Transdisciplinary Principles of Narrative Discourse as a Basis for the Use of Big Data Communicative Properties

Stryzhak, Oleksandr; Dovgyi, Stanislav; Popova, Maryna; Chepkov, Roman

doi:10.1007/978-3-030-73103-8_17

Cited by 3 publications

(5 citation statements)

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“…Various aspects of t he use of technologies to support the implementation of STEM/STEAM education are considered by Borrego and Henderson [5], Bybee [6], Corlu, Capraro and Capraro [8], Dovgyi et al [11], English [14], Kelley and Knowles [25], Kim et al [27], Kramarenko, Pylypenko and Zaselskiy [29], Margot and Kettler [31], Mayo [32], Morze and Strutynska [39], Ong, Smith and Ko [44], Plaksenkova et al [48], Pylypenko [49], Semerikov, Mintii and Mintii [53], Stryzhak et al [55], Uttal and Cohen [58], Valko and Osadchyi [59], Xie, Fang and Shauman [63], Zeidler [65].…”

Section: Literature Reviewmentioning

confidence: 99%

Use of digital tools as a component of STEM education ecosystem

Hrynevych¹,

Морзе²,

Вембер³

et al. 2021

Educ. Technol. Q.

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The authors investigate the theoretical foundations of the concept of ecosystem, interdisciplinary approaches and features of integrated STEM education in the educational process, analyzed the components of the educational ecosystem and proved that they all directly affect the quality of STEM subjects. The authors conducted a survey to identify ways to develop components of the ecosystem of STEM education, which involved 105 respondents, students of pedagogical specialties of Borys Grinchenko Kyiv University and teachers of secondary schools in different regions of Ukraine. The analysis showed that the successful implementation of STEM education, involving all components of the ecosystem, involves the development of science education, in particular, the introduction of inquiry-based learning and the use of digital technologies in the educational process. Process skills are described, which are formed using inquiry-based learning, examples of tasks for the formation of basic and integrated skills of the scientific process are presented. Based on the research, the role of digital tools in the development of science education is demonstrated and groups of digital tools are identified that are necessary for ecosystem development and will help increase the efficiency of the educational process, make STEM learning interesting and productive; examples of digital resources that support students' learning in various integrated STEM environments are given and their role in the development of the STEM education ecosystem is described. Digital tools can be used to increase students' positive motivation, expand their experience and accelerate learning, they help to study STEM subjects and encourage students to explore scientific ideas in new ways.

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Section: Literature Reviewmentioning

confidence: 99%

Use of digital tools as a component of STEM education ecosystem

Hrynevych¹,

Морзе²,

Вембер³

et al. 2021

Educ. Technol. Q.

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“…At the heart of scientific-educational and educational-research activity in any thematic direction, the main thing is the analysis of information resources which narratives can be considered as a set of passive systems of knowledge that only reflect certain facts, processes and operational states but do not have rules of their active use. It is also necessary to take into account the constant updating of digital arrays, including their content in the processes of active use [6,16,21].…”

Section: Ontology-driven Scientific Education Systemsmentioning

confidence: 99%

Cognitive digital platforms of scientific education

Stryzhak¹,

Dovgyi²,

Дем’яненко³

et al. 2021

Мiждисциплiнарнi дослiдження складних систем

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The digitalization of modern society, the emergence of the knowledge economy and the establishment of the principle of lifelong learning have led to the development of applied information and communication technologies in the educational process. One of the promising directions of the development of e-learning systems is the development of open educational systems using cognitive ICTs. The article discusses a knowledge-oriented approach to the formation of open educational systems based on the ontology and transdisciplinarity that provides the user with a holistic, systematic overview of a specific domainconceptualization of a specific knowledge area, represented by defining basic objects and connections between them. The authors describe cognitive software complex TEDAOS, which is intended for the construction of educational local and network (distributed) systems based on contextsemantic analysis and ontologies (from the local ontology-driven system of the educational process provision to the system of integrated multifactor analysis of educational information resources through the decision-making system and management of knowledge formation process) to ensure the interaction of all users of online information and educational environments. The Web-software complex "Knowledge Base Ontological Scenarios Editor" for formalizing the process of preparation, conduct and assessment of learning outcomes using an e-scenario is presented.

