Our study reveals that teachers primarily use social media platforms, typically Messenger, during emergency distance education in Nepal and Bangladesh. Part of the reason is that there are no school-owned learning management systems in many schools. It is interesting to observe that teachers are putting in place rules to use these social learning spaces for educational purposes, such that these platforms will only be used to share academic content, but not to have an informal or informal conversation. .

This contextual adaptation of social learning tools by perceiving a very distinct action potential of such a tool deserves to be noted. It also strongly suggests that universities should select in the future such tools that contain social learning spaces or that the selected tools should have the potential to integrate social learning platforms.

Deeply, it also reflects our culture of community living and how we would like to socialize more compared to the western world. Therefore, it seems that selecting learning management platforms that have social learning spaces in higher education can prove to be effective if we plan to use technology in higher education. in South Asian contexts.

Another intriguing result of this study is the plan of teachers and students to use online resources after Covid-19. Only 55% of teachers made significant use of online resources before Covid-19, but 74% of teachers said they intended to use the technology in their classrooms after Covid-19. This is, of course, because they knew the importance of technology in managing crisis contexts and also, they received training to manage digital technologies during this unexpected pandemic.

Similar results are also found among students. Only 41% used online technologies to any significant extent before Covid-19; nonetheless, that ratio rose to 60% when we look at students who plan to use online resources after the pandemic. It also indicates which path higher education will take in the future and the type of preparation required in higher education to harness the trend of blended learning, flipped classes and online education.

Constraints of online teaching and learning

emergency distance education
Photo: Pixabay

Peggy A Ertmer, an American professor, ranks barriers to the use of technology in education as first-rate (external to teachers, such as lack of infrastructure, limited bandwidth, etc.) attitude in the use of technology and so on). The results of our study indicate that teachers of ESL in higher education face many challenges in managing online courses, including poor network, lack of their own skills to manage technology, a lack of technological support on the part of the establishments, a low attendance of the students. and motivation, lack of learner interaction, power failure and learner assessment difficulties.

Teachers reported that students are passive in online lessons and that it is sometimes very difficult for them to get the content to their students. In addition to first and second order barriers, our study also identified system level barriers such as difficulty in assessing learners as identified by Anja Balanskat and colleagues. This suggests that, whether in emergency distance education or in a normal setting, if we are planning to use technology in higher education, we need to be aware of these three types of challenges and plan for the use. of technology.

Higher education students participating in this study also reported that they faced several challenges when joining online courses, such as poor and unstable internet connection, power outage, lack of power. devices to work on, inability to pay attention to content due to being distracted by social media, not being accustomed to working in an online environment, expensive dataset, and fear of online exams. line.

After identifying these challenges, teachers and students can focus on effective strategies to deal with those issues that may emerge while getting involved in future crisis contexts. At the same time, the higher education course designer and policy makers can plan their course and policies to meet these challenges and use digital technologies in a way that can help achieve learning outcomes.

Mental well-being

Photo by Anthony Tran on Unsplash

As Professor Laxman Gnawali asserts, mental well-being in an educational context is still an emerging problem in Nepal. It must also feature in academic discourse in higher education contexts. Our study shows that on the one hand, students received less support from institutions during emergency distance education, which had a direct impact on their mental well-being. Students in rural Nepal had anxiety associated with online education as they could not complete the given tasks comfortably. Sometimes they had to walk for two hours to reach the place where they could access the internet. This situation can be completely frustrating for anyone. Many Bangladeshi students felt depressed during emergency distance education.

On the teachers’ side, the lack of decent incentives for teachers or the uncertainty of what incentives to provide to teachers during the pandemic has also affected their mental health. This study found that the issue of teachers’ salaries in community colleges during the pandemic was really a problem.

One of the teachers from Nepal also reported that he had organized guest lectures for his course, but had no idea whether these guest lectures would have certain incentives. As a result, many uncertainties loomed in teaching and learning during the pandemic and these implicitly or explicitly affected the mental well-being of teachers.

Participants also reported that basic training in online resource management, training to boost student morale during the pandemic, training for teachers on how to psychologically support students, counseling courses and workshops with psychology experts can be helpful in psychologically helping students and teachers.

Teachers and students maintained that online lessons were too mechanical and lacked opportunities for sharing; therefore, they also felt estranged from their colleagues and friends. In the interview, almost all students said they preferred face-to-face lessons over online lessons.

Nevertheless, participants also highlighted the positive points of online courses. They do not need to travel to institutions to teach and learn, and they can have more time with their families, to study and to plan their classes. Some research participants also reported that the pandemic has become an opportunity to be technologically proficient; in this case, they treated the pandemic as a blessing in disguise.

(This article is based on the full open access article titled ‘Online Education Preparations and Practices During the Covid-19 Pandemic: A Study on Bangladesh and Nepal‘published in Education and Information Technologies on July 28, 2021.)

