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Engineering and Educational Technologies. Kremenchuk : KrNU, 2019. Vol. 7. No. 3. 144 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

Methodical system of scientific activity of law students in institutions of higher education  
Riabovol L.  (download)
[in Ukrainian]

Abstract. It is established that scientific activity is an integral part of teaching law students in higher education institutions. The aim of the work is to substantiate the methodical system of scientific work of law students and to determine the principles and conditions for its implementation. The corresponding system is presented as a set of the following interconnected and mutually related components: the subject-subject; the target (purpose and tasks – obtaining a high level of scientific, professional and general competencies necessary for legal activities, which is reflected in the program results of studies, and motives of the scientific work of law students, where a special role is played by a high positive motivation of scientific activity); content (a systematic set of legal knowledge, which caused the scientific interest of the student-researcher, and creative intellectual and practical skills, skills, ways of creative activity, values and attitudes); organizational (the totality of the forms, methods, means of scientific activity, the use of which ensures the student's mastery of a certain content and the achievement of a specific scientific result as a component of program learning outcomes, namely: working with scientific literature, writing annotations, reviewing, participating in discussions, writing abstracts, scientific articles, course and qualification (bachelor's and master's) works, project implementation and presentation of relevant scientific results, participation in round table meetings, оlympiads, competitions in law); control and productive (control measures and program learning outcomes). The organizational and pedagogical conditions for the implementation of this methodical system in the learning process are defined, namely: the creation in higher educational institutions of a common developing atmosphere in which students are motivated to research; students' readiness for scientific activities and the sequence of its implementation; selection of actual problems; attracting students to conduct interdisciplinary research, to use knowledge from various branches of law in the process of substantiating their position. Experimental verification of the effectiveness of this methodical system is promising in the direction of research.

Key words: methodical system, scientific activity, students-lawyers, institutions of higher education, competence, programmatic learning outcomes.

References

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  10. Hryshko, V.I. (2016). Formuvannia bazovykh kompetentnostei maibutnikh pravoznavtsiv u protsesi fakhovoi pidhotovky [Formation of Basic Competences of Future Lawyers in the Process of Professional Training]. Candidate’s thesis. Rivne, 299. [in Ukrainian].
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Methods of assessing the impact of rigidity on the perception of information in the learning process  
Bychkovsky V. , Khanchopoulo E.  (download)
[in Ukrainian]

Annotation. The paper considers a methodology that makes it possible to trace the dynamics of perception of information considering the rigidity factor and move from qualitative to quantitative assessments of the impact of rigidity on the success of learning. The situation when due to the rigidity factor the amount of available information differs from the provided one is considered. Based on the equations of information dynamics, the regularity of the change in the amount of information available to a person is considered. Factor of self-limitation, rate constants of change of amount of information are considered. The real speeds necessary for changing the amount of information and their connection with the limiting factors and constants that characterize a person's personality in terms of perception of information are determined. The method of determining the rate constants of change in the amount of information is shown. A model is developed to determine the relationship between predicted and actual rate of change in the amount of information. The method of transition from a long-term perspective model to a short-term forecast model is proposed. Procedures for assessing the effects of rigidity based on the analysis of human characteristics at the initial stage of observation are considered. Based on the current and established values of the rate of change in the amount of information determined by the relative error due to the sophistication. The fixed time, which characterizes rigidity of the person, is determined. The time required to provide a given relative error value is set. The typical relative error values used in the forecasting and measurement process are considered. It is shown that a relative error is a quantitative characteristic of rigidity. The procedure for determining the required volume of sources of correspondent, technical, parametric, predictive, verbal and visual information is shown.

Keywords: successful learning, rigidity, available information, limiting factors, forecasting

References

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Diagnostics of growth of teacher qualification incentives  
Bashkir O., Sobchenko T.  (download)
[in Ukrainian]

Abstract. The article presents the results of a theoretical and empirical study on identifying a stimulus spectrum for professional growth of teachers of Ukraine, conditioned by the introduction into the educational space of the country of «The Concept of the New Ukrainian School» as the education of new meanings, child centrism and respect for every person who is focused on activating the process of professional development of educators, updating the forms and methods of its implementation, as well as encouraging the teaching community at the state level to increase the level of professional competences. It was proved in the article that professional development of pedagogical workers promotes acquisition of new and improvement of previously acquired competences in the framework of professional activity; mastering the experience of completing additional tasks and responsibilities within the specialty; formation and development of information and communication skills, media literacy, management, inclusive, language competences, etc. Teacher training is central in the process of modernization of education, implementing new concepts and strategies, and also includes value and motivational, cognitive, operational and technological, evaluative and reflective activities. A special place in the development of the personality of the teacher, increasing the level of his professional competence is the value and motivational component, which is the subject of research of this article. The results of the study are conditioned by the conducted theoretical and empirical research in the form of project work among teachers of Ukraine (362 persons) using the program Trello which is developed by Fog Creek Software and Google platforms. The work on the project was carried out in three stages – theoretical and targeted, operating  and activity,  analytical and productive, - that facilitated the formation of teachers' knowledge of the process of professional development, requirements and methods of its implementation; identification of motivation for advanced training by means of the diagnostic «Methods of motivation of personality for success» by T. Elers; creating conditions for teachers to explain the proposed incentives in terms of their relevance and priority, and to identify those incentives that have the highest motivation index, namely the desire to be modern and keep up with life, the habit of working in good faith, an interest in creativity and novelty.

