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Engineering and Educational Technologies. Kremenchuk : KrNU, 2021. Vol. 9. No. 1. 119 p.
Journal homepage:
http://eetecs.kdu.edu.ua

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IMPLEMENTATION OF NEW FORMS AND METHODS OF EDUCATIONAL PROCESS ORGANIZATION AT HIGHER EDUCATION INSTITUTION: HISTORY AND MODERN

Assistant technologies during the organization of the educational process of persons with visual disabilities  
Potapiuk L., Dymarchuk O.  (download)
[in Ukrainian]

Abstract. The current problem of accessibility of information and communication technologies remains a priority when discussing the rights of people with special needs. Modern communication and information processing devices assume that the user has the ability to see, hear, speak and feel. As a result, people with physical, sensory, and cognitive impairments are unable to access and use computers due to limited human-machine interfaces that do not allow for change. Therefore, the main focus in world practice in the development of technology for people with special needs is focused on those aspects that provide constructive solutions that allow for alternative data representation and the ability to work with input and output devices. To solve this problem, assistive technologies are being developed. Based on the above, the aim of the article was to analyze the features of the use of assistive technologies in the organization of the educational process for the visually impaired. To achieve it, we used the method of analysis of scientific works of scientists and national standards of Ukraine. The article discusses assistive information technologies, which are special software or hardware designed to increase the availability of communication information for people with visual impairments. Analyzing the scientific work of scientists, we concluded that today in Ukraine there is no single conceptual and terminological apparatus to identify tools to empower people with special educational needs. To do this, scientists use a number of terms: "assistive technologies", "auxiliary or compensatory technologies". It is investigated that the necessary condition for successful training of visually impaired people is the creation of material and technical resources and the use of assistive technologies. It is established that in the organization of educational activities of persons with visual impairments is taken into account, above all, the safety and sustainability of the subject-spatial environment. The authors propose a classification and analyze the main assistive technologies used in the organization of training for people with visual impairments. The main approaches to improve the effectiveness of technology in the organization of the educational process of people with visual impairments are proposed.

Key words: assistive technologies, visually impaired people, people with special educational needs.

References

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2.           Statystychni dani [Statistics]. Tsentr medychnoyi statystyky MOZ Ukrayiny - Center for Medical Statistics of the Ministry of Health of Ukraine. URL: http://medstat.gov.ua/ukr/statdan.html (acceded 30.01.2021). [in Ukrainian]

3.           Bilyk, Yu. V., Vasylenko, O. M. (2015). Osoblyvosti zhyttyediyalnosti ditey z vadamy zoru [Features of life of children with visual impairments]. Naukovyy visnyk Uzhhorodskoho natsionalnoho universytetu - Scientific Bulletin of Uzhhorod National University. 35. 32-34. [in Ukrainian]

4.           Hewett, R., Douglas, G., McLinden, M., Keil, S. (2017). Developing an inclusive learning environment for students with visual impairment in higher education: Progressive mutual accommodation and learner experiences in the United Kingdom. European Journal of Special Needs Education. 32(1). 89-109. [

5.           Postoyan, T. H. (2020). Asystyvni tekhnolohiyi u konteksti inklyuzyvnoyi osvity [Assistive technologies in the context of inclusive education]. Habitus. Issue 12.Vol. 2. 198-202. [in Ukrainian]

6.           Yakovenko, O. Yе., Nosov, P. S., Yakovenko, Ye. O. (2015). Informatsiyna asystyvna tekhnolohiya navchannya osib z porushennyam oporno-rukhovoho-aparatu [Information and assistance technology of training of persons with musculoskeletal disorders]. Informatsiyni tekhnolohiyi v nautsi, osviti ta vyrobnytstvi - Information technologies in science, education and production. Issue 4(11). 92-98 [in Ukrainian]

7.           Nosenko, Yu., Shyshkina, M. (2018). Tekhnolohiyi pidtrymky personifikovanoho navchalnoho seredovyshcha [Technologies to support a personalized learning environment]. Nova pedahohichka dumka - A new pedagogical idea. Issue 3. 44-50. [in Ukrainian]

8.           Bondarenko, T. V. (2018). Vykorystannya informatsiyno-komunikatsiynykh tekhnolohiyi dlya zabezpechennya dostupnosti i rozvytku inklyuzyvnoyi osvity [Use of information and communication technologies to ensure the accessibility and development of inclusive education]. Informatsiyni tekhnolohiyi i zasoby navchannya - Information technologies and teaching aids. Issue 67.5. 31-43. [in Ukrainian]

9.           Yurasova, Yu. (2020). A. Suchasni tekhnolohiyi orhanizatsiyi sotsialno-pedahohichnoyi diyalnosti v inklyuzyvnomu seredovyshche [Modern technologies for the organization of socio-pedagogical activities in an inclusive environment].Kvalifikatsiyna robota na zdobuttya stupenya vyshchoyi osvity "bakalavr": nauk. kerivnyk k.ped.n., dotsent T. V. Korshun. Qualification work for the degree of "bachelor": science. Head Candidate of Pedagogical Sciences, Associate Professor TV Korshun..Kherson : KHDU. 62. [in Ukrainian]

10.          Krsek, O. Ye. (2019). Use of assistive technol ogies for language learners with visual and hearing impairments in the USA. Dukhovnist osobystosti: metolohiya, teoriya i praktyka - Spirituality of personality: methodology, theory and practice. 6 (93). 148-155.

11.          Ahmad, F. K. (2015). Use of assistive technology in inclusive education: Making room for diverse learning needs. Transcience 6(2). 62-77. [in English]

12.          Chand, B. (2018). Challenges of ICT by Using AT (Assistive Technology) for Inclusive Education of Visual Impairment. Current Educational Research. 1(03). 85-90. [in English]

13.          Onivehu, A. O., Ohawuiro, O. E., Oyeniran, B. J. (2017). Teachers Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools. Acta Didactica Napocensia. 10(4). 21-32.

14.          Erdem, R. (2017). Students with special educational needs and assistive technologies: A literature review. Turkish Online Journal of Educational Technology-TOJET. 16(1).128-146.

