ITEA - 2015 (Eng)

Ukrainian National Academy of Sciences Ministry of Education and Science of Ukraine International Research and Training Center for Information Technologies and Systems

Tenth International Conference

New Information Technologies in Education for All

ITEA-2015 Proceedings International Section

November 26

Kiev 2015

Proceedings of the Tenth International Conference "New information technologies in education for all " held November 26-27, 2015 in the International Research and Training Center for Information Technologies and Systems contains selected papers on the following major topics: E-learning: challenges of modern information society; Elearning infrastructures; ICT in education for all; Pedagogical issues of e-learning and instructional design; ICT in pre-school and school education; E-learning teachers’ training.

ISBN 978-966-02-7867-7

ŠIRTC, 2015 2

CONTENT Bennett Cathryn MAKING DIGITAL PROFESSIONAL DEVELOPMENT WORK FOR TEACHERS............................................................................... 4 Bessarabov Volodymyr CLOUD COMPUTING TECHNOLOGY IN THE PROFESSIONAL DEVELOPMENT OF SPECIALISTS IN THE FIELD OF GERONTOLOGY......................................................................................... 14 Breskina Lada USING SOCIAL NETWORKS FOR INTENSIFICATION OF RESEARCH WORK OF STUDENTS OF PEDAGOGICAL UNIVERSITIES ..................................................................................................................... 17 Demiray Ugur THE IMPORTANCE OF USAGE eLEARNING FOR TRANSITION TO INFORMATION SOCIETY AND LEADERSHIP ROLE OF THE UDEEEWANA ON THE WAY OF WESTERNIZATION MOBILITY PROCESS FOR UDEEEWANA MAP COUNTRIES................. 21 Gavrylenko Kateryna ASPECTS OF MODERN PEDAGOGICAL SKILLS TEACHING.................................................................................................. 37 Gorbunovs Aleksandrs ARE WE SECURE ENOUGH IN E-LEARNING ENVIRONMENT?........................................................................................ 43 Kolos Kateryna COMPREHENSIVE METHOD OF EFFICIENCY ASSESSMENT OF COMPUTER-ORIENTED LEARNING ENVIRONMENT OF AN INSTITUTE OF POSTGRADUATE PEDAGOGICAL EDUCATION ..................................................................................................................... 51 Kovalyova O.V., Fetisova V.V., Kovalyova A.V. LECTURE MATERIAL STATEMENT AT MODERN LEVEL TAKING INTO ACCOUNT THE

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LISTENERS PSYCHOTYPE ........................................................................ 59 Kyiashko Oksana TOOLS FOR INFORMATION AND COMMUNICATIONS TECHNOLOGY IN EDUCATION ........................... 61 Maslova Tetiana A VARIETY OF WEB 2.0 TOOLS FOR ENGLISH LANGUAGE CLASSROOM ........................................................................ 64 Melnyk Oksana THE POTENTIAL OF MOOCS IN LEARNING ECONOMICS AT UNIVERSITY ................................................................. 68 Ovadiuk Olga WORD COMPUTER GAMES IN LEARNING ENGLISH LANGUAGE ................................................................................................ 72 Papakitsa Elena THE RESPONSIBILITY AS AN INDICATOR OF INFORMATION READINESS OF SPECIALIST ......................................... 75 Savyuk Larysa, Mykhailiv Nazar, Rogach Artur, Motruk Nazar YOUTH OPEN DESIGN BUREAU MECHATRONIC AND ROBOTIC ENGINEERING SYSTEMS.......................................................................... 78 Savyuk Larysa, Mykhailiv Nazar, Motruk Nazar DESIGNING OF EDUCATIONAL ROBOTIC COMPLEXES BASED ON THE HARDWARE PLATFORM ARDUINO............................................................................... 84 Wang Bo-Yen, Pao-Ta Yu ORGANIZING LEARNING CUES WITH LECTURE CAPTURE SYSTEM .................................................................. 88 Zaretsky Mark ONLINE SOFTWARE IN THE EDUCATIONAL PROCESS: NEW CHALLENGES................................................................................... 95

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MAKING DIGITAL PROFESSIONAL DEVELOPMENT WORK FOR TEACHERS

Cathryn Bennett QED Consulting High-quality, effective teacher professional development shares many qualities with adult learning, whether virtual, face-to-face or a hybrid of the two. While virtual learning provides benefits in convenience, flexibility, and affordability, transitioning ineffective traditional approaches to a digital format will not lead to efficacy. Many methods for achieving improved learning exist. Collaborative inquiry and strategic support over time are essential and present high-impact methods for supporting improved learning outcomes from digital professional development for teachers.

Problem Statement To be supportive of deep teacher learning and subsequently improved student outcomes, digital professional development must be developed with rigorous, evidence-based standards. Encouragingly, though, an entirely new paradigm of human information processing explicitly for web-enabled learning is not necessary because of the long tradition of computer and technology based research (Sparrow & Chatman, 2013, in Sassenberg, 2013). The parameters, approaches, and techniques for virtual teacher learning should be similar to those applicable to adult learning in other contexts as well as incorporating the interplay of person-to-person and person-to-media interactions.

Collaborative inquiry and sustained support over time are essential to supporting technology-enabled professional development, are not currently guaranteed or well integrated in digital formats for continued teacher learning, and present two areas for immediate integration, among many approaches to deep, virtual learning.

Purpose of Professional Development Traditional formats of workshops, seminars, or trainings for teacher professional development are expensive, time consuming, and have spotty efficacy in improving student learning. Furthermore, they do not promote complex learning (Feiman-Nemser, 2001). An ideal result of teacher professional development is improved student outcomes (Butler & Schnellert, 2012; Castle, Fox, & O’Hanlan Souder, 2006; Cheng & Ko, 2012; Darling-Hammond, Bullmaster, & Cobb, 1995; DuFour, 2009; DuFour, 2011; DuFour & Marzano, 2009; Guskey, 2002; 5

Harris, 2011; Supovitz & Turner, 2000; Vescio, Ross, & Adams, 2008) with the addition of teachers’ use of new knowledge or learning.

Learning is not sufficiently represented by current assessment techniques (Kerka, 2002).

Previous scholarship notes that if improved student outcomes are to be effected, teacher learning must first be properly supported (FeimanNemser, 2001). However, results are typically gauged by one measure of improvement alone (Guskey, 2002; Blitz, 2013) rather than an integrated understanding of the complexities of measuring improved outcomes in teaching and learning. Furthermore, professional development is often migrated to technology-enabled platforms without consideration for the unique consequences of such a change (Blitz, 2013; Sassenberg, 2013).

Technology-enabled professional development Positive aspects. Professional development must be affordable, timely, and effective, and virtual learning certainly is less costly, more convenient, and less demanding on multiple teachers’ combined schedules. Communication in online formats diminishes status differences (Dubrovsky, Kiesler, & Sethna, 1991; in Sassenberg, 2013).

This phenomenon may encourage the prerequisite safety teachers need to deeply explore, reflect on, and improve their teaching practice, including developing empathy for others as they share their experiences. Virtual PD also allows for teachers to engage with a broad network of educators with flexibility in tools, timing, and location as additional positives (Blitz, 2013; Borko, Jacobs, & Koellner, 2010).

Negative aspects. Digital professional development has become a panacea intended to address the challenges of traditional teacher learning. Simply shifting the medium of learning from a conference room to the Internet, however, does not ensure efficacy as teachers are commonly less motivated to participate online (Blitz, 2013). Potentiallyunfamiliar media for digital learning may foster isolation (Blitz, 2013) and a culture of detachment (Lee et al., 2004), which are not supportive of improved learning for teachers or students (Korthagen, 1992).

This may manifest in how (semi)anonymous users avoid discussion or contribution. In some cases, users may not say anything because there is reduced social pressure to be involved in virtual communication. Sassenberg (2013) supports this claim based on, “the social isolation behind the screen and the resulting focus on the self … [resulting in] substantially reduced sharing of information with others” (p. 335). Blitz (2013) elaborates on this theme in drawing a comparison 6

between virtual teacher learners and rural teachers (Hawkes & Good, 2000), where both groups experience isolation and subsequently reduced motivation for participation.

Supports for Teacher Virtual Learning Completing professional development may not, by default, promote major tenets of quality learning. Teachers involved with professional development, whether digital or in-person, are in fact not only teachers, but also learners, which allows for the applicability of best practices for supporting learning across contexts and integration of approaches for ICT-enabled and social learning. Sassenberg (2013) cautions against glossing over users’ humanity and ability to influence effects in making recommendations for media use, such as digital professional development, especially with regard to interactions with media, such as publishing or co-creating knowledge, which are active digital pursuits, not merely passive consumption. Integrating these individual and moderating effects for virtual professional development will support improved efficacy.

Learning and curriculum development scholarship indicates that deep approaches to learning are supported by constructivist and situative paradigms (Walter & Briggs, 2012). In addition to traditional conceptions of teachers, scholars acknowledge teachers as also learners (Darling-Hammond et al., 1995; Vescio, et al., 2008). This transition of language honors the complexity of education; those charged with educating others must also continue to educate themselves. To ensure continuing education that is effective, digital professional development must incorporate those aspects which may not be guaranteed: collaborative inquiry and support over time.

Collaborative inquiry. Defining this method of professional development is multi-faceted and quite varied, dependent on the context and motivation of those involved (Cheng & Ko, 2012; Harris, 2011; Korthagen, 2010; Lee et al., 2004). However, inquiry is a key function of engendering a collaborative culture (Thompson, Gregg, & Niska, 2004, in Vescio, et al., 2008). Collaboration pertains to co-working, and inquiry refers to investigating. Combining the two supports teachers’ individual needs and preferences for learning, which vary according to context and group composition in the categories of autonomy, selfdirection, and motivation (Kerka, 2002) and helps to achieve a balance of guidance and self-direction (Udall, 2013). Collaborative inquiry helps teachers work together to reflect and to connect new knowledge and 7

techniques with their practice.

Teachers who learn with other teachers create more meaningful knowledge (Lave & Wenger, 1991). Social relationships within the learning-working context support expansive learning and confrontation of beliefs which block improvement or innovation in teaching (Lee et al., 2004). Collaboration with other educators is an effective mechanism for sustained teacher learning and improved student outcomes (Cordingley, Bell, Thomason, & Firth, 2005; Evans et al., 2006). Teacher learning is supported by an infusion of fresh perspectives (Bryant, LinanThompson, Ugel, Hamff, & Hougen, 2001; Evans et al., 2006; Kirkwood, 2001). Furthermore, dialog within these relationships promotes developing a nuanced conception of reality that honors the complexity of human learning (Korthagen, 1992). Vygotsky’s social learning theory unifies these in parsing how learning is first observed and integrated socially and then nuanced and practiced in context.

To develop improved virtual communication, users require a certain level of knowledge of learning partners’ needs, goals, and prior knowledge and experience (Dehler-Zufferey, Bodemer, Buder, & Hesse, 2011, in Sassenberg, 2013). Shared goal creation can ensure targeted, specific, and actionable communication among teachers learning together. “Teachers need to know what students find confusing and have alternative explanations, models, and analogies to represent core concepts and processes” (Feiman-Nemser, 2001, p. 1017). Modeling instructional techniques within (in)formal professional learning communities may be an especially powerful tool for reflection and collaborative inquiry because this technique repositions teachers as learners for full reflection of potential pitfalls of a particular technique or strategy (Borko, et al., 2010).

However, a potential risk of this increased knowledge of others is that it undermines the potential for digital communication to ameliorate status comparisons. The more teacher learners know about each other, the more likely that status will emerge and color how much, how often, or even in what detail users feel comfortable communicating on a given topic (Sassenberg, 2013).

Norm-setting early on in collaborative inquiry and the influence of a judicious moderator (Blitz, 2013) may strike a balance between knowing enough about other learners to communicate specifically and providing an egalitarian space for co-creation of knowledge, regardless of status.

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Support over time. Change theory, broadly and directly related to educational change, indicates that time is essential to allow for beliefs and attitudes to accommodate new information, experiences, and outcomes (Fullan & Hargreaves, 1996; Guskey, 2002). In a research study of compulsory school science teachers newly attempting the PLC model for professional development, Supovitz and Turner (2000) identify that “only teachers with more than two weeks of professional development … reported teaching practices and classroom cultures above average” but also that a change in teaching practice was not evidenced until after 80 hours invested and that a culture shift toward common inquiry was only discernible after 160 hours of professional development (p. 976).

Educational institutions must allow enough time within teachers’ schedules to meet within PLCs and also allow enough long term time to affect lasting change (Birman, Desimone, Porter, & Garet, 2000). With the increasing array of teacher responsibilities, this time investment needed poses a threat to the success of end goals of improved student learning within PLCs. Cheng and Ko (2012) state the need for the clarity in leadership from the perspectives of traditional leaders and of teachers: School leaders should be committed to their leadership role as agents of change, because any changes in a school must be accepted, appreciated and nurtured by the leader. Teachers have to be supported and equipped to make the changes happen (p.

176).

Leadership at departmental and administrative levels can support effective PD. Peers, in parallel to their importance for collaborative inquiry, as well as administrative and departmental leaders, ensure the continued exploration of the teaching profession. People are essential in the continuity of professional development efficacy over time.

Administrative leadership. Traditional leaders support the efficacy of professional development by building capacity and applying positive pressure. This can be achieved by delegating effectively, including identifying or appointing teacher leaders to encourage a safe environment for inquiry and collaboration (Harris, 2011). Additionally, traditional leaders may support efficacy by leading the culture change required to make collaboration and reflection an integral part of educators’ daily work. Leading by example with technology-enabled professional development is crucial (Ertmer et al., 2002). By availing digital learning similar to those afforded teachers, administrators can 9

cultivate a culture of mutual respect for the opportunities and challenges posed by continuous learning.

This is made possible when schedules are changed to actually make time for teachers to meet and discuss (Cheng & Ko, 2012); schedule changes are generally the purvey of traditional leaders.

Earmarking time for teachers to discuss their practice also reduces the isolation of teachers and supports collaborative learning, but only if the culture creates room for this change (DuFour, 2011).

Connecting results in improved student outcomes with implemented changes also supports continued use of new knowledge acquired via professional development. Guskey (2002) notes that teachers are unlikely to continue a teaching practice when they lack evidence of its improvements for learning. Administrators are in the unique position of having broad access to student performance across domains and time. Sharing this information with teachers will help add nuance to their continued use of knowledge gained from professional development.

Departmental leadership. Key functions of educational or teacher leaders, such as “visioning, modeling, and coaching� (Strudler & Wetzler, 1999, in Ertmer et al., 2002, p. 11) are not singularly the domain of traditional leaders. Teachers often possess and use these functions in their day-to-day work. Additionally, due to teachers' keen awareness of what happens inside classrooms, they are well-positioned to translate ideas for change and innovation into workable actions for themselves and their peers. Teacher leaders provide a working perspective on what is realistic (Birman, et al., 2000). Ertmer et al.

(2002) also find that administrators, for various reasons including the possibility of low self-efficacy, perceive their role as just one of many in ICT leadership. This is an opening for non-administrator leaders to support digital learning initiatives and skills building.

Summary Virtual and traditional teacher professional development are not mutually exclusive. Both formats require evidence-based approaches to adult learning to evince improved outcomes. While many approaches exist, collaborative inquiry and sustained positive pressure over time present two areas for essential focus and expedient outcomes. This amalgamation of approaches is not exhaustive. Systematic, internationally comparative research which incorporates the pscyhosocial and practice-embedded perspectives, especially with regard to 10

measuring multiple indicators of success in learning, will be essential to fully understand how teachers learn (or not) in digital professional development.

Implications Despite significant scholarship in ICT, learning, pedagogy, and curriculum development relevant to digital teacher professional development, the fragmentation of this knowledge by domain and geography presents a challenge to parsing best practice within a given context for implementation. With pressure on teachers from parents to individualize and from governments to standardize instruction (Blitz, 2013), discerning best practices for their own learning is most likely not a priority. This further complicates the sea of information available about learning by domain, context, or geography. The two focus areas of collaborative inquiry and leadership support over time cannot wholly address these local and systemic issues, but they do allow teachers to reclaim some agency amid the convergence of bottom-up and top-down forces, the potential isolation of digital professional development, and the potential didacticism of traditional professional development.

References: 1. Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000).

Designing professional development that works. Educational Leadership, 57(8) 28-33.

Retrieved from: http://cemse.uchicago.edu/computerscience/OS4CS/landscapestud y/resources/Birman-Desimone-Porter-and-Garet- 2000.pdf 2. Blitz, C. L. (2013). Can online learning communities achieve the goals of traditional professional learning communities? What the literature says. (REL 2013–003). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic.

Retrieved from http://ies.ed.gov/ncee/edlabs 3. Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In P. Peterson, E. Baker, B. McGaw, (Eds.), International Encyclopedia of Education, 7, (pp. 548-556). Oxford: Elsevier.

4. Butler, D., & Schnellert, L. (2012). Collaborative inquiry in tech professional development. Teacher and Teacher Education, 28, 11

1206-1220.

5. Bryant, D. P., Linan-Thompson, S., Ugel, N., Hamff, A. & Hougen, M. (2001). The effects of professional development for middle schools general and special education teachers on implementation of reading strategies in inclusive content area classes. Learning Disability Quarterly, 24(4), 251-264.

6. Castle, S., Fox, R. K., & O’Hanlan Souder, K. (2006). Do professional development schools (PDSs) make a difference? A comparative study of PDS and non-PDS teacher candidates. Journal of Teacher Education, 57(1) 65-80.

7. Cheng, E. C. K., & Ko, P. Y. (2012). Leadership strategies for creating a learning study community, Kedi Journal of Educational Policy [KJEP], 9(1), 163-182.

8. Cordingley, P., Bell, M., Thomason, S., & Firth, A. (2005). The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

Retrieved from www.eppi.ioe.ac.uk 9. Darling-Hammond, L., Bullmaster, M. L., & Cobb, V. L. (1995).

Rethinking teacher leadership through professional development schools, The Elementary School Journal, 96(1), 87-106.

10. Dehler-Zufferey, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011).

Partner knowledge awareness in knowledge communication: Learning by adapting to the partner. The Journal of Experimental Education, 79, 102–125. doi: 10.1080/00220970903292991 11. DuFour, R. (2009). Professional learning communities: The key to improved teaching and learning. The AdvancED Source, 1.

12. DuFour, R. (2011). Work together, but only if you want to. Phi Delta Kappan, 92(5), 57-61.

13. DuFour, R., & Marzano, R. J. (2009). High-leverage strategies for principal leadership. Educational Leadership, 66(5), 62- 88.

14. Dubrovsky, V. J., Kiesler, S., & Sethna, B. N. (1991). The equalization phenomenon: Status effects in computer mediated and face-to-face decision making groups. Human–Computer Interaction, 6, 119-146. doi:10.1207/s15327051hci0602 2 15. Ertmer, P. A., Bai, H., Dong, C., Khalil, M., Park, S. H., & Wang, L. (2002). Online professional development: Building administrators' capacity for technology leadership. Journal of Computing in 12

teacher Education, 19(1), 5-11.

Retrieved from http://www.edci.purdue.edu/ertmer/docs/necco2_tipdoc_paper.pdf 16. Evans, T., Guy, R., Honan, E., Kippel, L. M., Muspratt, S., Paraide, P., Reta, M. & Tawaiyole, P. (2006). PNG Curriculum Reform Implementation Project: Impact Study 6: Final Report.

Melbourne: Australian Government.

17. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013-1055.

