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This learning path forms part of the UNSSC Blueline learning platform. Subject to completion of this learning path, interested participants can sign up and access other E-Learning Paths in Blueline. (...) By completing the learning path, participants will have access to an exclusive alumni network for continuous learning and exchange.
Language:English
Score: 416027.8 - https://www.unssc.org/print/pdf/commerce_product/238999
Data Source: un
Low learning levels – the barrier children face The pre-COVID learning crisis has been made even more severe by the pandemic. (...) Foundational learning 1 provides the building blocks for all other learning, knowledge, and higher order skills that children and youth need to attain through education. (...) Transforming education through foundational learning – a commitment to action We commit to taking urgent and decisive action, where learning levels are low, to ensure all children, including the most marginalized 2 , to realize their full potential.
Language:English
Score: 416024.1 - https://www.un.org/en/node/189320
Data Source: un
Low learning levels – the barrier children face The pre-COVID learning crisis has been made even more severe by the pandemic. (...) Foundational learning 1 provides the building blocks for all other learning, knowledge, and higher order skills that children and youth need to attain through education. (...) Transforming education through foundational learning – a commitment to action We commit to taking urgent and decisive action, where learning levels are low, to ensure all children, including the most marginalized 2 , to realize their full potential.
Language:English
Score: 416024.1 - https://www.un.org/en/transfor...nge-addressing-learning-crisis
Data Source: un
It is a self-paced learning path delivered entirely online. This custom learning path forms part of the new UNSSC’s Blue Line leaning platform. (...) Scenario-based learning exposing participants to unique real-life challenges and tasks of UN managers Consolidation of takeaways through reflective practices and social learning to facilitate information exchange and peer-to-peer learning UNSSC dedicated e-learning platform tracks completion of individual modules. (...) By completing the learning path, participants will have access to an exclusive alumni network for continuous learning and exchange.
Language:English
Score: 416024.1 - https://www.unssc.org/print/pdf/commerce_product/238602
Data Source: un
WHAT WE KNOW ▸ We learn by constructing a model of the world ▸ We do it in small chunks ▸ Immediate testing is good ▸ Forgetting and reminding is key to learning ▸ Changeup helps learning ▸ Context is critical ▸ Hands-on helps learning ▸ Just in time learning works ▸ Applicability is important ▸ Use of knowledge embeds lessons WHAT WE KNOW This requires a fundamentally different approach to learning The learning experience has to change WE MUST LEARN HOW TO LEARN, EVERY DAY, FOREVER! MIT’S RESPONSE TO THE CHALLENGE Launch a world education lab Digital learning Residential innovation Learning science MIT faculty creativity 9 Sustainable, worldwide transformation in Education Use MIT resources Engage community of collaborators J-WEL BUILDS ON COMMUNITY J-WEL’s Approach Leverages the power of community Reduces cost to members Maximizes MIT faculty engagement Generates new knowledge Preserves useful knowledge 10 WE SPAN LEARNING LIFECYCLE J-WEL’s Structure pK-12 Higher Education Workplace Learning 11 MISSION WORKPLACE LEARNING - WPL@J-WEL Provide research-driven insights and tools that help individuals and organizations to develop the skills they need to thrive in the modern economy. (...) Enrique Shadah Associate Director, Workplace Learning at J-WEL eshadah@mit.edu M: 617-780-5465
Language:English
Score: 416011.04 - https://www.itu.int/en/ITU-D/C...tations/Session%203/Shadah.pdf
Data Source: un
Search Close Search UNICEF Fulltext search Max Page The Road to Learning Recovery Recommendations, resources and tools to help every child return to learning Children in South Asia have lived through some of the longest school closures in the world, disrupting learning for over 430 million children . (...) UNICEF is urging governments, local authorities and school administrations to recover lost learning for all students, particularly young children, girls and the most vulnerable by taking RAPID action to:  R each every child and keep them in school;  A ssess learning levels regularly;  P rioritize teaching the fundamentals, as the building blocks of lifelong learning;  I ncrease the efficiency of instruction including through catch-up learning; and  D evelop psychosocial health and well-being so every child is ready to learn.  (...) Read the story Article How to keep children learning through COVID-19 Whether they’re back in the classroom or studying at home, here’s how to give students the support they need to learn.
Language:English
Score: 415838.67 - https://www.unicef.org/rosa/road-learning-recovery
Data Source: un
Among them, only 80 per cent of children use distance learning platforms for their learning activities The Remote Learning Reachability report highlights significant inequality across regions. (...) The Remote Learning Reachability report also notes varying rates of access across age groups, with the youngest students most likely to miss out on remote learning during their most critical years of learning and development:  Around 70 per cent of schoolchildren of pre-primary-age – 120 million children – cannot be reached, largely due to challenges and limitations to online learning for young children, lack of remote learning programmes for this education category, and lack of home assets for remote learning.    (...) Upper-secondary schoolchildren were the least likely to miss out on remote learning with at least around 18 per cent – 48 million schoolchildren– not having the technological assets to access remote learning.  
