taylor education 3-13
covid
on 12 March 2020. The first Covid-19 case was found in Morocco on March 2, 2020. Since March 15, 2020, the government has closed all land, air, and sea borders due to a gradual increase in the number of verified cases. As a preventive measure following the confirmation of 37 instances and one death, Morocco has decided to replace face-to-face classes with distance courses for all school and university levels. A week later, Morocco implemented a progressive population limitation plan. After reducing incarceration, the state has opted for a decentralized approach to crisis management based on the epidemiological situation in each region. Thus, transportation between cities was contingent on the governor's approval.
Morocco struggled to reach the 2030 targets for inclusive, fair, excellent education and lifelong learning even before the Covid epidemic (Sustainable Development Goal 4). In 2019, 66 percent of Moroccan ten-year-olds were unable to read and comprehend a basic paragraph, a score 2.5 percentage points below the Middle East and North Africa regional average and 10.7 percentage points below the lower-middle-income country average.
However, the COVID-19 situation threatens to significantly diminish Morocco's educational performance. An estimated 900,000 preschoolers, eight million primary (elementary) and secondary (high) pupils, and one million tertiary students have lost at least 3 months of education as a result of lockdown measures and school closures.
It has been estimated that the three-month school closure and the ensuing economic shock will reduce a student's effective learning time from 6.2 to 5.9 years and reduce their average annual learning rate by 2%, according to the World Bank's Simulating COVID-19 impacts on learning and schooling outcomes.
Student populations who lack access to computers and the Internet are particularly hard hit by school closings. The Ministry of Education was proactive in adopting measures to prevent learning loss throughout the crisis, although certain pupils' lack of access to remote learning could deepen educational equality inequalities.
The Ministry of Education rapidly joined together with network providers and other organizations to modernize teaching and eLearning platforms and boost digital infrastructure. This could set a precedent for the future of education in Morocco and be a player in terms of achieving the Sustainable Development Goals.
The world is increasingly becoming a digital environment. Today's containment decisions following the coronavirus outbreak reinforce this approach. The Ministry of National Education, Preschool, and Sports (MEN) has decided to phase down face-to-face classes in all teaching cycles beginning on March 16, 2020, in response to the proliferation of Covid 19 in Morocco.
The goal was to safeguard pupils from the pandemic and maintain educational continuity. As a result, electronic platforms for distance education have been established (TV, websites, video, etc.). A new generation of educators and administrators is then mobilized to resurrect this tradition in the Moroccan nation. TelmidTICE is a strategy for school teaching that uses two platforms: a digital one called "TelmidTICE" and an audiovisual one called the TV channels (Athaqafia and Tamazight, among others) that deliver courses categorized by level, branch of study, and the desired subject matter.
MCQ
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In K-12 CS classes, it is increasingly acknowledged that quiz-like formative evaluations can play a significant role in delivering immediate feedback on student learning. Video learning resources are vital, but grading them and providing students with targeted feedback to improve their learning demands a tremendous amount of work.
As learning theories have evolved, so, too, have assessment techniques for learners changed over time. In the middle of the 20th century, behaviorist theories helped revitalize evaluation procedures. With the use of these ideas, we may ensure that a question conforms to the objective we've established. Exams are typically used to assess student learning, and students must demonstrate that they know the "correct answer."
Nonetheless, with the emergence of active pedagogies from constructivism and socio-constructivism, such as the skills-based approach and integration pedagogies, which have resulted in the reform of several education systems around the world, new challenges are imposed from various perspectives, including the evaluation. The school implements new evaluation methods while emphasizing the formative nature of assessment.
In this environment, the Moroccan education system has undergone significant transformations to boost its effectiveness and address the problems of contemporary society. In 1999, the "National Charter for Education and Training" was published, marking the beginning of its reform. This Charter describes, in its fifth level, the numerous principles of evaluation of learning and advises, in its 106th article, application of the competence-based approach. In response to these guidelines, the evaluation system has been changed and made consistent with the skills-based approach, resulting in a complete revamp of the evaluation and training procedures.
Video
https://www.teachthought.com/technology/viewing-comprehension-strategies/
40 Viewing Comprehension Strategies: Watching Videos Like You Read A Book
According to research on the usefulness of video in formal learning situations, material acquired through video consumption does not simply transfer to text (Fisch 2002; Koran, Snow & McDonald 1971). This does not imply that pupils are not learning from the video (or the text, for that matter), but rather that the design of each medium may effect how the brain processes and stores the "lessons" from said medium, so disturbing the transfer of information from one form to another.
Similar to reading a text, understanding a video requires decoding, albeit with symbols based on distinct modalities. Light, sound effects, scene edits, conversation, voice-overs, video speed, and more. How should learners "approach" a video? How should people view an example? What should they do once they have finished? In a broader sense, what viewing comprehension practices should students implement to increase close viewing? What can students do to improve their comprehension and retention of video content in order to repackage its meaning in other media formats?