15.          Kulakova, Ye. V. (2014). Primeneniye assistivnykh tekhnologiy v praktike inklyuzivnogo obucheniya detey s narushennym slukhom [Application of assistive technologies in the practice of inclusive education for children with hearing impairments]. Spetsial'noye obrazovaniye - Special education. 2. 21-29 [in Russian]

16.          Akhmedzyanova, T. S., Belukhina, N. N. (2018). Assistivnyye tekhnologii kak sredstvo adaptatsii lits s OVZ v obrazovatel'nom prostranstve [Assistive technologies as a means of adaptation of persons with disabilities in the educational space]. Informatika, modelirovaniye, avtomatizatsiya proyektirovaniya - Computer science, modeling, design automation. 57-61. [in Russian]

17.          Karpov, A. A. (2013). Assistivnye informatsionnye tekhnologii na osnove audiovizual'nykh rechevykh interfeysov [Assistive information technologies based on audiovisual speech interfaces]. Trudy SPIIRAN - SPIIRAS Proceedings. Vol. 4 (27). 114-128 [in Russian]

18.          Netiosov, S. I. (2015). Informatsiyno-komunikatsiyni tekhnolohiyi zasib sotsializatsiyi osib z hlybokymy vadamy zoru [Information and communication technologies a means of socialization of people with profound visual impairments].Informatsiyni tekhnolohiyi i zasib navchannya - Information technology and learning tool. Vol. 46. 2. 132-138. [in Ukrainian]

19.          Suchasni zasoby IKT pidtrymky inklyuzyvnoho navchannya: navchal?nyy posibnyk [Modern means of ICT to support inclusive education: a textbook]/ A.V. Heta ta in. ; za zah. red. YU.H. Nosenko. Poltava: PUET, 2018. 261. [in Ukrainian]

Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives  
Berestok O.  (download)
[in English]

Abstract. The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

Key words: digitalization of education, information communication technologies (ICT), online learning environments, feedback, interactive presentations.

References

1. Artino, A. (2015). Online or face-to-face learning? Exploring the personal factors that predict students’ choice of instructional format. Internet High. Educ., 13, 272–276. https://doi.org/10.1016/j.iheduc.2010.07.005.

2. Asinhronnoe obuchenie. (2015). Institut matematiki, mehaniki i kompyuternyih nauk YuFU. URL: http://www.mmcs.sfedu.ru/159-students/78-anisochronous (accessed 04.01.2021).

3. Berezytskyi, M., Oleksyuk, V. (2016). Massive open online courses as a stage in the development of e-learning. Information Technologies and Learning Tools, 56(6), 51–63. doi: https:// 10.33407/itlt. v56i6.1479.

4. Boling, E., Holan, E., Horbatt, B., Hough, M., Jean-Louis, J., Khurana, C., Krinsky, H., Spiezio, C. (2016). Using online tools for communication and collaboration: Understanding educators’ experiences in an online course. Internet High. Educ., 23, 48–55. https://doi.org/10.1016/j.iheduc.2014.07.002.

5. Bonk, C., Graham, C. (2006). The Handbook of Blended Learning: Global Perspectives. Local Designs, Wiley, 585. URL: https://books.google.com.ua/books/about/The_Handbook_of_Blended_Learning.html (accessed 04.01.2021).

6. Fryer, L., Bovee, H. (201). Staying motivated to e-learn: Person- and variable-centered perspectives on the longitudinal risks and support. Comput. Educ., 120, 227–240. https://doi.org/10.1016/j.compedu.2018.01.006.

7. Hromko, H., Melnyk, O., Sokol, I., Chernykh, O. (2020). Metodychni rekomendatsii shchodo orhanizatsii roboty saitu zakladu osvity (iz fokusom na povahu prav liudyny v onlainovomu prostori). Kyiv, VAITE, 20. URL: https://qrgo.page.link/WeCdv (accessed 04.01.2021).

8. Hung, M., Chou, Ch. (2015). Students’ perceptions of instructors’ roles in blended and online learning environments: A comparative study. Computers and Education, 81, 315–325. https://doi.org/10.1016/j.compedu.2014.10.022.

9. Koval, T., Avramchuk, A. (2016). Vykorystannia systemy Moodle dlia stvorennia multymediinykh elektronnykh osvitnikh resursiv z movnykh dystsyplin: zarubizhnyi i vitchyznianyi dosvid. Pedahohichnyi protses: teoriia i praktyka, 2, № 53, 93–99. doi: https://doi.org/10.28925/2078-1687.2016.2.9399.

10. Lu, H., Chiou, M. (2019). The impact of individual differences on e-learning system satisfaction: A contingency approach. Br. J. Educ. Technol., 41, 307–323. https://doi.org/10.1111/j.1467-8535.2009.00937.x,

11. Mihaylova, N. (2012). Osobennosti organizatsii asinhronnogo obucheniya studentov vuza v elektronnoy srede. Vestnik Orenburgskogo gosudarstvennogo universiteta, 2(138), 149-154. URL: http://vestnik.osu.ru/2012_2/25.pdf (accessed 04.01.2021).

12. Polozhennia pro dystantsiine navchannia: Nakaz M-va osvity i nauky Ukrainy vid 16.10.2020 № 466 iz zminamy. URL: http://zakon2.rada.gov.ua/laws/show/z0703-13 (accessed 04.01.2021).

13. Rasi, P., Vuojärvi, H. (2018). Toward personal and emotional connectivity in mobile higher education through asynchronous formative audio feedback. Br. J. Educ. Technol., 49, 292–304. https://doi.org/10.1111/bjet.12587.

14. Salmon, G. (2015). E-tivities: The key to active online learning. Routledge. 2nd Edition. ISBN 9780415881760,216. URL: https://www.routledge.com/E-tivities/p/book/9780415881760 (accessed 04.01.2021).

15. Shahabadi, M. M., Uplane, M. (2015). Synchronous and asynchronous e-learning styles and academic performance of e-learners. Procedia - Social and Behavioral Sciences, 176, 129–138. DOI: 10.1016/j.sbspro.2015.01.453.

16. Teng, D., Chen, N., Kinshuk, Leo, T. (2018). Exploring students’ learning experience in an international online research seminar in the Synchronous Cyber Classroom. Computers & Education, 58(3), 918–930. http://dx.doi.org/10.1016/j.compedu.2011.10.018.

17. Ysaev, A., Kravets A., Shakhlamdzhian A. (2010). Distantsionnoe obrazovanie: analiz informatsionnyih resursov. URL: http://www-tst.vstu.ru/files/vstu_periodical/1784/upload/ (accessed 04.01.2021).

18. Zare, M. (2016). Multi-criteria decision making approach in E-learning: A systematic review and classification. Appl. Soft Comput., 45, 108–128. https://doi.org/10.1016/j.asoc.2016.04.020.

19. Za den pered treningom. Distantsionnyiy obuchatel: ob elektronnom obuchenii i upravlenii. (2013). URL: http://armikael.com/tag (accessed 04.01.2021).

