| | DECEMBER - 20228IN MY OPINION This has been a while that the world is moving toward remote learning models, and the Covid-19 pandemic accelerated the process. Though the mass move to online teaching didn't work perfectly, many experts believe its future potential. Remote learning has been overstated for months on students, teachers, and districts that are proven as a complex method. It is challenging when many schools, colleges, and universities attempt to replace the traditional one-size-fits-all classroom experience with remote learning. But it's incredibly difficult for educators to buck 100 years of practice mid-crisis as institutions attempt to provide structure and routine for students.General experience on technology playing a major role in educational sector: Over the past 20 years, technology has been present in the educational sector, but recently, new things in technology such as video and collaboration have been become very important in the education due to the lockdown side effect of COVID-19. We have many students at Monash who are remote, and a third of those are international students such as Malaysia or China. So they are not only remote but also based on different time zones. Over this period, we could not continue delivering education without technology, and we opted for 100 percent online methods. Hence, we relied on a lot of video conferencing, video capturing using to such as Microsoft team, also on collaboration in stimulating workshops and other sorts of environment. So it's been one of our fundamental abilities to continue operating over the past two and a half years. Challenges faced by the teachers:So, assessment is important in such situations where a variety of things is present. So learning analytics is key anyway. It was present before and more prominent even nowadays as our central learning management system is much more heavily used for remote education than previous times when students were taught in person. That system provides us with a lot of back-end information about the time and content students are accessing, as well as the video content on other platforms. So we can measure much more degree of accuracy what exactly has to be in the educational process. In relation to that, the good use of these tools is, we all have these tools available but we can either use them well or badly. The great fact about academics is, we had to learn to teach in an entirely new fashion. This is very different in THE REMOTE ASSESSMENT PROCEDURE: THE MAJOR FOCUS AT MONASH UNIVERSITYBy Cliff Ashford, Director, Academic and Data Technology Services
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