Использование Системы Moodle Для Контроля Знаний По Экологии Учащихся Учреждений Общего Среднего Образования

Nekos, A. N.; Medvedeva, Yu. V.

doi:10.33407/itlt.v63i1.1931

Cited by 2 publications

(1 citation statement)

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“…The plug-in technology is generally used, but it is not always convenient, when, for example, the programming tools required for the teacher's work are not available in the repository. A separate group of studies deals with assessment issues, which are quite controversial, because they concern to the design of a personalized learning environment [32]. The researchers also note that the teacher-student communication system is not flexible enough, which is also related to the problem of integrating various messengers into the Moodle environment.…”

Section: Experience Of Using Moodle At Ukrainian Universitiesmentioning

confidence: 99%

Колаборативне Проєктування Персоналізованої Гібридної LMS З Використанням Віртуальної Машини В Хмарному Середовищі

Čeponienė,

Galambos,

Haidegger

et al. 2023

ITLT

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A teacher currently needs to acquire a huge amount of educational information and knowledge as part of his/her practice for the purposes of teaching, self-study, publishing, research, language support and related activities. In the academic environment, so-called learning management systems (LMSs), especially Moodle in the European Union, have proven suitable for the processing of educational content under e-Learning. LMSs usually function as online platform, at the same time as a supplement to academic information systems (AIS) on the local servers of universities. These are used by a larger number of participants, so these do not always meet the pedagogical needs of the teacher in all the activities he/she does. For example, these do not allow multilingual support, multiple searches and mass processing of e-Learning content. There are a large number of articles in the scientific literature describing the design of add-on modules for LMS. The authors offer their own approach to solving the problem of processing educational information to support a virtual team's work. As part of collaborative research in the field of technology-enhanced education and e-Learning design, the international team in the V4 EDUPORT project is implementing a personalized hybrid system on the IT infrastructure consisting of a specially designed desktop application WPad or web application (PIKS) and a common shared remote computer (virtual computer on a cloud server with Windows 2022). In this paper, the researchers share their experiences gained with their universities' academic LMSs (Moodle and AIS) and compare their personalization capabilities level to the teacher level and their use in the cloud. Part of current and future research is the development of the PIKS internet application, which operates as a multi-functional communication channel for e-Learning purposes (including use for the visually impaired). .

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Section: Experience Of Using Moodle At Ukrainian Universitiesmentioning

confidence: 99%

Колаборативне Проєктування Персоналізованої Гібридної LMS З Використанням Віртуальної Машини В Хмарному Середовищі

Čeponienė,

Galambos,

Haidegger

et al. 2023

ITLT

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Online Education in the Republic of Karelia in the New Realities of Society Development

Potasheva

Bykova

2021

Otkryt. obraz. (Mosk.)

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Purpose of the study. Studying the regional experience of using online educational platforms during the period of distance learning for schoolchildren and identifying the features of new realities on the formation of human capital.Materials and methods. Assessment of the organization of the distance learning process in the municipalities of the Republic of Karelia, Petrozavodsk and Kostomuksha urban district during the first and second waves of transition to distance learning for schoolchildren. A survey was conducted at the end of each period among teachers, children and parents on the organization and implementation of the learning process.Results. A study of the results of an online survey of teachers in the Republic of Karelia revealed a number of features and difficulties in the introduction of distance learning technologies for schoolchildren in the new realities of an isolated educational process: the level of proficiency in distance learning technologies at the beginning of the Covid-2019 pandemic among teachers in Karelia was quite high - 68.3%, 72.8% of them had the experience of independent study of forms and technologies of distance learning, 27.9% of the interviewed teachers completed advanced training courses. Of the large number of educational platforms operating within the framework of providing online access to teaching and testing resources, teachers are most often used in their work: Uchi.ru, Yaklass.ru, Google class, Russian electronic school. Only 4.5% of the respondents admit that they did not teach online lessons, including due to the lack of Internet in their settlement.Based on the results of the questionnaire survey among parents, new risks in the development of the education system emerged, and the identified trends make us think about what can be changed and done now so that the education of children during distance learning would be a joy for children, parents and teachers.Conclusions. Evaluating the experience of using online education in Russian schools during the massive transition to distance learning, one can note both objective difficulties and problems in organizing the educational process in distance mode, and positive effects that involuntarily manifested themselves in the development of specific narrow skills of digital literacy among the population, acquaintance with new programs and digital tools, mentoring among the participants in relations, exchange of effective practices and experience.Nevertheless, almost all studies note that general education schools and teachers, in general, who had practically no experience of online learning before the massive transition to distance learning, were able to quickly navigate the new situation and master new forms of communication with students. At the same time, a positive synergistic effect was the formation of the skill of productive communication between children and adults, interaction and mutual assistance in the process of mastering ICT technologies.

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Использование Системы Moodle Для Контроля Знаний По Экологии Учащихся Учреждений Общего Среднего Образования

Cited by 2 publications

References 0 publications

Колаборативне Проєктування Персоналізованої Гібридної LMS З Використанням Віртуальної Машини В Хмарному Середовищі

Колаборативне Проєктування Персоналізованої Гібридної LMS З Використанням Віртуальної Машини В Хмарному Середовищі

Online Education in the Republic of Karelia in the New Realities of Society Development

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