Formation of HEIs students' soft skills using distance learning platforms in foreign language teaching  
Shchehlova A.  (download)
[in Ukrainian]

Abstract. The article is devoted to the implementation of modern distance learning technologies while teaching and studying Business English by the students for non-philological specialties. This research aims to identify the impact of distance learning platforms on the formation of soft skills. In the course of the research, the conceptual apparatus of distance learning is concretized; the positive and negative aspects of the new education system using e-technologies for the educational process in higher education institutions is highlighted; the effectiveness of distance technologies is analyzed in the context of soft skills development. The pedagogical ways of introducing multimedia teaching aids in learning a foreign language as a key condition for the fundamental training of a qualified specialist focused on meeting the needs of the modern market are described in detail. Based on the behavioral approach and analysis and synthesis of data from domestic and foreign literature, a comparative study of the theory and practice of introducing distance learning, it has been proved that with the change in educational trends and versatility of training courses, competition in the labor market is growing and in order to gain an advantage over competitors, students have no other choice than adding value to their professional skills with soft skills to showcase their true potential. It is noted that one of the most pressing problems in the field of digitalization of the educational process is the reform of curricula in order to adapt universities to the demands of the labor market. It has been proven that the effectiveness of achieving the triune goal (especially the developmental one) directly depends on the chosen forms and methods of teaching, and the inclusion of information and communication technologies is a consequence of the growing share of national GDP, which covers new technological industries and the high-level service sector. The challenges facing the modern higher education system during the pandemic is a step towards a new stage in its development and contextualisation, where the teacher acts as a mediator. In this regard, and with the aim of developing flexible skills of future specialists, distance learning platforms in learning a foreign language are considered as a way to solve complex problems, innovations and creativity, visualize new markets, understand social and global consequences, work in a new multi-faceted environment and with people of different cultures and countries, developing new products and services.

Key words: soft skills; contextualisation; higher education institutions (HEIs); versatility; employment-oriented skills; facilitator.

References

1          Bykov, V. Yu. (2009). Pidvyshchennia znachushchosti informatsiino-komunikatsiinykh tekhnolohii v osviti. Pedagogy and psychology, 1, 28-33. [in Ukrainian]

2          Bykov, V. Yu., Kukharenko, V. M., Syrotenko, N. H., Rybalko, O. V., Bohachov, Yu. M. (2008). Tekhnolohiia stvorennia dystantsiinoho kursu. Kyiv, Millennium, 324 p. [in Ukrainian]

3          Bohdan, E. S. (2017). Razvitie u studentov inzhnernykh napravleniy soft skills kak vazhnyi faktor ikh konkurentosposobnosti. Actual problems of the humanities and natural sciences, 2-4, 17-20. [in Russian]

4          Bodnar, S. V. (2013). Vykorystannia Internet-tekhnolohii u systemi avtonomnoho vyvchennia profesiino-oriientovanoi inozemnoi movy studentamy nemovnykh spetsialnostei. Information technology and training tools, 2 (34), 75-81. [in Ukrainian]

5          Briggs, S. (2015). 30 Tips to Cultivate Soft Skills in Your Students, Open College.InformED. URL: https://www.opencolleges.edu.au/informed/features/30-ways-to-cultivate-soft-skills-in-your-students/ (accessed 02.01.2021).

6          Vasilieva, I. A. (2002). Psihologicheskie aspektyi primeneniya informatsionnyih tehnologiy. Issues of psychology, 3, 86. [in Russian]

7          Davydova, V. (2015). Slushat, govorit i dogovarivatsya: chto takoe soft skills i kak ih razvivat. URL: http:// theoryandpractice.ru/posts/11719-soft-skills (accessed 02.01.2021). [in Russian]

8          Dluhunovych, N. A. (2014). Soft skills yak neobkhidna skladova pidhotovky IT-fakhivtsiv. Bulletin of Khmelnytsky National University, 6(219), 239-242. [in Ukrainian]

9          Koval, T. I. (2009). Pidhotovka vykladachiv vyshchoi shkoly: informatsiini tekhnolohii u pedahohichnii diialnosti. NLU publishing center, Kyiv, 380 p. [in Ukrainian]

10        Korniush, H. V. (2020). Formuvannia miakykh navychok u studentiv zakladiv vyshchoi osvity v konteksti navchannia inozemnykh mov. Teaching languages at higher education institions at the present stage. Cross-curricular relations, 36, 99-110. [in Ukrainian]

11        Kostenko, I. H. (2013). Vykorystannia Internet-resursiv na urokakh anhliiskoi movy. Tavriiskyi visnyk osvity, 1 (41), 170-176. [in Ukrainian]

12        Kostikova, I. I. (2006). Rol kompiuternykh tekhnolohii v navchanni studentiv. Novyi kolehium, 2 (33), 55-63. [in Ukrainian]

13        Kukharenko, V. M. (2007). Dystantsiine navchannia. Entsyklopedychne vydannia. «Computer» Publishing center, Kyiv, 128 p. [in Ukrainian]

14        Lapinsky, V. (2011). Elektronni zasoby navchalnoho pryznachennia – svitovyi dosvid y ukrainska osvita. Higher education of Ukraine, 3, 487-495. [in Ukrainian]

15        Malinina, I. (2012). Blended Learning of English Language:Combining Online and Face-to-Face Teaching. Infonomic Society, London, 247-251.

16        Morska, L. I. (2008). Informatsiini tekhnolohii u navchanni inozemnykh mov. Ternopil, Aston, 256 p. [in Ukrainian]

17        Mosquera, I. (2018). Ideas to bring soft skills into the English classroom, British Council. Teaching English. URL: https://www.teachingenglish.org.uk/blogs/ingrid-mosquera-gende/ideas-bring-soft-skills-english-classroom (accessed 02.01.2021).

18        Nitchenko, H. M., Khovrych, M. O. (2015). Analiz vykorystannia informatsiino-komunikatsiinykh tekhnolohii u navchalnomu protsesi. Journal of Chernihiv national pedagogical university, 130, 169-172. [in Ukrainian]

19        Noskova, N.V., (2006), Informatyzatsiia systemy osvity ta problemy vprovadzhennia pedahohichnykh prohramnykh zasobiv u navchalnyi protses // Computer in school and family, Iss. 5, 7-11. [in Ukrainian]

20        Noskova, N. V. (2009). Problema motyvatsii pedahohiv do vykorystannia informatsiino-komunikatsiinykh tekhnolohii u navchalnomu protsesi. Computer in school and family, 1, 6-10. [in Ukrainian]

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22        Pluhatarova, O. I. (2011). Vykorystannia internet-kontentu pid chas vyvchennia inozemnoi movy. English language and literature, 11. 8-13. [in Ukrainian]

23        Pun, M. (2013). Use of Multimedia Technology in English Language Teaching. Crossing the Border: International Journal of Interdisciplinary Studies, 1, 29-38.

24        Syisoev, P. V., Evstigneev, M. N. (2008). Sovremennyie uchebnyie Internet-resursyi v obuchenii inostrannomu yazyiku. Foreign languages at school, 6, 2-9. [in Russian]

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Formation assessment of the professional competences of electrical engineers specialists
Chornyi O.,  Herasymenko L.  (download)
[in Ukrainian]

Abstract. The article considers the actual problem of pedagogical diagnostics of the formation of professional competencies of engineering students. Based on a thorough analysis of the educational and professional program "Electrotechnics, electric power engineering and electromechanics" twelve professional competencies were identified, they were correlated with the program results defined in the state standard and possible diagnostic tools were proposed, such as tasks on virtual stands, tasks on physical stands, professional-focused tasks. Such an approach was due to the understanding that professional competencies are cross-curricular in nature, and the possession of them involves not only acquired knowledge, skills and abilities, but also the ability to use them in future professional activities, understanding its content and having the ability to overcome problems arising in production. A method of assessment of professional competencies is proposed, which is based on the principle of differentiation and foresees testing each specific competence using three diagnostic tools, which provided the identification of the level of the fundamental and practical knowledge, ability to work with equipment and solve unusual situations that may arise in production. The following methods were used in the study. Theoretical - analysis and synthesis of research related to pedagogical diagnostics, works in which methods of information visualization are analyzed; design for the development of a program-designer "star of competencies" using the software package MATLAB. Empirical - expert assessment to identify tools for diagnosing the formation of professional competencies common among teachers; diagnostics of formation of professional competences of students by means of testing, interrogation. The visual image of the "competence star" is offered, which allowed to solve a number of tasks: to provide ease and speed of perception of the learning outcome; informational content due to the simultaneous presentation of the results of the formation of twelve competencies and the ability to analyze each separately; to realize better the level of achievements according to the formation of the program results defined in the educational standard.

