The implementation of digital technology for automation of teaching processes

The Personalized Computer Support of Teaching

“…For example, their actual IT approach is based on a theoretic background which was derived from Cybernetics approaches for automation of mental processes (teaching is considered as a knowledge based process). In our case, the WPad uses a socalled "virtual knowledge unit" which is both human and machine readable and isomorphically bridges mental processes with physical-computer processes [11]. So, the basic CSCL problems are solved by using the WPad in the framework of the combined off-line/online infrastructure (computers in classrooms/faculty's servers and open domain).…”

“…The software, a database application BIKE(E)/WPad, was written by one of the authors (Svetsky) who is both teacher, designer and researcher. Case studies on BIKE(E) implementation within traditional teaching were presented in [6][7][8][9][10][11]. Basically, it works as an allin-one tool used by him for producing a set of teaching aid tools, i.e.…”

“…In comparison with previous research presented in [7,9,10], the collaborative shared space and personal cloud space were implemented. The actual approach of authors' research on TEL is presented as the "automation" of educational processes" [11]. It should be understood as the integration of three key areas: (1) didactics processes running in classrooms, (2) informatics processes running during teaching, and (3) the adaptation of individual's activities related to using the Windows operation system, Internet browsers, software, hardware, clouds, networks (this affects the Human-Computer-Interaction).…”

Recruitment Preferences in the Skills of job Seekers: Knowledge Management Perspective

“…In addition, in the Stanford Encyclopedia of Philosophy, some categories of knowledge are distinguished (Fantl, 2017). In view of this, the practical aspects of knowledge construction were described by Svetsky (2012). Due to the absence of the universal definition of knowledge, one can relatively often meet with the criticism that the technology-driven approach in the knowledge-based processes is prevailing (Kinchin, 2012), or that the software design for technology-enhanced learning is inadequate (Martens, 2018).…”

Personalization of learning through adaptive technologies in the context of sustainable development of teachers’ education

“…The methods for using the services of an adaptive cloud-based system of education and professional development of teachers, including the methods of using the services of a research-educational cloud based on Microsoft Office 365 used for searching, submitting and processing data and information in open systems of study and research [5]; the method of using adaptive content management systems based on public cloud (Google Docs, IBM Box, Microsoft Office 365) to support collaboration in virtual teams; the methodology for supporting the processes of adaptive creation and use of electronic educational resources (WPadV4, AWS) are proposed. The last method is based on the utility model of using knowledge-management tools to design electronic educational resources proposed by S. Svetsky, O. Moravcik [23]. To approve the application of different components of the adaptive learning system use the pedagogical experiment was undertaken.…”