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Learning, made in Denmark

Thursday, 31 December 2020 by CanopyLAB

Once Denmark was famous for design and fashion, but a new movement is gaining momentum: Learning technology built in Denmark. Yes, you heard that right, using tech built in Denmark is an instant stamp of approval, because you know the technology is built on trust, collaboration, and respect for the individual and the data we generate.

  • Published in English, LMS, Resources
Tagged under: CanopyLAB, learning management system, LMS, LMX

What is a Nordic approach to learning, and how can it be digitized?

Tuesday, 29 December 2020 by CanopyLAB

What is it about the Nordic approach to learning that earns global praise? How are Nordic learning methods and strategies adaptable to a digital context during COVID-19, and what features are available in a learning platform that is built on a Nordic approach to learning?

  • Published in English, LMS, Resources
Tagged under: CanopyLAB, learning management system, LMS, LMX

Five simple tips for implementing your new learning experience platform.

Thursday, 24 December 2020 by CanopyLAB

You have just acquired your new learning experience platform! Congratulations! You are now embarking on a journey that will save you valuable time, and that will ensure learning among your students or employees.

  • Published in English, LMS, Resources
Tagged under: CanopyLAB, learning management system, LMS, LMX

Why opt for an LMS with adaptive learning features

Tuesday, 22 December 2020 by CanopyLAB

Have you been entertaining the idea of acquiring a learning management system (LMS) for your organization in order to stimulate dynamism among your employees? Or perhaps you’re considering an LMS for your school but you are worried that it won’t be as easy to track your students’ progress as when you monitor them in person. If this resonates with you, you probably do need an LMS, but you most definitely need one with adaptive learning features.

  • Published in English, LMS, Resources
Tagged under: CanopyLAB, learning management system, LMS

What is the difference between a CRM, an ERP, and an LMS?

Thursday, 17 December 2020 by CanopyLAB

LMS, TMS, CRM, ERP, SaaS… If you’re not a tech geek, the chances are that all those acronyms must seem like a foreign language to you. You have most likely used at least one of them at some point in your educational or professional career. In this article, we want to introduce you to three of the most popular programs that companies use in today’s business landscape: LMS, CRM, and ERP. So what are they and what do they do?

  • Published in English, LMS, Resources
Tagged under: CanopyLAB, Covid-19, extracurricular activities, learning management system, LMS

Keeping your sales team motivated and effective despite the COVID-19 pandemic

Wednesday, 16 December 2020 by Giancarlo Mena

Once Denmark was famous for design and fashion, but a new movement is gaining momentum: Learning technology built in Denmark. Yes, you heard that right, using tech built in Denmark is an instant stamp of approval, because you know the technology is built on trust, collaboration, and respect for the individual and the data we generate.

  • Published in English, LMS, Resources
Tagged under: CanopyLAB, learning management system, LMS, LMX

What are the benefits of the Nordic approach to learning

Tuesday, 15 December 2020 by CanopyLAB

Nowadays there is a big focus on the PISA tests done around the globe which compare educational systems. Do you know who ranks on top, every single time? Nordic educational institutions.

  • Published in English, Resources
Tagged under: CanopyLAB, Covid-19, extracurricular activities, learning management system, LMS

The benefits of picking a Nordic LMS

Thursday, 10 December 2020 by CanopyLAB

Nowadays there is a big focus on the PISA tests done around the globe in order to compare educational systems, and year by year countries see how they ranked so that they can analyze their whole educational system.

  • Published in English, Resources
Tagged under: CanopyLAB, Covid-19, extracurricular activities, learning management system, LMS

What does an LMS do?

Tuesday, 08 December 2020 by CanopyLAB

You may have heard the term “Learning Management System” floating around these past few months as organizations and educational institutions are adapting the way they work and learn from home.

  • Published in English, Resources
Tagged under: CanopyLAB, Covid-19, extracurricular activities, learning management system, LMS

Top 5 benefits of using an LMS for corporate training

Thursday, 03 December 2020 by CanopyLAB

Have you been entertaining the idea of acquiring a learning management system or learning platform for your organization, but can’t decide between a cloud-based or a self-hosted system? Or perhaps you’re confused about what to pick after reading about the difference between the two. We can help you out.