Language:English
Score: 415786.7 - https://www.unicef.org/nepal/p...s-schoolchildren-unable-access
Data Source: un
Education shifted to e-Learning almost overnight. Looking back, one major lesson from school closures is, that well-designed e-Learning can be a meaningful complement to face-to-face learning. It diversifies education delivery, appeals better to different learning styles and this enhances learning transfer. (...) The use of multi-media videos, 3D visualisations and learning simulators will increase the learning transfer and the impact on learning retention .
Language:English
Score: 415752.6 - https://www.ilo.org/budapest/w...WCMS_815695/lang--en/index.htm
Data Source: un
They also assess the interest of their parents in the learning process as greater and share that they more often receive help from them in the current situation. • Students do not have to get up early to get to school. • During distance learning, students can learn wherever they want. • Students between 5th and 12th grade spend more time with their families as a result of the Coronavirus Pandemic and the restrictions imposed. • Students spend more time sleeping. • Home is the place where students • The lack of personal contact with the teachers creates obstacles for the full assimilation of the material and explanation of any ambiguities in time. • Lack of contact with friends and classmates has a negative impact on the psychological state of children. • According to the students, the main disadvantage of distance learning is that at home children and young people are more distracted and it takes more time to learn. • Insufficient preparation of teachers to work remotely. • The difficult adaptation of teaching material to online teaching. • Additional burden for teachers for adaptation of the teaching material to the digital environment. • Greater workload of students with tasks and homework. • Online classes are not as effective as possible and the learning process is slowed down and complicated. • Long time spent by students in front of electronic devices. • The main reason for non- participation in distance learning among students is the lack of Impact of the COVID-19 pandemic on the preschool and school education – SWOT analysis of the effects of distance learning feel they receive more attention and care and where they feel more at ease. • Physical and verbal violence between students during the period of distance learning has decreased. • Parents had a clearer view of their children's education. (...) They have also learned more about the difficulties of their children and generally feel more familiar with the learning content. (...) Preparation of instructions on how to conduct tests and assessment in the conditions of distance learning. ➢ Developing new mechanisms for supporting parents in regards to coping with problems related to motivating and encouraging studying from home among the students in the upper classes of high school education. ➢ Applying a universal approach to distance learning, which can be the subject of a common assessment system. ➢ Creating a common system for exchanging educational information, resources and materials for all schools in the country. ➢ Creating models for evaluating the needs of every student/ parent in order to guarantee and make access to online learning easier. ➢ Offering psychological support to children and their families in connection to the emergency situation and the changes in the manner of learning. ➢ Providing the opportunity for parents to participate in trainings on topics connected to the emotional health of children and coping with stress in times of crisis. ➢ Changes in the educational content in order to make up for lost knowledge, lessons and time during distance learning.
Language:English
Score: 415752.6 - https://www.unicef.org/bulgaria/en/media/11006/file
Data Source: un
The conference will explore promising machine-learning technologies and applications, investigating how supporting standardization could ensure widespread access to the benefits of machine learning. (...) - Are machine-learning capabilities and human expertise complementary? (...) Inquiries should be addressed to: kaleidoscope@itu.int • Machine learning in radio and wireless networks • Machine learning for network operation and management • Machine learning in software defined networking (SDN) and network function virtualization (NFV) • Information mining or traffic classification and botnet detection, predictive fault analysis, fraud detection • Data analytics, network management and orchestration • Machine learning in cloud-based networks • Spectrum allocation schemes with machine learning algorithms • Machine learning automatic provisioning, resource allocation and configuration including antenna selection and configuration • Massive MIMO communications with machine learning schemes • Machine learning for energy efficient, sustainable power management and green communications • Use cases and requirements of network intelligence • Application of artificial intelligence algorithms for big data analysis in 5G networks for intrusion detection • Prediction of subscribers’ behaviour and churn • Performance monitoring and big data analysis • Standards for machine learning in self-organizing networks (SON) • Protocols and standards for network information mining including data semantics, interoperability, and search tools • Energy-aware/green communications via machine learning approaches • Machine learning and standardization for fault-tolerant networks • Resource allocation for shared/virtualized networks using machine learning • Security, performance, and monitoring applications using machine learning • Machine learning for Internet of things (IoT) • Machine learning for industry, government and society • Machine learning for smart sustainable cities • Learning-based network optimization • Experiences and best-practices using machine learning in operational networks • Implications and challenges brought by computer networks to machine learning theory and algorithms • Regulation, standardization and professional codes of conducts in machine learning • Ethical issues in machine learning • How to establish trust in machine learning outcomes • Effects of machine learning on liberal arts education Track 1: Technology and architecture evolution Track 2: Applications and services Track 3: Social, economic, environmental, legal and policy aspects Suggested (non-exclusive) list of topics In partnership with: Technically co-sponsored by: I.I.E.E.J Hosted by: Organized by: https://www.itu.int/en/ITU-T/academia/kaleidoscope/2018/Pages/progcom.aspx https://www.itu.int/en/ITU-T/academia/kaleidoscope/2018/Pages/progcom.aspx https://www.itu.int/en/ITU-T/academia/kaleidoscope/2018/Pages/default.aspx mailto:kaleidoscope%40itu.int?
Language:English
Score: 415752.6 - https://www.itu.int/en/ITU-T/a...ges/K-2018_Call_for_Papers.pdf
Data Source: un