Key words: competence, profession, reform, priority.

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Innovative educational environment as a factor in improving the quality of higher education  
Mankus I., Darmosiuk V., Vasylieva L.  (download)
[in Ukrainian]

Abstract. In the article the technology of creation of innovative educational environment which provides realization of requirements of European integration of education, namely improvement of quality of higher education is offered. The conceptual basis of the proposed technology is the guiding principles of partnership pedagogy, STEM - education, competency and transdisciplinary approaches, technology-based personality-oriented learning. Specific examples explored an educational system that would contribute to the formation of flexibility of thinking, its originality, ability to pose the problem and find out the ways to solve it, the ability to create, improve and construct objects, the ability to work in a team and ensure competitiveness future professionals in the educational services market. The main research methods were: pedagogical experiment, pedagogical prediction, abstract-logical, graphic, methods of analysis and synthesis, analogies, comparison, mathematical modeling. One way to achieve the goal of the study was to realize the principle of the relationship between science and education by updating the content of science and mathematics education and its design. In the course of the research, the structure of the educational environment was developed, which ensures the improvement of the system of natural and mathematical education and significantly improves the quality of training of competitive specialists for the market of educational services. The core of the structure is a student-centered educational and practical center, which is provided by two laboratories: scientific-methodical and educational-scientific. The purpose and content of learning in such an environment is to acquire participants’ relevant competencies and personal experience: oriented, active, creative, axiological. The authors reveal the nature and the role of each component of the training and practical center in the process of formation of specialists’ basic competencies in accordance with European standards. The Elements of the developed innovative scientific infrastructure were introduced at the Faculty of Mechanics and Mathematics of the V.O. Sukhomlynskyi Mykolayiv National University and in the educational institutions that are partners of the project.

Key words: STEM – education, student-centered learning, STEM-platform.

References

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  6. Ovcharuk, O.V. et all (2004). Kompetentnisnyi pidkhid u suchasnii osviti: svitovyi dosvid ta ukrainski perspektyvy: Biblioteka z osvitnoi polityky. «K.I.S.», Kyiv, 112. [in Ukrainian].
  7. Pobirchenko, N. S. (2012). Kompetentnisnyi pidkhid u vyshchii shkoli: teoretychnyi aspect. Osvita ta pedahohichna nauka, 3 (152), 24–31. [in Ukrainian].
  8. Taranenko, I. (2000). Rozvytok zhyttievoi kompetentnosti ta sotsialnoi intehratsii. Kroky do kompetentnosti ta intehratsii v suspilstvo. Kontekst., Kyiv, Ukraine, 37-40. [in Ukrainian].
  9. Khoruzha, L. L. (2007). Kompetentnisnyi pidkhid v osviti: retrospektyvnyi pohliad na rozvytok idei. Pedahohichna  osvita teoriia i praktyka : zbirnyk naukovykh prats (Seriia "Psykholohiia. Pedahohika"), № 7.  KMPU  imeni B.D. Hrinchenka, Kyiv, Ukraine, 202. [in Ukrainian]
  10. Sysoieva, S. (2005). Osobystisno zoriientovani tekhnolohii: metod proektiv. Pidruchnyk dlia dyrektora. Pleiady, Kyiv, Ukraine, №9-10, 25-28. [in Ukrainian].
  11. Sysoieva, S. O., Sokolova, I. V. (2016). Teoriia i praktyka vyshchoi osvity: navch.posib. Kyiv-Mariupol, 338. [in Ukrainian].
  12. Velychko, S. P., Siryk, E. P. (2017). Osnovni aspekty stvorennia kontseptualnoi modeli diialnosti vykladacha fizyky u pidhotovtsi fakhivtsiv nefizychnoho profiliu. Zbirnyk naukovykh prats Kamianets-Podilskoho natsionalnoho universytetu im. Ivana Ohiienka. Seriia : Pedahohichna, 23, 125-129. [in Ukrainian].
  13. Ivanytskyi, O. I. (2017). Formuvannia intehralnoi kompetentnosti maibutnoho vchytelia fizyky na zasadakh akmeolohichnoho, kontekstnoho ta kompetentnistnoho pidkhodiv. Zbirnyk naukovykh prats Kamianets-Podilskoho natsionalnoho universytetu im. Ivana Ohiienka. Seriia : Pedahohichna, 23, 129-132. [in Ukrainian].
  14. Sadovyi, M. I., Sliusarenko, V. V., Tryfonova, O. M., Khomutenko, M. V. (2014). Formuvannia eksperymentalno-oriientovanoho navchalnoho seredovyshcha vyvchennia fizyky. Science and Education a New Dimension. Pedagogy and Psychology, II(16), 33, 79-84. [in Ukrainian].
  15. Sharko, V. D. (2015). Pidhotovka vchyteliv do kompetentnisnoho oriientovanoho navchannia: tekhnolohichnyi aspect. Sbornyk nauchnykh trudov SWorld, 57-62. [in Ukrainian].
  16. 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].
  17. 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 Ukrainian]
  18. 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 Ukrainian].
  19. 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]. MNU, Mykolayiv, Ukraine, 93. [in Ukrainian].
  20. 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), Tom 2. 199-205. [in Ukrainian].

