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疫情防控背景下高校学生线上学习管理对策研究 Год публикации: 2022 Автор: 姜志琳 疫情期间线上教学给高校师生带来了便利，同时也带来了挑战。本文以黑龙江农垦职业学院为例，分别从教师和学生两个主体了解疫情期间高校师生线上教学面临的挑战，进行统计分析。从教学经验、设备和网络、教学平台和教学管理，线上学习经验、网络和设备、居家学习环境、学习平台和学习资源等方面，提出相应的对策和建议，以期有针对性的解决线上教学中面临的诸多挑战，帮助提升线上教学质量和学习质量。 
Spot and Fight Disinformation Год публикации: 2021 Организация-автор: European Commission The pandemic demonstrated just how fast misleading or false information can spread online. With this toolkit, secondary school teachers can help their students separate what is real from what is fake when they are browsing online. The toolkit is comprised of an editable presentation (which includes real life examples and group exercises) and an instruction booklet for teachers. Detectar y combatir desinformación Год публикации: 2021 Организация-автор: European Commission La pandemia ha puesto de manifiesto la rapidez con que informaciones falsas se propagan en línea. Con este kit de herramientas, los profesores de enseñanza secundaria pueden ayudar a sus alumnos a distinguir lo verdadero de lo falso cuando navegan por internet. El kit de herramientas se compone de una presentación editable y de un folleto de instrucciones. Repérer et combattre la désinformation Год публикации: 2021 Организация-автор: European Commission La pandémie a montré à quel point les fausses informations se diffusent rapidement en ligne. Grâce à cette boîte à outils, les enseignants du secondaire peuvent aider leurs élèves à démêler le vrai du faux lorsqu’ils naviguent en ligne. Elle se compose d’une présentation éditable et d’une brochure contenant des instructions. 
A Review of Research on Teaching and Learning Transformation under the Influence of ChatGPT Technology (Advances in Education; Vol.13, No.5) Год публикации: 2023 Автор: 师璇 | 王绽蕊 Artificial intelligence continues to develop, and recently ChatGPT, which has caught the attention of various sectors of society in the internet boom. Starting from the perspectives of “teaching” and “learning”, this paper introduces the development history and learning path of ChatGPT, and reviews domestic and foreign literature from three aspects: teacher teaching, personalized learning for students, and teaching evaluation. It summarizes the attitudes and views of domestic and foreign scholars on the future development of education under the influence of ChatGPT technology. ChatGPT技术影响下的教与学变革研究综述 (教育进展; Vol.13, No.5) Год публикации: 2023 Автор: 师璇 | 王绽蕊 人工智能持续发展，最近在互联网大火的ChatGPT引起了社会各界不同领域的广泛关注。本文从“教”与“学”的视角出发，在介绍ChatGPT的发展历史及学习路径的基础上，从教师教学、学生个性化学习、教学评估等三个方面对国内外文献进行了梳理，概括了国内外学者在ChatGPT技术影响下对未来教育前景发展的态度和看法。 
Distance Learning: A Guide to Playful Distance Learning – Online and Offline Год публикации: 2020 Организация-автор: LEGO Foundation The LEGO Foundation Distance Learning Guide offers ideas, evidence and links to useful resources and learning communities, to help you make children’s distance learning more playful, engaging, joyful and effective, whether children are learning online or offline. El aprendizaje a distancia: Una guía para el aprendizaje a distancia a través del juego, online y offline Год публикации: 2020 Организация-автор: LEGO Foundation La Guía para el aprendizaje a distancia de la Fundación LEGO ofrece ideas, evidencia y vínculos a recursos útiles y a comunidades de aprendizaje, para ayudarle a hacer el aprendizaje a distancia de los niños y las niñas más lúdico, involucrado, alegre y efectivo, ya sea que los niños y las niñas estén aprendiendo de manera online u offline. 
Education for Sustainable Development and COVID-19 in Southern Africa: Intersecting Perspectives on Why Water, Food and Livelihoods Matter in Transforming Education for Sustainable Futures Год публикации: 2021 Автор: Heila Lotz-Sisitka | Injairu Kulundu | Rachel Neville | Anna James | Ayanda Buhlebenkosi Moyo | Esthery Kunkwenzu | Domingos Carlos Mirione | Gibson Mphepo | Kgosietsile Velempini | Lwanda Maqwelane | Phila Dyantyi | Rutendo Mushishi | Selemani Abdul Makwita | Yeukai Musariri | Zenani Mhlanga Организация-автор: JET Education Services | Rhodes University The main question of this book is ‘What can we learn from this intersecting crisis for transforming education for sustainable futures in southern African countries’.The research process will generate a few additional questions including, but not limited to:Can stronger school-community-government partnerships help to reduce risks and challenges such as those being faced now under the COVID-19 crisis?What can our governments do better?What can communities and parents do?What can educators and learners do?What systems need to be generated to ensure an alternative, transformed future and what is the role of education in this story? 
School Closures and Regional Policies to Mitigate Learning Loss due to COVID-19: A Focus on the Asia-Pacific Год публикации: 2021 Организация-автор: UNESCO Institute for Statistics (UIS) Global school closures as a result of COVID-19 have caused learning losses for millions of children despite efforts to deploy remote learning options. Greater economic insecurity among families may also affect school enrolment as many struggle to pay school fees, or require children to work to supplement family income. Ultimately, this will lead to rising dropout rates, estimated to be as much as 4% in a region where 128 million children and young people were already out of school before COVID-19. The largest number of learners at risk reside in South and West Asia.Together, the education and economic fallout from the pandemic threaten progress toward the Sustainable Development Goal for education (SDG 4). Even prior to the COVID-19 disruptions, progress towards SDG 4 was lagging in many countries in the Asia-Pacific and without significant contributions to education finance, the pandemic threatens to push the region even further behind.This report breaks down the effects of school closures. It considers, for example, how many schools were closed, and when, across the Asia-Pacific, and the effects on different levels of education from early childhood education, through to primary and secondary school. The report analyses country efforts to implement remote learning, and strategies to mitigate learning losses as the proportion of students expected to fall below minimum proficiency levels is expected to rise.To achieve SDG 4, all children and young people, and especially those in marginalized groups, need support to get the education they need and deserve.