Key words: training of specialists in electric engineering, professional competencies, pedagogical diagnostics, diagnostic tools, visualization of the level of formation of professional competencies.

References

1.         Kompetentnisnyi pidkhid u suchasnii osviti : svitovyi dosvid ta ukrainski perspektyvy: biblioteka z osvitnoi polityky / pid zah. red. O. V. Ovcharuk. K.: K.I.S., 2004.  112 s. [in Ukrainian].

2.         Kuzmichenko I. (2014) Formuvannia sotsialnoprofesiinoi kompetentnosti maibutnoho inzhenera. Visnyk LNU imeni Tarasa Shevchenka. № 23 (186).Ch. 3. Р. 220–224 [in Ukrainian]..

3.         Chornyi O., Herasymenko L.  and Zelenska L. (2020) Diagnostic Assessment Of The Competency Maturity Of Electrical Engineers Through Profession-oriented problems", Problems of Automated Electrodrive. Theory and Practice (PAEP), IEEE. Р. 423–426. doi: 10.1109/PAEP49887.2020.9240864 [in Ukrainian].

4.         Nizovtsev A. (2013) Rozrobka modeli profesiinoi kompetentnosti inzhenera. Pedahohichni nauky: teoriia, istoriia, innovatsiini tekhnolohii. № 8. S. 243–255 [in Ukrainian].

5.         Ohorodnichuk I.  (2013) Osoblyvosti formuvannia kompetentnosti maibutnikh inzheneriv, Nauka i osvita. № 1–2. Р. 193–197 [in Ukrainian].

6.         Mokin B., Mizarnyi V., Menzul O. (2011) Formuvannia profesiinoi kompetentnosti studentiv v umovakh profesiino-praktychnoi pidhotovky. Visnyk Vinnytskoho politekhnichnoho instytutu. № 5. S. 199–203 [in Ukrainian].

7.         Kanivets  M. (2013) Sutnist profesiinoi pidhotovky maibutnikh inzheneriv. Problemy ta perspektyvy formuvannia natsionalnoi humanistychno-tekhnichnoi elity: zb.nauk.prats VI Krymski pedahohichni chytannia: «Novi pedahohichni tekhnolohii v osviti ta formuvannia humanitarno-tekhnolohichnoi elity»: Materialy Mizhnarodnoi naukovo-praktychnoi konferentsii, 21-24 travnia 2013 r. Tom 34-35 (38-39). S. 44–51.

8.         Kokarieva, A.M. (2017). Suchasnyi stan profesiinoi pidhotovky inzheneriv v tekhnichnomu universyteti [The current state of professional training of engineers at a technical university]. Proceedings of the National Aviation University. Series: Pedagogy, Psychology, 10, 1−4 [in Ukrainian].

9.         Romanovskyi O. (2009) Profesiina pidhotovka maibutnoho fakhivtsia v konteksti fundamentalizatsii suchasnoi osvity. Profesiina osvita. K.; Kharkiv. S.132–139 [in Ukrainian].

10.       Hladyr A. I., Pupynin S. P. (2008) Kontseptsiia vykladannia tsyklu spetsialnykh dystsyplin fakhovoi pidhotovky inzheneriv-elektromekhanikiv. Visnyk Kremenchutskoho natsionalnoho universytetu imeni Mykhaila Ostrohradskoho. Vypusk 3(50) Chastyna I. S.54–58 [in Ukrainian].

11.       Zagirnyak M., Chornyi O., Serhiienko S.  Innovative Technologies in Laboratory Workshop for Students of Technical Specialties . In: Kyiv, Proceedings of the First Ukraine Conference on Electrical and Computer Engineering (UKRCON), Kyiv, May 29-June 2, 2017. Kyiv, рp. 1216–1220. DOI: 10.1109 / UKRCON.2017.8100446 [in Ukrainian].

12.       Chornyi O., Serhiienko S., Yudyna A., Sydorenko V. The analysis of the process of the laboratory practicum fulfillment and the assessment of its efficiency on the basis of the distance function. In: Kremenchuk Mykhailo Ostrohradskyi National University, Modern electrical and energy systems (MEES), Proceedings of the International Conference, Kremenchuk, November 15-17 2017. Kremenchuk. Рp. 328–331. DOI: 10.1109 / MEES.2017.8248924 [in Ukrainian].

13.       Osvitno-profesiina prohrama «Elektroenerhetyka, elektrotekhnika ta elektromekhanika» Rezhym dostupu: http://saue.kdu.edu.ua/upload/documents/2020_141_prog.pdf.

14.       Ohnivchuk L. M. (2014) Otsiniuvannia navchalnykh dosiahnen studentiv vyshchykh navchalnykh zakladiv na osnovi kompetentnisnoho pidkhodu. Osvitolohichnyi dyskurs. № 3 (7). S. 154–165 [in Ukrainian].

15.       Zvonnykov V.Y., Chelyshkova M.B. (2012) Otsenka kachestva rezultatov obuchenyia pry attestatsyy (kompetentnostnyi podkhod): ucheb. posobye. M. 280 s. [in Russia].

16.       Tytova N. M. (2010) Otsiniuvannia navchalnykh dosiahnen studentiv yak naukova problema. Naukovyi chasopys NPU imeni M. P. Drahomanova. Pedahohichni nauky: realii ta perspektyvy.. Vyp. 23. S. 324–329  [in Ukrainian].

17.       Cherniavskaia A. P. (2006) Otsenyvanye uchebnыkh dostyzhenyi studentov vuzov. Problemы vysshei shkoly.№ 3. S. 67–79. [in Russia].