Evaluation of self-directed learning skills of future engineers during the projects  
Lutsenko G.  (download)
[in Ukrainian]

Abstract. The ability to recognize personal educational needs for and engage in life-long learning has been admitted as one of the key components of future engineers preparing future engineers to efficient professional self-actualization in the modern world. The mechanisms of formation of self-directed learning skills and their evaluation for engineering students are considered in the article. It is shown that the formation of self-directed learning skills requires the transition to student-centred learning activities, including project-based learning (PBL). Implementation of projects allows to diversify the students' learning activities and link with real engineering practice and helps to increase students' motivation and to develop teamwork and communication skills. The article describes the current experience of organizing of projects for engineering students of 151 Automation and Computer-Integrated Technologies speciality. During the interdisciplinary projects, students had developed the original software using knowledge and skills relevant to different disciplines, including «Applied Mechanics» and «Fundamentals of Design of Computer-Integrated Systems Software», and «Project Technologies». Evaluation of the level of self-directed learning skills development based on the results of the project activity was carried out using the self-directed learning readiness scale (SDLRS). The survey consists of the 50-questions questionnaire designed by using a 5-point Likert scale. The questionnaire consisted of the five groups of statements related to students 'perceptions of the learning process, students' strategies for learning, their role and place in the educational process, attitudes toward assessment and interpersonal qualities. The obtained quantitative and qualitative results show the validity of the scale which was used, in particular to identify activities that cause most crucial students difficulties during the project. It was shown the indicators of the level of self-directed learning skills formation and positions that cause major difficulties for Ukrainian engineering students are related to self-control domain.

Key words: project-based learning, engineering education, self-directed learning.

References

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13.  Stolk, J., Geddes, J., Somerville, M., Martello, R. (2008). Engineering Students’ Conceptions of Self-Directed Learning. 2008 Annual Conference & Exposition. Pittsburgh: Pennsylvania.

14.  Garrison, D. R. (1997). Self-directed learning: toward a comprehensive model. Adult Education, 48(1), 18-33. doi: 10.1177/074171369704800103

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20.  Moliner, L., Cabedo, L., Royo, M., Gamez-Perez, J., Lopez-Crespo, P., Segarra, M., Guraya, T. (2018). On the perceptions of students and professors in the implementation of an inter-university engineering PBL experience. European Journal of Engineering Education. doi: 10.1080/03043797.2018.1498829

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MODERN TRENDS OF PROFESSIONAL EDUCATION DEVELOPMENT

The Use of Blended Learning Models in the Process of Business English Language Studying  
Khmyzova O.  (download)
[in English]

Abstract. Intercultural integration and changing settings in the modern world require implementing the new models of foreign languages studying. The use of blended learning models contributes to the individualization, intensification, and optimization of the educational process in higher education. The multidimensional issue of Business English Language blended learning in a higher education institution requires the solution of a complex of organizational, educational, methodical, material, technical, and other tasks. The aim of the paper is to analyze the blended learning concept and to specify the main components of designing and implementing blended Business English language course in a higher education training program. The modern interpretations of blended learning concept in the context of the research are analyzed; different blended learning models are looked at; the implications of the blended learning model in the Business English language course are presented; the specifics of blended learning using in the activities of a teacher and students are revealed. In particular, it is shown that blended learning does not follow a universal formula, researchers tend to use this term contextually nowadays; the number of different ways to blend learning opportunities and environments is potentially limitless, and certain factors need to be considered in order to achieve a blend that is appropriate to the needs of teachers and students. It is highlighted that the current blended learning methodology suggests five phases, namely: needs assessment, instructional design, content creation, delivery methods, and evaluation strategies. The original blended Business English language course is presented. It has the following components: target audience; desired learning outcomes (professional competences); time available for learning; content of training (tasks, interaction, instructional modalities, and methods); evaluation; context of training (the accessibility of technology, location, and availability of training resources). The implemented Business English language blended course combines two formats: face-to-face learning and Moodle-based distance learning. In addition, the methods, forms, and means of blended learning are described, and the advantages of the blended learning model and some problems of its implementation are highlighted.

Key words: blended learning; scientific approaches; blended learning strategy; blended learning model; methods, forms and ways of blended learning.

