Design and Demonstration of a Resilient Content Distribution and Remote Asynchronous Learning Platform

Cruz, Xander Mari M.; Honrado, Jaime Luis E.; Libatique, Nathaniel Joseph C.; Tangonan, Gregory L.; Oppus, Carlos; Cabacungan, Paul M.; Mamaradlo, John Paul; Mercado, Neil Angelo M.; Cruz, J.A.D.; Cruz, Julie Ann Dela; Cruz, Juan Gabriel

doi:10.1145/3427477.3428190

Cited by 7 publications

(4 citation statements)

References 4 publications

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“…Pilot projects in South Korean schools have shown that integrating robotics and AI into the curriculum enhances students' problem-solving skills and creativity. Kolibri is an open-source learning platform that utilizes AI to provide educational resources in offline environments (Cruz et al, 2021, Myers et al, 2022. It is designed to support learners in low-resource settings.…”

Section: Case Studies and Pilot Projects Of Ai In Education Globallymentioning

confidence: 99%

Review of Ai in Education: Transforming Learning Environments in Africa

Onyebuchi Nneamaka Chisom,

Chika Chioma Unachukwu,

Blessing Osawaru

2024

Int. j. appl. res. soc. sci.

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This study analyses artificial intelligence (AI's) impact on education in Africa, focusing on personalized learning, technology integration, and challenges in educational development. This review explores the transformative role of Artificial Intelligence (AI) in reshaping educational landscapes across Africa. As the continent strives for inclusive and quality education, AI emerges as a potent tool with the potential to address educational challenges, enhance learning outcomes, and bridge existing gaps. The review delves into various applications of AI in education, ranging from personalized learning experiences to adaptive assessment methodologies, and examines their impact on diverse learning environments. It gives an overview of the current state of education in Africa, the review highlights the disparities in access, quality, and infrastructure. It also investigates the innovative ways in which AI technologies are being integrated into educational systems. AI-powered adaptive learning platforms, virtual tutors, and intelligent content delivery systems are analyzed for their effectiveness in catering to the diverse needs of students across the continent. The review also addresses the potential of AI in overcoming language barriers, promoting literacy, and fostering digital skills development. Moreover, it explores the role of AI in facilitating teacher support, professional development, and administrative tasks, thereby contributing to the overall improvement of the education ecosystem. Ethical considerations, privacy concerns, and the digital divide are critically examined to ensure that the integration of AI in education aligns with ethical standards and promotes equitable access. Case studies and pilot projects from various African countries are presented to illustrate successful implementations, challenges faced, and lessons learned. Furthermore, the review discusses the importance of collaborative efforts involving governments, educational institutions, technology developers, and the private sector. Policy recommendations and strategic initiatives are explored to guide the responsible and sustainable integration of AI in education across the diverse socio-economic and cultural contexts prevalent in Africa. In conclusion, the review synthesizes the current state of AI in education in Africa, offering insights into its potential to revolutionize learning environments. The transformative power of AI in addressing educational challenges and fostering a culture of continuous improvement is underscored, paving the way for a more inclusive, accessible, and innovative education landscape in the African context. Keywords: Artificial Intelligence, Education, Transform Learning, Environments, Africa.

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Section: Case Studies and Pilot Projects Of Ai In Education Globallymentioning

confidence: 99%

Review of Ai in Education: Transforming Learning Environments in Africa

Onyebuchi Nneamaka Chisom,

Chika Chioma Unachukwu,

Blessing Osawaru

2024

Int. j. appl. res. soc. sci.

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“…For example, government schools in Uganda during lockdown in their use of Kolibri noted significant potential in augmenting education in resource-constrained environments (Kabugo 2020). Cruz et al (2021) note the role of platforms like Kolibri in empowering learning communities through access to open educational materials with minimal technological requirements; this was especially true in the case of Foundations for All where tutors downloaded new content created by the course teams at weekly intervals for use the next week.…”

Section: Learning Design Curriculum and Platformmentioning

confidence: 99%

Blended Learning in Refugee Education: An Interim Report on the Foundations for All Project in Kampala and Kiryandongo, Uganda