18. Fullan, M. G., & Hargreaves, A. (1996). What’s Worth Fighting for in Your School. New York: Teachers College Press.

19. Guskey, T. (2002). Professional development and teacher change.

Teachers and Teaching: theory and practice, 8(3/4), 381-391.

Retrieved from http://www.researchgate.net/publication/254934696 20. Harris, A. (2011). System improvement through collective capacity building. Journal of Educational Administration, 49(6), 624-636.

21. Hawkes, M., & Good, K. (2000). Evaluating professional development outcomes of a tele-collaborative technology curriculum. Rural Educator, 21(3), 5–11.

22. Kerka, S. (2002). Teaching adults: Is it different? ERIC Clearinghouse on Adult, Career, and Vocational Education (ACVE), 21.

Retrieved from http://www.calproonline.org/eric/docgen.asp?tbl=mr&id=111 23. Kirkwood, M. (2001). The contribution of curriculum development to teachers’ professional development: A Scottish case study.

Journal of Curriculum and Supervision, 17, 5-28.

24. Korthagen, F.A.J. (1992). Techniques for stimulating reflection in teacher education seminars.

25. Korthagen, F.A.J. (2010). Teacher reflection: What it is and what it does. In E.G. Pultorak (Ed.), The Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for Twenty-firstcentury Teachers and Students (pp. 377-401). Lanham (ML): Rowman & Littlefield.

26. Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cam-bridge, MA: Cambridge University Press.

27. Lee, T., Fuller, A., Ashton, D., Butler, P., Felstead, A., Unwin, L. & Walters, S. (2004). Workplace learning: Main Themes & 13

Perspectives. Learning as Work Research Paper (2). Leicester: University of Leicester, The Centre for Labour Market Studies.

28. Sassenberg, K. (2013). It is about the web and the user: The effects of web use depend on person characteristics. Psychological Inquiry, 24(4), 333-340. doi: 10.1080/1047840X.2013.839074 29. Sparrow, B., & Chatman L. (2013). Social cognition in the Internet age: Same as it ever was? Psychological Inquiry, 24(4). doi: 10.1080/1047840X.2013.827079 30. Strudler, N., & Wetzel, K. (1999). Lessons from exemplary colleges of education: Factors affecting technology integration in preservice programs. Educational Technology Research and Development, 47(4), 63-81.

31. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture, Journal of Research in Science Teaching, 37(9), 963-980.

Retrieved from: https://www.ntnu.no/wiki/download/attachments/11273030/Supov itz+(2000)_The+Effects+of+Professional+Development+on+Scie nce+Teaching+Practices.pdf 32. Thompson, S. C., Gregg, L., & Niska, J. M. (2004). Professional learning communities, leadership, and student learning. Research in Middle Level Education Online, 28(1), 35, 20.

33. Udall, A. (2013, December 2). Five best practices for improving teacher and student learning – post two. Retrieved from https://www.nwea.org/blog/2013/five-best-practices-improvingteacher-student-learning-post-two/ 34. Walter, C., & Briggs, J. (2012). What professional development makes the most difference to teachers? Oxford University Press.

Retrieved from https://www.academia.edu/3294074/What_professional_developm ent_makes_the_most_difference_to_teachers 35. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning, Teaching and Teacher Education, 24, 80-91.

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CLOUD COMPUTING TECHNOLOGY IN THE PROFESSIONAL DEVELOPMENT OF SPECIALISTS IN THE FIELD OF GERONTOLOGY

Bessarabov V.I. The Open Institute of Human and Nature (Vilnius, Republic of Lithuania) Kyiv National University of Technology and Design (Kyiv, Ukraine) The analysis of the personal experience in the development and implementation of educational projects of open education of resources in the field of gerontology research project "cloud." It was concluded about high efficiency cloud-based technology for the development of a universal Learning Management System (LMS) for training at different levels of education in schools, higher education institutions , with adult self-education and integration of training and development in the field of gerontology on a single technology platform.

Building a learning environment for courses of professional development of the specialists in the field of gerontology available in various technological fields, including guidance on the use of cloud technologies for distributed computing [1; 2]. Given the rapid development of cloud technology, well ahead appropriate understanding and rationale of their use in educational activities, is not covered in the scientific literature a huge range of issues concerning methodological, organizational, psychological, pedagogical and technological aspects of building a cloud-oriented educational environments [2].

This determines the relevance of research opportunities for application of cloud technologies in certain areas the creation of a unified educational environment.

The aim of our study is the rationale for the choice of technology and software products for building a universal LMS in the field of gerontology for training at different levels of education in schools, universities, the adult self-education and integration of training and development on a single technology platform.

Material and methods.

The paper used theoretical and methodological analysis of the literature on problems of public education systems based on cloud technologies of distributed computing, analysis of their experience building clouds oriented educational resources, peer review method discovered trends and conclusions.

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Research results.

Building open learning environment should take place in such a technology platform that the level of education and psychological sciences, principles of open education, information and communication level of preparedness of students and teachers.

Equally important is the creation of what was possible to use both in high school, university and in postgraduate education with full-time, blended or distance learning model, key elements of which would be clear, universal and providing licensed access for resources educational environment. An essential requirement in our opinion, is the ability to use one system for life, for professional training, so for self-employee.

The process of training, retraining or professional development is based on the electronic training complexes (ETK), developed in accordance with the teaching and thematic plan and work study program.

In turn ETK can be realized through various LMS [3].

According to estimates of leading experts, the organization network access based on cloud model ensures maximum efficiency in the short and medium terms. This is a requirement due to the optimization of cost of organizing the training was for us one of the key problems in the selection process solutions.

Analyzing the expert assessment of the prospects of development of ICT network and experience their own use cloud technologies to create electronic educational resources, management systems of scientific conferences, we decided to develop its own LMS based on cloud technology licensed from free access. The project received the so called "Khmara" [4].

As a basis for development of LMS we chosen cloud environments (service) Google Apps for Education - service provided by Google to use your domain name with some Google products, realized on the basis of cloud technologies [5].

Currently, Khmara’s LMS was successful test and improve in the various projects in open education in the field of gerontology: 1. Create ETK distance education for secondary schools.

2. Creating a network of educational, training and thematic projects for children, teenagers and students.

3. Organization of training ahead of a full-time model of professional training of future bachelors, masters of the fields of natural sciences, medical and pharmaceutical sciences.

4. Organization of controlled self-study of students for full-time, 16

blended and distance models in the educational process of professional development of medical, biological, pharmaceutical specialties, social workers in the field of gerontology.

The results of the first interviews and testing of teachers and listeners of extension courses, which were held in virtual learning environments of the "cloud", showing positive and interested perception, based on ease of use and, importantly, fair development of a network of modern information and communication technologies.

Conclusion: Overall analysis of the benefits, features and first experience of creation and implementation in education projects of open education of resources by Khmara’s research project allows to conclude about high efficiency cloud-based technology for the development of a universal LMS for training at different levels of education at school, Universities, with adult self-education and integration of training and development in the field of gerontology on a single technology platform.

1.

2.

3.

4.

5.

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References: Reese J. Cloud computing (Cloud Application Architectures) / J. Reese. — St. Petersburg: BHV-Petersburg, 2011. — 288 p. (in Russian).

Shyshkina M.P. Cloud based learning environment of educational institutions: the current state and research prospects / M.P. Shyshkina, М.V. Popel // Information Technologies and Learning Tools. — 2013. — Том 37, №5. — Аvailable from: http://journal.iitta.gov.ua/index.php/itlt/article/view/903#.UqD9TeI9y 1c (in Ukrainian).

Ellis R. A. Calvo, R. A. Minimum Indicators to Assure Quality of LMS supported Blended Learning / R. A. Ellis, R. A. Calvo // Educational Technology & Society. - 2007. – Vol. 10, no. 2. – P. 6070 (in English) .

Bessarabov V. I. Universal management system of educational resources of the khmara’s scientific research project of open education / V. I. Bessarabov // Information Technologies and Learning Tools. — 2013. — Vol. 38, №6. — P. 162 — 169. — Аvailable from: http://journal.iitta.gov.ua/index.php/itlt/article/view/936#.UvHxfLQV fw8 (in Ukrainian).

Google Apps for Education [electronic resource]. Available from: http://www.google.com/apps/intl/en-GB/edu/.

USING SOCIAL NETWORKS FOR INTENSIFICATION OF RESEARCH WORK OF STUDENTS OF PEDAGOGICAL UNIVERSITIES

Breskina Lada South Ukrainian National Pedagogical University named after K.D. Ushinskiy The propose of this work is to identify a role of social networks in students scientific researches publishing. In this paper we focus on working with groups, and a lack of practice and motivation problems.

We have proposed the steps for involving students and high school pupils into their own researches publication process.

Introduction. One of the modern pedagogical higher education problems is a lack of scientific research orientation in students training.

It has a bad influence on a prospects of teaching staff quality improvements and the formation of a scientific outlook of students which teachers do not have any interests in scientific researches. That decrease of the quality of general education trainings when secondary schools teachers have a lack of motivation is the problem of modern education.

Methods. In this work we investigate the structure of tasks in courses of professional-oriented cycle of disciplines, that activate students’ scientific researches. Pedagogical experiment was chosen as the research method. Thirty students in general (13 students of 4th course and 17 students of Specialist and Master degree) have participated in the experimental work.

Materials. At the first stage of the research students were asked to complete the individual tasks and publish their results in a closed group in Google+ social network. It turned out that the biggest challenge was a report creation, compilation of information about completed work and formation of conclusions. After the simplifying of report forming requirements (instead of the written report students prepared graphical presentations), the number of successfully completed assignments has raised. Also, students worked on their reports with even greater responsibility when it is been offered to publish their results in the public groups in such social networks as Google+ and VKontakte. These results formed the basis for the following more detailed research of ways to activate students’ scientific researches with social networks usage.

The purpose of the research is to develop a methodic of 18

intensification of pedagogical universities students’ scientific research work using modern information technologies.

To achieve this goal such tasks were formed: 1. To analyze existing in pedagogy methodics of intensification of scientific researches in secondary and higher educational institutions.

2. To explore and analyze existed facilities of automated groups managing mechanism for their use in science research projects support, lighting and discussion of researches results.

3. To draw conclusions about the prospects of social networks usage as the instrument of working with groups to manage scientific researches support in secondary and higher educational institutions.

Results of the first task resolving. Methodological issues of intensifying of students’ science research activity in higher educational institutions are discussed in works of such persons as Arkhipova M.V., Babanskii U.K., Bahachuk A.V., Baydenko V.I., Berezhnova O.V., Bibik N.M., Golovan M.S., Goncharenko S.U., Zahvyazinskyy V.I., Zanchenko V.P., Zimnya I.O., Krynetskyy I.I., Ovcharuk O.V., Osipova S.I., Hutorskoy A.V., Yatsenko V.V. and others. Research expertise is in computer science is investigated by Zhaldak M.I., Morse N.V., Zolochevskiy N.V., Onipchenko P.M., etc.

An experience of scientists shows that significant progress can be reached by systematic research activity not only in current studies but also in creating creative youth associations and making them interested in specialized groups activities or research departments of the educational institution. These actions will provide the opportunity to cover results of researches and discuss the existing tasks and problems [2],[3].

Results of the second task resolving. Nowadays, the automatization of scientific community activities can be based on the group work in the World Wide Web. The analyst of group working tools proved that one of the most comfortable working organization instruments at the stage of independent scientific research motivation can be social networks. We have investigated five types of instruments for groups working organization that contains research results publishing and discussion functionality: - LMS Moodle, which contains such functionality as ‘Tasks’ and ‘Forums’ that provide the ability for authorized users to load documents and create thematic discussions.

- Google Groups as a traditional universal tool for remote working 19

with groups.

Google Cloud Services and its extension scripts. For instance Form Publisher (https://sites.google.com/site/scriptsexamples/availableweb-apps/form-publisher), which make it easy to generate individual open for editing Google Doc file based on the specified Google Form feeds data.

- Social network, for instance Facebook or VKontakte, where you can publish some news in groups like the regular post or like an advanced Wiki-pages, that are handled by social network by itself.

- Professional systems of electronic journals support, such as Open Conference Systems.

We have proposed the following sequence to involve students and high school pupils into own research results publication process: 1.

Creating students association in Google Groups where they can make discussions within a group/class.

2.

Publish in public social media (such as teacher’s blog, open group in social media, or web-site) first results of own work.

Before this step student’s paper should be reviewed in a private Google Group by teacher’s recommendation. An important factor of this stage is an independent pupil/student publication of his or her own work on a public resource.

3.

Project working with a help of Cloud technologies, For instance, working with a shared, generated for each project member document on Google Docs.

4.

Results of the researches proposed to be published in the scientific methodical conferences, seminars, etc.

5.

Improvement of researching results and their publication in Open Conference Systems or Moodle, that are the official segment of information space of educational institution.

One of the disadvantages of implementation of these scientific researches results publication steps is the lack of formed social informatics competences system. This system provides data safety, informational resources access limiting, and an effective combining of Cloud [1] and social network usage technologies as the information playground for working with groups.

Conclusions. Usage of any working with groups automation tools needs an improvement of social informatics competences of secondary schools and higher educational institutions students. It also needs some improvements in higher educational institutions teaching stuff. The 20 -

learning of basics and technologies of safety social networks usage, as the virtual information playgrounds that help to organize pupils and students scientific associations, leads to progressive involvement in scientific working. It creates the background for students’ linguistic and information culture forming, and leads to a consolidation of rules of conduct in the cyberspace, which is one of the positive aspects of informatics and information technologies studying.

References: 1. Michael Miller. “Cloud Computing: Web-Based Applications That Change the Way You Work and Collaborate Online” / Michael Miller. – Que Publishing, 2008. – 312 р.

2. Kovalenko Iryna Aleksandrovna. “Pedagogical conditions of development of students research competence in educational process of high school” [“Pedagogicheskie uslovia pazvitiia issledovatelskoi kompetentnosti studentov v obrazovatelnom processe vuza”]; Ph.D. synopsis: 13.00.01/ I.A. Kovalenko; (Blagoveschensk State Pedagogical University, Irkutsk State Pedagogical University). – Irkutsk, 2005. – p.22 – [E-resource] – Access mode: http://naukapedagogika.com/viewer/7797/d?#?page=1 (28.07.2015).

3. “School science society: how to organize students researches” [“Shkolnoe nauchnoe obshestvo: kak organizovat’ nauchnie issledovaniia uchashihsya”]; Distance course materials [E-resource] Version 1.0. / Comp. A.V. Hutorskoy, M.A Lipchanskaya - M .: Center for Distance Education “Eidos”, 2008.

THE IMPORTANCE OF USAGE eLEARNING FOR TRANSITION TO INFORMATION SOCIETY AND LEADERSHIP ROLE OF THE UDEEEWANA ON THE WAY OF WESTERNIZATION MOBILITY PROCESS FOR UDEEEWANA MAP COUNTRIES

Prof. Dr. Ugur DEMIRAY President of UDEEEWANA, Anadolu University, Eskisehir, Turkey Rapidly developments are gaining more attention on our planet and our daily life than ever before. We have newer and more complex questions as well as greater challenges and vast new opportunities. Today’s institutions, policy makers, scholars and students of traditional and distance education in higher education are different than the organizations and people in the 20th Century. This presentation aims to review and discuss the approaches lead by worldwide experts who 21

specialize in distance education. DE experts are share their findings and analysis of the current trends and implications for present and future policies. Moreover, these experts practice to catch the mobility of westernization and globalization through an efficient way for distance education in the world. This presentation is divided into three main structural sections according to the eLearning importance and being a functional UDEEEWANA creation: Westernization Mobility, Information Society and Transition to Information Society INTRODUCTION The online and open education world is changing how education is resourced, delivered and taken up over the next 10 years, eLearning is projected to grow fifteen-fold, accounting for 30% of all educational provision. But this transformation should be shaped by educators and policy-makers, rather than something that simply happens to them.

And the benefits of these developments should be available to all worldwide nations. Within education and higher education, new technologies have enormous potential to effect change.

They enable universities to meet a broader range of learners’ needs, adapting traditional teaching methods and offering a mix of face-to- face and online learning possibilities that allow individuals to learn anywhere, anytime.

They also create openings to engage in new kinds of collaboration and offer opportunities to distribute resources more effectively. Given the societal and economic potential that can come from harnessing technological innovation in higher education, it is imperative that Europe takes the lead in this arena. By the same token, education proves to be an important mean of achieving this type of interaction. Here, distance education via ICT, is the appropriate mean of reaching communities far away and creating relations with them despite long distances and limitations of traditional methods of education. It is then possible to be in contact with masses and share information, values and world view.

Countries should be ready to use ICT for the transition to the information society. E-readiness is one of the important aspects of the Elearning. E-readiness is the ability to use Information and Communication Technologies (ICT) to develop one’s economy and to foster one’s welfare.

But many universities are not yet ready for this change – and governments have been slow to take the lead. While there are instances 22

of innovation, the landscape is fragmented, various barriers prevent widespread uptake, and fully-fl edged institutional or national strategies for adopting new modes of learning and teaching are few and far between (Vassiliou, 2014: 4). So this is why, we need to study on steadily new reports on ‘Improving the quality of teaching and learning in higher education institutions’, which are adopted themselves for the Modernization of Higher Education to set out recommendations on enhancing higher education through new technologies.

The international activities of universities dramatically expanded in volume, scope, and complexity during the past two decades. These activities range from traditional study-abroad programs, allowing students to learn about other cultures, to providing access to higher education in countries where local institutions cannot meet the demand.

Other activities stress upgrading the international perspectives and the skills of students, enhancing foreign language programs, and providing cross-cultural understanding. Internationalization is often confused with the term globalization. Altbach defines globalization as the economic, political, and societal forces pushing 21st century higher education toward greater international involvement. Global capital has, for the first time, heavily invested in knowledge industries worldwide, including higher education and advanced training. This investment reflects the emergence of the “knowledge society,” the rise of the service sector, and the dependence of many societies on knowledge products and highly educated personnel for economic growth (Altbach & Knight, 2007).

These leadership functions are outlined and included as: Informational Roles, Interpersonal and Decisional. In short, our conception of leadership comprises the following basic assumptions: Leadership is concerned with fostering change; Leadership is inherently value-based; and All people are potential leaders; leadership is a group process.

Transforming existing organizations for an uncertain, competitive environment and for such innovative practices as eLearning requires a systemic approach encompassing many organizational dimensions. It requires a vision of what higher education will look like in the future, and a clear plan and methodology for transforming the institution to achieve this vision. Moreover, the transition depends not only on the efficiency of the transformation process itself, but also on the commitment and entrepreneurial capacities of the senior, middle managers and staff.

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This may be particularly difficult for the traditional single-mode university; more accustomed with face-to-face contexts and client groups within readily identifiable local catchments (Ulukan, 2005).

Globalization during the 20th century gave rise to the importance of NGOs. Many problems could not be solved within a nation. International treaties and international organizations such as the World Trade Organization (WTO) were centered mainly on the interests of capitalist enterprises. In an attempt to counterbalance this trend, NGOs have developed to emphasize humanitarian issues, developmental aid and sustainable development. Before the restoration of democracy, NGOs were not allowed to be registered and operate. After reestablishment of democracy NGOs could play an effective role in many people oriented programs such as health, family planning, environment (http://www.enotes.com/topic/Non-governmental_organization) formal and non-formal education.

According to eReadiness Rankings 2009 broadband and mobile connectivity levels continue to increase for almost all countries, not withstanding the downturn. Some major findings from 2009’s up to now eReadiness analysis are stated below (Economist, 2009).