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“…До них можна віднести такі категорії, як рахунки, смарт-контракти, кредитні зобов'язання, специфікації послуг, що надаються за певними умовами сплати, та багато інших. Ця множина наративів може бути представлена у форматі наративного дискурсу, тобто отримати досить повний набір критеріїв оцінювання їх правомочності, об'єктивності й коректності [12][13][14][15]. За рахунок цього буде досить істотно знижено ризики щодо відмивання грошей та підсилено процедури протидії фінансуванню тероризму.…”

Section: трансдисциплінарність процесів фінансової взаємодіїunclassified

“…Яким чином це може бути досягнуто? На сьогодні існують трансдисциплінарні ІТ-технології, що дають змогу автоматично структурувати всі документи, котрі стосуються фінансової активності SB та його взаємодії з VASP [3,[8][9][10][11][12][13][14][15][16]. Більше того, когнітивні сервіси вказаних технологій спроможні також автоматично визначати сукупність критеріїв оцінювання кожної категорії всіх взаємопов'язаних фінансових і господарських документів SB і VASP.…”

Section: трансдисциплінарність процесів фінансової взаємодіїunclassified

“…Тобто топологію взаємодії множин концептів таксономій, що використовуються під час прийняття конкретного рішення, можна представити як множину Σ -помічених дерев, котрі утворюються її вузлами: Σ = {X 1 , X 2 , ..., X n , a 1 , a 2 , ..., a m }, (12) де X i -клас концептів; a i -термінальний вузол. Дерево Бема можна репрезентувати через характеристичний предикат (10) у вигляді семантичної згортки (13), композиції таксономій, що ієрархічно зростає:…”

Section: таксономія як семантична платформа альтернативного виборуunclassified

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Transdisciplinary narrative discourse as a technological basis of financial interaction

LYUBICH¹,

STRYZHAK²

2021

Fìnansi Ukr.

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The conditions for ensuring financial interaction based on the identification and transdisciplinary consolidation of financial resources and technologies are described. For this reason systems of interactive knowledge bases on financial resources and presentation of their semantics based on the formation of growing pyramidal networks in the analysis of financial narratives are outlined . The conditions of stability of systems of such knowledge on the basis of their representation in the format of transdisciplinary narrative discourse are determined. The conditions of atypical representation of linguistic constructs of financial knowledge in the process of their transformation into an interactive knowledge system are determined. The use of lambda calculus notation for the formation of stable states of transdisciplinary narrative discourse is proposed. Financial interaction is determined through the relationship between financial assets and related services. To formalize them, a metacategory of transdisciplinarity is introduced, which is defined in their verbal activity, reflexivity and recursiveness. Moreover, transdisciplinarity defines such hyperproperty as "consolidated information". This allows you to activate in the process of financial interaction, which is manifested in the format of a cognitive-communicative act between the relevant information resources and financial decision makers. The set of transformations of taxonomic diversity of financial documents into the format of narrative discourse is described. Taxonomic diversity is defined as a set of hierarchically related alternatives to provide multicriteria choices in financial decision making. An ontology of the choice problem is given, which provides a correct interpretation of the financial decision. It is proposed to implement financial solutions on the basis of the ontology of the problem of choice.

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Transdisciplinary Principles of Narrative Discourse as a Basis for the Use of Big Data Communicative Properties

Cited by 3 publications

References 4 publications

Use of digital tools as a component of STEM education ecosystem

Use of digital tools as a component of STEM education ecosystem

Cognitive digital platforms of scientific education

Transdisciplinary narrative discourse as a technological basis of financial interaction

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