  • Published in English, LMS, Onboarding, Pre-boarding, Resources, Spanish
Tagged under: CanopyLAB, Covid-19, extracurricular activities, learning management system, LMS

The benefits of picking a cloud-based Learning Management System

Tuesday, 01 December 2020 by CanopyLAB

Have you been entertaining the idea of acquiring a learning management system or learning platform for your organization, but can’t decide between a cloud-based or a self-hosted system? Or perhaps you’re confused about what to pick after reading about the difference between the two. We can help you out.

  • Published in English, Functionality, LMS, Onboarding, Pre-boarding, Resources, Uncategorized
Tagged under: CanopyLAB, Covid-19, extracurricular activities, learning management system, LMS

Implementing your cloud-based LMS has never been easier

Thursday, 26 November 2020 by CanopyLAB

Picking a learning management system or learning platform can be super stressful. Especially if you are doing it in a bit of a hurry with a set deadline. But you never have to compromise on quality, because it has never been easier to compare solutions. In addition, generally the price point is a lot lower than it was a few years ago. That always happens with technology; as demand increases and the technologies are democratized, price inevitably goes down.

  • Published in English, LMS, Onboarding, Pre-boarding, Resources, Spanish, Transición digital educativa
Tagged under: CanopyLAB, Covid-19, extracurricular activities, learning management system, LMS

Don’t shut down extracurricular activities – move them online. A guide to principals and teachers on moving extracurricular activities online.

Tuesday, 24 November 2020 by CanopyLAB

When Covid-19 first hit and schools and universities had to face lockdowns, focus was on transitioning to an online format in order to continue the basic training and classes to ensure students’ basic education.

  • Published in English, Resources
Tagged under: CanopyLAB, Covid-19, extracurricular activities, learning management system
You dont have to cancel

You don’t have to cancel extracurricular activities due to COVID-19. Learn how an Argentinian civil society organization nailed moving chess classes online.

Monday, 16 November 2020 by CanopyLAB

Before COVID-19, El Caballito de Palermo, a multidisciplinary civil society organization in Buenos Aires, Argentina dedicated to supporting the development of children’s cognitive and emotional competencies based on the game of chess successfully held classes where
ten teachers and 50+ partners taught 1,000 students chess over one year.

  • Published in Casos de Éxito, COVID-19, English, Functionality, LMS, Resources, Spanish, Transición digital educativa
Tagged under: CanopyLAB, chess, Covid-19, El Caballito de Palermo, extracurricular activities, learning management system

How can your institution encourage extracurricular activities to continue online during the pandemic?

Friday, 13 November 2020 by CanopyLAB

The importance of extracurricular activities or after-school activities is obvious; They help students improve their knowledge and skills, they form friendships, they help develop life skills and help form the student as an individual.

  • Published in Casos de Éxito, COVID-19, English, LMS, Resources, Spanish, Transición digital educativa
Tagged under: CanopyLAB, Covid-19, El Caballito de Palermo, extracurricular activities, learning management system

Don’t cancel debate club: The importance of digitizing extracurricular activities during COVID-19.

Tuesday, 10 November 2020 by CanopyLAB

Extracurricular activities or after-school activities have been sacrificed due to the COVID-19 pandemic, making it a risk to meet in person in many places.

  • Published in Casos de Éxito, COVID-19, English, LMS, Resources, Transición digital educativa
Tagged under: CanopyLAB, Covid-19, debate club, extracurricular activities, learning management system

TeacherLAB: Mastering with new tools

Monday, 17 August 2020 by Natalia Bernal, Head of Partnerships and Digital Learning

TeacherLAB is a free interactive learning platform exclusively for teachers by teachers.

  • Published in English, Resources, TeacherLAB

5 Essential Tips for Creating Engaging Exercises

Thursday, 11 June 2020 by Yamanda Boukmakh

Did you know that on the CanopyLAB platform, you can choose from more than 50 exercises when creating courses? But why are exercises so important? How do exercises add value to the teaching and learning experience?

