Open-ended training and problem solving are aided by digital tools

Open-ended training and problem solving are aided by digital tools

Open-ended training and problem solving are aided by digital tools

Open-ended instruction and iterative problem solving are just some of the benefits of using the Google Apps Suite, according to the study at the University of Calgary. The Apps Suite provides documents, spreadsheets, presentations, and presentations on collaboration and mobility that allow users to engage and collaborate on things, such as travel plans, during multiple trips and on various devices, increasing efficiency.

Apps are used by people from a wide range of industry sectors to conduct open-ended activities, including anesthesiologists, endocrinologists, librarians, and multi-assistant faculty, to name a few, explains Gabriel Chan, program manager, Apps and Information Products Development, Google Apps.

The studies noted that open-ended activities are important to reinforce learning and foster creativity. To help modernize the way learners are learning, the Google Apps suite provides a suite of applications that actively engage learners throughout their workday. Apps encourage users to delve deeper and apply logic to problems, not just merely solve them. According to the Google study, apps increase collaboration, maximize time spent working productively, and increase productivity and efficiency.

The Center for Instructional Design and Technology (CIDT) at the University of Calgary conducted two studies looking at how these open-ended collaborative applications are changing the way they can be used to engage learners and solve problems in the classroom and in the classroom setting.

One of the studies focused on the Tableau application, an analytics app for people to explore data. Tableau is used to analyze large amounts of data, create charts and presentations, and analyze detailed data about people, processes, and places, among other things. CIDT researchers praised Tableau for its ability to motivate learners to work individually and in groups. CIDT also focused on the app’s ability to help users increase their learning, particularly those that rely on assisted learning.

In Tableau, learner results are recorded after each interactive session. By monitoring learner progress, educators can monitor student progress and identify any gaps in their knowledge. A professor can also use this to supplement lessons and provide feedback to his students, teachers, and learning managers, informing them of their individual strengths and weaknesses.

The researchers also highlighted the app’s ability to send notifications to users and make scheduling suggestions for instructors and learners. This eliminates missed opportunities or missed assignments, as well as keeps learners motivated. This app was also noted for increasing the ability of students to perform tasks individually and be better able to become self-directed learners.

In a second study, CIDT examined the benefits and challenges presented by using Google Cloud from the point of view of students. Each of the students in the study were assigned to a blog and given a text editor that they had to write in simultaneously. Students were able to do this on Chromebooks and iPads, three devices that lack keyboards, which can be difficult to use.

The students reported that they were able to finish blogs from more places and with more freedom while the tests showed that fewer errors were made and more students said they had higher confidence in their ability to write. In addition, the Google Cloud apps for blogs enabled users to share what they wrote across their accounts, making feedback to students easier. This made it possible for students to work more independently and as a team, giving them greater control and freedom over the projects they work on.

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