Emerging markets continue to rack up the biggest advances in connectivity, or the extent to which people are connected to communication networks.

Government ICT strategy in emerging markets is bearing fruit.

ICT development may benefit from the recession Policy concerns exist on the near and longer horizons.

Turkey has ranked 43rd amongst 70 countries. E-readiness is a macro concept however it is an important indicator for eLearning readiness in respect to actualized eLearning infrastructure. eLearning with mobile learning is the long term future of learning, not a niche part of educational developments. It will become part of a mainstream of what educators will do for teaching and learners will do for learning.In Turkey, all classes in formal education are offered as face to face, and distance learning is almost inexistent in the practice. Face to face learning, despite many positive aspects, is among the main reasons of the limited capacity. This may be overcome through conducted certain classes in formal education through e-learning. (Demirci, Yamamoto, and Demiray, 2011).

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Depending on the quality of programs and characteristics of the classes, if 10-30% of the program was made through e-learning, a noteworthy capacity increase may be obtained at the universities.

The Higher Education Strategy of Turkey, as the preference was made for distance learning and increasing the capacity of higher education, Turkey must take new steps to develop eLearning applications. (Demiray, et. al 2010) Although an Informatics National Committee was established in Turkey in 1999 under the body of Board of Higher Education (YOK) and certain applications were attempted in the area of e-learning, a development as quick as expected could not be obtained. The required initiatives should be taken to revive this learning channel by evaluating this experience and by providing the necessary resources for making the payments that might encourage those who would prepare classes with this program. Special pedagogic approaches and design are required to obtain a successful result in open learning. eLearning is not a cheap substitute of formal programs. These programs should be designed as specifically based on pedagogical knowledge and have the required support systems.

Distance learning has become a major force by which individuals all over the world are acquiring the necessary training, skills, and education required to enter the job market. This has led to an unprecedented growth in all aspects of the distance learning industry, from the number and types of schools to the variety of technology and programs being offered.

This teaching and learning modality makes time and space the regulating variables between teachers and students located anywhere, yet interacting through powerful and speedy information and communication technology systems and processors.

On the other hand, one of the major developments in the field of education in Africa 20th Century, apart from the taking over by Africans of the running of their education systems from departing colonialists, has been the relative growth of DE. Technologies have contributed to increasing use of the Internet in higher education. To remain competitive, educational institutions are pressured to embrace DE. Distance learning has changed dramatically since the 1990s as it has become a dominant part of the landscape of the higher education global industry of the 21st century.

Today we have mega-distance learning corporations, colleges, and universities operating on all continents and offering training, continuing education, and academic degree programs in various fields. Distance 25

learning opportunities respond effectively to the demands of individuals in the fast-paced globally competitive world of the 21st century. In this environment, administrators, teachers, and learners must attend to multiple tasks and responsibilities in personal and professional lives while providing and pursuing education.

Consequently, programs are instituted without adequate consideration of stakeholder participation. To effectively accommodate new technologies, leaders must evaluate and address possible challenges.

Faculty support has been identified as influencing DE effectiveness.

Therefore, for programs to be successful, their buy-in is required. eLEARNING IN EDUCATIONAL SETTINGSin ANADOLU, TURKEY In terms of eLearning in educational settings Anadolu University’s distance programs can still be considered as the largest eLearning system in Turkey because of the extensive use of online support materials for distance learners. As it was mentioned earlier Anadolu University eLearning portal provides digitized version of their textbooks, streamed version of broadcast TV programs, audio books, and multimedia learning materials created in accordance with the textbook content, online trial exams with automated feedback system, asynchronous and synchronous facilitation services, and help desk for administrative and technical support to learners.

The University also offers almost all of these materials as free access learning materials to any who would like to learn. Furthermore Anadolu University has completely online programs. For instance, the Information Management Program is the first completely online associate degree program in Turkey. The program has around 1500 graduated and around 2000 current students. English Language Teacher Training Programs is a one of a kind hybrid program in which students take completely online courses in their 3rd and 4th years after joining face-to-face evening courses during the first two years.

In addition, award winner the Turkish Language Certificate program of the University is a completely online program intended to help those who would like to learn Turkish. This program offers multimedia learning materials as well as various communication and support services for those remote learners. The program currently offers three months long training in A1, A2, B1, and B2 language levels. The training in C1 and C2 levels are under construction and planned to be 26

offered in 2010. This program is the unique program that offers online written and oral exams. Moreover, eMBA and online certificate programs on various topics are other eLearning solutions Anadolu University provides. On the other hand is another important eLearning provider in Turkey. Along with its associate degree programs, Sakarya University just started to offer BS programs in engineering in 2008.

The instructional strategy is quite different then Anadolu University.

The majority of the universities in Turkey offer two years long associate degree programs and master’s degree programs. Same as Sakarya University many require their students come to face-to-face sessions.

Not only the universities but also some private firms are setting up successful eLearning programmes in Turkey because there is a demand for this type of training programmes, and these types of programmes are inexpensive, fast and effective. Additionally this also brings the flexibility of the personal development for the workers and customers.

(Demiray, 2010) eLEARNING IN CORPORATE SETTINGS eLearning is not only increasingly diffusing in educational settings but also in corporate settings as well. According to the Global Industry Analysts the global market for eLearning will grow to reach $52.6 billion by 2010. GIA stated that in 2007 only in USA the eLearning market was $17 billions in 2007. And 30 billions 2020. According to the same firm overall usage of eLearning Worldwide will reach a compound annual growth rate of 25 percent to 30 percent through 2010. According to there are several reasons behind this increase in eLearning implementations. One of the most significant reasons is related to the cost of training. The literature is filled with reports about how much money companies saved by implementing e-learning. Increasing employee retention, rapid development, deployment and updating of courses, providing more effective training, availability of courses anytime anywhere are some of the other motives for corporations to invest in e-learning. Although there are quite impressive developments, eLearning in Turkey is still in its infancy stages (Aydin & Tasci, 2005).

We could not reach a solid statistical data but it is expected that the eLearning market in Turkey will reach $40 million in 2010. Initial costs, infrastructure requirements, shortage of qualified vendors and uncertainty about the functionality as well as past unsuccessful 27

experiences about use of technology for training are among the major barriers for diffusion of e-leaning in corporate settings in Turkey.

Some of the eLearning vendors in Turkey are listed such as Avez (enocta), sebit (sbs) + mobilsoft, Kavrakoğlu, Meteksan, Bilge adam, Koç systems, Halıcı (halsoft), Pleksus Information Technologies, Bilsoft (knowledge, education, technology), Febau, Element Educational Technologies, Infinity Technology and 5M (fullearn). These production’s multimedia and software are generally for institutional and school age segments. Banking sector is one of the significant users of these eLearning programmes. Most of the banks such as Garanti Bank, Isbank, Fortis, Akbank, Finansbank, Şekerbank, Halkbank and Ziraat Bank are some serious users of these programmes for their staff and the education for their customers (enocta, 2009). On the other hand some of the leading banks such as TEB (Turkish Economy Bank) and Yapı Kredi Bank are planning to use eLearning platforms to train their employees and also their customers especially that of problem intensive subjects.There will be some other examples of the retailing sector projects such as “akademig” (http://www.akademig.net) from one of the large retailers Migros. According to Migros HR and IR Deputy General Manager Alkaya Leadership, Behavioral Development, Quality Management Systems, Corporate Culture, Customer Relations and Performance Management and Active Sales Management courses are given from an eLearning portal (http://kariyerim.milliyet.com.tr/detay.asp?id=534 retrieved on 29.

10.2014).

The roles and goals of DE associations need to be clear to gain a sense of their views about the associational umbrella. International cooperation in DE is a popular phenomenon today. International collaboration and integration initiatives have increased in the framework of organizational cooperation at different levels and in different issue areas. The European Union (EU) and cooperation in its different policy areas, including projects for both member and non-member states are examples of how ICT can ease and facilitate interactions (Wendt, 1994: 384).Thus, an effective DLA should be aware of this and make curriculum planning and quality assurance important factors. This is where a responsibility over institutional planning and effectiveness comes into play.

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Despite the virtual side of distance learning, administrators still need to carry out the managerial role of controlling and monitoring for standards, whether that standard is in reference to programs, curriculum, or instructors. This requires DLAs to keep abreast of new developments in the fields. (http://www.westga.edu/~distance/ojdla/spring141/McFarlane141.html) This can be accomplished by being members of distance learning organizations and agencies such as the Distance Education and Training Council (DETC), United States Distance Learning Association (USDLA), North America ICDE, Canadian Association for Distance Education (CADE), European Distance Learning Association EADTU and (EADL) for Europe, (ABED) for Latin America, (ACDE) and (ADLA) for Africa,, Australia (ODLAA), New Zealand (DEANZ,) Far Eastern Asia (AAOU), and Southeast Asian Ministers of Education Organisation Regional Open Learning Centre-SEAMOLEC, amongst others.

Additionally, effective DLAs will view themselves as part of a global trend in education and seek to be actively visible and participating subscribers and members in conferences in the industry, and read and subscribe to academic and professional journals and magazines.

They manage people, systems, and processes and should take a true systems thinking approach in the distance learning.

Mintzberg’s model (1973). is further broken down into ten leadership responsibilities or functions with activities that DLAs can effectively apply to their duties and responsibilities. DLAs can best ensure quality of instruction by having the right people, administrator, instructional and technology experts, right technology, quality and well-designed and organized curriculum, appropriate materials, textbooks and other media sources.Effective DLAs represent their schools and programs at conferences, through media and community contact, and they identify new opportunities and projects for growth and success that will positively impact all members of the organization in their capacities as entrepreneurs, disturbance handlers, resource allocators, and negotiators (http://www.westga.edu/~distance/ojdla/spring141/McFarlane141.html) Effective DLAs will understand and apply the guidelines of exemplary leadership as they seek to inspire a shared vision within the organization, unit or department.

WHAT IS UDEEEWANA? 29

UDEEEWANA is suggested and established as the association for the regions of Eastern Europe, Scandinavia, Baltic’s, Turkic’s, Caucasian, Middle East, Russia, Arab Peninsula and North Africa which are included the countries such as Algeria,Azerbaijan, Belarus, Bulgaria, Egypt, Estonia, Finland, Greece, Georgia, Jordan, Hungary, Iraq, Iran, Israel, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Macedonia, Moldova, Mongolia, Morocco, Norway, Oman, Palestine, Poland, Romania, Russia, Saudi Arabia, Serbia, Slovakia, Slovenia, Sweden, Syria, Tajikistan, Tunisia, Turkmenistan, Turkey, Ukraine, United Arab Emirates, Uzbekistan and so on.

WHY UDEEEEWANA IS NEEDED It is mentioned in the book which is titled as “eLearning Practice….

2010, that E-Learning offers many opportunities for individuals and institutions all over the world. Individuals can access to education they need almost anytime and anywhere they are ready to. Institutions are able to provide more cost effective training to their employees.

E-learning context is very important. It is common to find educators who perceive e-learning as internet-only education that encourages a static and content-focused series of text pages on screen. While elearning started in the early 1970s with mainframe computing, it did not take off until the advent of CD-ROMs and the WWW. Multimedia CD-ROMs in the early 1990s allowed us to develop programs that had color, action, and interactivity. These were a major advance over text on monochrome screens that characterized educational computing in the 1980s. The years of 1990s and 2000s a new learning landscape is a multichannel learning environment that can be seen as a “complex adaptive system”. For the most part, this environment is “self organizing” and because of that it is difficult to exactly predict how it is all going to turn out in the next five years. There is also a trend seen in the transition from training to learning that leverages the power of the Internet to go beyond eLearning through knowledge management, competency management, and performance support and to HR processes like performance management, talent management, succession planning, and hiring. From the Web 2.0 to Web 4.0 (and e-learning 2.0) Technologies are driven by collaboration. Today’s learning and education technology is developing with overwhelmingly what we guess for tomorrow. In those days eLearning technology application changed its structure by combining via new discussion technologies such as 30

mLearning, tLearning and uLearning. Multimedia on the internet, telecommunications, wireless applications, mobile devices, social network software, Web 2.0, Web 4.0 etc., are radically redefining the way people obtain information and the way to learn.

Policymakers, international organizations, higher education institutions and researchers in the field of education agree that Information and Communication Technologies (ICT) have the potential to stimulate international collaboration, to create flexible learning paths and to open the borders of the university.

Western and Eastern Asian nations are increasingly embracing elearning in education and training, both within their classrooms and in DE. eTransformation has been much slower in the education systems of the Eastern Europe, Nordic, Turkic, Middle East, and Arab Peninsula and North African countries.

It is, therefore, considered timely to conduct an inquiry into the ways and extent of e-learning in these countries, the factors driving and constraining such developments, and how progress might be further encouraged. Searching the literature, it is possible to find reports, accounts, research findings and conference presentations on e-learning in these countries but many of these are in languages other than English.

English language developed in collaboration with colleagues in these various countries and so will be a first and of international significance.

Many of the institutions in the countries to be reviewed also make extensive use of traditional teaching and methods and media, so it will not consider for these countries only e-learning and mobile or m-learning in isolation but in blended or mixed-mode learning, both in classroom environments and in DE. (Demiray et. al, 2010) UDEEEWANA is mentioning the DE practices in Turkey, and will examine and discuss the role of leadership which should be undertaken

by Turkey patronage in the region of Eastern Europe, the Middle East, and North Africa regions countries.

It is a well-known fact that the international DE organizations in the world are not well organized and functional in this area or for the regional DE institutions. To fill this gap, it will be argued that Turkey might have a leadership role in the DE field in the region and can organize the practices of the regional countries in academy and practice.

Based on this argument, the structure of the potential organization and the regulation of the organization will be discussed. And also, the draft 31

of the constitution of the recommended association will be presented, which will be regulated and redesigned in accordance with the others.

Thanks to this council, nearly 50 countries will have the chance to introduce their DE practices to the world.

A Map of the UDEEEWANA Region There is enormous potential for widening access to education and increasing the diversity of the student population. Online technologies provide opportunities to learn anywhere, anytime and from anyone. This flexibility is essential for non-traditional learners and will enable a shift change in the engagement of higher education institutions in lifelong learning and continuing professional development.

This will provide an important tool to governments in ensuring a diversity of provision within higher education systems to meet the needs of all learners. It also provides a platform for reaching international markets and complements existing developments in cross-border education.

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Finally, new technologies can facilitate greater collaboration, both with global partners and at a more local level. Developing educational partnerships is an important element of UDEEEWANA’s strategy for cooperation with other parts of the world and also provides a mechanism for enhancing educational attainment rates in emerging economies. At the local level, Technologies can underpin national efforts to drive greater collaboration between institutions, combining expertise and delivering greater critical mass.

The benefits are clear and UDEEEWANA needs to take concerted action to ensure that the potential is fully realized. While the debate on digital learning has been dominated in recent times by the MOOC phenomenon, the impact of technology can and will be much wider.

Governments must strongly encourage and support a greater integration of new technologies and associated pedagogical approaches in conventional provision. Traditional providers must diversify their offering and provide more courses online, especially targeting continuing professional development and lifelong learning. They should also be encouraged and incentivized to engage with newer forms of open, online courses as these become more established. The momentum towards openness and freely accessible education resources needs to be maintained and built on. The goal should be to ensure that all publicly funded education resources are openly available.

Realizing these ambitions is not a straightforward task. It will involve significant changes in how education institutions operate, as well as a change in culture and mindset. The challenges will require targeted actions and support. There remains a culture of conservatism within worldwide and also UDEEEWANA’s map countries higher education which needs to change. This demands strong leadership and vision from both public authorities and institutional leaders of UDEEEWANA’s Countries too. While a broad range of good practice is already emerging across worldwide, this is happening to a large degree in an uncoordinated bottom-up approach. It is now time for governments and institutions to develop comprehensive strategies at both the national and institutional level for the adoption of new modes of learning and teaching within higher education.

Governments need to decide on the mix of provision necessary across the system to meet the needs of all learners, and they must identify the support needed to deliver this. In particular, targeted financial incentives will be paramount in kick-starting initiatives. Teaching staff are, of 33

course, at the frontline of delivering these changes and they must be equipped with the skills and knowledge to allow them to fully utilize the range of new teaching tools available. Continuing professional development for teachers must become the norm across all UDEEEWANA’s map countries institutions.

New models of provision such as open online courses bring specific challenges. But given the opportunities that they offer for lifelong learning, continuing professional development and internationalization, it is imperative that public authorities consider how these learning opportunities can be brought more fully into the higher education system. There are many anxieties about the quality and wider acceptance of these learning experiences, and action is needed to quell these concerns. Guidelines around quality assurance and developing a means of providing credit and recognition for these forms of learning will advance efforts to instill them as a credible alternative to the traditional degree programme. The ECTS system gives Europe an obvious advantage in this regard.

Online learning has also brought with it the ability to collect and analyze learner data that has not been possible before. This brings great potential for personalized learning and enhanced retention, although the utmost care must be taken to ensure students are fully aware of and give full consent for the collection and use of their personal data.

As being UDEEEWANA our message is clear. While accepting those higher education institutions and, more particularly, teaching staff are the main actors in delivering these pedagogical changes, it is the responsibility of public authorities to create the environment and incentive for action. UDEEEWANA also has an important role to play.

Through the Erasmus+ programme, financial support can be given for supportive policy initiatives at a national or institutional level. Support can also be made available for peer learning and collaborative crossborder initiatives, for example, infrastructures, quality assurance guidelines and credit recognition. We stand on the cusp of real transformative change in higher education. This must be embraced fully to ensure that we provide the best learning experience for all students, not just in UDEEEWANA but across the globe.

CONCLUSION Continuous and rapid developments in global education today more than ever before present problems, new questions, greater challenges, 34

and vast new opportunities especially for the distance education institutions, policy makers of distance education, scholars and students alike.

This paper is a collection of studies and essays by many of the leading experts in international and national distance education who share their analysis of current trends and the implications they see for present and future policy and practice. Also this paper is organized into three sections that address first,, structural sections according to the eLearning importance global, supranational concerns in internationalization and westernization mobility for transition to information society. Second, focus on specific cases in UDEEEWANA map countries from Eastern Europe, the Middle East, Northern Africa, and third share profiles of distance education institutions, practitioners and participants involved in uniquely shaping international distance education in their everyday practice. The intention of the paper is to expand the scope of research in the field of Comparative, national and international distance education under the function of UDEEEWANA to facilitate theoretical developments, to join and influence policy distance education formation, and most of all to inform anyone fascinated by the evolving and dynamic processes related to distance educational internationalization and global mobility for the UDEEEWANA member countries. Here is the discussion information concluded especially for distance education administrators, distance education decision makers, scholars, faculties, distance education policy makers and distance learners intent on understanding the wide scope of factors that today are shaping the fluid and changing global and overseas distance education landscape.

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Practices Volume I-Volume II, eBook, Electronic ISBN 978-97598590-8-4 (1.c), 978-975-98590-7-7 (tk.), Electronic ISBN 978-97598590-9-1 (2.c), http://www.midasebook.com Retrieved on 16.01.2015.

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5. eNOCTA, (2009). Katalog, Istanbul. Retrieved 08.03.2012. available from 6. http://www.enocta.com/web2/ContentShowOne.asp?CType=3& ContentID=373&T=5 7. http://www.enotes.com/topic/Non-governmental_organization 8. http://www.akademig.ne 9. http://www.westga.edu/~distance/ojdla/spring141/McFarlane141 .html 10. http://www.westga.edu/~distance/ojdla/spring141/McFarlane141 .html 11.