Make Your Classroom Work More Like YouTube
https://www.teachthought.com/technology/how-to-youtube-your-classroom/
Lazy Consuming
This is one of the most crucial factors to YouTube's success. The fact that everything is digital and stored in a single location makes it quite simple to locate. And rather than a stack of books that need deep reading and intellectual capacity, or a stack of magazines that require constant skimming and page-turning, YouTube provides you with more media than you could ever expect to absorb. Here, the user's task is straightforward: navigate the channel and enjoy the entertainment.
YouTube: Educational Potentials and Pitfalls
https://sci-hub.se/10.1080/07380569.2011.553149
Considering the 21st Century Learning Framework and covid-19, it's clear that video technology has great promise as a teaching tool in the classroom. Researchers have found that using video in the classroom improves learning results for students. Article delves at how YouTube can be used in the classroom and while preparing courses. YouTube is promoted as a direct teaching tool and resource for primary school social studies lessons. YouTube video analysis is a focus as well. This article explores the potential pitfalls of using YouTube in the classroom and provides advice for avoiding them.
Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content
https://www.lifescied.org/doi/10.1187/cbe.16-03-0125
Szpunar et al. found that students who completed questions interpolated between 5-minute video lectures fared considerably better on subsequent exams of the content and reported less mind wandering than students who did irrelevant arithmetic tasks between the videos (Szpunar et al., 2013). Students who were given the interpolated questions also took more notes, said the learning event was less "mental labor intensive," and were less worried about the final exam. These findings point to multiple processes by which interpolated questions can boost student learning from video. To begin, they may aid in optimizing cognitive load by reducing superfluous load (such as concern about an approaching test) and enhancing relevant load (i.e., note taking, reduced mind wandering). One possible mechanism by which interpolated questions contribute to learning is the "testing effect," in which students' memories of and competence with key concepts are strengthened by repeated testing (Roediger and Karpicke, 2006; Brame and Biel, 2015). For a medium that students may view as "easier" than text, interpolated questions may help them participate in more accurate self-assessment (Szpunar et al., 2014). HapYak and Zaption are two tools that can let teachers incorporate questions into videos and provide personalized responses to students' answers. This method makes the video engaging and has the same positive effects on student performance on subsequent tests as interpolated questions (Vural, 2013).
The Impact of a Question-Embedded Video-based Learning Tool on E-learning*
https://files.eric.ed.gov/fulltext/EJ1017292.pdf
With the increasing use of video, satellite broadcasts, and multimedia applications in the language classroom, test developers are beginning to incorporate video media as a modality of presentation in the evaluation of second language listening comprehension. The use of video media, however, poses a number of difficulties for the evaluator of listening skills. The study explores in brief how the use of video media as a medium of presentation affects the definition, purpose, and research agenda of a second language listening comprehension instrument.
The flipped classroom: A review of its advantages and challenges
Link Title
Method
the Strategy
Computer science is a required subject for many students in grades K-12. In any conventional Scratch programming course, students are expected to have a certain level of computer literacy. In practice, however, a lack of preparation was frequently observed. Consequently, numerous instructors utilize class time at various points to review these background materials. Students are expected to fill this gap by completing the recommended pre-lesson preparation in an ideal setting. Reading relevant sections of a textbook prior to class appears to be the most common and recommended form of preparation. Unfortunately, this is no longer a common practice among students of the current generation. According to our surveys, approximately half of the students in our study did not prepare for class. 10% of students actually read portions of the textbook. We decided to implement the flipped classroom model in order to increase student achievement by modifying how they prepare for class. Unsurprisingly, many students found it easier to watch a 5-minute video than to read the textbook. With this in mind, we prepared two videos for students to watch prior to class at various points throughout the semester. We included some background information and a brief introduction to the lecture in the videos. We attempted to give students ample time to view the videos by informing them in advance and giving them ample time to view them. As an alternative to CD-ROM video venues, we utilized Moodle as a platform. This made it easier for students to access multiple-choice questions from a variety of devices and locations; we used an automatic question generator. In lieu of restudying the material, one strategy that promises to increase the effectiveness of reviewing during learning is answering questions about the material (testing effect). We administered surveys and impromptu quizzes after implementing flipped classrooms in order to gauge student engagement.
Participants
Due to the lack of a strict attendance policy in covid-19, the sample consisted of 50 primary school students who enrolled in a computer science course during the first semester of 2021 at a primary school in the Marrakech-Safi region's Regional Academy of Education and Training. 18 male students and 32 female students made up the student population. The majority of chosen students have access to a personal tablet, computer, or a computer shared by the entire family, including several siblings and parents working remotely and connected to the internet. The course consisted of four chapters over the course of the semester, with two out of four sections utilizing the flipped classroom model. During the semester, two sections were flipped and two sections were taught traditionally; flipped and non-flipped (traditional) sections were compared.