References

  1. Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher education edition. Austin, Texas: The New Media Consortium.
  2. Blended Learning Methodology. URL: http://web.archive.org/web/ 20040607002543/ http://www.sselearn.com:80/ blendedLearning.aspx (accessed 27.05.2019).
  3. Bonk, C. J., Graham, C. R. (2006). The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer.
  4. Bryan, A., Volchenkova, K. (2016). Blended learning: definition, models, implications for higher education. Bulletin of the South Ural State University. Education. Educational Sciences, 8 (2), 24–30. doi: https://doi.org/10.14529/ped160204
  5. Chew E., Jones N., Turner, D. (2008). Critical Review of the Blended Learning Models Based on Maslow’s and Vygotsky’s Educational Theory’ in Hybrid Learning and Education. ICHL 2008: Hybrid Learning and Education. Berlin, Springer Verlag Publ., 40–53. doi: https://doi.org/10.1007/978-3-540-85170-7_4
  6. Christensen, C., Horn, M., Staker, H. (2013). Is K–12 Blended Learning Disruptive? An introduction to the theory of hybrids. Clayton Christensen Institute. URL: https://www.christenseninstitute.org/wp-content/uploads/2014/06/Is-K-12-blended-learning-disruptive.pdf (accessed 17.05.2019).
  7. Clark, R. T., Meyer, R. E. (2007). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning [2nd Edition]– San Francisco: Pfeiffer, 2007.
  8. Dziuban, C., Hartman, J., Cavanagh, T., Moskal, P. (2011). Blended courses as drivers of institutional transformation. In A. Kitchenham (Ed.)(2011). Blended learning across disciplines: Models for implementation. Hershey, PA: IGI Global.
  9. Friesen, N. (2012). Report: Defining Blended Learning. URL: http://learningspaces.org/ papers/ Defining_ Blended_ Learning_NF.pdf (accessed 23.04.2019).
  10. Graham, C.R. (2006). Blended Learning Systems: Definition, Current Trends, and Future Directions. In C. J. Bonk & d C. R. Graham (2006). The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer, The Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 3–21). San Francisco, Pfeiffer Publ.
  11. Higgins, D., Gomez, A. (2014.) Teaching English studies through blended learning. URL: https://www.heacademy.ac.uk/ system/files/resources/ teaching_english_studies_ through_blended_learning.pdf (accessed 29.04.2019).
  12. Hofmann, J. (2014). Top 10 Challenges of Blended Learning (and Their Solutions!). URL: http://blog.insynctraining.com/top-10-challenges-of-blended-learning (accessed 24.05.2019).
  13. Khmyzova, О. (2014). The usage of information and communication technologies in teaching Business English at higher school, Proceedings. Scientific and Methodological Journal, Iss. 233. Pedagogy, 34 – 39. [in Ukrainian]
  14. Korotun, О. (2016). Methodological bases of blended learning in the higher education, Information Technologies in Education, 3 (28), 117−129. [in Ukrainian]
  15. Majumdar, A. (2014). Blended Learning: Different combinations that work. URL: https://www.gc-solutions.net/blog/blended-learning-different-combinations-that-work/ (accessed 25.05.2019).
  16. Marsh, D. (2012). Blended learning creating learning opportunities for language learners. Cambridge University Press.
  17. Moskal, P., Dziuban C., Hartman J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education, 18, 15-23.
  18. Nuruzzaman, A. (2016). The Pedagogy of Blended Learning: A Brief Review. IRA International Journal of Education and Multidisciplinary Studies, 4(1). doi: http://dx.doi.org/10.21013/jems.v4.n1.p14
  19. Oliver, M., Trigwell, K. (2005). Can Blended Learning Be Redeemed? E-Learning, 2(1), 17–26. doi: https://doi.org/10.2304/elea.2005.2.1.17
  20. Osguthorpe, R., Graham, C. R. (2003). Blended Learning Systems: Definitions and Directions. Quarterly Review of Distance Education, 4 (3), 227–233.
  21. Porter, W., Graham, C. (2016). Institutional drivers and barriers to faculty adoption of blended learning in higher education. British Journal of Educational Technology, 47, 748–762. doi: 10.1111/ bjet.12269
  22. Sheri Spaine Long, LeAnn Derby, Lauren Scharf, Jean W. LeLoup, Daniel Uribe. Leadership Development and Language Learning: A Foundational Framework. URL: https://files.eric.ed.gov/fulltext/EJ1080248.pdf (accessed 17.04.2019).
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  24. Tryus, Y., Herasimenko, I. (2012). Blended Learning as an innovation educational technology in higher school, Theory and methods of e-learning, 3, 299–308. [in Ukrainian]
  25. Wolpert-Gawron, H. (2011). Blended Learning: Combining Face-to-Face and Online Education. URL: https://www.edutopia.org/blog/blended-online-learning-heather-wolpert-gawron (accessed 28.05.2019).
  26. Woodall, D. (2012). Blended Learning Strategies: Selecting the Best Instructional Method. URL: http://www.skillsoft.com/assets/white-papers/blended_learning_strategies_wp.pdf (accessed 27.05.2019).