  • Published in English, Functionality, Resources

Successful onboarding and upskilling of teachers during social distancing

Tuesday, 26 May 2020 by Keyla Perez

 


The current state
With most educational institutions switching to remote teaching, teachers and professors have had to transition to digital teaching in a very short period of time. Education ministries across the globe are struggling to balance their budgets while buying subscriptions for learning platforms, streaming services, data storage, and collaboration tools, but one of the overlooked areas to allocated funding is the upskilling of teachers, to ensure they too have the needed skills to deliver great learning experiences online.

What is happening now as a result of Covid-19 is that almost overnight, teachers are expected to create a remote learning space for their students almost from scratch. 

First step: Redefining the learning space
As an educated teacher myself, I know there is an immense amount of work put in at the start of every year to ensure you have your semester goals, curriculum, lesson plans and even classroom set up for the first day of school. What is happening now as a result of Covid-19 is that almost overnight, teachers are expected to create a remote learning space for their students almost from scratch.

We are currently personally supporting educational institutions running from kindergartens to public high schools and non-profit afterschool programs from many different countries. The very first question we ask in our 1:1 learning success sessions is, what are your goals of using an online learning platform? This really helps them take a step back and focus on the most important learning outcomes for their students, thus beginning to redesign their learning community. 

By defining long-term goals of their online learning program, teachers have a better overview of what online courses they need to create, the kinds materials and resources they want to include, and different ways of examining students’ progress.

By defining long-term goals of their online learning program, teachers have a better overview of what online courses they need to create, the kinds materials and resources they want to include, and different ways of examining students’ progress. We encourage teachers to put themselves in their learner’s shoes… how will your students be learning from home? What digital tools do they have access to? What are the best ways to ensure that they remain connected to their teachers and peers?

Second step: Recycling content and lesson plans
The next step is zooming into creating a particular online course. This begins with conceptualizing the course: Establishing concrete and realistic learning goals for the course and defining what competencies students need to practice and what content they need to know.

We want to stress that reskilling teachers does not mean that we are completely stripping them away from their years of experience and learning philosophies. Quite the contrary, we are elevating the teaching experience to include digital tools that strengthen the teacher-student relationship of remote learning.

When it comes to reskilling teachers, the key is supporting them in understanding how various platform features work and how they can use them to create online courses. We want to stress that reskilling teachers does not mean that we are completely stripping them away from their years of experience and learning philosophies. Quite the contrary, we are elevating the teaching experience to include digital tools that strengthen the teacher-student relationship of remote learning.

Once the teacher is comfortable using the learning platform and understands what kind of interactions are possible, then they are ready to review the content and materials they have planned for the semester. The materials they select encompass multimedia, from videos and online articles to worksheets and presentations created by the teachers. This ensures that students have the right amount of resources they need to understand concepts or complete specific tasks from their homes.

We always like using the following scenario to get their creative juices flowing

We always like using the following scenario to get their creative juices flowing: 

Think back to your very first day as a teacher: You had to find your way to your classroom, rearrange the desks, connect to the internet, or look for a projector, read through students’ files to create a seating chart… and many other steps. Transitioning to online learning should be thought of as the same thing: here are a set of features in a digital platform that will be the canvas of my virtual learning space.

Don’t underestimate the power of a 60-second welcome video: This is one of the most effective tools to ensure students feel engaged when beginning an online course. Teachers take a minute to record themselves, whether it is video or audio, and bid their students welcome to their online learning community, guide them through the materials and establish expectations and tips on how to best work online!

Third step: Redesigning exercises and examinations
Ah, the million-dollar question: How do I know what my students are learning? This is an integral part of the learning process and through CanopyLAB’s learning platform, we use the exercise tag feature to ensure that students are producing work, reflecting on their learning and showing their progress. This feature allows the teacher to define a certain task that is related to the learning objectives and materials within the course units. This allows teachers to gather evidence of student learning, which can take the form of a classic written assignment, multiple choice quiz, debate facilitation on the course forum, or perhaps a presentation in the form of a video or audio recording.

CanopyLAB’s social features, interactive exercises, and intuitive architecture allow for the perfect balance between structure and flexibility that all teachers need to ensure that the remote learning during COVID-19 is effective, successful, and able to mirror the learning community they have established in the physical classroom.

  • Published in English, Resources

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