Mintzberg, H. (1973). The Nature of Managerial Work. New York: Harper Row. 12.

Ulukan, C. (2005). Transformation of University Organizations: Leadership and Managerial Implications, Turkish Online Journal of Distance Education-TOJDE October 2005 ISSN 1302-6488 Volume: 6 Number: 4 Article: 8.

13.

Valentine, D. (2002). Distance learning: Promises, problems, and possibilities. Online Journal of Distance Learning Administration, Volume V, Number III, Fall 2002. Retrieved March 7, 2014, http://www.westga.edu/~distance/ojdla/fall53/valentine53.html 14.

Vassiliou, A. (2014). Report To the European Commission on New modes of Learning and Teaching in Higher Education, October, European Union, ISBN 978-92-79-39789-9, DOI:10.2766/81897, p.4., Luxembourg.

15.

Wendt, A. (1994). ‘Collective Identity Formation and the International State’, The American Political Science Review, 88:2, June 1994, Yayın No: 95, ISBN 978-65-4334-61-2.

36

ASPECTS OF MODERN PEDAGOGICAL SKILLS TEACHING

Kateryna Gavrylenko NTUU “KPI” The paper looks at the educational process and its characteristics, comparing aspects of modern teaching with previous traditional authoritarian style of students’ training. The goal is to show the main methodological aims of the learning-teaching activities. This has been done by analyzing types of teacher-student interaction and different activities set for classroom and individual training. Upon description of the main aspects of the language learning system, it becomes clear that pedagogical management depends heavily on the students learning organization through a range of creative activities and their conditions and readiness to learn. The paper highlights the importance of teaching communication skills and independent scientific work.

Educational process is a wide range of systematically organized activities. The very first of them there are activities directly provided by the teacher. The teacher is engaged in the functioning of the whole teaching process. Taking into consideration the experience of learning activities consisting of procedures related to training and selection of the most effective methods and ways of learning – activities organized through the construction of techniques and training methods. The main aspects are methodical, but the prevailing aims are to build special educational tools for providing maximum outcomes in the classroom.

Also it is necessary to link the taught subjects into one activity prepared by the training programs. For planning teaching we should have a clearer idea of learning objectives but often at building a training program, we focus only on some general outlined goals. These goals are often formulated by politicians, cultural aspects, but not teachers. The modern social and cultural situation and educational tasks require the teachers’ and methodologists’ involvement into description and design of learning objectives. In modern industrial and practical society the educational process has often very specific goals, which can be solved only by specially trained people. Moreover, modern methodological theories can very effectively design a learning process, but it requires clear understanding of specific goals. Also, modern technological society has various new demands to the education systems, set by the industrial and professional market. In other words, the result of an educational project should be a open-minded thinking man, who is in a narrower sense a 37

qualified specialist, and could be described as an intelligent human being possessing knowledge and abilities necessary for the future humanity.

Training can be described as a process of active interaction between educational system and student, which resulted in development of students’ knowledge and skills based on their activities. A teacherstudent interaction creates the necessary conditions for directing, controlling and developing the necessary teaching tools and providing information. The function of education is to maximize the adaptation of symbolic and material resources for the developing of people's ability to work. The easiest option is to study communication between the teachers (professional activities) and students directed to the reproduction of the teachers’ ideas and providing them for the student activities. The development of training is a complex division of activities into simple and easy learning tasks. But such development involves analysis of complex activities, allocation of their elements.

The task involves the separation of complex professional activities from ordinary elementary to further simple design of these complex activities as required. Thus, the first principle of pedagogical reflection involves the separation of basic activities and their analysis. But this is often not enough, since it is impossible to end the activities expanded into simple elements, the activities have complex interconnections and relationships. Therefore, there is a principle, which requires special tools for building and designing of complex activities with assimilated elements.

On the other hand, educational process and the educational system are described as a sequence of special trainings. These situations are constructed in such a way that the previous situation set tools, material, etc. for the following. That training system is constructed as a chain process through which people experience and in the end come completely transformed, having learned of indispensable public and cultural competences.

Thus, the methodological language learning system can be described as a system that develops the situation of difficult learning activities through partitioning of reflexive learning into simple activities, and then building of complex specified task activities. You can consider pedagogical activity as a management training activity and contemplation on consciousness and organization of student understanding.

The essential point for the teacher is communication and 38

understanding of the condition of the student. Understanding means the systematic establishment of their internal world ideas and beliefs that influence their consciousness. On the other hand, the teachers have to organize and understand themselves, to convey to the student something in their views. But understanding is not possible to transmit directly to other people, it can only be achieved through personal experience (or organizing of such an experience) .Teaching activity, therefore, is a communicative, diagnostic act.

With regard to the educational process the management is a deliberate, systematic impact on teacher staff and individual student in order to achieve specified learning outcomes. Management means not suppression or imposing some learning process of course, but rather taking into account the natural abilities of the students their needs as future specialists.

Special features of educational process management are the following: the pre planned and systematic impact regulating the learning process is always better than spontaneous decision making; strong correlation between the management subsystem (teacher) and management object (student); reliability, i.e. the ability to control systematically the implementation of special educational functions under certain conditions of the learning process, resistance – the ability of the system to perform according to the plan, despite various external and internal barriers.

The educational management is both cyclic and continuous and thus is able to create consistent implementation of the teaching-learning process. Management cycle begins with goal setting and determination of objectives and learning outcomes, planning the path of these goals achievement. After reaching the goal new management ideas are implemented and the cycle repeats. Goal setting, range of practical activities implementation, feedback then a new goal – such scheme represents a continuous management process. It is applicable to both scientific and educational processes.

Effective learning management is possible under certain conditions, which include: 1) formulating of the learning goals; 2) establishing of the initial level of the process; 3) development of a special program of activities that provides the learning process; 4) obtaining of certain information about the state of the learning 39

process (feedback); 5) processing of received information, developing and correcting the educational process.

The task of the teacher in the educational management is to bring it to an initial level, which involves determining the place of all participants in this process, their functions, rights and obligations, creating favorable conditions for the best performance of their tasks.

Information management is a process characterized by closed continuous cycle. From managing authority (teacher) to a managed object (student) control signals come from the object to the regulator (the teacher) and feedback signals are carried sending information about the actual state of the managed object. The role of teacher is in the processing of the received information, its reflection and decisionmaking on further adjustments of the educational process.

The role of feedback in the learning process is very important and involves two specific tasks: 1) determining of the feedback content as a controlled distribution of the aggregate performance based on learning objectives and psychological learning theory, taken as a basis in the preparation of training programs; 2) determining the frequency of feedback. Regulation of the learning process is aimed at the insurance of the activities under monitoring system, where the deviation of controlled and displayed values is aligned to the level specified by the program management. Errors indicate students lagging behind in various subjects, topics or disciplines, for example, the difficulties with learning of the material, problems with certain concepts or facts, patterns assessment etc. For quick adjustments it is necessary to control the basic parameters of studying process. N.F. Talyzina notes that the uniqueness of training as management primarily depends on guiding of the learning process as learning is always carried by a particular person [2]. The complexity and diversity of personality factors is so large that at planning of the basic training program they can not always be taken into account. In the mass training the basic program can at best be adapted only to a certain system features typical for certain groups of students. In the process of training a particular group of students can be organized by some additional features, which will enable them to act quicker in achieving the goal.

In the process of learning the teacher need to determine whether students have learned the material, summarize and compare the facts, as well as critically analyze information obtained, whether they have enough time for learning, etc. Implementation of an effective learning 40

process requires theoretical planning that considers the learning process as the organization of cognitive activities for students, bearing in mind the independent characteristics of this system and understanding of the main stages of its development as a transition from plan to practical social and individual experience.

The teacher plays a special function in society. This functional structure with the teacher at the center of education system in our culture has a tendency to simplification or even to change from individual educational functions to the functions of culture implementation, activities organization, or the entirely passive knowledge reproduction.

And this point of view is certainly narrowed. However, this change in the cultural sphere has some reasons. The teacher is really responsible for cultural development of students, but she is also a live cultural model.

And this is a very difficult task: to be a living example of culture. And this idea of the teacher is the most stressed in authoritarian cultures.

Accordingly, the communication is possible only in an authoritarian manner. The modern European culture is called "syncretic" or dialogic directed (or communication based). There are many designs, lifestyles and ideas existing in the society, but the main value lies in organizing of dialogues and mutual understanding. The center of gravity in the syncretic culture is increasingly shifted to the personality and individual consciousness ("I think differently, but you think so, and I want to understand it").

It is a democratic culture. These properties of our culture are somehow reflected in teacher identity. The teacher is no longer a model, and authoritarian personality, a person who wants to be understood, and uses all available facilities to do so. But such a person aspires to understand others, also as individuals with equal rights to free speech and thought. For the effective implementation of learning process the modern teacher should consider functions important for understanding of the essence of educational activities, their main components, teaching activities and professionally important skills and psychological qualities necessary for their implementation.

The main aim of the high school teacher involves a range of such functions as educational, organizational and researching. These functions should be regarded as a whole, although quite often one of them dominates the others. The most characteristic for high school teacher is a combination of teaching and researching. Research work is necessary for developing of the creativity, increasing of scientific knowledge. At the 41

same time, it is encouraging for deep generalization and systematization of the material and for more careful formulation of the basic ideas and conclusions. According to our observations high school teachers can be divided into individuals with the prevailing pedagogical focus; with the research orientation; with the same equivalent of teaching and research focus. The professionalism of the teacher in the university teaching process is reflected in the ability to see and create educational tasks based on analysis of teaching situations and find the best ways for their solution. Decision making continuously encounters new situations and challenges. Therefore, one of the most important characteristics of pedagogical activity is the teacher's’ creativity. The structure of teaching process and teaching activities features such components as structural, organizational, communicative and gnostic.

Structural features of any learning process ensure implementation of tactical objectives for selection and structuring of the course specific content of the individual tasks, the choice of methods of learning, etc.

Practicing teachers have to solve different problems for designing of educational process in high school. There are several components of pedagogical skills, which can serve as indicators of the level of development of educational process: 1. Variability stimulates students and helps to avoid the monotonous manner of presentation of educational material, break the ice in the classroom, etc.).

2. Raising interest via an exciting beginning or warming up (littleknown fact or a paradoxical problem statement, etc.).

3. Use of pauses or non-verbal communication (gaze, facial expressions, and gestures).

4. Skillful application of positive and negative reinforcements, interest raising, motivation development.

5. Raising issues lead to the synthesis of student learning.

6. Use of different tasks to stimulate creative activities.

7. Determination of the degree of involvement in mental work by the external signs of the students’ behavior.

8. Use of illustrations and examples [1].

Organizational skills are important not only for the learning process, but also for the self-preparation of the teacher in high school. For a long time it was attributed to the subordinate role: the training of specialists in the universities traditionally remained unchanged, and the organization of the students’ training according to traditional and well established 42

forms and methods. The level of communication skills and competence in communication depends on the ease of establishing contacts between students and teacher and the efficiency of communication due to solving existing educational problems. Communication is not limited to the transfer of knowledge, but also performs the function of emotional influence, source of motivation, etc. Hence the key role of communication along with group and pair work is crucial for the education process. University teachers should become not only the bearers and facilitators of scientific information but also organizers of the students’ learning, their independent scientific work.

References: 1. Ennis, R. H. (2001). Goals for a critical thinking curriculum. In. A. L. Costa (Ed.), Developing minds. Alexandria, VA: Association for Supervision and Curriculum Development.

2. Talyzina N.F. (2002). Workshop on pedagogical psychology. – M.: Akademia.

ARE WE SECURE ENOUGH IN E-LEARNING ENVIRONMENT?

Aleksandrs Gorbunovs Distance Education Study Centre, Riga Technical University, Latvia Modern society becomes dependent on technology and digital data.

Millions of social network accounts facilitate communication between people. Online learning programmes and learning management systems, which are aimed to deliver learning objects to the student, are considered as an important integral part of classroom learning.

Unfortunately, the usage of the e-environment conceals potential threats.

This paper makes awareness regarding increasing cybersecurity threats in nowadays world, bestead in their detecting, and suggest possible ways to avoid possible fatal mistakes in digital environment.

Ongoing and increasing comprehensive digitization process of almost everything changes our habits. It facilitates fulfilment of daily activities allowing transformation of our efforts into digitalized data and their processing. Majority of people in nowadays world has more than two email accounts. Millions and millions of social network users communicate to each other, send messages and e-mails, share their files, establish new contacts or restore old ones, and so on. Despite on the great benefits which are brought by new technologies and innovative e43

learning platforms, this opens new, inexperienced before risks in a form of unauthorized break-ins and personal data stealing from users’ accounts in e-environment. Noted in this paper considerations related to cyber security issues ought to be applied also to e-learning domain.

Civil universities, as well military academies, training centres and schools have become complex ecosystems fulfilling not only the duty of training and educating students but ensuring a safe environment, elearning in particular, in which they can learn. The same applies for military units and their personnel. Information technology (IT) departments must integrate components of the network while ensuring reliable operation and securing sensitive and classified data.

To ensure safe and secure usage of digital environment, countries’ ministries and agencies which are responsible for information and communication (ICT) matters, define appropriate rules protecting government structures’ IT networks. For example, on the 8th June 2015 the US White House’s Office of Management and Budget (OMB) issued the Memorandum M-15-13 “Policy to Require Secure Connections across Federal Websites and Web Services” which: - Mandates the exclusive use of HTTPS with HSTS across all Federal government web services.

- Requires that US governmental agencies will need to make their entire website and web services accessible through secure connections

by December 31, 2016. It applies also to e-learning and xAPI. - States clearly that all publicly accessible governmental websites and web services provide service through a secure connection only.

- Defines that the strongest privacy and integrity protection currently available for public web connections is Hypertext Transfer Protocol Secure (HTTPS) which will “protect data from interception or alteration, which can subject users to eavesdropping, tracking, and the modification of received data” [9].

These requirements ought to be considered as a response on threats in cyberspace and the guidelines for other, non-governmental organisations.

Similar rules ought to be set also in other countries in the case if they did not make that already before.

Risk mitigation could be achieved also by measures which make impossible to use external ports (USB, etc.), flash drives, CD/DVD/etc. disc players and recorders on computers used in organisations which deal with sensitive and confidential data processing (for example, in Armed Forces). Until then we ought to be aware about existing cyber 44

threats.

Cyberspace is attractive environment for criminals. Approximately 70 per cent virus writers work under organized crime contracts [8].

Hundreds and thousands of companies all over the world were being hacked in recent years. In 2015 the impact of cybercrime on the global economy is expected around $ 445 bn [4].

Cybercriminals make a few steps to achieve their goals. They send (or distribute through social network) to the specific user the e-mail with infected attachment. The opening of such attachment infects user’s computer or smart phone which allows the attacker to gain the control over user’s machine and steal the data.

If just a few years ago we paid to become known, now we are starting to pay for being invisible or at least anonymous.

Person’s control of placed by himself data diminishes in virtual environment – it could induce new and unknown before risks. Growing influence of virtual environment allows us to stay in shadow by placing our minds, thoughts and comments in the global Web. This anonymity allows to place different opposite views about the same issue. That blocks objective perception of facts. It means that we would not trust in all what we see and discover in virtual world.

There are so many different tools and ways to hack user’s computer.

We may speak about threats diversity which may vary. Some of them are as follows: - Social engineering; - Risky ads, pop-ups and downloads; - Spam and phishing; - Fake websites; - So called free software and file sharing.

Social engineering is a term which considers manipulations with a particular user (attack victim) or users group. This sort of attack pushes the user to make certain activities which are expected by the manipulator, and/or open some closed/protected data which the manipulator is interested in; in other words, the manipulator tries to trick the user to break normal security procedures in e-environment. The manipulation employs six principles or levers of influence/persuasion which are recognised by Dr. Robert Cialdini [7]: 1. Reciprocation (when somebody give you something, you feel obligated also to give him something in your turn); 2. Social proof (you probably will be agree to do something if the 45

same is done by others, for instance, your friends or colleagues); 3. Commitment and consistency (when you are asked to perform suspicious task because of the previous promise given by you before); 4. Liking (the manipulator tries to charm you; if you like him, his task will be simplified much more); 5. Authority (when you are asked to do something by request from your authority, for example, the Faculty dean, will you ignore him?); 6. Scarcity (When you are asked to act / respond quickly, almost immediately. For example, somebody who names himself as the “IT admin” asks you to comply with request – otherwise your account will be disabled …).

Social engineering attack includes four main stages: gathering of information, formation of contacts and relations, use of relations, and an attainment of the objective. The attacks may appear in the form of: acting of an authority, moving to pity, support and care, malicious software, investigation and findings. The attacker might be interested in: getting your computer resources, the thievery of your identity, private information, data about you, your family members and relatives, your colleagues, your unit and organisation, financial information about you and your organization, and other sensitive data.

The best protection against such attacks is user’s reasonable conduct in e-environment, readiness against targeted attacks, self-education and education of your friends and colleagues, data cryptography /enciphering, limitation of smartphones use (especially in work environment), awareness about acting and reporting procedures in case of attack, careful choice and keeping your passwords safe.

An authentication issue does not seem pretty new challenge.

Everybody knows that user’s access information should be kept safe.

Unfortunately many and many people do not take care of that. They ought to ask themselves whether their passwords are strong enough; do they use such jolly passwords as: “password”, “hello”, “welcome”? Fig.1 shows the top ten business passwords in 2014 which illustrates rather frivolous attitude to own data security and protection [6].

To avoid the faults similar to such shown in Fig.1, users ought to follow simple rules [2]: - E-account passwords should be at least 8 (better 9 or more) letters long, including capital and lowercase letters, digits and symbols (any of all 95 ASCII symbols); - Remember: the longer password – the better protection. For 46

example, if the password of 4 characters contains only digits, the account will be cracked in 1 sec; if the password of 4 characters contains all ASCII characters, cracking time will increase till 25 sec. The password length has direct positive correlation with cracking time: to crack 6 characters password it takes 11 hours (assuming here and further in the sentence that the password contains any of ASCII characters), to crack 7 characters password – 6 weeks, 8 characters password – 5 months, 9 characters password – 10 years; - Make the weak into the strong – for example, instead of such weak password as the “approach” let’s use another one, substituting some letters by uppercase ones, digits, and intercalate any of ASCII characters – the new password “@pPr0A4*” looks much stronger; - Do not use passwords which could identify you or your organization; - Change your passwords regularly (avoid using of two previous passwords); - Do not use the same password for different resources.

Figure 1. The top 10 business passwords in 2014 [6] Nevertheless, even the use of strong passwords may cause the cracking risk. Jonathan Klein, the president of the company Usher, finds 47

that even secure password does not guarantee that the same user will not use this password in another system where the security level is low, thus putting other systems to risk; besides, sending user’s password to another server makes it susceptible to hackers. He says: „I think the password is going the way of the dinosaur … We think the solution is just the complete elimination of usernames and passwords” [1]. The problem could be resolved by multi-factor authentication solution which might be realized by: - Issuing of a code card assigned to the user by the IT department; - Or issuing of a code calculator; - Or using of the user’s cell phone, where an application generates a dynamic password, which is an additional authentication factor.

Even if a lawbreaker obtains your passwords it will impossible to access your data in the system without additional authentication. “If the process of authentication is organized in several stages, and at each stage different authentication factors are used, then it is possible to decrease authentication security risk” [5].

