Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.

The article considers the application of the sustainable development concept to software engineering specialists training. A system of general professional competencies is designed to build sustainable professional competence of software engineering specialist: 1) ability for abstract thinking, analysis and synthesis; 2) ability to apply knowledge in practical situations; 3) ability to communicate in native language; 4) ability to communicate in a foreign language; 5) ability to learn and acquire up-to-date knowledge; 6) ability to search, process and analyze information from various sources; 7) ability to work in a team; 8) ability to act on the basis of ethical considerations; 9) commitment to preserving the environment; 10) ability to act in a socially responsible and conscious manner; 11) ability to realize the rights and obligations as a member of society, to recognize the civil society values and the need for its sustainable development, the rule of law, human rights and freedoms; 12) ability to preserve and enhance the moral, cultural, scientific values and society achievements based on an understanding of the history and patterns of the subject area development, its place in the general system of knowledge about nature and society and in the development of society, equipment's and technology, to use various types and forms of physical activity for active recreation and healthy lifestyle; 13) ability to apply fundamental and interdisciplinary knowledge to successfully solve software engineering problems; 14) ability to evaluate and take into account economic, social, technological and environmental factors affecting the sphere of professional activity; 15) ability for lifelong learning. the student to accumulate experience in professional activities [33, p. 9]. Maiia V. Bernavskaia points out that the professional communicative competence of Software Engineering specialists should take into account the peculiarities of their professional communication related to communication via ECM: "since the industry of professional activity of software engineers is in the field of collection, processing, storage, transmission and methods of obtaining information, the organization of its transmission channels, modern means and methods of information protection in global and local networks, it can be said that all types of professional activities have a communicative overtones" [2, p. 3]. The author includes three aspects in the structure of professional communicative competence: cognitive (knowledge of the means and methods of communication), interactive (organization and establishment of the process of mutual exchange of information) and perceptive (knowledge of

Machine learning is now widely used almost everywhere, primarily for forecasting. In the broadest sense, the machine learning objective may be summarized as an approximation problem, and the issues solved by various training methods can be reduced to finding the optimal value of an unknown function or restoring a function. At the moment, we have only experimental samples of quantum computers based on classical-quantum logic, when quantum gates are used instead of ordinary logic gates, and probabilistic quantum bits are used instead of deterministic bits. Namely, the probabilistic nature problems that provide for the determination of a certain optimal state from a large set of possible ones on which quantum computers can achieve “quantum supremacy” – an extraordinary (by many orders of magnitude) reduction in the time required to solve the task. The main idea of the work is to identify the possibility of achieving, if not quantum supremacy, then at least a quantum advantage when solving machine learning problems on a quantum computer.

The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.

This is an introductory text to a collection of papers from the CTE 2019: The 7th Workshop on Cloud Technologies in Education, which was held in Kryvyi Rih, Ukraine, on the December 20, 2019. It consists of short introduction and some observations about the event and its future.

The article considers the way of integrating Massive Open Online Courses (MOOCs) into the educational process and determining their role in students’ motivation to learn a foreign language for professional purposes. The goal of the research is studying the efficiency of implementation of MOOCs as part of students’ independent work while learning a foreign language for professional purposes at the university. Considering the increasing need for education around the world, the role of MOOCs will become more important than ever before. Consequently, engaging students whose major is Information Technology in learning the integrating course could enhance their skill and knowledge of programming. The integration of MOOCs in the process of learning English for professional purposes will help to personalize learning environments and prepare future professionals. Research shows that the successful implementation of MOOCs can bring new opportunities to learners, such as increasing English proficiency level, developing critical thinking, decision-making, problem-solving and time management. We consider the scientific problem connected with the efficiency of using Internet resources and MOOCs, ways of using interactive online technologies in the traditional educational process, potential and identified new opportunities offered by e-learning. Our observations are also related to the problem of integrating MOOCs into the curriculum; adapting them to the thematic modules and different subjects. Research shows that successful integration of MOOCs in the process of learning a foreign language for professional purposes depends on a number of factors. Each stage of our research has been carefully considered in the article. This study shows the efficiency of MOOCs as additional resources in studying English for professional purposes and describes the use of information and communication technology of distance learning in the traditional educational process. In this article, we describe how this idea is being realized and can be adopted by universities willing to use benefits of MOOCs in teaching English for professional purposes.

The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.

Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.