The problems of blended learning implementation in the context of university students training in the subject domain of UI/UX design are discussed in the paper. Based on the literature review and educational practice analysis, it is revealed that the elaboration of the proper learning activities and methods is underestimated and overseen by the researchers and practitioners of blended learning implementation. It is admitted the urgency of finding out proper learning techniques (or their combination), which are necessary to involve the university students into interactive forms of work in order to overcome the core challenges of the blended learning implementation, and to add classroom atmosphere into the tutorial process in terms of online studying. In the progress of work, there were analyzed the core features and challenges of blended learning, and covered the possibilities of interactive methods in blended learning implementation into the tutorial process of students' mastering of UI/UX design basics, according to authors' approach to their curriculum building. The experience of interactive methods practical realization in the process of the fundamentals of UI/UX design learning by university students of different specialties is presented. It was demonstrated how the considered leaning techniques which are typically used at blended learning in its flex model (flipped learning, gamification, storytelling etc.) can be enhanced and enriched via using different interactive methods. Exact examples of their applications in real blended learning process are given and discussed. The prospects of the research are outlined.
The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.
Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
In accordance with its goal, the paper covers practical aspects and experience of Informatics teachers’ preparation for the design of innovative learning aids as one of the important components of the renewed model of teachers’ training. Theoretical background of the research includes holistic educational approach and functional basics of electronic didactic aids development. The specific example of such an experience (students’ project activity on the design of English multimedia tutorial for schoolchildren) is depicted in details. The prospects of further research are outlined.
The technology of the automated pedagogical diagnostics is analysed. The testing strategy, oriented for pedagogical diagnostics purpose, and grading algorithm, which corresponds to Ukrainian school grading standards, are suggested. "Expert 3.05"software for automated pedagogical testing is designed. The methods of administration of the database of the test items are proposed. Some tests on the mathematical topics are prepared with "Expert 3.05". The approbation of these tests in the educational process of Kharkov National Pedagogical University named after G.S.Skovoroda is analysed.
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