18.       Araújo R.,  Brant-Ribeiro T.,  Cattelan R.,  Amo S., Ferreira H.N.M. Personalization of interactive digital media in ubiquitous educational environments. In Proceedings of the IEEE International Conference on Systems, Man, and Cybernetics. Рp. 3955–3960. https://doi.org/10.1109/SMC.2013.675. [in Brazil]

19.       Ferreira H.N.M.,  Ribeiro T., Araújo R., Dorça F., Cattelan R. An automatic and dynamic student modeling approach for adaptive and intelligent educational systems using ontologies and bayesian networks. In Proceedings of the 28th International Conference on Tools with Artificial Intelligence. Рp. 738–745. https://doi.org/10.1109/ICTAI.2016.0116. [in Brazil]

20.       Ferreira H.N.M., Oliveira G., Araújo R., Dorça F., Cattelan R. An open model for student assessment visualization. In Proceedings of the 19th IEEE International Conference on Advanced Learning Technologies. Рp. 375–379. https://doi.org/10.1109/ICALT.2019.00117. [in Brazil]

21.       Ferreira H.N.M., Araújo R., Dorça F., Cattelan R. Open student modeling for academic performance visualization in ubiquitous learning environments. In Proceedings of the IEEE International Conference on Systems, Man, and Cybernetics. Рp. 641–646. https://doi.org/10.1109/SMC.2017.8122679. [in Brazil]

22.       Bull S. and Wasson B. Competence visualisation: Making sense of data from 21st-century technologies in language learning, ReCALL, vol. 28. Рp. 147–165. DOI: https://doi.org/10.1017/S0958344015000282. [in USA]

23.       Ali L., Hatala M., Gašević D., Jovanović J. A qualitative evaluation of evolution of a learning analytics tool Comput. Educ. 2012. 58 (1). Рp. 470–489. https://doi.org/10.1016/j.compedu.2011.08.030. [in Serbia]

24.       Iarovyi A. (2006) Pro hnoseolohichnu pryrodu obraznoho typu piznannia. Multyversum. № 56. S. 90–101 [in Russia].

25.       Shoelace Theorem. URL: https://artofproblemsolving.com/wiki/index.php?title=Shoelace_Theorem (дата звернення13.03.2021)

26.       Polygon Area. URL: https://mathworld.wolfram.com/PolygonArea.html  (дата звернення13.03.2021)

MODERN TRENDS OF PROFESSIONAL EDUCATION DEVELOPMENT

Technology of forecasting in the professional activity of future applicants for higher pedagogical education  
Nedbaievska L., Mankus I., Dinzhos R., Darmosiuk V.  (download)
[in Ukrainian]

Abstract. The article identifies the need for the formation of prognostic competence of applicants for higher pedagogical education in accordance with the requirements of the concept of development of pedagogical education and professional standard. The authors propose a structural scheme of forecasting activities, define the concept, purpose, objectives of the course "Technology of forecasting in professional activities" and provide guidelines for the study of individual topics based on theoretical predictions. As part of the course, students of higher pedagogical education master the technology of introducing educational forecasting on the example of educational activities in physics. Educational forecasting is defined in the course as a specially organized cognitive process by the teacher, as a result of which students on the basis of theoretical knowledge predict phenomena and facts unknown to them. Particular attention in the study of the course is paid to the structure of theoretical predictions based on the deductive study of the structural components of physical knowledge and on the basis of inductive generalizations from experiments. The article presents examples of studying the phenomenon of electric resonance, the law of inertia, the characteristics of the electrostatic field based on prediction. The idea of developing students' ability to think hypothetically is the central idea of the course. Applicants for higher pedagogical education during the study of the course gain confidence that the process of constructing a hypothesis based on theoretical models is especially valuable for the development of hypothetical thinking. The article presents the results of research conducted during the study of the course on the problem of organizing the educational activities of students by teachers on the basis of forecasting. The research results confirm the relevance, necessity and expediency of the proposed course not only for applicants for higher pedagogical education, but also for further professional development of teachers of natural sciences and mathematics, namely the development of prognostic competence.

Key words: prognostic competence, forecasting components, scientific prediction, educational forecasting.

References

1.         Pro zatverdzhennia kontseptsii rozvytku pedahohichnoi osvity (№776 від 16.07.2018). URL: https://mon.gov.ua/ua/npa/pro-zatverdzhennya-koncepciyi-rozvitku-pedagogichnoyi-osviti (accessed 01.02.2021).

2.         Profesiinyi standart vchytelia pochatkovykh klasiv, vchytelia zakladu zahalnoi serednoi osvity i vchytelia z pochatkovoi osvity (2020). URL: https://www.me.gov.ua/Documents/Detail?lang=uk-UA&id=22469103-4e36-4d41-b1bf-288338b3c7fa&title =RestrProfesiinikhStandartiv (accessed 01.02.2021).

3.         State standard of basic secondary education (2020). URL: https://mon.gov.ua/storage/app/media/rizne/2020/10/08/ derzhstandartbazovoiosvityprezentatsiya.pdf (accessed 01.02.2021)

4.         Concepts The new Ukrainian school. (2016). URL: https://mon.gov.ua/storage/app/media/zagalna%20serednya/nova-ukrainska-shkola-compressed.pdf (accessed 01.02.2021).

5.         Mankus, I., Darmosiuk, V., Vasylieva, L. (2019). Innovative educational environment as a factor in improving the quality of higher education. Engineering and Educational Technologies, 7(3), 40–49. doi: https://doi.org/10.30929/2307-9770.2019.07.03.04 [in Ukraine]

6.         Mankus, I., Nedbaievska, L., Darmosiuk, V., Parkhomenko, O. (2020). Innovative educational environment: technologies of creation. Engineering and Educational Technologies, 8(1), 85–94. doi: https://doi.org/10.30929/2307-9770.2020.08.01.07. [in Ukraine]

 

7.         Mankus, I. V., Nedbaievska, L. S. (2017). Texnologiya majster-klasu dzherelo formuvannya profesijny`x kompetentnostej vy`kladacha [The technology of the master class is the source of the formation of the professional competence of the teacher]. Vy`toky` pedagogichnoyi majsternosti – The sources of pedagogical skills, 1, 229-233 [in Ukraine].

8.         Mankus, I. V., Nedbaievska, L. S., Darmosiyk, V. M. (2019). Vprovadzhennia STEM-maidanchykiv yak suchasnykh osvitnikh seredovyshch u profesiinii diialnosti vchytelia. Fizyko-matematychna osvita, 1(19), 130-134. DOI 10.31110/2413-1571-2019-019-1-020. [in Ukraine].

9.         Mankus, I. V., Nedbaievska, L. S., Darmosiyk, V. M., Dinzhos R. V. (2020). Tekhnolohichna kompetentnist maibutnoho vykladacha pryrodnycho-matematychnykh dystsyplin yak skladova yoho profesiinoi pidhotovky. Fizyko-matematychna osvita, 1(23), 76-82. DOI 10.31110/2413-1571-2020-023-1-013. [in Ukraine].

10.       Mankus, I. V., Nedbaievska, L. S., Dinzhos, R. V. (2018). Pidhotovka fakhivtsiv v ZVO: innovatsii v metodakh i formakh./Naukovyi visnyk Mykolaivskoho natsionalnoho universytetu imeni V.O. Sukhomlynskoho. Pedahohichni nauky, №3 (62), 2, 199-205. [in Ukraine].