Nanyunja¹,

Akello²,

Egwalu³

et al. 2022

Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

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This paper presents interim findings from the Foundations for All pilot. Foundations for All is a blended learning bridging program aimed at supporting refugee students and disadvantaged members of the host community in two Ugandan locations to access higher education. Through discussing the Foundations for All pilot's teaching and learning design, multi-partner collaboration, use of technology, emphasis on a psychosocial support model, and learner-centred curriculum, we offer relevant practical perspectives applicable to using blended learning in teaching in emergency contexts like the Covid-19 global pandemic, as well as situations of conflict and displacement. Our interim findings contribute to practice through making concrete recommendations for other institutions wishing to embark on a similar model. We contribute to research by proposing a distinction between 'thick' models of refugee access programmes which offer blended or online content along with substantial psychosocial and other support, interaction with specialist tutors, contextually-relevant learning design and content, accessible technology and learning centres and financial support, along with meaningful exit pathways for students, against 'thin' models which offer curated online content for free to refugees without the additional support. A further contribution outlined in the paper is the role which expert psychosocial support can play in enhancing refugee learners' engagement with teaching.

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“…Dessa forma, não é possível descontextualizar da realidade social uma pesquisa, aqui em particular, sobre o DPD, pois é nela que o/a professor/a se encontra mergulhado cotidianamente (Tardif, 2014;Ferreira, 2014;Barreto;Ferreira, 2020).…”

Section: Introductionunclassified

Desenvolvimento Profissional Docente Em Contextos De Incertezas: Inquietações E Problematizações

Moreira Cruz,

Gracia Ferreira

2024

RLES

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Este artigo tem como objetivo problematizar o Desenvolvimento Profissional Docente – DPD, tendo como pano de fundo algumas inquietações advindas do campo político e do contexto da pandemia da Covid-19. Para isso, assentamos a pesquisa em uma abordagem qualitativa, sendo do tipo descritiva exploratória. Nesta direção, fizemos um recorte temporal, tendo o início a Constituição Federal de 1988 até o contexto pós-pandemia, ou seja, analisamos um movimento de 34 anos de algumas conquistas e perdas dos/as profissionais da educação brasileira, para isso, nos debruçamos nos marcos legais e discussões teóricas de estudiosos/as como Tardif (2014), Ferreira (2014; 2020), Cruz, Barreto, Ferreira (2020), Marcelo Garcia (1999; 2009), Day (2001; 2005), Oliveira-Formosinho (2009), Imbernón (2009; 2011), Vaillant (2014) etc. Os dados revelam que durante a pandemia, os/as professores/as foram impactados não apenas pela crise sanitária, mas também por uma crise política. Na primeira, faltou suporte pedagógico, tecnológico, humano, político, social, financeiro, psicológico, entre outros. Essa carência resultou em implicações negativas para o DPD, incluindo o adoecimento dos/as professores/as diante das exigências das aulas remotas e do aumento da carga de trabalho. Na segunda, observamos a perda de autonomia devido às reformas educacionais, a falta de formação contínua em tecnologia e a erosão salarial devido à inflação, entre outros desafios. Como resultado, o DPD foi afetado por uma combinação de fatores oriundos de contextos políticos, sociais, econômicos e organizacionais, resultando na precarização do trabalho docente e desencadeando processos de desprofissionalização e proletarização dos/as professores/as. Portanto, torna-se evidente a necessidade crucial de adotar políticas públicas educacionais para apoiar os professores e minimizar os danos durante cenários de crises. Oferecer suporte direto às atividades dos/as professores/as em circunstâncias adversas pode ser considerado uma estratégia eficaz para mitigar os efeitos negativos dessas situações, as quais tendem a comprometer os processos de DPD.

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Design and Demonstration of a Resilient Content Distribution and Remote Asynchronous Learning Platform

Cited by 7 publications

References 4 publications

Review of Ai in Education: Transforming Learning Environments in Africa

Review of Ai in Education: Transforming Learning Environments in Africa

Blended Learning in Refugee Education: An Interim Report on the Foundations for All Project in Kampala and Kiryandongo, Uganda

Desenvolvimento Profissional Docente Em Contextos De Incertezas: Inquietações E Problematizações

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