Nowadays more and more people rely on e-mails and messaging services. They do prefer to communicate to each other in social collaborative network sites both in private and business cases. Pursuant to that the phishing has become one of the major cyberattack methods used to lure or/and trick the user. Phishing is an attempt to collect sensitive information, such as your campus username and password, to use for malicious purposes. Attackers urge users to take some actions, for example, to send somewhere your personal data or open an e-mail attachment, or click on a link. User usually receive e-mails with provocative calls such as announcing the user as a “lucky million winner” or offering him millions “likes” in social network. What you are asked from the attacker is to send him your personal data, sometimes including your authentication details. An answer seems very simple but nevertheless some people do not care about potential risks and make fatal mistakes.

Do not press on unsubscribe link in e-mails if you did not subscribed to the service. Do not open malicious attachments from the strangers.

Even files received from trusted senders should be checked with antivirus program before opening. Attacks become more and more sophisticated – a victim can be traced and an email can be sent to the right person with the right content. Do not press to open a link asked by the stranger. In a case if the link is send by your colleague or authority, 48

better solution is to make certain whether the sender is really such as it shown on the e-mail’s sender’s details or not – let’s just make a call.

Letter’s text in bad English or your local language also should warn you.

Opening of the link may lead to infect user’s computer by viruses, malware, including ransomware which locks down user’s computer and then asks the user to pay a ransom in order to unlock the computer and files. Majority of ransomware comes from *.su domain. They are also grabbed from surfing Internet or opening links (also from «trusted» senders) in file exchange portals, adult pages, advertising banners, and just surfing through different portals and catching malware accidentally.

Fraud in social networks stiffens force. Almost every day somebody puts in social networks asks to help either sick person or animal. The problem is that majority of such requests are faked. For example, you should be cautious when somebody tells about Latvian guard dogs’ company where dogs planned to be killed due to company’s bankruptcy, but asks to send money somewhere to Africa or Asia. Let’s check provided phone numbers against premium rate call, transfer bank accounts, as well photos and images – against the same numbers, photos and images already existing in Internet.

As the conclusion it would be useful to remember safe computing tips recommended by Massachusetts Institute of Technology [3]: - Patch - ensure automatic updates.

- Install antivirus software.

- Choose strong passwords different for different accounts and change them regularly.

- Make backups.

- Do not leave your computer or smart phone unattended. Log out every time you leave your machine.

- Use communication tools, social networks and the Internet safely.

- Use secure Internet connections.

- Protect sensitive data by using encryption tools and safe removing of your data from hard drives in a case of repurposing of your computer.

- Use desktop firewalls to protect your computer files from being scanned.

- And the most importantly, stay informed and educated about potential threats and latest security and data protection solutions.

References: 1. Eadicicco Lisa “Passwords Are A Horrible Way To Keep Us Safe — 49

Here Are The Potential Alternatives”. Business Insider, 2014, May 11, Online.

Retrieved on 5 Nov 2015.

Available at: http://www.businessinsider.com/password-alternatives-2014-5.

2. Hemmingway Tim “How Strong is your Password”. mSeven Software, 2015. Online. Retrieved on 2 Nov 2015. Available at: https://msevensoftware.com/content/how-strong-your-password.

3. Information Systems and Technology “Top Ten Safe Computing Tips”. MIT, 2015. Online. Retrieved on 2 Nov 2015. Available at: https://ist.mit.edu/security/tips.

4. Intel Security “Net Losses: Estimating the Global Cost of Cybercrime.

Economic impact of cybercrime II”. Intel Security/McAfee Report Summary, 2015, Online. Retrieved on 9 Nov 2015. Available at: http://www.mcafee.com/us/resources/reports/rp-economic-impactcybercrime2-summary.pdf.

5. Jansone Anita, Lauris Kaspars, Saudinis Ivars “Multi factor authentication as a necessary solution in the fight with information technology security threats”. Proceedings of the 10th International Scientific and Practical Conference «Environmental. Technology. Resources (ETR-10)», 2015, June 18-20, Rezekne: RHEI, Vol. III, pp.114-120.

ISSN 1691-5402, DOI: http://dx.doi.org/10.17770/etr2015vol3.183.

6. McCarthy Niall “The internet's most popular passwords”. Statista, 2015, Jun 17, Online. Retrieved on 5 Nov 2015. Available at: http://www.statista.com/chart/3566/the-internets-most-popularpasswords/.

7. Polansky Tom “Dr. Robert Cialdini and 6 principles of persuasion”, pp.1-6.

Online. Retrieved on 20 Nov 2015. Available at: http://www.influenceatwork.com/wpcontent/uploads/2012/02/E_Brand_principles.pdf.

8. Software Stats “Ten Shocking Facts About Computer Viruses”.

Visually, 2014, May 13, Online. Retrieved on 4 Nov 2015. Available at: http://visual.ly/ten-shocking-facts-about-computer-viruses.

9. US White House’s Office of Management and Budget issued the Memorandum M-15-13 “Policy to Require Secure Connections across Federal Websites and Web Services”. OMB, Washington D.C., 2015, June 8, Online. Retrieved on 30 Oct 2015. Available at: https://www.whitehouse.gov/sites/default/files/omb/memoranda/2015/m15-13.pdf.

50

COMPREHENSIVE METHOD OF EFFICIENCY ASSESSMENT OF COMPUTER-ORIENTED LEARNING ENVIRONMENT OF AN INSTITUTE OF POSTGRADUATE PEDAGOGICAL EDUCATION

Kateryna Kolos This article provides the rationalization for a comprehensive assessment of computer-oriented learning environment efficiency of an institute of postgraduate pedagogical education and provides the definitions of the 'efficiency of computer-oriented learning environment of an institute of postgraduate pedagogical education', and the 'assessment criteria for computer-oriented learning environment efficiency of an institute of postgraduate pedagogical education'. In order to measure the efficiency of computer-oriented learning environment of an institute of postgraduate pedagogical education, a multi-criteria factor evaluation model was created. It includes, in the first place, the factors defining computer-oriented learning environment of an institute of postgraduate pedagogical education.

First of all, to conduct efficiency assessment of COLE, the notion of 'efficiency of COLE' should be defined.

Dictionaries say that the notion 'efficiency' means 'something that produces an effect (result)' [14], 'something that brings required results, outcomes, has the biggest effect' [5], 'successful in reaching the set goals' [12].

A. M. Dolgorukov says that 'efficiency' is a judgemental category which is a subjective measure that can vary with the change of our judgments [6].

Amitai Etzioni believes that 'efficiency of an organization is defined by the level of realization of its goals' [1].

R. L. Daft stresses that 'efficiency' is a broad notion, the use of which requires the consideration of defined variables that characterize individual departments and the entire establishment. Work efficiency correlates with the internal environment of an establishment, which means that its past achievements should be taken into account while setting new goals and defining future strategic course [4].

V. H. Kremen` and V. Yu. Bykov provide a rationalization for measuring 'learning environment efficiency' by the degree of correspondence between the quality and quantity characteristics of the 51

created or planned learning environment and the specific target functions according to which it was designed and continues to evolve [10].

Therefore, the term 'efficiency of computer-oriented learning environment of an institute of postgraduate pedagogical education' means a judgmental category of COLE, that is defined by the level of realization of its tasks leading towards the main goal of the system of postgraduate pedagogical education and is conditioned by the key characteristics of individual structural components and COLE in general.

According to dictionaries, term 'factor' (from German faktor, Latin factor - the one who acts, creates) means cause, driving force of any change, event [7] or process that defines its nature or certain features [3].

Since the key task of COLE is creation and provision of the required and sufficient conditions to the students of in-service teacher training courses facilitating their personal and professional growth, the efficiency assessment of COLE should be carried out through evaluation of determinant factors of COLE, namely: 1) the efficiency of LP of inservice teacher training in COLE; 2) COLE infrastructure sufficiency; 3) ICT competence of COLE academic staff (research and teaching); 4) ICT competence of students.

The measurement of every COLE factor in its turn requires the institute of corresponding criteria for the assessment of COLE efficiency.

Term 'criterion' (from Greek kriterion, means of judgment) is defined in dictionaries as 'a feature, reason for evaluation taken as a basis of classification' [2]; 'a feature, sign, which serves as a basis for judgment, means of verification, measure of assessment; in the theory of cognition it is a feature that allows distinguishing between true and false and makes the judgment possible' [15].

In The Encyclopedia of Education, 'quality criteria of learning' is defined as 'features determining the degree of correspondence of learning to the set goals, standards and norms' [9].

The National Education Glossary of Higher Education defines the notion of assessment criteria regarding the compliance with educational and didactic requirements as 'descriptions of what should be accomplished for achieving learning results and at what level' [11].

Thus, the notion of 'criteria of efficiency assessment of COLE' signifies the descriptions of features of COLE, on the basis of which the 52

efficiency assessment of the demonstrated quality of in-service teacher training provision in COLE is carried out.

A corresponding system of criterion characteristics is the manifestation of every efficiency assessment criterion in COLE at a certain development stage of COLE. The need for objective efficiency assessment of COLE requires the use of qualimetry approach, which envisages comprehensive development and description of methodology of quantitative and qualitative assessment of COLE efficiency.

In order to perform this measurement, the criteria factor model of assessment of COLE should be designed (Table 1), which, in the first place, requires the selection of factors characterizing COLE, their criteria, and the determination of coefficients of importance of factors and criteria.

Decomposition of criteria determined within the criteria factor model of COLE efficiency assessment (Table 1) to the corresponding characteristics selected according to the didactic requirements of COLE [8] will allow to display qualitative and quantitative changes of COLE, to check the compliance and establish the connection between the levels of criteria, factors and characteristics of assessment and efficiency of COLE in general.

Decomposition of principal efficiency assessment criteria of COLE to the corresponding characteristics will be done factor by factor.

53

Table 1. Criteria factor model of efficiency assessment of COLE. Factor #

Name

1 Efficiency of LP of inservice teacher training at COLE

2 COLE infrastructure sufficiency

Criterion Coeff. of importan ce ()

#

0.27

1.

1

goal corresponding

0.16

1.

2

incentive motivation

0.18

1.

3

organizational and practical

0.18

1.

4

control and regulating

0.14

1.

5

health-preserving

0.16

1.

6

result and reflexive

0.18

2.

1

financial (expense and value-added)

0.45

2.

2

fail-safe and backup

0.14

2.

3

organization and management

0.14

2.

4

information dissemination

0.12

2.

5

assessment and reflexive

0.15

0.26

Name

Coeff. of importan ce ()

54

3 ICT competence of COLE academic staff

4 Student's ICT competence

0.22

0.25

3.

1

quantitative

0.18

3.

2

appropriateness

0.19

3.

3

educational and qualification

0.19

3.

4

research and practice

0.22

3.

5

assessment and reflexive

0.22

4.

1

motivational and axiological (valueconscious)

0.21

4.

2

cognitive (knowledge)

0.21

4.

3

praxeological (pragmatist)

0.21

4.

4

academic

0.17

4.

5

assessment and reflexive

0.20

Let us pay a closer attention to the criteria characteristics based on the efficiency factor of learning process of in-service teacher training.

The basis of learning process of in-service teacher training in COLE consists of 'a system of organizational and didactic measures aimed at the realization of education at a certain qualification level according to the state standards of education' [13] and modern prospective tendencies related, first of all, to the intensification of LP while using pedagogically considered information and communications technologies.

Therefore, the efficiency of learning process in general is estimated by the integrated characteristic of the system of organizational and 55

didactic measures of LP in COLE aimed at the proper improvement of skills of the teaching staff.

First of all, learning process of in-service teacher training courses of COLE should take place according to the set goals and tasks of COLE. Thus, it is crucial for the organization of LP to estimate the number of students able to take an in-service teacher training course in COLE over an academic year. The key role during the process of academic group formation is played by the correlation between the number of potential students, based on the preliminary recommendation of town and district education boards, to the optimal capacity of COLE in terms of training a certain number of students on the in-service teacher training courses.

Personal and professional features of the students, such as special field, qualification category, etc. should be considered. In accordance with this, the academic load is formed, and topics for classes, techniques and methods of successful LP and courses time frame are approved.

The efficiency of learning process in COLE also depends on its compliance with didactic requirements of COLE, namely [14]: - creation of comfortable, healthy and life saving conditions facilitating the influence on the students' professional improvement; - consideration of professional and personal features of students; - general tasks of LP, development of professional competencies of students in COLE should comply with the goals and tasks of the highschool teaching process; - creation of conditions for efficient realization, support and control of the unassisted work of students of in-service teacher training; - creation of conditions for transition from the existing partial use of ICT to the efficient systematic application and development of COLE while using various forms of organization of LP; - optimization of innovative approaches during LP of in-service teacher training; - implementation and rational use of the credit-unit system to carry out interim and final monitoring of students' progress on in-service teacher training courses on the basis of state standards and with the consideration of special regional features of teaching work; - rational use of distance education elements while organizing LP of in-service teacher training for full-time, part-time, or external studies, or a combination of such; 56

- integration of individual, micro-group, group, collective and mass organization forms of LP, the basis of which is provision of in-service teacher training courses in group form; - transformation of the teacher (teaching methods specialist) as a source of knowledge into the knowledge manager, organizer, coordinator, consultant; - creation and constant update of subject matter of COLE as well as providing students of the in-service teacher training courses with an access to the topical educational information and resources of professional interest.

Criteria factor model of efficiency assessment of COLE, built this way, allows determine the level of efficiency of COLE in Ukraine.

However, COLE is a complicated educational system. It must correspond both to the state standards and the current needs of the rapidly changing world. Therefore, when conducting criteria factor evaluation of COLE efficiency, we need to correlate it to the average and the highest level of efficiency of computer-oriented learning environment of an institutions of postgraduate pedagogical education in Ukraine.

References: 1. Ozhegov S. I. Shvedova N. Ju.: Dictionary of Russian language. М., Azbukovy`k, 944 pp. (1999) (in Russian) 2. Busel V. T. (Ed.): Great Dictionary of Modern Ukrainian (with ext., And supplemented). K., Irpin` : VTF «Perun», 1728 pp. (2005) (in Ukrainian) 3. Dictionary of Ukrainian Academic Dictionary (1970-1980). http://sum.in.ua/s/zasib (in Ukrainian) 4.

Longman : Dictionary of Contemporary English. http://www.ldoceonline.com /dictionary/effective (in English) 5. Dolgorukov A. M.: Strategic Art: Targeting in business development stratagems, the incarnation. М., OOO «1-S-Pably`shy`ng», 367 pp.

(2004) (in Russian) 6. Amitai Etzioni: Modern organizations. Englewood Cliffs, N.J. : Prentice-Hall, 120 pp. (1964) (in English) 7. Daft R. L.: The theory of organizations : Textbook for undergraduate students majoring in «Organization Management», [lane. from English. ed. E. M. Korotkova]. М., YuNITI-DANA, 736 pp. (2006) (in Russian) 8. Kremen` V. G., By`kov V. Yu.: Categories of «space» and 57

«environment»: characteristics of the model representation and educational use. In: Theory and practice of social systems: philosophy, psychology, education, sociology : Quarterly scientific journal. Kharkiv, NTU «KhPI», no 2, 150 pp. (2013) (in Ukrainian) 9. Kodzhaspirova G. M., Kodzhaspirov A. Yu.: Dictionary of pedagogy. М. : Y`KCz «MarT» ; Rostov n / D : Publishing Center «MarT», 448 pp.

(2005) (in Russian) 10. Comptoirs: Pädagogische Real-Encyclopädie oder Encyclopädisches Wörterbuch des Erziehungs- und Unterrichtswesens und seiner Geschichte: für Lehrer an Volksschulen und andern Lehranstalten, für Eltern und Eryieher, für Geistliche, Schulvorsteher und andere Freunde der Pädagogik und des Schuwesens. Bearbeitet von einem Vereine von Predigern und Lehrern und redigirt von Hergang, K. G., Grimma: Verlags-Comptoirs, 1. Bd. 1843/2, 837 pp. (1847) (in German) 11. Philosophical Dictionary. http://www.insai.ru/slovar/kriterii-0 (in Russian) 12. Kremen` V. G. (Chief Ed.): Encyclopedia of Education, Acad. ped.

Sciences of Ukraine. K., Yurinkom Inter, 1040 p. (2008) (in Ukrainian) 13. Kremen` V. G., Tabachny`k D. V. (Ed): National educational glossary: Higher Education. K., TOV «Vy`davny`chy`j dim «Pleyady`», 100 pp. (2011) (in Ukrainian) 14. Ministry of Education and Science, Youth and Sports of Ukraine: On Approval of Licensing Conditions of Education Service Provision in Higher Education : Order #1377 (2011) (in Ukrainian) 15. Kolos K. R.: Didactic requirements for computer oriented training environment of postgraduate teacher education. In: Information technology and learning tools.

Vol. 35, no 3. http://journal.iitta.gov.ua/index.php/itlt/article/view/834/619 (2013) (in Ukrainian).

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LECTURE MATERIAL STATEMENT AT MODERN LEVEL TAKING INTO ACCOUNT THE LISTENERS PSYCHOTYPE

Kovalyova O.V. *, Fetisova V.V.**, Kovalyova A.V. ** *Public institution “Zaporozhian medical academy of post-graduate education� Ministry of Health of Ukraine, chair of therapy, physiotherapy and balneology ** Zaporozhian national technical university, chair of physical rehabilitation and recreation rapy and balneology Computer technologies swiftly come in our life. Any modern device at examination as patients, as healthy persons, does not work today without computer. Therefore there is a sharply question of researchers training with the use of computer technologies. Office equipment use, lecturing in the form of presentations, equipment by films, animation, holding remote seminars, consultations are actual at present time.

In all developed countries and in many developing countries there are intensive processes of education informatization. On the basis of Zaporozhian medical academy of post-graduate education and Zaporozhian national technical university the ways of education productivity increase and introduction of new information technologies are developing.

At present time cycles of education on the basis of Zaporozhian medical academy of post-graduate education are spent lasting the basic one month. According to the last requirements in Zaporozhian medical academy of post-graduate education and Zaporozhian national technical university lecturers loading is lowered till 600 hours in a year, therefore the accent is transferred on independent work. For receiving a quality education it is necessary to apply innovative technologies. The information wave does not give possibility during the given time to state a material in the volume which is obligatory for quality education. It is important not only to give the material, which is necessary for further work, but also to learn how to concern selectively to the information stream, how to correctly work with Internet resources.

There is a new way in education which consists in use of remote training as the major component, which belongs to the system of open education. The condition of education and, accordingly, its quality depend on the level of information-technological development, its rates, level of material giving.

At present time lectures are not read under dictation. The routine 59

system of total abstract record has given way to alive constructive dialogue with the lecturer. Only basic points are written, and that is the variant of the best memorization form. The main lecturer task for today consists in material statement in the accessible form, i.e. it is necessary to explain basic points of lecture material and to reach understanding with the audience. The material is stated in the form of presentations, with use of animation, educational films.

The presentation on computer has replaced for today paper information mediums which are impossible, and are not necessary to change with necessary speed, depending on science development. Paper information mediums, besides, considerably concede in visualization and availability.

To achievement of better information learning, the material in electronic form is constructed on a basis of neurolinguistic programming.

At such approach all types of listeners nervous system are considered and conditions for deeper understanding and material mastering are created. For “visuals” bright images are used, for “audials” – sound design is used. So, the text material is constructed, taking into account sensitive type of the listeners.

After 4-5 slides demonstration the control question is asked to the audience. And the lecturer can ask questions not only to the audience, but also can address it particularly to one of the listeners. Such system allows to hold listeners in a tone and does not give possibility to distract.

Such feedback promotes lecturer to receive information about how much the material is well perceived.

If it is necessary, slides will repeat till the information will be clear.