Professional training of a future biology teacher using M-learning technology  
Pererva V. V.  (download)
[in Ukrainian]

Abstract. The article is defined the essence of mobile learning, its opportunities in the professional training of a future biology teacher, and outlines its advantages and disadvantages. Implementation of M-learning in the educational process of training future specialists in higher education is in three directions: access to sites with educational information (distance learning); playback of audio, text videos and image files with educational information (refinement, visualization); organization of training using electronic textbooks, training courses and specialized training information files. Organization M-learning is possible using of mobile applications - special applications for mobile phones with educational and developmental function. Representative analysis and practice testing of a various of mobile applications on the Google Play Portal revealed the possibility of using a number of mobile applications in training activities with biology students. Its can be useful in studying the species plants composition, mastering Latin terms, studying the features of practical use of plants, etc. Mobile applications for determining the plant species are represented by a large group of applications, its principle is the analysis of photos of the vegetative and generative parts of the plant and comparing them with the photobase. Some annexes offer expert advice. The reference Mobile applications can be useful in conducting the morphological description of plants, identifying the characteristics of their chemical composition and use in medicine, conducting business activity (crop production). Mobile applications of mastering biological Latin terms can be useful in mastering the disciplines of a professional training cycle. Mobile applications in chemistry can be useful in the study the chemical composition of cells, the course of metabolic processes of aerobes and anaerobes. Basic advantages and lacks of application of mobile studies are certain. M-learning is characterized by mobility and flexibility, appropriate for both classroom and non-classroom forms of student work.

Key words: mobile education, M-learning, mobile application, professional training, future biology teacher.

References

  1. Horbatiuk, R. M., Tulashvili, Yu. Y. (2013). Mobilne navchannia yak nova tekhnolohiia vyshchoi osvity. [Mobile learning as a new technology of higher education]. Scientific Bulletin of Uzhgorod National University, 27, 31-34. URL: http://nbuv.gov.ua/UJRN/ Nvuuped_2013_27_10 (accessed 27.07.2019). [in Ukranian].
  2. Peyn, N. (2015). 10 elementov mobilnogo obucheniya. [10 elements of mobile learning]. Distance Learning: Information Portal. URL: http://www.distance-learning.ru/db/el/C89AA03833448937C32577660010ACF1/doc.html (accessed 27.07.2019). [in Russian].
  3. Buhaichuk, K. L. (2012). Mobilne navchannia: sutnist i modeli vprovadzhennia v navchalnyi protses vyshchykh navchalnykh zakladiv MVS Ukrainy [Mobile Learning: The Essence and Models of Implementation of Higher Education Institutions in the Ministry of Internal Affairs of Ukraine]. Information technology and training tools, 1(27). URL: http: // journal.iitta. gov.ua /index.php /itlt/ article /view /619 /480 (accessed 27.07.2019). [in Ukranian].
  4. Semerikov, S. O. (2009). Fundamentalizatsiia navchannia informatychnykh dystsyplin u vyshchii shkoli [Fundamentalisation of higher education education in computer science]: monograph. NPDU, Kyiv, Ukraine, 340. URL: http://lib.iitta.gov.ua/704142/1/9789667830113_content.pdf (accessed 27.07.2019). [in Ukranian].
  5. Skrypka, H. V. (2015). Vykorystannia mobilnykh dodatkiv dlia provedennia navchalnykh doslidzhen pid chas vyvchennia predmetiv pryrodnycho-matematychnoho tsyklu [Use of mobile applications for educational research in the study of subjects of the natural and mathematical cycle]. Computer at school and family, 3, 28-31. URL: http://nbuv.gov.ua/UJRN/komp_2015_3_8 (accessed 27.07.2019). [in Ukranian].
  6. Klimova, B. (2019). Impact of Mobile Learning on Students’ Achievement Results. Edication Sciences. DOI: 10.3390/educsci9020090
  7. Pachler, N., Bachmair, B., Cook, J. (2010). Cases of Mobile Learning. In: Mobile Learning. Springer, Boston, MA. P.73-93. DOI: 10.1007/978-1-4419-0585-7_2
  8. Pachler, N., Cook, J., Bachmair, B., Rummler, K. (2010). Mobile learning: Structures, agency, practices. DOI: 10.1007/978-1-4419-0585-7
  9. Cowan, P., Butler, R. (2013). Using Activity Theory to Problematize the Role of the Teacher During Mobile Learning. SAGE Open. DOI: 10.1177/2158244013516155
  10. Pedro, L., Barbosa, C., Santos, C. (2018). A critical review of mobile learning integration in formal educational contexts. International Journal of Educational Technology in Higher Education. 15:10. DOI 10.1186/s41239-018-0091-4
  11. Shen, R. (2012). Constructing a user experience-based mobile learning environment: Problems and solutions. FernUniversität, Hagen, Germany. URL: https://pdfs.semanticscholar.org/270d/07ba2e94cdedfe9b90a52eb8b85622febf9c.pdf (accessed 27.07.2019).
  12. Gikas, J., Grant, M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education. Volume 19, 2013, P.18-26. DOI: 10.1016/J.IHEDUC.2013.06.002 [
  13. Saccol, A., Reinhard, N., Schlemmer, E., Barbosa, J. (2010). M-learning (Mobile learning) in Practice: a Training Experience With it Professionals JISTEM - Journal of Information Systems and Technology Management. Vol.7, no.2. São Paulo, 2010. DOI: 110.4301/S1807-17752010000200002
  14. Crompton, H., Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education. Volume 123, P. 53-64. DOI: 10.1016/j.compedu.2018.04.007
  15. Martin, F., Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education. Volume 68, 2013, P.76-85. DOI: 10.1016/j.compedu.2013.04.021
  16. Bilous, V. V. (2017). Mobilni dodatky dlia navchannia matematyky yak zasib pidvyshchennia motyvatsii uchniv molodshoi shkoly [Mobile applications for teaching mathematics as a means of enhancing the motivation of elementary school students]. The open e-learning environment of the modern university, 3, 303-309. [in Ukranian].
  17. Evzikova, O. V. (2015). Chto takoye mobilnoye obucheniye i BYOD. [What is mobile learning and BYOD]. Teachtech. URL: http://teachtech.ru/teoriya-onlajn-obucheniya/chto-takoemobilnoe-obuchenie-i-byod.html (accessed 27.07.2019). [in Russian].
  18. Kontseptsiia vprovadzhennia media-osvity v Ukraini [Concept of introduction of media education in Ukraine]. URL: https://ms.detector.media/mediaprosvita/mediaosvita/kontseptsiya_vprovadzhennya_mediaosviti_v_ukraini_nova_redaktsiya/ (accessed 27.07.2019). [in Ukranian].
  19. Golitsyna, I. N.. Polovnikova, N. L. (2011). Mobilnoye obucheniye kak novaya tekhnologiya v obrazovanii. [Mobile learning as a new technology in education]. Educational technologies and society, 1, 14, 241-252. URL: https://cyberleninka.ru/article/n/mobilnoe-obuchenie-kak-novaya-tehnologiya-v-obrazovanii (accessed 27.07.2019). [in Russian].
  20. Kvasnitska, N. I. (2013). Zastosuvannia mobilnykh tekhnolohii na urokakh matematyky [Application of mobile technologies in mathematics lessons]. XIII Khmur Readings - TiMSO Department. URL: http://timso.koippo.kr.ua/hmura13/kvasnitska-natalya-ivanivna-zastosuvannya-mobilnyh-tehnolohij-na-urokah-matematyky/ (accessed 27.07.2019). [in Ukranian].