11.       Razumovskyi, V. H. (1975). Razvytye tvorcheskykh sposobnostei uchashchykhsia v protsesse obuchenyia fyzyke. Prosveshchenye, Moscow, 272 p. [in Russian].

12.       Nedbaievska, L. S. (1996). Prohnozuvannia v protsesi navchannia fizyky. Navchalnyi posibnyk do spetskursu dlia studentiv pedahohichnykh instytutiv spetsialnosti "Fizyka", Mykolaiv, 107 p. [in Ukraine].

13.       Nedbaievska, L. S., Sushchenko, S. S. (2005). Orhanizatsiia prohnostychnoi diialnosti uchniv na urokakh fizyky. MDU, Mykolaiv, 99 p. [in Ukraine].

14.       Sushchenko, S. S., Nedbaevskaia, L. S. (1991) Yspolzovanye prohnostycheskoi funktsyy fyzycheskoi teoryy v obuchenyy. Fyzyka v shkole, 1, 43-45. [in Russian].

15.       Sushchenko, S. S., Nedbaevskaia, L. S. (1992). Uchebnye predskazanyia na urokakh fyzyky. Nykolaev, 54 p. [in Russian].

16.       Sushchenko, S. S. (2004). Idei suchasnoho determinizmu v shkilnomu kursi fizyky. Fizyka ta astronomiia v shkoli, 1, 47-50. [in Ukraine].

17.       Dinzhos, R. V., Nedbaievska, L. S., Mankus, I. V. (2018). STEM-majdanchy`ky` yak komponent rozvy`tku novoyi ukrayins`koyi shkoly` [STEM platforms as a component of the development of a new Ukrainian school]. Py`tannya udoskonalennya zmistu i metody`ky` vy`kladannya pry`rodny`cho-matematy`chny`x dy`scy`plin u serednij i vy`shhij shkoli – Issues of improving the content and teaching methods of natural and mathematical disciplines in secondary and high school, 24, 5-7. [in Ukraine].

18.       Concepts of development of natural and mathematical education (STEM-education) (2020). URL: https://zakon.rada.gov.ua/laws/show/960-2020-р?lang=uk#Text (accessed 01.02.2021).

19.       Sushchenko, S. S., Nedbaevskaia, L. S., Mankus, I. V. (2015). Suchasna fizyka v shkoli. Kh.: Vyd,hrupa «Osnova». 155 p.

20.       Mankus, I. V., Nedbaievska, L. S., Dinzhos, R. V. (2017). Suchasny`j urok fizy`ky` v konteksti STEM-osvity`: navchal`ny`j posibny`k [A modern physics lesson in the context of STEM education]. Mykolayiv [in Ukraine].

INNOVATIONS IN USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AT EDUCATION

Use of information and communication technologies in the conditions of inclusive educational environment  
Potapiuk L. , Dymarchuk O.  (download)
[in Ukrainian]

Abstract. The development of the information society involves the use of new pedagogical technologies and appropriate teaching methods. In this regard, information and communication technologies (ICT) have become the most suitable tool that can help people with different learning requirements to exercise their right to education, employment, social life and leisure, as well as access to information. The use of new technologies in education should enhance independence, integration, and equal opportunities for all. Thus, the problem of effective use of digital technologies in the process of organizing the educational process of people with special educational needs is relevant. The aim of the work was to analyze the features of the use of electronic educational resources in an inclusive educational environment. To do this, we used the method of analysis of special pedagogical literature and national standards. The article highlights the need to use electronic educational resources adapted for people with special educational needs in higher education institutions. Based on the analysis of scientific works and national standards of Ukraine, the use of conceptual and terminological apparatus is specified, as well as the main qualities and provisions for the development of EER for people with special needs are identified. Attention is also drawn to the fact that electronic educational resources require compliance with additional requirements. Accordingly, there is a problem of developing quality EER that could meet the individual needs of all individuals. The authors also draw attention to the difficulties and their causes that arise during the organization of e-learning for participants in the educational process (teachers, students, parents). It is substantiated that distance learning technologies provide equal rights for education and future profession to persons with special educational needs, which is especially relevant during a pandemic. It is determined that the main effectiveness of the use of distance technologies for training people with SEN depends on the methods and models of distance learning, and analyzed its main stages. Significant success of distance education in an inclusive educational environment depends on the means and interaction of participants in the educational process. The practical experience of using the Moodle distance platform in the process of organizing e-learning for people with special educational needs is summarized.

Key words: electronic educational resource, children with special educational opportunities, distance learning, Moodle platform.

References

1.         Isupova, N. I., Suvorova, T. N. (2014). Ispolzovanie elektronnykh obrazovatelnykh resursov dlia realizatsii aktivnykh i interaktivnykh form i metodov obucheniia [The use of electronic educational resources for the implementation of active and interactive forms and methods of teaching]. Nauchno-metodicheskiy elektronnyi zhurnal «Kontsept» – Scientific-methodical electronic journal «Concept». Vol. 26. 136-140. URL: http://e-koncept.ru/2014/64328.htm (acceded 25.12.2020). [in Russian]

2.         Piliuhgina, S. V. (2020). Primenenie elektronnykh obrazovatelnykh resursov (EOR) na urokakh v nachalnoi shkole [The use of electronic educational resources in the classroom in primary school]. URL: https://nsportal.ru/nachalnayashkola/obshchepedagogicheskie-tekhnologii/2012/01/18/primenenie-elektronnykh ( acceded 26.12.2020). [in Russian]

3.         Voronina, I. V. (2018). Metodika ispol’zovaniya elektronnykh obrazovatel’nykh resursov kak sredstva formirovaniya kommunikativnikh umeniy u budushchikh uchiteley pri izuchenii mul'timedia i internet-tekhnologiy [The method of using electronic educational resources as a means of forming communication skills in future teachers in the study of multimedia and Internet technologies]. Candidate’s thesis. Volhgohgrad. 199. [in Russian]

4.         Germain-rutherford, A., Kerr, B. (2008). An Inclusive Approach To Online Learning Environments. Models And Resources. Turkish Online Journal of Distance Education. 9(2), 64-85.

5.         Akopyan, М., Kotov, S., (2019). Role of Information and сommunication Technologies in Modern Rehabilitation Process of Inclusive Education. Proceedings of the International Conference “Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Series: Advances in Social Science, Education and Humanities Research. 312. 10-15.

6.         Budnyk, O., Kotyk, M. (2020). Use of Information and Communication Technologies in the Inclusive Process of Educational Institutions. Journal of Vasyl Stefanyk Precarpathian National University. 7(1).15-23.