Some questions are decided in the form of discussion. The opinion of 2-3 listeners with the final resume of the lecturer is listened.

On lecture termination listeners receive a teaching material in electronic form, where except the presentation, which can be looked through in house conditions in a free mode, educational films, articles, textbooks, guidance and other materials, on which basis the lecture material was constructed, including references to Internet resources, are written.

At present time it is admitted, that the modern education system has entered with the Internet advent a new phase of the development thanks to intensive development of new information technologies possibilities.

Our task is to direct an information stream to a necessary channel, to help listeners to be defined with teaching material search.

60

In the sequel the close connection with the lecturer remains. In particular in Internet mode materials on difficult patients are sent, remote consultations are hold. Positive experience of online consultation with sanatorium "Berdyansk", "Lazurniy" in Berdyansk, with the foreign states, such as Bosnia and Herzegovina, Poland is accumulated.

Thus, the developed and approved model of training by means of computer technologies will allow to optimize its maintenance in a scientific context and to raise efficiency of mastering of concrete discipline material. The subject maintenance is structured in unity of use of forms and methods of traditional and computer training.

TOOLS FOR INFORMATION AND COMMUNICATIONS TECHNOLOGY IN EDUCATION

Oksana Kyiashko National University of Food Technologies As technology becomes more intertwined with education, learners and teachers are seeking ways to use these tools to improve their collaboration. If both teachers and learners use information and communications technology (ICT) successfully and know how to benefit of it, they get better results in a shorter period of time.

Education is a very socially oriented activity and the quality of education has traditionally been associated with strong experienced teachers having high degrees of personal contact with learners.[7] However it has been changed with our world moving rapidly into digital media and information technologies. New demands and opportunities, up-to-date techniques and devices played a dramatic role in an educational area too. The processes of globalization and integration made technologies to serve as a tool for better collaboration. The digital age has transformed the way young people communicate, network, seek help, access information and learn.

Information and communications technology in education has been taken up by educators and educational researchers since the 1980s with varied success.[2] Access to ICT in education can help individuals compete in a global economy by creating a skilled workforce and facilitating social mobility.

In general, we can say that ICT serves for : 1. increasing the number of learners (especially from remote areas); 61

2.

3.

enhancing learners; providing learners with better access to educational materials and communication worldwide; 4. minimizing costs associated with education ; 5. improving communication opportunities; 6. simplifying the education process.

We have to remember that ICT is not a single technology but a combination of hardware, software, multimedia, and delivery systems.

Today ICT in education encompasses a great range of rapidly evolving technologies such as notebooks and computers, digital cameras, local area networking, Bluetooth, the Internet, cloud computing, the World Wide Web;and applications such as word processors, spreadsheets, tutorials, simulations, email, digital libraries, computer-mediated conferencing, videoconferencing, virtual environment, simulator, emulator etc. [4] Using multimedia in education results in the increasing productivity and retention rates, because people remember 20% of what they see, 40% of what they see and hear, but about 75% of what they see and hear and do simultaneously. [3] It means, by using multimedia tools we can create a learning environment.

Many organizations make their annual surveys of learning tools.

After analyzing some of them we can make a strong conclusion that ICT is one of the most important and available resource.

According to Jane Hart survey of Top 100 tools [5] we can see that the first position is taken by Twitter. Learners and author Twitter is comfortable for professional networking, real-time chats and conferences.

Next position goes to YouTube. Learners consider it is the best video hosting site and a main resource where people can find, share and use any video content.

Position 5 belongs to PowerPoint. This tool can be used to produce high quality slides and presentations, to prepare scripts and graphics for e-learning programs, to design graphics and create videos.

Facebook takes the 7th position. It is said to be the best place for communication across a wide audience.

Skype (the 9th position) is a great free tool not only for personal communication but also for team meetings.

Wikipedia (the 12th position) is still the most comfortable tool to have a general idea about a giving topic.

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Moodle ( the 15th position) has been on the list for a long time. It’s lost its position but users still think it is a flexible and complete resource, a great platform for housing courses.

Coursera ( the 44th position) partners with top universities to offer free online courses.

All these tools are also popular in Ukraine. A great variety of such instruments gives amazing possibilities for our learners to find and get all they need.

Many researchers make a conclusion that ICT can enhance the quality of education in several ways, by increasing learners’ motivation and engagement. [6] A modern world demands can be satisfied by reasonable using of ICT in education and day-to-day life.

References: 1. Adesote S. A., Fatoki O.R. “The role of ICT in the teaching and learning of history in the 21st century”, Educational Research and Reviews, September 2013 2. Gerald K. White. "ICT in education." Teacher Oct. 2008: 6-12.

3. Gyongyver Molnar. “ New ICT tools in education”. Access at http://www.staff.uszeged.hu/~gymolnar/New_ICT_tools_in_Education_paper_pictures. pdf 4.

ICT and Education Key Issues.

Access at http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTE DUCATION 5.

Jane Hart Survey. Access at http://c4lpt.co.uk/top100tools/ 6. Moursund, D.G. (May 2007). A College Student's Guide to Computers in Education.

Access at http://uoregon.edu/~moursund/Books/ 7. What is ICT? http://tutor2u.net/business/ict/intro_what_is_ict.htm

63

A VARIETY OF WEB 2.0 TOOLS FOR ENGLISH LANGUAGE CLASSROOM

Tetiana Maslova National Technical University of Ukraine “Kyiv Polytechnic Institute” The paper considers using Web 2.0 tools for educational purposes, extending the boundaries of the classroom into virtual space, providing the learners with opportunities for communication, collaboration and creativity. The author gives the definition of Web 2.0 technology, and discusses what Web 2.0 applications can be made use of in the modern English language learning environment, allowing a better interaction between the those involved, and a higher efficiency of foreign language skills development.

In the first decades of 1990s World Wide Web was in its earliest stages of evolution. Those who were involved in developing web content had a lot of specialist knowledge, for example about HTML or hyper text, and skills of working with expensive hardware connected to the internet. Now we can call that web content Web 1.0 so as to contrast it to Web 2.0 tools. Web 1.0 flowed in one direction, namely from a few webpage creators, who controlled the content and amount of information displayed online, down to many users who read web-pages connected through hyperlinks. In the course of time things started to change, however. Technological breakthroughs of the early 2000s made the internet and the ability to develop content more accessible. As a result, a new generation of web-based tools appeared. These tools, known today as Web 2.0 tools, allowed anyone with an internet connection to create and upload content to the web at a very low cost, if any. Now there is no need to learn hypertext markup languages and buy a server in order to create on-line content, share it and collaborate with others, whom you may never meet face-to-face. Web 2.0 is more democratic because is bottom-top controlled and users decide, for example by voting, what they would like to read and watch, and very dynamic as users themselves can upload files and write on web-pages. Due to such tools as blogs, podcasts and wikis Web 2.0 information is very dynamic and full of multimedia – the pages change extremely fast, sometimes even while you're viewing them. The well-known Wikipedia, a multilingual free access internet encyclopaedia, now hosts 20 million articles in 287 languages created by a vast community of collaborators around the world. Another example of Web 2.0 technology is social sites such as Facebook and You Tube, where users are welcome to interact with the 64

content creators and other users, post comments and share the content with their friends. It is obvious that Web 2.0 tools can be effectively used in the classroom, engaging students to collaborate, and empowering them to become creators of the content of a wide range of forms, features, and functionalities. In fact, regardless of the previous experience in using technology for educational purposes Web 2.0 enables teachers to create virtual classroom environment, which can connect learners to a community so that they could learn from a vast network of multimedia resources and get in touch with each other whenever necessary. Although Web 2.0 applications are quite multifunctional they can be grouped according to the primary educational purposes they are used for. In the English language classroom they help promote communication, collaboration, and creativity of the learners.

Communication between learners and the teacher as well as between learners themselves is an important factor making students be motivated and involved, which is especially critical for a language learning process.

In the traditional classroom, communication is time-delayed, requiring hours or even days to get a feedback. For example, the teacher gives a home assignment and students have to submit it in a few days. However, it may well be the case that students have some questions concerning the work they have to fulfil, and if they could get a reply from the teacher prior to the deadline for the home assignment it would certainly help them do the task more properly, and probably get a higher grade. The teachers in their turn may like to share some additional useful resources, thus needing to contact students outside the classroom. The following Web 2.0 tools provide opportunities for interaction in virtual space.

Eyejot (http://corp.eyejot.com/) creates and sends video messages using any web browser as well as directly from mobile devices.

Jing (http://www.techsmith.com/jing) captures images or animations on computer and add voice narratives.

Disqus (http://disqus.com/) adds comments to a website or blog.

Kahoot (https://getkahoot.com) is a web-based feedback tool in the form of game-based classroom response system.

ClassPager (http://www.classpager.com) allows a teacher to communicate with students via text messaging through a cell phone while simultaneously keeping cell phone numbers private.

DotSub (http://dotsub.com/) creates and view subtitles for videos in multiple languages across all platforms and mobile devices.

65

Vialouge (https://vialogues.com/) is a free web based educational tool to create video conversations.

Paltalk (http://www.paltalk.com/) sends video, voice, and text chat for free with people around the world.

OoVoo (http://www.oovoo.com/home.aspx) is a video conference tool that can support up to 12 people.

Collaboration between learners in pairs and groups is essential for acquiring foreign language communicative skills; however, the time allocated for collaboration in the classroom is often insufficient for every learner to take the best advantage of it. Thus, supporting web-based project work, which extends beyond the classroom and joins students when they are not physically together, is a key to achieving desired language learning outcomes. Here are some of the Web 2.0 project management tools and platforms.

Doodle (http://doodle.com/) is suited for collaboratively schedule group meetings online.

Trello (https://trello.com/) is a flexible and visual way to collaborate and organize tasks by using card-like interfaces.

Zoho Docs (https://www.zoho.com/docs/) is a workspace for creating, storing and editing documents and files.

Wikispaces (http://www.wikispaces.com/content/classroom) is a platform for creating a classroom workspace where teachers and students can communicate and work on writing projects alone or in teams.

Mega (https://mega.co.nz/) is an online storage service that can securely share files.

Wunderlist (https://www.wunderlist.com/) can help finish tasks by organizing a list with a friend or a team.

Papaly (https://www.papaly.com/) is a tool for sharing bookmarks for groups or teams.

MindMeister (http://www.mindmeister.com/) enables real-time group brainstorming sessions using diagrams or mind maps.

Taskworld (https://www.taskworld.com/) will track all your colleagues on a task-to-task basis and provide them with feedback on their performance.

PrimaryPad (http://primarypad.com/) is the online word processor that allows students and teachers to work together in real-time.

Creativity is one of the 21st century skills, required to deal with the challenges of today’s society and workforce. Being creative means to develop, refine, analyze, evaluate, implement, and communicate new 66

ideas to others effectively. Thus, for professional success in the global competitive market students need to learn how to be open and responsive to new and diverse perspectives, and develop presentation, problemsolving, and critical-thinking skills. In this connection Web 2.0 creativity tools are extremely varied, offering superb technical means of visualizing ideas, designing, composing, etc.

Storybird (https://storybird.com/) is an online tool for creating visual stories.

Tagul (https://tagul.com/) is an online tool that allows you to create gorgeous word clouds.

Weebly (http://www.weebly.com/) creates websites without typing any codes.

Pixlr (https://pixlr.com/) can edit pictures and creates sketches and drawings online. piZap (http://www.pizap.com/) is a tool for editing photos and creating collages.

TwistedWave (https://twistedwave.com/online/) is a browser-based audio editor.

Graphix (http://www.scholastic.com/graphix/createcomic.htm) creates graphic novels or comic strips online.

YouTube Video Editor (https://www.youtube.com/editor) is an online video-editing tool by YouTube.

Projeqt (https://projeqt.com/) creates presentations with dynamic contents from social media sites (e.g. Facebook, Twitter).

All in all, Web 2.0 tools can serve multiple purposes. The English teacher just needs to explore, and choose the one which is best in terms of the challenges of the language classroom, and user-friendliness.

References: 1. Light, D., Polin, D. “Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning”. EDC Center for Children and Technology, 2010, New York. p. 34 2. Preparing 21st Century Students for a Global Society: An Educator’s Guide to the “Four Cs”. National Education Association. p. 37 3. New technologies of 21st century skills [Accessible online]. Retrieved from http://newtech.coe.uh.edu/ 4. Web 2.0 tools. Discovery education [Accessible online]. Retrieved from http://web2014.discoveryeducation.com/web20tools.cfm 5. Windows software and Apps [Accessible online]. Retrieved from http://kingscomputingcpd.weebly.com/software.html 67

THE POTENTIAL OF MOOCS IN LEARNING ECONOMICS AT UNIVERSITY

Oksana Melnyk Kyiv Vadym Hetman National Economic University The article deals with the potential of using MOOCS in the course syllabus of students who study economics at universities. These can be either future economists or future teachers of economics. The articles analyses the experience of using MOOCS at the HAN University of Applied Sciences Arnhem in the Netherlands in the course syllabus of future programmer. The suggested by Köppe and his team teaching methods known as flipped classrooms and blended learning can also be successfully used for teaching economics. The possible challenges and advantages are defined.

Massive Open Online Courses (MOOCs) belong to widely discussed trends not only in E-Learning, but also in the context of driving changes in tertiary education. In Horizon Report 2013 MOOC is identified as a key trend of coming years [4, p.7]. This new approach to education has drawn attention of mass-media, scientists and educators. Both national and international scientific and educational organizations directly and quite decisively speak for implementation of MOOCs in tertiary education. One of the trends that is worth regarding is the possibilities of using MOOCS in syllabus of students who study economics as their major at universities in Ukraine. These can be future economists or vocational education teachers of economics.

The first MOOC entitled “Connectivism and Connected Knowledge” was launched by George Siemens and Stephan Downes in 2008 at the University of Manitoba in Canada. Despite its 2,300 participants, the course had a highly interactive component. Such courses later became known as cMOOCs where “c” stands for “connectivists”. A characteristic feature of cMOOCs is that the contact and communication between students and lecturers leads to new knowledge networks in which students generate works or content of their own [3, p.51].

MOOCs have received much public, media and board attention since the first Stanford Artificial Intelligence course in 2011. The promise to deliver top-quality education has raised massive public interest. Many pupils, students and professionals have taken courses and quite a lot of them do exercises and assignments [5, p.1]. Today, the public discourse 68

is more influenced by so-called xMOOCs, where “x” stands for “exponential” and relates to the significantly higher number of participants compared to conventional courses. The first three xMOOCs were offered in 2011 by lecturers at Stanford University; they attracted over 100,000 participants per course. They subsequently developed into the platforms Coursera and Udacity. The main characteristic of xMOOCs is their almost unlimited scalability. Unlike cMOOCs, their main objective is to teach prestructured knowledge. In addition, however, they also provide a good basis for what is known as blended learning, i.e. combining online content with other didactic means such as exercises or discussions in the lecture hall. Furthermore, xMOOCs can also be used in the context of so-called flipped-classroom teaching, in which the students acquire the pure knowledge online via video lectures and then practice and apply it together with the lecturers in the university lecture hall. [3, p.51] However, MOOCs have primarily designed to be used by students individually, but not in the classroom. As Köppe remarks it is not clear if students from a university satisfy prior demands related to particular MOOCs of other institutes. The other problem is that though since 2012 these free and mostly not-credentialed courses have attracted more than six million students from around the world there is a high dropout rates: only 10 % of first-time subscribers finish their course [1], [7].This can be improved when using MOOCs as an integrative part of course syllabus.

Since 2010 HAN University of Applied Sciences Arnhem in the Netherlands has used flipped classroom in their Bachelor computing Programmes. They started with flipping the fourth year course “scripting for designers” and extended this pedagogical form to freshmen courses on programming (with annual enrollment of 300 students). Köppe and his group of researchers outline features of their variant of flipped classrooms: - Videos explaining key concepts and how to use them.

Students watch videos before a lecture.

- Exercises and assignments for the students related to the videos.

- Students submit their homework before a lecture. By submitting the homework, a student shows that she/he has given serious attention to the exercises. They do not require either completeness or correctness.

- Interactive lectures based on submitted homework.

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Feedback, connecting homework to key concepts, elaboration and preparing the class for the next videos [5, p.2] At the present time, therefore, the fast-growing supply of MOOCs in Ukraine is hardly leading to a systematic broadening of, or improvement in, the quality of typical degree programmes at universities and colleges.

Yet, the targeted inclusion and recognition of external MOOCs in regular study programmes could open up great opportunities, especially for smaller universities and colleges or for subjects with smaller numbers of students. Furthermore, MOOCs could create extended opportunities for a form of general studies (studium generale); and in smaller subjects they could broaden the range of available internal courses and in this way improve the breadth and quality of the training. MOOCs are thus also influencing the competitive conditions on the education market. [3, p.52] At the HAN University of Applied Sciences Arnhem the idea of flipped classrooms has been used deriving maximum benefit from MOOCs in programming computing.

Flipped classrooms are the result of experiments by teachers. Instead of sharing lectures with students all over the world, the flipped classroom is directed at improving the learning processes of students in a class. The core idea is to shift lecturing to a students’ class preparation, and to use class time itself for interaction with students. Lecturing can be recorded on video; the context in work is to use excellent MOOCs (of the best experts) for lecturing and to support the students to understand and use these MOOCs in its own educational setting. The role of MOOCs in this setting is to use the high quality educational material of others in the knowledge clips instead of producing the material ourselves. Using a MOOC in a regular university course is quite problematic on the other hand. [3, p.3] The challenges that have been met is to find a credited and appropriate MOOCs which have already been studied and assessed on their usability (and copyright statements) for teaching in their preferred pedagogical set-up of a flipped classroom. This video should have been augmented (only permitted under some CC licenses) with exercises to stimulate active student learning. [5, p.3] Speaking about economics a vast variety of MOOCs has been offered on Khan Academy, Stanford Online, Coursera, Udasity, edX, iversity.

The courses have top quality and are delivered by professors of the best world universities. They cover not only basics of economics but also subtle aspects of economics and trans disciplinary subjects. As for October 2015 ninety five courses on economics and economics related 70

disciplines were available for usage [2]. The pedagogic pattern for implementation of MOOCs in regular programs may be the same as suggested by Köppe.

In the design phase of a new course a lecturer wants to deliver highlevel material, which often appears to be time consuming. Sometimes it happens that a lecturer lacks relevant experience, skills or equipment to design open courses for students. To avoid low quality of interactive courses, a lecturer may use MOOCs provided by a prestigious institute and on its basis a lecturer may design all other instructional parts.

As Köppe underlines using such a MOOC in your course will have such positive effects: the students now (if they are familiar with the institute or professor) that the material is likely to be of high quality and cover the state of the art in the topic. If the MOOC covers all aspects relevant for the course, then integrating this MOOC will also save time for the design of the course (this is similar to using a textbook and other educational material for your course). However, if the MOOC does not address all aspects of the course content sufficiently (or covers too much), then the course preparation has to take this into account. If important topics are missing, then the course designer should be able to link additional relevant material to the MOOC using the provided MOOC-HOOKs. Such material could be either another MOOC, or readers, other short videos etc [5, p.4].

Making up conclusions from the done research benefits and potential from using MOOCs in a syllabus of students who study economics at university is prominent. Using the pattern introduced by Köppe and his team at the HAN University of Applied Sciences Arnhem in the form of flipped classrooms promotes the spread of high quality educational material to students around the world. The next advantage is that both lecturers and students can keep up with or sometimes increase their level of media competence. Such a method boosts an interest to study by their own in students who doubted earlier to try a course in MOOCs’ platform or had problems how to organize and structure their own work. In this case, following Mak et al (2010) [6] a MOOC in higher education can contribute to the development of practices of networked learning and strengthen the capability for self-organization in the context of informal lifelong learning and increase in professional competence.

