The model of adaptive system of individualization and personalization of future specialists’ professional training in the conditions of blended learning is offered. It includes the contextual, pedagogical and instrumental subsystems. In the system, the adaptability is planned to be implemented through the adaptation of educational materials, monitoring, devices, face-to-face classes; individualization involves the study of students’ individual features, support and assistance of student’s individual syllabus, individualization of the learning process, development of student’s individual features and formation of new characteristics according to student’s educational needs, monitoring of student’s individual progress; personalization involves the organization of the educational environment, including the electronic one.
During the period of total lockdown caused by COVID-19 pandemic, teachers had to move to distance learning to organize a continuous educational process, which is not possible without the active use of modern information and communication technologies, including cloud services. Because of this, at the beginning of the pandemic, Zhytomyr Polytechnic State University conducted several free distance online courses for teachers, which included studying the possibilities of using cloud technologies in teaching in a pandemic. Somewhat later, some secondary schools in Zhytomyr expressed a desire to take the same courses, but in person. 98 teachers of schools of the city of Zhytomyr were covered by training on courses ``Cloud technologies in the educational process in the conditions of quarantine''. After face-to-face courses, teachers in Zhytomyr schools have significantly increased their competence in the use of cloud technologies in the educational process in the context of the COVID-19 pandemic. Not only has their level increased in general, but the horizons regarding the variety of cloud services that should be used in distance learning have expanded. Course training, organized according to scientifically sound methods, helps to increase the motivation of students (teachers) to self-study, as well as to the future use of cloud technologies in the educational process.
The paper explores the essence of the criteria and indicators which can be used to select a cloud-oriented learning support system for a higher education institution. The following criteria with corresponding indicators are identified: design criterion (reliability, accessibility, multilinguality, security, adaptability, ease of use and administration, free use); technological criterion (user access rights differentiation, cloud storage of data, integration with other cloud-based services, ability to download different types of files); communication criterion (user registration, communication between registered users, creating groups, creating forums and chats); information-didactic criterion (structuredness, calendar, assessment of student achievement, file sharing, testing and surveys, group and individual modes of work; analytics for a particular course). The most downloaded LMS are shown based on the results published by LMS Market Share. The paper offers an analysis of a number of cloud-based learning management systems (Google Classroom, Moodle, Edmodo, Studyboard, Oracle, Learner Nation, iSpring, Canvas, Schoology, Blackboard, NeoLms) in terms of the above-mentioned criteria and indicators. The systems were selected based on the method of expert evaluation. The expert evaluation showed that the most convenient and high-quality cloud-based learning management system for building a cloud-oriented learning environment of a higher education institution which best meets all the criteria are NeoLMS, Canvas and Google Classroom. These LMS offer all the functionalities which are essential in the educational process. We see the development of methodological recommendations for higher education regarding the high-quality and successful implementation of such learning management systems in the educational process as prospects for further research.
The article presents the criteria for selecting open web-oriented technologies for teaching the basics of programming to future software engineers. An analysis of the available open web-oriented technologies for teaching the basics of programming to future software engineers made it possible to divide them into compilers, automated systems for checking programming tasks, mind maps, and massive open online courses. Criteria and corresponding indicators are defined for each of them: for web-oriented compilers and mind maps, design and functional criteria are allocated, for web-oriented automated systems for checking programming tasks, design, information-didactic, and communication criteria are allocated, for massive open online courses - informational didactic and functional. Comparative tables are given for all the listed web-oriented technologies for teaching the basics of programming to future software engineers according to certain criteria and indicators.
The publication provides a comprehensive analysis of the state and development of national education over the 30 years of Ukraine’s independence, identifies current problems in education, ascertains the causes of their emergence, offers scientifically reasoned ways to modernise domestic education in the context of globalisation, European integration, innovative development, and national self-identification. Designed for legislators, state officials, education institutions leaders, teaching and academic staff, the general public, all those who seek to increase the competitiveness of Ukrainian education in the context of civilisation changes.
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