7.         Budnyk, O. B., Kondul, O.S., Dyakiv, I.B. (2020). Tsyfrofi tekhnolohiyi v inklyuzyvni osviti: realiyi, problemy ta perspektyvky [Digital technologies in inclusive education: realities, problems and prospects]. Visnyk Cherkasʹkoho natsionalʹnoho universytetuimeni Bohdana Khmelʹnytsʹkoho – Bulletin of Cherkasy National University named after Bohdan Khmelnytsky. Seriya «Pedahohichni nauky». Vol. 3. 39-45. [in Ukrainian]

8.         Pro zatverdzhennya polozhennya pro elektronni osvitni resursy: nakaz Ministerstva osvity i nauky, molodi ta sportu Ukrayiny vid 1.10.2012r. №1060 [On approval of the regulations on electronic educational resources: order of the Ministry of Education and Science, Youth and Sports of Ukraine dated 1.10.2012. №1060] URL: https://zakon.rada.gov.ua/laws/show/z1695-12#Text ( acceded 26.12.2020). [in Ukrainian]

9.         Inklyuzyvne navchannya [Inclusive education]. Ministerstvo osvity i nauky, molodi ta sportu Ukrayiny – Ministry of Education and Science, Youth and Sports of Ukraine. URL: https://mon.gov.ua/ua/tag/inklyuzivne-navchannya (acceded 26.12.2020). [in Ukrainian]

10.       Taranchenko, O. M., Nayda, Yu. M. (2007). Vrakhuvannya vidminnostey rozvytku ta navchalʹnoyi diyalʹnosti ditey z osoblyvostyamy psykhofizychnoho rozvytku v protsesi navchannya [Taking into account the differences in the development and educational activities of children with psychophysical development in the learning process]. Inklyuzyvna shkola: osoblyvosti orhanizatsiyi ta upravlinnya –Inclusive school: features of organization and management. Kyiv. 128. [in Ukrainian]

11.       Arkhipova, S. V., Bobkova, O. V., Gamajunova, A. N., Zolotkova, E. V., Minayeva, N. G., Ryabova, N. V., Babushkina, L. E. (2017). Specific aspects of information and communication technologies application by teachers within the inclusive education. Ponte. 73 (10). 77–88.

12.       Alyeksyeyeva, H. M., Kortez, Kh. I. (2019). Vykorystannya zasobiv elektronnoho navchannya v umovakh inklyuziyi VNZ [ The use of e-learning in the inclusion of universities]. Naukovi zasady pidhotovky fakhivtsiv pryrodnychoho, inzhenerno-pedahohichnoho ta tekhnolohichnoho napryamkiv: materialy III Vseukrayinsʹkoyi naukovo-praktychnoyi internet-konferentsiyi (26–29 bereznya 2019 r.) – Scientific principles of training specialists in natural, engineering, pedagogical and technological areas: materials of the III All-Ukrainian scientific-practical Internet conference (March 26-29, 2019). zb. thesis. Berdyansk: BSPU. 145-148. [in Ukrainian]

13.       Vitvitskaya, L. A., Studenikina, O. V. (2016). Realizatsiya distantsionnogo obucheniya v inklyuzivnom obrazovanii [Implementation of distance learning in inclusive education]. Vestnik Orenburgskogo gosudarstvennogo universitet – Bulletin of the Orenburg State University. № 12 (200). [in Russian]

14.       Moskaleva, O. N. (2017). Distantsionnyye tekhnologii v inklyuzivnom obrazovanii [Distance learning technologies in inclusive education]. Vedushchiy obrazovatel'nyy portal Infourok – Leading educational portal Infourok. URL: https://infourok.ru/distancionnie-tehnologii-v-inklyuzivnom-obrazovanii-2655786. html ( acceded 15.01.2021). [in Russian]

15.       Bondarenko, T. V. (2018). Vykorystannya informatsiyno-komunikatsiynykh tekhnolohiy dlya zabezpechennya dostupnosti i rozvytku inklyuzyvnoyi osvity [Use of information and communication technologies to ensure the accessibility and development of inclusive education]. Informatsiyni tekhnolohiyi i zasoby navchannya – Information technologies and teaching aids. 67 (5). 31-43. [in Ukrainian]

16.       Pashkov, A., Shchaslyva, L., Shchaslyvyy, A. (2017). Inklyuziya ta tsyfrovi tekhnolohiyi v osviti yak suchasni metody zmishanoho navchannya dlya lyudey z osoblyvymy potrebamy [Inclusion and digital technologies in education as modern methods of blended learning for people with special needs.] Formuvannya publichnoyi sluzhby, chutlyvoyi do lyudey z osoblyvymy potrebamy: tsyfrovi tekhnolohiyi: materialy Naukovo-praktychnoyi konferentsiyi za mizhnarodnoyu uchasti (Kyyiv, 10 lystopada 2017 r.). – Formation of a public service sensitive to people with special needs: digital technologies: materials of the Scientific and Practical Conference with International Participation. K. 194-198. [in Ukrainian]

17.       Studenikina, O. V. (2017). Osobennosti organizatsii distantsionnogo obucheniya v inklyuzivnom obrazovanii [Features of the organization of distance learning in inclusive education]. Molodoy uchenyy – Young scientist. 8. 368–371. URL: https://moluch.ru/archive/142/39923/ ( acceded 13.01.2021). [in Russian]

18.       Hamburg, I. (2017). Inclusive Education and Digital Social innovation. Advances in Social Sciences Research Journal. 4 (5). 161-169.

19.       Petretto, D., Masala, I., Masala, C. (2020). Special Educational Needs, Distance Learning, Inclusion and COVID-19. Education Sciences. 10. 154.

20.       Loshkareva, D. A., Vaganova, O. I., Makeeva, A. V (2018). Metodika provedeniya zanyatiy s ispol'zovaniyem interaktivnykh tekhnologiy obucheniya [Methodology for conducting classes using interactive learning technologies]. Problemy sovremennogo pedagogicheskogo obrazovaniya – Problems of modern teacher education. 59-4.– 53-56. 195-259

Methodology of information relevance assessment  
Bychkovskyi V., Reutska Yu.  (download)
[in Ukrainian]

Abstract. The paper considers a methodology that makes it possible to determine the relationship between useful, distracting and interfering information. The proposed methodology allows you to evaluate the relevance of information supplied to a specialist. The situation when a specialist, based on the information received, makes certain decisions and performs the assigned tasks is considered. The regularity of the change in the probability of performing these functions on the amount of information received and information capacity has been established. The regularity of the change in the probability of performing these functions on the amount of information received and information capacity has been established. It is shown that the equation of information dynamics is an information analogue of T. Malthus's population model. This makes it possible to use well-known methods of analysis and extend the results obtained to other mathematical models. The procedure for selecting models that take into account various restrictive effects is considered. The factor of self-limitation is taken into account. The transition to an informational analogue of the Quetelet-Verhulst population model is justified. The external limiting factor is considered in the context of the influence of distracting and disturbing information. A predictive model for determining the pattern of changes in information ability is proposed. This model takes into account the speed of information flow under ideal conditions and the destructive influence of distracting and interfering information. The procedure for using the model is reviewed. This procedure provides an introduction to the calculations additional variable to take into account the influence of distracting and interfering information. The regularity of the change in the additional value and its relationship with information capabilities have been determined. It allows you to go to the procedure for finding out the potential value of the relevance indicator. A relationship has been established to determine the relevance indicators, which make it possible to take into account the potential amount of useful, distracting and interfering information. The relationship between the current and established values of relevance indicators has been established. The classification of the effects of distracting and interfering information is carried out. Relevance characteristics for the prevailing equal and weak influence of interfering and distracting information compared to useful information are analyzed. Methodology of using the relevance characteristics is considered. The ratios that make it possible to quickly assess the relevance indicator at predetermined control points and to determine the time to reach the control values of the observed values are established. The situation that arises under very strong and very weak influences of distracting and interfering information is analyzed.