References: 1. “Building a global university brand” // The Economist. Retrieved 71

from: http://www.economistinsights.com/leadership-talentinnovation/analysis/higher-education-21st-century/casestudies.

2. Class Central. MOOC’s aggregator. Available at: https://www.classcentral.com/subject/economics 3.

EFI REPORT 2015.

Retrieved from: http://www.efi.de/fileadmin/Gutachten_2015/EFI_Report_2015.pdf 4. Horizon Report 2013. Higher Education Edition. Retrieved from: http://www.mmkh.de/fileadmin/dokumente/Publikationen/2013-horizonreport-HE-German.pdf 5. Köppe C., Holwerda R., Tjasma Lars, Niek van Diepen, Koen van Turnhout, Bakker R. “Patterns for Using Top-level MOOCs in a Regular University.” // eLearning Papers. N 42, June 2015. Retrieved from: www.openeducationeuropa.eu/en/elearning_papers 6. Mak S. F. J., Williams R., Macknes, J. “Blogs and forums as communication and learning tools in a MOOC.” In Dirckinck–Holmfeld, L., Hodgson, V., Jones, C., de Laat, M., McConnell, D. & Ryberg, T.(Eds.), Proceedings of the Seventh International Conference on Networked Learning, 2010.p. 275–284.

7. “The future of universities. The digital degree” // The Economist.

Retrieved from: http://www.economist.com/news/briefing/21605899staid-higher-education-business-about-experience-welcome-earthquakedigital WORD COMPUTER GAMES IN LEARNING ENGLISH LANGUAGE

Ovadiuk Olga National technical university of Ukraine “Kyiv polytechnic institute” The conference paper deals with the role of information technologies in learning foreign languages. The paper examines the use of computer word games in the learning process as well as in the process of raising motivation among students. The description of some well-known games, their role in learning language is considered. The examples of games usage are suggested as well.

In a modern demanding and quick-changing environment the level of education, its influence on personality development, largely will depend on effectiveness of input of technologies of studies that are based on new methodological principles, modern didactics principles and psychoeducational theories that develop the approach of activity to studies. For 72

this reason now studies based on the use of innovative technologies are widely implemented, which, in turn, improves the classical learning qualitatively. Innovative pedagogical technologies mean purposeful, systematic and successive introduction in practice of original, innovative methods, new pedagogical actions and facilities that embrace an educational process from determination of its aims to the expected results.

Use of information communication technologies in the process of learning is one of the innovative educational technologies aimed at forming speaking competence of students.

Possibilities of the internet resources usage are enormous. A number of didactics tasks can be solved at the English lessons with the help of Internet: forming skills and abilities of reading, using materials of global network; perfecting abilities of writing, widen student's vocabulary, raising motivation, etc.

One of the major elements of a modern lesson is a game. Playing activity influences the development of attention, memory, thinking, imagination, all cognitive processes. Therefore, for example, the pedagogical and didactics value of role-playing is to allow participants to expose themselves, learn to occupy an active position, test their professional qualities.

There is a great number of different types and kinds of educational games with various purposes. Let us examine the group of computer word games, their implementation into the lesson of English language as well as their role in the education process of learning languages.

Playing word computer games students can learn and practice English vocabulary having fun while memorizing new words. Word games help to explore the language properties.

There is a great number of word game websites for teachers to use.

They were initially made for entertainment, but were found to serve the language learning purpose. For instance, students can enjoy playing competitive games, while naturally developing important language skills like spelling. Solving crossword puzzles, making words from the number of letters given, solving scrambled words puzzles, etc., not only improves their language skills but also evokes interest in learning language.

There are popular word games based on the well-known TV-shows such as Jeopardy or Family Feud. Word games gained international popularity. Let us dwell on some of them, to get the fullest idea about 73

what are word computer games capable of in the field of language learning.

Family Feud is a computer game based on an American television show created by Mark Goodson. Two families are taking part in a contest to give the most popular answers to survey questions in order to win prize money.

With over 1,000 survey questions, students will need to think fast and act quickly to find correct answers and avoid the "three strikes” for wrong ones. Two groups of students can play for two opponent families.

During three rounds, they have to earn the higher score. To play this game students have to understand the questions and the variants of answers. There is a pause feature, during which they can consult a teacher if they need to, and then proceed playing. This game should be recommended for advanced learners.

Babel is a word game in which students use their word skills to build an inspiring tower in the lexical challenge in the ancient world.

They have to test their word skills in 5 unique game types while building a beautiful tower. Here they have to find odd one out, acting really quick, find and cross out the words on the letter board, create words from blocks of syllables, memorize the words on the screen and tick them second time they appear, and finally solve Caesar’s puzzle filling in the blanks in the words with given letters. If they will succeed, their tower will reach heights but if they stumble, the tower will fall.

Playing this game helps to improve word-building features. There are plenty of other word games, colourful, interesting and very useful in language learning, but the most popular one among my students is – Bookworm Deluxe.

The main protagonist of the game is Lex- green funny bookworm.

There is a screen full of tiles with letters. With the help of tiles, students have to make words and with words kill different monsters. The longer the word, the harder the hit! There are plenty of bonuses and upgrades.

This game is ideal for group playing. One student plays the leading role and types the word, while the group of students keep on suggesting, making up different words, seeking for the longest one.

This game helps to revise known words, their spelling, but also to learn new ones, to widen the student’s vocabulary and to improve reading techniques.

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References: 1. Burns, A. “Doing action research in English language teaching: A guide for practitioners”, 2010, New York, NY: Routledge, p.193 2. Lightbown, P. & Spada, N. “How languages are learned (3rd ed.)”, 2011, Oxford, UK: Oxford University Press.

3. Macintyre, C. “The art of action research in the classroom.”,2000, London, UK: David Fulton Publishers.

THE RESPONSIBILITY AS AN INDICATOR OF INFORMATION READINESS OF SPECIALIST

Papakitsa Elena The responsibility is shown as a basic indicator of information readiness of a personality of future engineer implementing information searching activity.

Modern information society demands much to the formation of the personality. First of all, to his readiness to carry out all range of information searching activity – from search of sources of information and methods of its extraction to the analysis, classification, ways of its converting and distribution.

While researching [7] it was defined that information readiness is a complex of knowledge, skills, personal features and motives which provide aspiration to carry out information searching activity for solving their professional tasks.

The analysis of scientific literature showed that the problem of formation of responsibility as an indicator of information readiness of a personality to their profession wasn't an object of special research. At the same time, in modern psychology there is theoretical and practical material on various aspects of responsibility of the personality (K.Muzdybaev [6], V. P. Pryadein [8], etc.).

The main approaches to researching responsibilities as an indicator of information readiness to their profession.

In modern psychology there are two main approaches to studying the responsibility: research of its separate aspects and its system research [8].

In this work some aspects of responsibility of the identity of a personality engineers are considered: responsibility as a moral category; freedom and responsibility ratio; social responsibility; responsibility as action and formation of responsibility.

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The problem of professional responsibility of specialist is very difficult and diverse indeed. The problem consists of many factors and is in direct dependence on more common problem of relationship of science, moral and ethics.

Different variants of interpretation of responsibility have been developed in philosophy of technology. In scientists opinion (X. Lenk, G. RĐžppĐžl, etc.), for determining the responsibility group of fundamental values from different spheres of social existence should be accepted.

They are the development of a personality, society, human welfare, health of people technical security, environmental quality, ecological efficiency of technology and its functional suitability of the equipment [5]. Responsibility, according to researcher A. V. Kanka, provides not only integration of these fundamental values with various applied ethics in the field of activity of an engineer, but also their continuous transformation for future development of society [4].

According to the philosopher E.Agazzi [1], responsibility assumes freedom existence as only for free beings it is possible to recognize a sense of responsibility. It is clear that, on the one hand, responsibility is inconceivable without freedom, but on the other hand – freedom without responsibility becomes an arbitrariness. Behind the solution of this dilemma there is freedom of choice of the person in society. So, the person always has a possibility of choice. At the same time he should have responsibility for the choice. According to psychology of existentialism [9] a person is admitted not only free, but also responsible for the choice.

In other words, the man has right to make decisions and do actions, but at the same time he has to be responsible personally for the consequences, instead of shift the blame for negative results of the decisions and actions on others. It belongs to so-called problem of "personal responsibility" in the ratio with a free choice of the personality.

Responsibility from the position of action or not the action, but conscious, we tend to consider through the deed as a personal form of behavior. The deed, according to M. M. Bakhtin [2], possesses such properties: as axiology, responsibility, eventfulness. In turn, the content of the deed defines moral behavior of a personality, his valuable attitude not only to the results of his work, but to the information itself as it is stated in our work.

An important indicator of formation of information readiness of specialist is, in our opinion, the responsible relation to the information as 76

to something valuable. The value of the information (according to E.Shprangler) is objective education, independent from the subject, resisting to it and it can influence it [10]. Thus, information is considered especially valuable, when it helps to achieve the goal [3]. So value can be considered as information, the attitude to the information, anticipation of possible negative consequences for use of this information and at the same time readiness to take responsibility for these consequences. It is necessary to notice that by mastering the information volume does not always prove the level of responsibility for receiving results and its use.

For investigate experimentally the level of development of responsibility in the structure of information readiness of specialist to their profession.

For this aim a diagnostic instrument was worked out "Responsibility for using of information", that allows to study attitudes toward the information as to the value and to define the level of development of responsibility for its usage in the structure of informative readiness of future engineer their profession [7].

Formation of responsible attitude to the information searching activity is one of the components of the formation of information readiness of a specialist.

References 1. Agazzi E. Moral measurement of science and technology. Moscow: MFF, 1998. – 344 pp. (in Russian) 2. Bakhtin M.M. To the philosophy of the deed. // Philosophy and sociology of science and technology. Moscow: Science, 1986. pp. 80160. (in Russian) 3. Chernavskii D. C. Synergetics and information. Dynamic theory of information. Мoscow: Editorial URSS, 2004. – 288 pp. (in Russian) 4. Kanke A. V. The modern ethic: textbook. Moscow: Omega-L, 2007. – 394 pp. (in Russian) 5. Lenk H. Thoughts about modern technology. Moscow: Aspect Press, 1996. – 183 pp. (in Russian) 6. Muzdybaev K. Psychology of responsibility. Moscow: Librokom, 2010. – 248 pp. (in Russian) 7. Papakitsa Elena K. Psychological peculiarities of development of information readiness of future engineers to professional work. Author's abstract for the degree of Candidate of Psychological Sciences specialty 19.00.07 – pedagogical and age psychology. – National Dragomanov 77

Pedagogical University, Kyiv, 2014. – 23 pp. (in Ukrainian) 8. Pryadein V. P. The responsibility as a systemic quality of a personality: studies allowance. Yekaterinburg: UrSPU, 2001. – 209 pp. (in Russian) 9. Frankl V. Man is it search of sense. Moscow: Progress, 1990. – 368 pp. (in Russian) 10. Zhdan A. N. History of psychology: textbook. Moscow: MSU, 1990. – 367 pp. (in Russian)

YOUTH OPEN DESIGN BUREAU MECHATRONIC AND ROBOTIC ENGINEERING SYSTEMS

Larysa Savyuk, Nazar Mykhailiv, Artur Rogach, Nazar Motruk Ivano-Frankivsk National Technical University of Oil and Gas In the article the practical need for a higher education in Ukraine with an engineering profile of training the youth bureau of technical design and implementation of mechatronic and robotic systems. The results of testing the effectiveness of these youth associations to raise the prestige of technical universities to attract talented students to universities. The conclusions about the positive impact of youth offices technical level of training of future specialists at the expense of usovershenstvoaniya laboratono rahrabotok base and creativity of the students themselves, in close cooperation with industry.

The prestige of engineering specialties in recent years begins to steadily rise. Lack of competent, creative technicians who are able to create innovative ideas and pursue their implementation on an industrial platform is keenly aware of the young democratic Ukrainian state.

In our view, today, every progressive institution of higher education, which claims to be its rightful place in the modern market of educational services is obliged to think about the question of raising the prestige of an engineer and take practical steps to implement this concept.

Create a Youth Open Design Bureau (YODB) is the first step to attract ranging from school talented youth in educational institutions and the education of students in a creative attitude to the processes of learning and continuous enrichment of their intellectual potential.

The most famous creation is the work experience of children and youth research laboratories under the auspices of education in science, technology, technical creativity, mathematics, which is the basis for staff 78

training in the field of high technologies. Therefore, many countries, such as Australia, China, Great Britain, Israel, Korea, Singapore, the United States carried out the state programs in the field of STEMeducation (Science, Technology, Engineering, Mathematics) [1].

Youth Programs creating STEM-centers of activity started in 2012.

STEM-centers are a source of personnel for scientific research. They bring together young people of different ages, which is capable of scientific research, to pursue reasonably and effectively address emerging theoretical and applied problems, are interested in enhancing their intellectual and cultural level.

STEM-centers - a design lab, which are designed to: - Assist in the adaptation of schoolchildren, future entrants to the conditions of student scientific activity, to acquaint them with the specific training in an institution; - To motivate high school students to continue their education in science and technology and the subsequent construction of a scientific career; - Maintain and develop the human resources of the country and prevent future outflow of qualified specialists abroad.

The positive experience of working with young people in the structure design and engineering bureau exists in our country, youth centers of scientific work in universities, including Ukraine. An example of such a university is a Kharkiv National University Radioelectronics.

For a stable and steady development of any country in the world become important development in the design of mechatronic and robotic systems, mechatronics today called “Science about everything�. The creators of the modern mechatronic and robotic systems must thoroughly possess a high information and communication technologies have a high level of competence in the field of simulation and programming in high level languages. In this regard, on the basis of the Ivano-Frankivsk National Technical University of Oil and Gas with the assistance of students, masters, postgraduate students and teachers of the department of computer technologies in control systems and automation plans to create an YODB with a professional focus on the specifics of the design and implementation of mechatronic and robotic systems.

The novelty and innovative focus of this project is to Ń reating an open community of talented youth to design and practical implementation of prototypes for modern mechatronic and robotic engineering systems of different functions: 79

- Automated laboratory practical remote access; - Prototypes of innovative industrial, military and consumer systems; - Systems research purpose as platforms for supporting theoretical research masters and PhD students.

On bases YODB intellectual potential and scientific capabilities inventive developers of different ages and professional experience must be combined.

Based YODB be combined intellectual potential and scientific capabilities inventive developers of different ages and professional experience.

The main objective of the project - raising the prestige of engineering specialties in the educational market, attracting future students to study at university technical direction, based on known abroad the principles of social constructivism and the formation of stable system competence of future specialists, by solving important social and economic problems.

Ways and means of implementation: 1. Formation hierarchical youth friendly community under the guidance of experienced professionals and teachers based on the known principles of social constructivism to perform complex projects mechatronic and robotic technical systems as the most promising of the XXI century.

2. YODB ideology based on the principles of mutual aid, freedom of initiative and creativity of design. Different age groups of young high school students, students of junior courses to undergraduate, masters, graduate students, faculty and enterprising specialists in information technology, programming and production of mechatronic systems join to YODB. 3. Customers developments should guide educational institutions accreditation level 1-4, representatives of businesses and industry.

4. Management YODB has an extensive advisory structure that allows management of projects with broken down them into separate tasks of varying complexity that can be performed under the supervision of schoolchildren student community, students - under the guidance of masters and postgraduate or masters and graduate students under the guidance of teachers and specialists.

5. The basis of hardware and software projects should be taken to develop prototypes of mechanical systems using available components at attractive price on opportunity open programmable hardware platform Arduino, which is focused on close interaction with the outside world 80

and the physical objects of different nature.

The project is of particular importance for the European community, especially the countries of the Eastern Partnership. The main factors of the positive impact of these projects on the development of European society are: 1. Ability to create a network YODB in partner countries. The result of joint activity is to create a network of automated laboratory practical remote access, which can collectively use many students of educational institutions of the partner countries through the global Internet network.

In this case the price for these items of equipment greatly benefit over similar products offered by corporations such as Siemens or National Instruments.

2. Improving the engineering competence of future specialists of engineering specialties with a focus on promising areas of professional activity in national labor markets.

3. Providing professional orientation of pupils, raising the prestige of engineering specialties in general.

Potential partners in the project are: Higher education institutions, professional associations, business structures and other organizations with experience and interest in organizations startups such level.

To implement the main objectives of the project to date is planned the following practical activities: 1. Formation hierarchical youth friendly community under the guidance of experienced professionals and teachers based on the known principles of social constructivism to perform complex projects mechatronic and robotic technical systems as the most promising of the XXI century.

2. Creating ideological foundations YĐžDB, based on principles of mutual aid, freedom of initiative and creativity of design.

3. Involvement of YĐžDB in different age groups of young high school students, junior students to seniors, masters, graduate students, faculty and enterprising specialists in information technology, programming and production of mechatronic systems.

3. Search of customers in the development of community leadership education institutions (HEIs) 1-4 level of accreditation, representatives of businesses and industry.

4. Formation of organizational and managerial foundations YĐžDB, which should have extensive advisory structure that allows management of projects broken down into separate tasks of varying complexity that 81

can be performed under the supervision of schoolchildren student community, students - under the guidance of masters and postgraduate or masters and postgraduates under the guidance of teachers and specialists.

5. Select hardware and software implementation of the projects should be taken as a basis to develop prototypes of mechanical systems using component connection available at attractive price on opportunity open programmable hardware platform Arduino, which is focused on close interaction with the outside world and the physical objects of various nature.

Command of the project has practical experience in the development of Automated Laboratory Practical Remote Access (ALPRA), including workshops on the study of the functioning of mechatronic systems [2, 3].

Functional elements of the mechatronic systems laboratory shown in Figure 1.

Fig. 1. ALPRA of the mechatronic systems laboratory Real hardware - software laboratories have a virtual library support in the form of multimedia models of mechatronic and robotic objects (Figure 2).

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Fig. 2. Multimedia support laboratory of mechatronic and robotic systems Given the existence of the concept of creating Bureau, the practical results of scientific activity of participants in the project, it can be argued about the possibility of its realizations lowest material costs as soon as possible.

References: 1.Образовательная галактика Intel. Это звонкое слово STEM [Электронный ресурс]/Доступ к ресурсу : https://edugalaxy.intel.ru/?automodule=blog&blogid=1392&showentry= 6534 2. Рогач А.О., Сав’юк Л.О Комплексний підхід апаратно-програмної реалізації віртуальних лабораторних практикумів. - Збірник праць восьмої міжнародної конференції «Нові інформаційні технології в освіті для всіх: безперервна освіта». – Київ. – 2013. – С.305-308 3. Михайлів Н.Д. Вибір апаратних засобів в структурі тренажерних комплексів складних технологічних об’єктів.-Збірник тез доповідей ІV Всеукраїнського науково-практичного семінару “Сучасні інформаційні технології в дистанційній освіті”. Івано-Франківськ, 21-23 вересня 2015р. - Івано-Франківськ, вид-во ІФНТУНГ- 2014.С.69-71.

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DESIGNING OF EDUCATIONAL ROBOTIC COMPLEXES BASED ON THE HARDWARE PLATFORM ARDUINO

Larysa Savyuk, Nazar Mykhailiv, Nazar Motruk Ivano-Frankivsk National Technical University of Oil and Gas The article discussed the purpose and the main functional features of the electronic designer Arduino. The reasonably possible, the feasibility and the objective conditions of use Arduino controllers in the professional training of future engineering personnel on the basis of competence approach and the theory of social constructivism.

