Remove Accessibility Remove Competency Based Learning Remove Gamification Remove Student Engagement
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How to make competency-based education possible through an intelligent learning platform

Neo LMS

It promotes a learner-centric approach in which students get from level A to level B after acquiring and demonstrating mastery of certain skills. Competency-based learning is easier to implement when you have the right tools. An intelligent learning platform (ILP) is the ideal option.

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How does an intelligent learning platform help teachers create a truly personalized learning environment?

Neo LMS

While technology doesn’t aim to substitute teachers, it can facilitate their work and ensure that each student gets access to customized educational content and assessment methods to provide the best possible learning outcomes. . What are the benefits of creating a personalized learning environment? Learning analytics

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8 LMS features that support student autonomy in the classroom and beyond

Neo LMS

They also support students’ self-paced learning needs, their ability to self-assess their skills and provide access to the most suitable content based on their goals, and interests. . Here are the top eight LMS features that support student autonomy in the classroom: 1. Competency-based learning and automation .

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What is an intelligent learning platform for schools and universities?

Neo LMS

These systems also provide assessments, feedback and reporting tools, as well as automation and gamification, among many other features. Therefore, they enable teachers to manage classes, deliver content, evaluate students, check their understanding, give feedback and offer a wide range of features for student engagement. .

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WHAT’S NEW: NEW TOOLS FOR SCHOOLS

techlearning

www.getalma.com ) Alma Technologies has announced it is allowing any SQL-based business intelligence tool, such as Tableau and Jaspersoft, to access data from its modern, student information system and learning management system. Software & Online ALMA TECHNOLOGIES, INC.

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