The article explores the way gamification transforms the informal learning space of the higher education institutions inspired by information technologies and the all-consuming digitalization of human society. An overview is presented of the existing ideas about gamification in the context of the digital transformation of higher education. It is established that the effective use of gamification as a learning technique in the context of digital transformation of higher education contributes to the implementation of its core principles. We have attempted to analyze the factors that gave rise to gamification as well as to examine the ways to introduce gamification to the informal learning experience. The components of this technology are singled out along with the principles of its functioning. In the process, we reveal the role of gamification and opportunities that open up for the organization of educational activities in the informal space of higher education. The given work identifies peculiarities and advantages of this digital form of education as well as risks associated with its introduction in the informal learning space of higher education. The authors elaborate on the specifics of the development of informal learning space in the context of global gamification, as well as the technological and semantic modernization of higher education. It is established that the main purpose of gamification is to boost the internal motivation of higher education students to study and to reveal their creative and professional abilities.
The paper presents selected security problems in ICT systems and OT used in industry. In the Industry 4.0 era, the knowledge and competence of the IT staff and the maintenance staff must be linked. Selected problems and their analysis and solutions form the semi-secure network and use of NoSQL databases as a database bridges are presented in the article for various branches of industry.
The study focuses on the U.S. system of novice teacher support. The study highlights the evolution of mentoring from a traditional, isolated, hierarchical one-to-one relationship to multiple interactions which comprise a collaborative developmental network. The findings suggest that mentoring and induction support in the United States are continually progressing to conform to the dynamic trends in education and organizational management, which is evident in the diversification of their forms and types. American educators and policymakers extensively use new forms of mentoring, such as online mentoring, group mentoring, reciprocal mentoring, needs-driven mentoring etc. The analysis of induction and mentoring programs, district professional development plans and other documentation, carried out in the process of research, reveals their core components, goals and the peculiarities of their design and implementation. Special attention is given to mentor training, selection and matching. Novice teacher support is viewed as an effective instrument which allows school districts to reduce teacher turnover, improve student achievement by providing students with quality instruction and promote collaboration within teaching staff and administration.
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