Koyon Dijital
 Koyon Dijital | |
|---|---|
teaching method (en)  | |
| Bayanai | |
| Ƙaramin ɓangare na | koyo da Karantarwa |
| Uses (en) |
information and communications technology (en) |
Koyon dijital shine ilmantarwa wanda fasaha ke tallafawa. Ya ƙunshi kowane nau'in ilmantarwa wanda ke tare da fasaha ko ta hanyar koyarwa wanda ke yin amfani da fasaha. Ya haɗa da ayyuka masu yawa, gami da haɗin kai da ilmantarwa na kama-da-wane.
An fara amfani da sunaye iri-iri don nuna ilimin da aka gudanar ta amfani da fasahohi daban-daban; waɗannan sun haɗa da ilmantarwa ta kan layi da ilmantarwar e-koyon. A matsayin misali na yadda rikice-rikice wannan ya zama Singh da Thurman (2019) sun gano ma'anoni 46 don ilmantarwa ta kan layi. Sunan 'koyon dijital' ya sami karbuwa a matsayin hanyar da za ta ƙunshi ra'ayoyin da aka ambata a sama da sauransu.
Ikon ilmantarwa na dijital yana da faɗi, gami da duk wata dabarar koyarwa ko hanya da ta shafi fasaha.
Koyo a yanar gizo[gyara sashe | gyara masomin]
Koyon kan layi ya haɗa da koyo ta amfani da Intanet. Commonplace shine ga masu koyo su koyi ta amfani da Tsarin Gudanar da Koyo, wanda ke ba da albarkatun koyarwa a kan layi. Kamfanoni da yawa suna ba da irin waɗannan tsarin ga cibiyoyin ilimi don amfani da su don ba da damar masu koyo suyi karatu a kan layi. Kamfanoni masu zaman kansu da yawa suna ba da shirye-shiryen koyarwa ta kan layi ciki har da coursera da udemy
Tasirin COVID-19 akan ilmantarwa na dijital[gyara sashe | gyara masomin]
Kodayake ana tattauna sau da yawa game da COVID-19 dangane da mummunan tasirinsa a kan al'umma, wasu za su yi jayayya cewa ya yi aiki a matsayin mai haɓaka ga sauye-sauyen dijital a ilimi.[1] A gefe guda, wasu masu bincike suna jayayya cewa saka hannun jari da aka tsara don hanzarta dijital a lokacin annobar sun zama tsofaffi ga sauye-sauyen dijital a ilimi, tare da kasancewar wasu banbanci.[2]
Yana da mahimmanci a lura cewa yayin da wasu suka bayyana cewa matakin ilimi ya karu a lokacin annobar, wasu sun bayyana cewa ɗalibai ba lallai ba ne su fahimci batutuwan da aka koyar a kan layi.[3][4]
Ci gaban AI a cikin yanayin ilmantarwa na dijital[gyara sashe | gyara masomin]
A watan Nuwamba na shekara ta 2022, OpenAI ta ƙaddamar da ChatGPT, kuma tun daga wannan lokacin masu fafatawa sun biyo baya da irin waɗannan kayan aikin da suka shafi ilimi da ilmantarwa a hanyoyi da yawa. Tare da kasancewa da sauƙin isa kuma koyaushe suna samuwa, suna iya amsa takamaiman tambayoyin da suka wuce damar injunan bincike na baya, suna sa ilmantarwa ya fi dacewa.[5] Saboda haka, mutane da yawa suna jayayya cewa a wasu hanyoyi kayan aikin mu'amala na iya ba da gudummawa ga ilmantarwa gaba ɗaya.[6] A gefe guda, masu sukar suna da'awar cewa yana iya haifar da dogaro da AI, tunda ana iya jarabci ɗalibai su dogara ne kawai da amsoshin AI, maimakon amfani da tunanin kansu.[7] Bugu da ƙari, ingancin bayanan da AI chatbots suka bayar an soki su. An nuna cewa AI ya bambanta da amincin amsar, wanda ke nuna bukatar tabbatar da bayanan da aka samu ta hanyar irin waɗannan dandamali.[3][7]
mLearning ko M-learning shine inda ake ba da ilimi ta hanyar na'urar wayar hannu. Fa'idodin su ne cewa masu koyo za su iya koyo yayin da suke tafiya. Koyaya, kayan da za a iya gabatar da su suna da iyaka kuma wannan tsarin ana ɗaukarsa mafi kyau don ɗan gajeren ilmantarwa.[8] Ta hanyar amfani da fasahar wayar hannu, koyo yayin tafiya yana yiwuwa.