Instrument
We prepared two brief surveys; one to evaluate how sections/topics were taught using the flipped classroom model, and the other to determine how the flipped classroom model affected the preparation, comprehension, and performance of k-12 Scratch programming students. The purpose of the first survey, which was administered twice at the beginning of each flipped classroom segment, was to assess how students prepared for their classes, what types of preparation they conducted prior to class, and how helpful the flipped classroom videos for that portion were. The second survey was administered at the end of the semester to determine the participants' overall impressions of the flipped classroom model. Specifically, the purpose of the second survey was to determine how much and to what extent the videos with Ai questions assisted students. In addition, a quiz designed to assess the content of the video-taught part was administered during class meetings.
Result
To solve the second question, we conducted a dependent t-test to assess our null hypothesis, which stated that the mean quiz scores of students were same independent of teaching style (non-flipped versus flipped). After conducting the t-test, we rejected the null hypothesis and accepted the alternative hypothesis that students' quiz results varied. Our data revealed that the average quiz scores of students in flipped classroom portions were much higher than those of students in non-flipped classroom sections. In flipped classroom sections, students earned considerably higher quiz scores (M = 6.74, SD = 2.03) than in nonflipped classroom sections (M = 5.90, SD = 2.23). In addition, we determined Cohen's d impact size to be -0.13.
In response to the first question, descriptive data revealed the sorts of preparation students completed prior to attending flipped classroom sections. The frequency of students' preferred preparations is summarized in Table 1. According to these figures, it is evident that students favored videos with quizzes for training over passive viewing. In each study, student responses indicated that they would rather watch videos and take quizzes to be ready for class than simply watch videos (see Table 1). In each survey, students were instructed to select all that apply for survey question No. 2, resulting in a greater number of responses than survey respondents. In Time-1, 50 students (the change is due to voluntary attendance) responded to the survey, and of those, 58% viewed the flipped class video and took the quiz, while 14% preferred just watching for preparation. In Time-2, out of 48 participants, 77% viewed the video and answered the quiz, while only 19% viewed the video for class preparation. Preparation-wise, participants preferred watching videos while responding to a quiz (68%) to watching videos without responding to a quiz (23%). 9% of participants, however, claimed they had not made any preparations.
AQG
NLP-powered automatic question generation (QG) techniques carry great pedagogical potential of saving educators' time and benefiting student learning. Yet, QG systems have not been widely adopted in classrooms to date. In this work, we aim to pinpoint key impediments and investigate how to improve the usability of automatic QG techniques for educational purposes by understanding how instructors construct questions and identifying touch points to enhance the underlying NLP models. We perform an in-depth need finding study with 11 instructors across 7 different universities, and summarize their thought processes and needs when creating questions. While instructors show great interests in using NLP systems to support question design, none of them has used such tools in practice. They resort to multiple sources of information, ranging from domain knowledge to students' misconceptions, all of which missing from today's QG systems. We argue that building effective human-NLP collaborative QG systems that emphasize instructor control and explainability is imperative for real-world adoption. We call for QG systems to provide process-oriented support, use modular design, and handle diverse sources of input.
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ARticle
Towards the use of artificial intelligence and automatic speech recognition in the reading assessment of K-12 students using the TaRL approach in the Moroccan education system
Abstract:
This study investigates the effectiveness of an artificial intelligence (AI)-based automatic speech recognition (ASR) tool in the reading assessment of K-12 students using the Teaching at the Right Level (TaRL) approach in the Moroccan education system. A randomized controlled trial was conducted with 100 primary school students to compare the performance of the AI-based tool with a traditional paper-based assessment. The results showed that the use of the AI-based tool significantly improved students' reading proficiency measures compared to the traditional paper-based assessment. These findings suggest that the use of AI-based assessment tools can be a promising approach to improving reading assessment and instruction in the Moroccan education system, especially in the context of the TaRL approach. However, further research is needed to address the potential limitations and challenges associated with the use of AI-based assessment tools in education.
Introduction:
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Improving reading skills is a critical aspect of education, particularly in the early years of schooling. However, traditional paper-based assessments of reading skills can be time-consuming and limited in their accuracy. As such, there is growing interest in the potential of technology-based tools, such as automatic speech recognition (ASR), to improve the efficiency and accuracy of reading assessments.
This study investigates the use of an AI-based ASR tool in the reading assessment of K-12 students in the Moroccan education system, using the Teaching at the Right Level (TaRL) approach. The TaRL approach is a pedagogical strategy that focuses on ensuring students master foundational skills before progressing to higher levels of education. The research question is: What is the effectiveness of an AI-based ASR tool in the reading assessment of K-12 students using the TaRL approach in the Moroccan education system?
This article is structured as follows: the next section provides a literature review of the TaRL approach and the use of ASR tools in education. The third section describes the methodology used in the study, including the sample and procedures for data collection and analysis. The fourth section presents the results of the study, including the comparison of the performance of the AI-based tool with the traditional paper-based assessment. The fifth section discusses the implications of the study's findings for education policy and practice. Finally, the conclusion summarizes the study's contributions and limitations, and suggests directions for future research.