Innovative methods of teaching English for specific purposes at higher educational institutions  
Zablotska L., Meleshchenko V., Chernii L.  (download)
[in Ukrainian]

Abstract. The article is devoted to the study of innovative methods of teaching English for specific purposes at higher educational institutions. In particular, the concept of "innovation in higher education" has been analyzed; the difference between the terms "educational innovations" and "pedagogical innovations" has been determined; the types of innovations and the ways of innovation activity implementation at higher institutions have been considered; the features of innovative methods have been determined and modern approaches to the classification of teaching methods of English language have been examined. The article also traces the distinctive features of traditional and innovative learning. It has been stated, that traditional education is based on the fact that a student has to memorize and then reproduce the scope of the information, which was suggested him by the teacher. This kind of learning is authoritarian by character from the side of the teacher, and the student acts as a passive recipient of knowledge. Modernization of education provide the use of effective innovative methods of education and upbringing. Studying English for specific purposes involves the formation of students’ foreign language communication skills in the specialty, so, that they will be able to find the necessary information and share it with their foreign counterparts independently in their professional activity. The author of the given articles, relying on their own practical experience, noted that methods of teaching English language are constantly evolving and changing along with the changes of information technologies and modern society. The article offers useful Internet resources, programs, the most effective innovative methods of teaching English for specific purposes (problem-based method, case method, role-play, synectics, brainstorming, gamificaton, etc.). The use of innovative teaching methods in higher education promotes students' creativity, active search and use of information, increases their learning motivation; their knowledge and skills, contributes to forming the willingness to solve problematic situations in their professional activity.

Key words: innovations, innovative methods, innovative teaching, English for specific purposes

References

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  9. Artykutsa, N. V. (2005). Innovaciini metodyky vykladannia dystsyplin u vyshchii yurydychnii osviti. Materialy Mizhnarodnoi naukovo‑metodychnoi konferentsii, prysviachenoi 390‑richchiu z dnia zasnuvannia Kyivskoi bratskoi shkoly‑predtechi Kyievo‑Mohylianskoi akademii, 25–28 travnia 2005 roku, vidp. red. N. V. Artykucza; NaUKMA, f‑t pravnychykh nauk, Tsentr innovaciinykh metodyk, 3-25. [in Ukrainian]

10.  Naumenko, U. V. (2018). Innovaciini metody navchannia angliiskoi movy u vyshсhii shkoli v umovakh modernizacii. Molodyi vchenyi, 3.1 (55.1), 118-122 [in Ukrainian].

11.  Vitthal, V. Parab. (2015). Innovative Techniques, Methods and Trends in English Language Teaching / Journal Of Humanities And Social Science, 20(6), 40-44.