Webinars da Taron Bidiyo[gyara sashe | gyara masomin]
A lokacin annobar COVID-19 an yi koyarwa da yawa a kan layi ta amfani da fasahar taron bidiyo kamar Zoom (software) . Irin wannan fasahar tana ba da damar samar da koyarwa kusan, tare da masu koyo da ke iya kallon malamai.
Bayyananniyar Gaskiya[gyara sashe | gyara masomin]
Gaskiya ta Gaskiya tana bawa dalibai damar yin tafiye-tafiye na filin kama-da-wane kuma suyi abubuwan da suka faru na ilimi waɗanda ba za su yiwu ba.
Koyarwa da ke kunshe da ilmantarwa na dijital[gyara sashe | gyara masomin]
Koyon dijital ana nufin inganta kwarewar ilmantarwa maimakon maye gurbin hanyoyin gargajiya gaba ɗaya. An lissafa a ƙasa koyarwar yau da kullun, ko ayyukan koyarwa, waɗanda suka haɗa fasaha da ilmantarwa: [ana buƙatar ƙa'ida][ana buƙatar hujja]
- Haɗin kai / haɗe-haɗe
- Koyon kan layi
- Karin ilmantarwa
- 1: 1 koyo
- Koyon bambanci
- Koyon mutum
- Koyon mutum
- Gamification
- Fahimtar ta hanyar zane (UBD)
Fa'idodin ilmantarwa na dijital[gyara sashe | gyara masomin]
Bayanan da aka ambata[gyara sashe | gyara masomin]
- ↑ Mospan, Natalia (2023-01-01). "Digitalisation of writing in higher education: the COVID-19 pandemic impact". Journal of University Teaching and Learning Practice (in Turanci). 20 (2). doi:10.53761/1.20.02.08 Check
|doi=value (help). ISSN 1449-9789. - ↑ Cone, Lucas; Brøgger, Katja; Berghmans, Mieke; Decuypere, Mathias; Förschler, Annina; Grimaldi, Emiliano; Hartong, Sigrid; Hillman, Thomas; Ideland, Malin; Landri, Paolo; van de Oudeweetering, Karmijn; Player-Koro, Catarina; Bergviken Rensfeldt, Annika; Rönnberg, Linda; Taglietti, Danilo (2021-09-01). "Pandemic Acceleration: Covid-19 and the emergency digitalization of European education". European Educational Research Journal (in Turanci). 21 (5): 845–868. doi:10.1177/14749041211041793. ISSN 1474-9041.
- ↑ Patra, Sudhakar; Sahu, Kabita Kumari. "Digitalisation, Online Learning and Virtual World". Journal of Humanities and Social Sciences Research: 45–52.
- ↑ Samuel, Anusha; G., Gideon; D., Viswanath Reddy; Devi, Uma (2021-09-01). "A Study on Impact of Digitalisation on Higher Education during Covid Crisis: International Journal of Recent Research Aspects". International Journal of Recent Research Aspects. 8 (3): 14–17.
- ↑ "What are the Benefits and Risks of Artificial Intelligence in Education?". eSchool News (in Turanci). 2024-02-05. Retrieved 2024-04-23.
- ↑ "ChatGPT is going to change education, not destroy it". MIT Technology Review (in Turanci). Retrieved 2024-04-23.
- ↑ 7.0 7.1 Bailey, John (2023-08-08). "AI in Education". Education Next.
- ↑ Santiago, C (2018). "Advantages and Disadvantages of M-Learning in Current Education". 2018 IEEE World Engineering Education Conference (EDUNINE): 1–6. doi:10.1109/EDUNINE.2018.8450979. ISBN 978-1-5386-4889-6.