In the process of designing educational prototype robotic systems in a laboratory simulation and modeling of mechatronic systems at the department of computer technologies in control systems and automation Ivano-Frankivsk national technical university of oil and gas is a wellknown hardware platform Arduino Go to the educational and scientific research on this platform many justified by objective reasons. Justification of these causes is the main subject of this article.

Arduino is an open-source prototyping platform based on easy-to-use hardware and software. Arduino boards are able to read inputs - light on a sensor, a finger on a button, or a Twitter message - and turn it into an output - activating a motor, turning on an LED, publishing something online. You can tell your board what to do by sending a set of instructions to the microcontroller on the board. To do so you use the Arduino programming language (based on Wiring), and the Arduino Software (IDE), based on Processing [1].

Over the years Arduino has been the brain of thousands of projects, from everyday objects to complex scientific instruments. A worldwide community of makers - students, hobbyists, artists, programmers, and professionals - has gathered around this open-source platform, their contributions have added up to an incredible amount of accessible knowledge that can be of great help to novices and experts.

Arduino was born at the Ivrea Interaction Design Institute as an easy tool for fast prototyping, aimed at students without a background in electronics and programming. As soon as it reached a wider community, the Arduino board started changing to adapt to new needs and challenges, differentiating its offer from simple 8-bit boards to products for IoT applications, wearable, 3D printing, and embedded environments. All Arduino boards are completely open-source, 84

empowering users to build them independently and eventually adapt them to their particular needs. The software, too, is open-source, and it is growing through the contributions of users worldwide.

It should be noted that there are many platforms to create robotic systems ranging designers for children's creativity and ending set of hardware for serious research and development of industrial designs.

These hardware platforms include the world of eminent designer laboratory installations, hardware firm. However, in terms of price and availability of the platform Arduino has no equal.

Thanks to its simple and accessible user experience, Arduino has been used in thousands of different projects and applications. The Arduino software is easy-to-use for beginners, yet flexible enough for advanced users. It runs on Mac, Windows, and Linux. Teachers and students use it to build low cost scientific instruments, to prove chemistry and physics principles, or to get started with programming and robotics. Designers and architects build interactive prototypes, musicians and artists use it for installations and to experiment with new musical instruments. Arduino is a key tool to learn new things. Anyone children, hobbyists, artists, programmers - can start tinkering just following the step by step instructions of a kit, or sharing ideas online with other members of the Arduino community.

Arduino also simplifies the process of working with microcontrollers, but it offers some advantage for teachers, students, and interested amateurs over other systems: Inexpensive - Arduino boards are relatively inexpensive compared to other microcontroller platforms. The least expensive version of the Arduino module can be assembled by hand, and even the pre-assembled Arduino modules cost less than $50 Cross-platform - The Arduino Software (IDE) runs on Windows, Macintosh OSX, and Linux operating systems. Most microcontroller systems are limited to Windows.

Simple, clear programming environment - The Arduino Software (IDE) is easy-to-use for beginners, yet flexible enough for advanced users to take advantage of as well. For teachers, it's conveniently based on the Processing programming environment, so students learning to program in that environment will be familiar with how the Arduino IDE works.

Open source and extensible software - The Arduino software is published as open source tools, available for extension by experienced 85

programmers. The language can be expanded through C++ libraries, and people wanting to understand the technical details can make the leap from Arduino to the AVR C programming language on which it's based.

Similarly, you can add AVR-C code directly into your Arduino programs if you want to.

Open source and extensible hardware - The plans of the Arduino boards are published under a Creative Commons license, so experienced circuit designers can make their own version of the module, extending it and improving it. Even relatively inexperienced users can build the breadboard version of the module in order to understand how it works and save money.

Our students, masters and postgraduate students love to work with Arduino. They're going to create a hand. Robotic arm will consist of five degrees of freedom. Manage my project is remote. For this purpose, I am going to develop special gloves. I am currently working with my robot base side. To rotate your design I use a stepper motor.

Stepper motor – it’s electric motor, which pulsed electric current supply leads to the fact that its rotor does not rotate continuously, and each performs rotational motion at a specific angle. With this, the angle of rotation of the rotor depends on the number of submitted pulse current, and the rotor angular velocity precisely equal frequency pulses times the angle of rotation of the rotor in one cycle of the engine.The angle of rotation of the engine under the influence of one pulse can have different meanings, depending on the design of the engine - usually a value in the range of several degrees to several dozen degrees. Stepping motors, depending on the destination adapted to perform the proportion rpm to several thousand rpm. e available hardware design of robotic systems is a unique tool for implementing the philosophy of constructivism as a platform social formation basic competencies of future engineers. In the course of the activities of young scientists to enhance knowledge of practice designing mechanical and electronic parts of mechatronic systems, designed to winnow the effectiveness of the control algorithms, learn to create software for the realization of such algorithms.

In [2, 3, 4] the advantages of using the foundations of the theory of social constructivism in the training of engineers.

The hardware platform Arduino is a practical and effective tool implementation this pedagogical tool, which allows you to receive education in the form of artifacts noveyshogo laboratory equipment.

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At the same time implemented three basic concepts of philosophy: - Constructivism, when students are "designed" to discover new knowledge in the process of interaction with the outside world; Constructionism, which asserts that learning is particularly effective when students are in the learning process in a particular form as an important scientific information for others; - Social constructivism, which extends the concept to group represented above, whose members work together to create a community of continuous and multifaceted process of creative learning.

Practical implementation of the constituent concepts of social constructivism promotes the formation of any entrained behavior of young people within the community as a powerful incentive to the learning process, as it not only brings people together, but also contributes to a more profound reaction and reassessment of previously formed beliefs.

It is the formation of such qualities must be engineering elite of the future.

References: 1. Arduino - Introduction [Electronic resource]/Access to the resource:https://www.arduino.cc/en/Guide/Introduction 2. Савюк Л.А. Методология социального конструктивизма как метод повышения уровня подготовки будущего инженера. Управляющие системы и машины.- Международный научный журнал. – Серия Информационные технологии.- №2.- 2012.- С. 64 72 3. Савюк Л.А. Проектирование дистанционніх курсов студентов инженерного уровня подготовки. Сучасні інформаційні технології та інноваційні методики навчання в підготовці фахівців: методологія, теорія, досвід, проблеми.-Збірник наукових праць.Випуск 33.-Винниця.-2012.- С.470-476 4. Михайлів Н.Д., Сав’юк Л.О. Розробка комп’ютерного тренажерного комплексу на основі сучасних інформаційних технологій та теорії прийняття рішень.- Збірник праць восьмої міжнародної конференції «Нові інформаційні технології в освіті для всіх: безперервна освіта». – Київ. – 2013. – С.299-305

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ORGANIZING LEARNING CUES WITH LECTURE CAPTURE SYSTEM

BO-YEN WANG, PAO-TA YU Department of Computer Science and Information Engineering National Chung Cheng University Chia-yi County 621, Taiwan The present study proposed a lecture capture system that can import PowerPoint slides as the lecture material and instructors may organize their teaching drafts by considering the reminder of their talk that will be given, texts to be promoted in the current slide, or referential video to be played during the slide presentation and the audio explanation also proceed currently. The idea of teaching draft organization is to improve the formal methods that lack contextual relationship between the teaching preparation and the presentation material. The quality and the production of lecture videos will be improved when teaching drafts are well-organized.

Introduction In the flipped classroom scenario, online lecture videos are delivered so that students can view these videos at home (Roehl, Reddy, & Shannon, 2013). Lecture videos constitute the learning process of elearning and facilitate the possibility of ubiquitous learning. Typically, fours presentation styles of video lecture were observed: (1) classroom lecture (2) talking head (3) drawing demonstration on the board and (4) PowerPoint slides presentation with narration (Guo, Kim, & Rubin, 2014). When instructors choose the traditional presentation style, PowerPoint slides, to perform their lectures, textual reminders will display in instructor’s screen to remind their talk. Besides, instructors occasionally write the additional information or highlight the important words during the recording process. These learning cues are provided during the progress of lecture and instructors always prepared these learning cues by memorized in their minds. The mistake will occur very frequently when the lecture preparation is not well-organized or contextual-related. Thus, the present study proposes a lecture capture system that is capable of providing organization function for learning cues. This system is focused on the recording of PowerPoint slides presentation which is popular and prevalent among many instructors.

II. LITERATURE REVIEW Lecture capture, a learning material that usually displays in 88

multimedia formats such as video or animation, is used as an online supplementary material for students to review their learning after the face-to-face class (Foust Jr, Cruickshank, Stringer, & Olander, 1999; Signor, 2003; Williams & Fardon, 2007). Although several empirical types of research indicate that students will perform better when online lecture videos were supplied as supplementary of the formal classroom (Griffin, Mitchell, & Thompson, 2009; Lavelle, 2006; McKinney, Dyck, & Luber, 2009; Sher & Gajendran, 2008), students still urge that face-toface lecture cannot be replaced with lecture video (Harpp et al., 2004; Traphagan, Kucsera, & Kishi, 2010). With the emergence of “flipped classroom”, the pedagogical role of lecture video has been changed from supplementary material to main learning material. Since the delivery of formal material is moving out of class time in flipped classroom model (Butt, 2014), online lecture video has become one of the proper learning materials that can be received out of school for its unlimited accessibility.

The theoretical fundament of providing lecture video as learning material is based on the theory of multimedia learning, which focused on the principle of material presentation and design (Mayer, 2014). The lecture video, produced by lecture capture system, displays learning contents in multimedia format, which integrated texts, images, voices and animations as a digital format. The various presentation styles of lecture video employ the functions design of lecture capture system, such as, (1) the live recording of live progress in face-to-face classroom, (2) the “talking head”, which mainly produces the visual combination of instructor’s nonverbal immediacy, handwriting on blackboard, and/or learning material in projected slides, (3) the “picture-in-picture”, which displays the image of instructor that is fully embedded in the context of material presentation, (4) the demonstration of drawing on board with explanation, and (5) the synchronization of slides presentation and narration (Chorianopoulos & Giannakos, 2013; Griffin et al., 2009; Guo et al., 2014; Stephenson, Brown, & Griffin, 2008). For the popularity of using PowerPoint to present the learning material, the synchronization of projected slides and instructor’s voice is the most popular among the other styles. Thus, this synchronization style should be considered in designing lecture capture system to fit the requirement from most of the instructors. During slides presentation, instructors may add some texts, animation, highlights as the learning cues to engage students in learning.

It is an evitable process that instructors prepare with which learning cues 89

will be provided and when will apply. When instructor takes notes or memorized as the reminder of the learning cues, it still lack contextual relations to the slides that they are going to present. Mistake or forget to prompt the learning cues will occur very frequently. Therefore, what if the mechanism that can provide contextual hints to the instructors to prevent the situation of error, the quality or the production of lecture videos will be raised. Consequently, the present study proposes a lecture capture system that is not only capable of recording PowerPoint slides presentation alone with instructor’s narration but the contextually related cues will prompt according to the design of lecture progress.

III.The System Design Fig.1 illustrates the functional view of the system. The instructors can import their PowerPoint slides as presentation materials for lecture video production. Fig.2 shows the system snapshot when PowerPoint slides imported. Additional image or blank slide can be inserted before/after any imported slide for the necessity of lecture progressing.

Fig. 1. The functional view of Lecture Capture System

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Fig. 2. The system snapshot when PowerPoint Slides Imported It provides fixed shapes such as the circle, rectangle or line as the highlight element that will be used as learning cues.

The core characteristic of this system is the mechanism of setting learning cues performed by teaching draft management. The functions of teaching draft management include the function of managing draft elements and the function of operating generated draft. The system provides three draft elements: the teaching hint, the masked elements, and the videos. Fig.3-5 demonstrated the visual effects of these three draft elements. The teaching hint provides the instructor with text reminder that he/she will talk during the slide presentation, and it will not display in the output video. As illustrated in Fig.3, the video out (right side of the figure) will not display the marked teaching hint (left side of the figure). The masked elements are visual masks that will display in the output video, and the display order of these elements is controlled by the instructor. As illustrated in Fig.4, the masked elements were set before recording and displayed on the instructor’s controlled order. The videos are primarily embedded within slides and played during the slide presentation. As illustrated in Fig.5, the embedded video will also be recorded simultaneously during lecture recording.

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Fig. 3 The demonstration of marking teaching hints and its video output

Fig. 4 The demonstration of the masked elements and the displaying order

controlled by the instructor Fig. 5 The demonstration of embedded video as the draft element

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Once the draft is generated with the graphics or handwriting, the color of these drafts become lighter as the visual reminder on the slide.

During the recording stage, the instructor will follow their drafts that made before to prompt or write actual learning cues in the current presenting slide and the contextual relations can be strongly express during the lecture recording. Fig.6 shows the demonstration of following the handwriting and rectangle as the teaching hint. The video output function employs the format of video, the setting of audio recording devices, and the preview screen.

Fig. 6 The demostration of following the teaching draft

IV. Discussion and Future Works Using PowerPoint slides as the lecture material is very popular among instructors. The present study proposes a novel system to employ the lecture capture with slides presentation. The empirical study still needs to conduct to solidify the evidence that was using teaching draft that can tightly link the presentation context will give instructors higher satisfaction in producing lecture videos. Thus, future works will develop the data collection model to survey to the acceptance of using teaching draft during lecture recording and compare with the traditional presentation, that is, present their material without any drafts or only using written notes.

References 1. Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from australia. Business Education & Accreditation, 6(1), 33-43.

2. Chorianopoulos, K., & Giannakos, M. N. (2013).

Usability design for video lectures. Paper presented at the 93

Proceedings of the 11th european conference on Interactive TV and video.

3. Foust Jr, R. D., Cruickshank, B., Stringer, M., & Olander, J. (1999). The benefits of using web-based enhancements in an environmental chemistry class. The Chemical Educator, 4(3), 108-111.

4. Griffin, D. K., Mitchell, D., & Thompson, S. J. (2009).

Podcasting by synchronising powerpoint and voice: What are the pedagogical benefits? Computers & Education, 53(2), 532-539.

5. Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. Paper presented at the Proceedings of the first ACM conference on Learning@ scale conference.

6. Harpp, D. N., Fenster, A. E., Schwarcz, J. A., Zorychta, E., Goodyer, N., Hsiao, W., & Parente, J. (2004). Lecture retrieval via the web: Better than being there? Journal of Chemical Education, 81(5), 688.

7. Lavelle, D. (2006). Delivery of e-lectures. Paper presented at the Built Environment Education Conference (BEECON 2006).

8. Mayer, R. E. (2014). The cambridge handbook of multimedia learning: Cambridge University Press.

9. McKinney, D., Dyck, J. L., & Luber, E. S. (2009).

Itunes university and the classroom: Can podcasts replace professors? Computers & Education, 52(3), 617-623.

10. Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49.

11. Sher, W., & Gajendran, T. (2008). Evaluation of modes of electronic delivery of construction management courses.

Paper presented at the 19th Annual Conference of the Australasian Association for Engineering Education: To Industry and Beyond; Proceedings of the.

12. Signor, L. (2003). An exploration into the reactions of undergraduate students to virtual lectures. Excellence: making the connections, 125.

13. Stephenson, J. E., Brown, C., & Griffin, D. K. (2008).

Electronic delivery of lectures in the university environment: An 94

empirical comparison of three delivery styles. Computers & Education, 50(3), 640-651.

14. Traphagan, T., Kucsera, J. V., & Kishi, K. (2010).

Impact of class lecture webcasting on attendance and learning.

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15. Williams, J., & Fardon, M. (2007). Recording lectures and the impact on student attendance. ALT-C, September, 4-6.

ONLINE SOFTWARE IN THE EDUCATIONAL PROCESS: NEW CHALLENGES

Mark Zaretsky Nosov Magnitogorsk State Technical University The problems connected with the development and application of the mobile simulators in the educational process and and extracurricula work are considered.

Online education opens new possibilities for the organization of the educational process in universities. Its development is considered critical for the implementation of international educational programs.

Widespread becomes educational technology of Mobile Learning (MLearning) [1, 2]. The specifics of M-Learning is discussed in the works of many authors [3, 4].

In most works it is assumed that the student interacts only with a specially designed learning environment. This statement is true only if the computer is included in the University network. For example, in this case we can deny access to network facilities of computer mathematics, computer translation e.t.c. This method of interaction can be considered as managed. But a modern student can obtain information from Internet regardless of the University network. This method of interaction can be considered as unmanaged. In reality there is a combination of these methods in different proportions. Problems caused by this combination are considered in [5, 6].

We believe that it is pointless to ban the use of mobile devices even during exams. We should offer questions requiring a deep understanding of subject from a student to provide a correct answer. For example, information about the basic properties of the ellipse can be found on the Internet. Let us formulate the problem in another way. The student receives some data sets. Every data set consists of coordinates of two 95

points (the foci of the ellipse) and the number (the eccentricity of the ellipse). The student must verify the correctness of the received data sets.

For correctly specified sets the student must deduce the equations. This task can be offered to the student by a specialized mobile simulator. In the same way it can be offered to the student to formulate a differential equation or system of differential equations according the description of the physical process. A mobile simulator allows to visualize the physical meaning of of the differential equations and and boundary conditions.

The use of mobile software in extracurricular work is significantly different from the use in the educational process. In this case, its purpose it deepen the knowledge obtained during the training process. Mobile software for extracurricular activities should give students the opportunity to simulate complex processes. In our opinion, for extracurricular activities are best suited the plug-in libraries which allow to design the required programs.

Mobile software allow us to create simulators to study most of subjects. The use of such simulators will allow to combine the advantages of both managed and unmanaged interactions with the learning environment. Students may participate in the creation and improvement of mobile simulators. The most significant result of this work is the understanding of the subject area for which they create a simulator. In our opinion for creating mobile simulators we can use scripting languages and free distributed software packages.

We must decide which routine skills must be formed. Many essential skills lost their value. For example an ability to use a slide rule. In our opinion, is not a clear need to examine many particular cases of integration. Perhaps more rational would be to work out with simulators a deep understanding of the most important parts of the curriculum. Such examples we can find for many academic disciplines.

Our experience gives us grounds to conclude that the use of mobile simulators enables a thorough understanding of the curriculum. The best results are achieved when a student participates in the development and improvement of of mobile simulators. Mobile software should be varied.

It should focus on different levels on knowledge, different degrees of motivation.

References: 1.Mobile Learning. [WEB-resource]. http://www.unesco.org/new/en/unesco/themes/icts/m4ed 96

2. Educational Technology and Mobile Learning. [WEBresource].http://www.educatorstechnology.com/ 3, Tryus Y. Organization and pedagogical aspects of mobile technologies support and use in higher school. Proceedings of VI international conference ITEA-2011, 2011 Nov 22-23, Kyiv, Ukraine. p. 285-293 4. Kukulska-Hulme A. Mobile Learning for quality education and social inclusion Unesco Institute for Information Technologies in Education..[WEBresource].http://iite.unesco.org/pics/publications/en/files/3214679.pdf 5. Lepp, Andrew, et al. The relationship between cell phone use, academic performance, anxiety, and Satisfaction with Life in college students. Computers in Human Behavior, (2014), 31: 343-350. http://dx.doi.org/10.1016/j.chb.201310.049 6. Jacobsen, et al. The wired generation: Academic and social outcomes of electronic media use among university students. Cyberpsychology.

Behavior and Social Networking, (2011)14(5):275-280. http://dx.doi.org/10.1089/cyber.2010.0135

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