12.  Cook, V. (2016). Second Language Learning and Language Teaching. Routledge, New York, USA, 344.

13.  Rani, N., Hapawat, A., Indira, Devi V. (2019). Applying Innovative Teaching Methods In Teaching English As A Second Language. International Journal of Scientific Research and Review, 07(03). URL: http://ijsrr.co.in/images/full_pdf/1553413658_C803.pdf (accessed 20.08.2019).

14.  Gurevych, R. S. (2012). Informaciini tekhnolohii navchannia: innovatsiinyi pidkhid : navchalnyi posibnyk. TOV firma «Planer», Vinnytsia, Ukraine. [in Ukrainian]

15.  Anburaj, G., Christopher, G., Ms. Ni Ming. (2014). Innovative Methods of Teaching English Language. Journal Of Humanities And Social Science, 19(8), ver. IV, 62-65. URL: http://www.iosrjournals.org/iosr-jhss/papers/Vol19-issue8/Version-4/ M019846265.pdf (accessed 20.08.2019).

16.  Ghritchenko, I., Nesterenko, I. (2016). Innovative Approaches To Teaching English Language To Artists.  Advanced Education, 6. 106-110. URL: file:///Users/mac/Downloads/85954-186072-1-PB%20(1).pdf (accessed 20.08.2019).

17.  Saliu, B., Hajrulla, H. (2016). Best Practices in the English for Specific Purpose Classes at the Language Center. Procedia- Social and Behavioral Sciences, 232, 745-749. URL: https://www.sciencedirect.com/ science/ article/pii/ S1877042816313349 (accessed 20.08.2019).

18.  Chong, K. S. (2008). 10 іnnovacii, yaki zminyly vykladannia angliiskoi movy: materialy saitu British Council. URL: http://www.dut.edu.ua/ua/news-1-525-5953-desyat-innovaciy-yaki-zminili- vikladannya-angliyskoi-movi-chastina-3 (accessed 25.07.2019). [in Ukrainian]

19.  Efendiyeva, S. M. (2016). Uprovadzhennia innovatsii u praktyku vykladannia anhliiskoi movy u vyshchykh navchalnykh zakladakh. Udoskonalennya yakosti pidgotovky likariv u suchasnykh umovakh : materialy naukovo-praktychnoi konferentsii z mizhnarodnoiu uchastiu, Poltava, 75-76. [in Ukrainian]

20.  Unin N. (2016). Brainstorming as a Way to Approach Student-centered Learning in the ESL Classroom. Social and Behavioral Sciences. URL: https://www.researchgate.net/ publication/305394171_ Brainstorming_as_ a_Way_to_ Approach_Student-centered_Learning_in_the_ESL_Classroom (accessed 20.08.2019).

INNOVATIONS IN USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AT EDUCATION

Information technology knowledge management in business  
Zmiivska I. , Oboianska L.  (download)
[in Ukrainian]

Abstract. The paper considers modern information technologies of working with knowledge bases and describes the concepts of «Knowledge Management» and «Business Intellect». The classification of knowledge according to various categories of attributes is given. The principles of building knowledge management systems that are based on decision support algorithms and contain a database of models, a database, auxiliary and control programs are considered. The general architecture of the knowledge base management system is defined, which is multi-level and operates on the basis of data exchange between the data storage, ontology level and user application. Data exchange between these levels is carried out through the use of a query language and manipulation, as well as a data presentation language, on the basis of which two main directions of developing the architecture of knowledge management systems in business are defined: improving the functional parts of the user application and the direction that consists in manipulating data, orientation of the system to work with knowledge bases. Among the mechanisms for access to knowledge, there are mechanisms for searching, navigation and visualization, as well as the direct exchange of knowledge between users of the system. The list of components of the knowledge management system is given depending. A review of the categories of knowledge management software systems in business has been carried out and the functional purpose of each group of software products for managing knowledge bases has been described. The paper describes the existing categories of knowledge management software taking into account data access technologies, content management systems and the socially-oriented direction of development of knowledge management software in business with a description of the features of the software of each category. The work determined that the key role in the functioning of knowledge management systems belongs to the module of knowledge extraction, which can be represented in the form of frames, semantic networks and rules. The basic principles of building and using knowledge bases in solving key data mining tasks are included, including the task of finding interdependencies and associations, classifying objects and events, and predicting business process indicators through the use of a knowledge management system in business.

Key words: knowledge base, software, knowledge management system, data processing, data mining.