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Emirates News Agency – Digital School and Arizona State University to train 1,500 digital education teachers

DUBAI, Aug 22, 2021 (WAM) – The Digital School and Arizona State University (ASU) have signed a Memorandum of Understanding with Digital School to develop innovative tools and mechanisms to advance digital education in the region and in the world.

The agreement was signed by Omar bin Sultan Al Olama, Minister of State for Artificial Intelligence, Digital Economy and Remote Work Applications and Chairman of the Board of the Digital School, and Michael M. Crow, ASU President, in the presence of several officials. of both parties.

Under the agreement, the digital school and ASU will cooperate in the design of programs to develop the capacities of teachers and digital education providers, to exchange knowledge and expertise in the processes of learning, capacity building and research, and to define frameworks for the use of advanced technologies in digital learning for the underserved. communities.

Arizona State University will thus be a strategic partner of the digital school over three years to enable approximately 1,500 teachers and pedagogical supervisors enrolled in the digital school to acquire the skills necessary to master digital education, by granting them accredited certificates.

The university further contributes to the development of an advanced program for digital education in line with the growing demand for digital educational materials in various disciplines, by conducting relevant studies on its results at different stages.

During the virtual signing ceremony, Al Olama stressed that the repercussions of the coronavirus have highlighted the need for a sustainable digital education ecosystem. He noted that the best prepared countries have succeeded in mitigating the impact of blockages through digital tools.

He added that digital learning is advancing around the world with an unprecedented opportunity to reach wider segments of the population, which speaks to the need to make digital tools readily available, to use cutting edge technology. and standardize innovative practices. He noted that digital learning must be enhanced by joining forces with academic and educational institutions as well as with the technology and humanitarian sectors to support the United Nations Sustainable Development Goals for education.

Al Olama underscored the UAE’s willingness to share their experiences and successes in using their technological infrastructure to find innovative solutions serving communities around the world.

Commending the decades-long academic role of ASU which has resulted in the implementation of pioneering projects in the United States, United Arab Emirates and around the world, Al Olama said: “The expansion of strategic partnerships and Global alliances to improve digital education will benefit all parties involved in digital school. These collaborations also contribute to the realization of the vision of His Highness Sheikh Mohammed bin Rashid Al Maktoum, Vice President, Prime Minister and Ruler of Dubai, with whom he launched the Digital School in November 2020 – to provide equal access education for all, especially in developing and underserved communities. ”

Referring to a report by the World Economic Forum which found that the value of the digital education market will reach approximately US $ 350 billion by 2025, Al Olama said, “We must work together to launch initiatives and unite our efforts to build on a common vision – a future of digital education with resounding impact.

The Digital School and ASU will partner to help teachers, facilitators and coaches deliver quality online education to reach the greatest number of students, especially those from low-income communities and refugee camps. The MoU also establishes the basis for both parties to exchange knowledge and best practices, as well as to work on the development of innovative digital educational tools.

“Arizona State University is committed to providing quality education to learners regardless of their geographic location,” Crow said. “By partnering with the Digital School, we will advance the mission of access that our organizations share by bringing the educational expertise of ASU Prep Digital to one million students in remote and developing regions, by supporting the critical preparation of teachers and leveraging our digital innovation to strengthen educational pathways around the world. ”

School closures, due to global COVID-19 closures, affected more than 1.2 billion students in 186 countries last year. The availability of a strong digital infrastructure has allowed some companies to quickly adapt to the new reality imposed by the pandemic and adopt digital learning solutions. We want to share our lessons learned to help prepare for a complex future, ”he added.

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Main key players in the e-learning creation software market: IBM, SAP, EIVA, iSpring Solutions, Versal, etc.

Online Learning Authoring Software Market: Introduction
The report on Online Learning Authoring Software Market contains a clear layout of the reported information as pie charts, track, track and various updates, which separates serious information into reasonably clear desires to quickly improve customer niceties without consuming a colossal heap of their time. In addition, the dossier offers bewildering information regarding production plans, production volumes, usage volumes, increasing product remuneration, so that the rate of market progression is almost equal to the share of the ‘industry.

The study encompasses the profile of major companies operating in the E-learning Training Creation Software market. The major players featured in the report include:
ISpring Solutions
Flash Technologies
LMS Agreement
easy generator

Furthermore, the E-Learning Authoring Software market reports provide conservative data on major viewpoints, for example, production plans, buyers, suppliers, acquisitions, affiliations, affiliations the most recent and the different parts that influence the improvement of the market. In addition, the document mentions all the major companies operating in the trading space along with their valuation, market share, details regarding the manufacturing units and factories of the companies in terms of location, value and volume of production.

By Product Type, the market is primarily split into
On the site

By end users / application this report covers the following segments
Small and medium-sized enterprises (SMEs)
Large companies

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It gives data on the feasibility of future projects and the forecasting of the organizations’ unfortunate profits. In addition, it offers data on baseline conditions, for example, the COVID-19 pandemic and its impact on the long-term and short-term impact on the commercial space.