Key words: information, relevance, information ability, method of analogies, classification of impacts.

References

1.         Ozherel'eva, T. A. (2014). On the relationship between the concepts "information space", "information field", "information environment" and "semantic environment" [Obotnoshenii ponyatij «informacionnoe prostranstvo», «informacionnoe pole», informacionnaya sreda» i «semanticheskoe okruzhenie»]. International Journal of Applied and Basic Research [Mezhdunarodnyj zhurnal prikladnyh i fundamental'nyh issledovanij], 10-2, 21–24. [in Russian]

2.         Sergeev, S. F. (2010). Learning Environment Tools: Intelligence and Cognitive Styles [Instrumenty obuchayushchej sredy: intellekt i kognitivnye stili]. Educational technologies [Obrazovatel'nye tekhnologii], 10-24, 28–39. [in Russian]

3.         Smirnov, M. A. (2001). Information environment and development of society [Informacionnaya sreda i razvitie obshchestva]. // Intellectual society [Intellektual'noe obshchestvo], 5, 50–54.

4.         Allahverdov, V. M. (2012). Cognitive psychology of consciousness [Kognitivnaya psihologiya soznaniya]. Vestnik Sankt-Peterburgskogo universiteta. Seriya 16. Psihologiya. Pedagogika, 2, 50–59. [in Russian]

5.         Ovsyannikova, V. V. (2007). Cognitive strategies for recognizing emotional states [Kognitivnye strategii raspoznavaniya emocional'nyh sostoyanij]. Sibirskij psihologicheskij zhurnal, 25, 40–46. [in Russian]

6.         Zghurovskyi, M. Z., Pankratova, N. D. (2007). Fundamentals of System Analysis [Osnovy systemnoho analizu]. Vydavnycha hrupa BHV, Kyiv, 544. [in Ukrainian]

7.         Saracevic, Tefko (2007). Relevance: A review of the literature and a framework for thinking on the notion in information science. Part II: Nature and manifestations of relevance. Journal of the American Society for Information Science and Technology, 58(13), 1915-1933. DOI: 10.1002/asi.20682.

8.         Saracevic, Tefko (2007). Relevance: A review of the literature and a framework for thinking on the notion in information science. Part III: Behavior and effects of relevance. Journal of the American Society for Information Science and Technology. 58(13), 2126-2144. DOI: 10.1002/asi.20681.

9.         Saracevic, T. (2012). Research on relevance in information science: A historical perspective. In; Carbo, T. & Bellardo Hahn, T. (Eds). Proceedings of the American Society for Information Science and Technology (ASIS&T). Preconference on the History of ASIS&T and Information Science and Technology, 49-60.

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PSYCHOLOGICAL PROBLEMS AT MODERN EDUCATION

Psychological training of future specialists in physical culture and sports for the activities of a sports coach in higher education institutions  
Dmitriieva N.  (download)
[in English]

Abstract. The purpose of the article is to highlight the features of the methodology of psychological training of future specialists in physical culture and sports for the activities of a sports coach and its implementation in higher education institutions. To achieve this goal, the analysis and generalization of scientific literature on issues related to the psychological training of future professionals in physical culture and sports to the activities of a sports coach; the categorical apparatus of the research was formulated and the object, subject, concept and general hypothesis of the research were determined. Methods of psychological training of future specialists in physical culture and sports for the activities of a sports coach in higher education institutions involves a consistent movement of educational levels: the level of motivation for training for the activities of a sports coach, the level of theoretical experience, the level of practical experience. Implementation of the developed methods of psychological training of future specialists in physical culture and sports to the activities of a sports coach was carried out during theoretical and practical classes in the disciplines «Introduction to the specialty», «Theory and methods of physical education», «Theory and methods of gymnastics», «Fundamentals sports training», «Olympic and professional sports» and coaching practice. A necessary technological condition for the implementation of the leading idea is the observance of strict sequence in the assimilation of educational material: the development of the studied information, the formation of skills to use this material, the formation of skills to act adequately in professional activities. The organization of psychological training of future specialists in physical culture and sports for the activities of a sports coach was carried out during practical classes in professional disciplines and includes the following components: forms of system of formation of psychological readiness of future specialists in physical culture and sports for sports coach activities, interactive educational technologies, business games that involve future professionals in physical therapy and occupational therapy professional tasks and responsibilities, problem-oriented learning, project-oriented learning, team-oriented learning, means of physical education and sports training, textbooks, manuals, test tasks, information tools and communication technologies.

Key words: professional training, psychological training of future specialists, physical culture and sports, professional training in higher education institutions, activity of a sports coach.

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Use of ICT for statistical analysis of psychological processes of future psychologists  
Ostapenko Ya.  (download)
[in Ukrainian]

Abstract. The use of computer technology in the educational process allows you to quickly and efficiently process large amounts of information obtained as a result of research and determine the impact of certain factors on the phenomenon or process under study. It is important for a psychologist to be able to properly analyze and process the data he receives as a result of psychological research. The use of statistical methods of data processing is an integral part of the analysis of psychological processes. The specificity of statistical processing of the results of psychological observations is that the database being analyzed is characterized by a large number of indicators of different types, their high variability under the influence of uncontrolled random phenomena, the complexity of correlations between variable samples. In this regard, one of the necessary conditions for the formation of research competence of a psychologist is to master the methods and criteria of statistical analysis. The article highlights the importance of mastering the statistical analysis of psychological phenomena and processes using computer technology for future psychologists. The essence of the main methods of statistical analysis is revealed: descriptive statistics, correlation analysis, methods of regression analysis, indicators of dynamics and detection of development trends, as well as forecasting the development of a psychological phenomenon or process in the future. The application of statistical methods using spreadsheets of Місrоsоft Ехсеl is demonstrated, as the simplest and free, and therefore available to the average higher education-future psychologist and analysis of the results of processing indicators. Performing tasks of an applied nature with the use of computer technology helps to facilitate the perception of the material and a deeper mastery of the discipline "Statistical analysis and modeling of psychological processes" and the essence of the psychological processes themselves. Allows you to gain the skills of statistical analysis to find optimal solutions. The efficiency of using Microsoft Excel for statistical analysis of psychological phenomena is proved. The proposed methodological approach is implemented in the educational process. As a result of observation of classes the received results are generalized and systematized. Further research is proposed to model the phenomena and processes in psychology.

Key words: statistics; statistical analysis; computer technology in psychology; Microsoft Excel.

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