References

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  2. Zaharova, Ya.O., Zaharov, S.E. (2011). Sutnist’, pidhody ta instrumenty upravlinnya znannyamu. Ekonomika budivnytstva I mis’kogo gospodarstva, 2, 133-139. [in Ukrainian]
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  8. Bochulya, T.V. (2013). Organizaciya informacijnoyi skladovoyi v ekonomichnomu prostori. Evropejs’kyj vector ekonomichnogo rozvytku, 2, 32-43. [in Ukrainian]
  9. Lee, Sangjae (2012). An integrated view of knowledge management for performance. Journal of Knowledge Management, 16(2), 183-203.
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  11. Levykin, V.M. (2017). Model’ bazy znan’ informacsjnoyi systemy procesnogo upravlinnya. Visnyk Nac. teh. un-tu "HPI" : zb. nauk. pr. Ser: Systemnyj analiz, upravlinnya ta informacijni yrhnologii, 28(1250), 74-78. [in Ukrainian]
  12. Ologbo, Andrew C., Khalil Md Nor. (2015). Knowledge Management: The Way to Organizational Competitive Advantage. Economics of Knowledge, 7(1), 25-35.
  13. Inkinen, Henri (2016). Review of empirical research on knowledge management practices and firm performance. Journal of Knowledge Management, 20(2), 230-257.
  14. Storey, Veda C. Il-YeolSongb (2017). Big data technologies and Management: What conceptual modeling can do. Data & Knowledge Engineering, 108, 50-67. [
  15. Massaro, Maurizio, Dumay, John, Garlatti, Andrea (2015). Public sector knowledge management: a structured literature review. Journal of Knowledge Management, 19(3), 530-558.
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Implementation of the distance learning by Moodle platforms in the process of future philologists training  
Pavlenko O., Sharov S. , Moskalyova L., Sharova T., Kovalenko A.  (download)
[in Ukrainian]

Abstract. Vigorous implementation of information and communication technologies in the higher education activity and the orientation of education towards the personal growth of a future specialist led to the development of distance learning. The article is devoted to the analysis of capabilities of Moodle system of distance learning of future philologists training. It is emphasized that the emergence of electronic educational resources and services for distance learning has expanded opportunities for basic and secondary education, lifelong learning, etc. It has been revealed that distance learning is characterized by qualitative features such as technological ability, innovation, flexibility, adaptability, economic efficiency, modularity, the ability to combine different forms of learning, social equality, change of the teacher’s role, combination of traditional and remote monitoring. It is noted that the effectiveness of distance learning depends on the structure of the course, the quality of educational content, the readiness of teachers and students to use remote technologies, the level of their information training, the professionalism of technical and auxiliary staff, which provides the work of the system of distance learning at a higher education institution. It is found that the Moodle system is one of the common learning management systems that provides distance education for a wide range of students. It has the following benefits: the electronic training standard E-learning 2.0 support, effective teachers-students online interaction, powerful tools for displaying student learning outcomes, the ability of efficient renovation of the substantive content of the course. The article analyzes the structure and operating principles of the distance courses in the Moodle system during the training of students of philology, which is used at the Bogdan Khmelnitsky Melitopol State Pedagogical University. The purpose of the main units of the distance course is highlighted: the structure of the course; lecture block; block of seminars; unit of individual work; control unit. It is noted that distance courses for the professional training of students-philologists contain works of art and a list of literature for compulsory reading. Recommendations for students and teachers regarding the use of the Moodle system are provided.

Key words: distance education, distance education, high school, future philologists, Moodle.

References

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Teaching of the Educational Robotics in Ukrainian Schools: the Ways of Implementation  
Strutynska O. , Vasyliuk A.   (download)
[in Ukrainian]

Abstract. The paper is considered of the issues of determining the ways of implementation of the educational robotics in Ukrainian schools. The present research describes of the educational robotics as a powerful tool for STEM education; its interdisciplinary links, including STEM subjects, have been analyzed. Analysis of the current state of robotics development as an applied field has shown its intensive development. As a consequence, there is an increasing demand for specialists in the robotics industry, as there is already an urgent need for specialists to plan, design and programming robots. Also, it is revealed of the increasing of the robotics popularity as an educational trend in Ukraine and in the world. Such basic methods were used in present research as analysis of the development state of the educational robotics in Ukraine, searching of relevant data for determining of learning process of the secondary education institutions, etc. During the current work it was found out that one of the ways to increase of the competitiveness of our country, in particular in the IT industry, is to implement into the school curriculum of the subjects related to modern ICTs, in particular educational robotics. An analysis of the interdisciplinary links of the educational robotics has shown that it is an interdisciplinary subject, which is at the intersection a lot of the natural science and technical fields. In particular, teaching of the educational robotics enables to the students to solve real life problems that require of the knowledge of STEM subjects. These considerations also confirm of the timeliness and relevance of the separation of robotics into a separate area and the implementation into the learning process of Ukrainian schools of the separate school subject - the school course of the robotics - in the future. The authors propose the 5 main directions of implementation of the educational robotics in the learning process at schools, which can be further defined as modules of the future school course of the robotics. Such steps will allow to prepare quickly and qualitatively of the children for the modern conditions of intensive IT development, which, in turn, will enable them to become competitive specialists in the IT industry in the future.

Key words: robotics; educational robotics; interdisciplinary links of the educational robotics, STEM education.

References

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  3. Strutynska, O., Baranov, S. (2019). Tendenciji rozvytku osvitnjoji robototekhniky v zakladakh pozashkiljnoji osvity. [Development Trends of the Educational Robotics in Out-of-school Institutions]. Physical and Mathematical Education, 1(19). 196-204. DOI 10.31110/2413-1571-2019-019-1-031 [in Ukrainian]
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