The report diversifies the geographical scope of the e-learning authoring software market into five prominent regions such as Europe, APAC, MEA, North and South America.
APAC: With detailed country outlook including China, Japan, India, as well as other Southeast Asian countries
Europe: Countries such as UK, France, Germany have been meticulously judged
North America: This section of the report includes various important countries such as Canada and the United States.

Major Regions Covered By The E-Learning Authoring Software Market Report are:
North America (United States, Canada, Mexico)
South America (Cuba, Brazil, Argentina and many more.)
Europe (Germany, UK, France, Italy, Russia, Spain, etc.)
Asia (China, India, Russia and many other Asian countries.)
Pacific Region (Indonesia, Japan and many other Pacific countries.)
Middle East and Africa (Saudi Arabia, South Africa and many more.)

The new e-learning authoring software market record provides insight into a few main models and viewpoints that, at a very basic level, are influencing business share. In addition, the document recommends tips and tricks for newly emerging companies in the business arena and helps investors make informed decisions.

The E-Learning Authoring Software Market report helps you:

• Identify key trends and drivers influencing the e-learning authoring software market
• Forecasts and future plans based on data figures and market estimates over the next five years
• Better understand the competitive landscape that shapes e-learning authoring software market demands and consumer behavior
• Identify potential consumers and assess competitor’s business plans that help them stay ahead of the competitive market
• Determines pricing models for products and services offered by major players and detailed information on trade movements of these players.
• Analyze the impact of government regulations on the profitability of the e-learning authoring software industry

Do you have a specific question or requirement? Ask our industry [email protected]

Besides, the E-Learning Authoring Software Market report contains information about few specialists in the industry such as Huge CEOs, Business Development Leaders, CEOs of Striking Affiliates who can offer masterful experiences on collusion events. commercial space. Besides, it gives accurate information about fundamental outlook, for example, production plans, buyers, suppliers, acquisitions, affiliations, latest affiliations and various parties influencing the improvement of the market.

Likewise, it contains market assessment, multiple submarkets with reliable scope, products, applications, and various perspectives that fuel business improvement. The core countries that contribute a considerable industry share in the e-learning authoring software market are Sweden, Switzerland, Korea, Turkey, Mexico, France, Italy, Philippines, Colombia, United States, Thailand, Canada, United Arab Emirates, China, Poland, Taiwan, Netherlands, Indonesia, Germany, Saudi Arabia, Argentina, South Africa, India, Nigeria, South United Kingdom, Malaysia, Australia, Egypt, Spain, Belgium, Chile and rest of the world.

For information on data by region, company, type and application, 2019 is considered as the base year. Whenever data was not available for the base year, the previous year was taken into account.

Chapter One: Presentation of the Report
1.1 Scope of the study
1.2 Key market segments
1.3 Actors covered: ranking by revenue of e-learning creation software
1.4 Market Analysis by Type
1.4.1 Online Learning Authoring Software Market Size Growth Rate by Type: 2020 VS 2028
1.5 Market by Application
1.5.1 Online Learning Authoring Software Market Share by Application: 2020 VS 2028
1.6 Study objectives
1.7 years taken into account

Chapter Two: Growth Trends by Regions
2.1 Online Learning Authoring Software Market Outlook (2015-2028)
2.2 Growth Trends of E-Learning Authoring Software by Regions
2.2.1 Online Learning Authoring Software Market Size by Regions: 2015 VS 2020 VS 2028
2.2.2 Historical Online Learning Authoring Software Market Share by Regions (2015-2020)
2.2.3 Forecasted Market Size of E-Learning Authoring Software by Regions (2021-2028)
2.3 Industry trends and growth strategy
2.3.1 Main market trends
2.3.2 Market Drivers
2.3.3 Market challenges
2.3.4 Porter’s five forces analysis
2.3.5 E-Learning Authoring Software Market Growth Strategy
2.3.6 Main interviews with the main players in e-learning creation software (opinion leaders)

Chapter Three: Competition Landscape by Key Players
3.1 Key Players of E-Learning Authoring Software by Market Size
3.1.1 Major E-Learning Authoring Software Players by Revenue (2015-2020)
3.1.2 E-Learning Authoring Software Revenue Market Share by Players (2015-2020)
3.1.3 E-learning authoring software market share by type of company (level 1, chapter two level: and level 3)
3.2 E-Learning Authoring Software Market Concentration Ratio
3.2.1 E-Learning Authoring Software Market Concentration Ratio (CRChapter Five: and HHI)
3.2.2 Top Chapter Ten: and Top 5 companies by e-learning authoring software revenue in 2020
3.3 Online Training Authoring Software Key Players Head office and Area Served
3.4 Key Players E-Learning Authoring Software Product Solution and Service
3.5 Date of Entering the Online Learning Authoring Software Market
3.6 Mergers & Acquisitions, Expansion Plans

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