DIGITAL SUPPORT SYSTEM FOR FULL-TIME AND REMOTE MASS INDIVIDUALIZED EDUCATION WITH ELEMENTS OF MACHINE LEARNING

The requirements to the digital support system for opened individualized learning are formulated in the conditions of accelerated transition to remote forms. A version of a digital support system for development, search and provision of students with electronic educational resources in physics focused on the formation of individual trajectories of students in the educational space is considered. The possibility of several options for such a construction is allowed: 1) independent choice of the student; 2) the appointment of the trajectory by the teacher, supervisor or employer; 3) automated construction of trajectories by the system, organized on the basis of machine learning and artificial intelligence technologies

Papers on education. II, Problems of textbook effectivity

• Preface. • A. Elango, I. Unt. Theory of education in Tartu University. • I. Unt. School textbooks and individualized instruction • U. Läänemets. How to find material for foreign language textbooks • U. Läänemets. How to evaluate the quality of language textbooks and ascertain their suitability for practical learning. • J. Mikk. Studies on Teaching Material Readability. • H. Kukemelk, J. Mikk. The prognosticating effectivity of learning a text in -physics • H. Kukemelk. The dependence of the learning time on the text characteristics • M. Lepik. Mathematical verbal problems; differences in solving difficulties. • E. Mikk. A morphological analysis program for the Estonian language. • J. Mikk, E. Mikk, J.Tirmaste. Computerized readability analysis of textbooks of English. • Appendix. Papers on Textbook Problems in the Collections of Papers of Tartu University "Soviet Pedagogy and School"http://tartu.ester.ee/record=b1057432~S1*es

Кибербезопасность в образовательных сетях

The paper discusses the possible impact of digital space on a human, as well as human-related directions in cyber-security analysis in the education: levels of cyber-security, social engineering role in cyber-security of education, “cognitive vaccination”. “A Human” is considered in general meaning, mainly as a learner. The analysis is provided on the basis of experience of hybrid war in Ukraine that have demonstrated the change of the target of military operations from military personnel and critical infrastructure to a human in general. Young people are the vulnerable group that can be the main goal of cognitive operations in long-term perspective, and they are the weakest link of the System.У статті обговорюється можливий вплив цифрового простору на людину, а також пов'язані з людиною напрямки кібербезпеки в освіті: рівні кібербезпеки, роль соціального інжинірингу в кібербезпеці освіти, «когнітивна вакцинація». «Людина» розглядається в загальному значенні, головним чином як та, що навчається. Аналіз надається на основі досвіду гібридної війни в Україні, яка продемонструвала зміну цілей військових операцій з військовослужбовців та критичної інфраструктури на людину загалом. Молодь - це вразлива група, яка може бути основною метою таких операцій в довгостроковій перспективі, і вони є найслабшою ланкою системи.В документе обсуждается возможное влияние цифрового пространства на человека, а также связанные с ним направления в анализе кибербезопасности в образовании: уровни кибербезопасности, роль социальной инженерии в кибербезопасности образования, «когнитивная вакцинация». «Человек» рассматривается в общем смысле, в основном как ученик. Анализ представлен на основе опыта гибридной войны в Украине, которая продемонстрировала изменение цели военных действий с военного персонала и критической инфраструктуры на человека в целом. Молодые люди являются уязвимой группой, которая может быть главной целью когнитивных операций в долгосрочной перспективе, и они являются самым слабым звеном Систем

How to Create an Innovation Accelerator

Too many policy failures are fundamentally failures of knowledge. This has become particularly apparent during the recent financial and economic crisis, which is questioning the validity of mainstream scholarly paradigms. We propose to pursue a multi-disciplinary approach and to establish new institutional settings which remove or reduce obstacles impeding efficient knowledge creation. We provided suggestions on (i) how to modernize and improve the academic publication system, and (ii) how to support scientific coordination, communication, and co-creation in large-scale multi-disciplinary projects. Both constitute important elements of what we envision to be a novel ICT infrastructure called "Innovation Accelerator" or "Knowledge Accelerator".Comment: 32 pages, Visioneer White Paper, see http://www.visioneer.ethz.c

Telepresence Teaching: Implementation Issues in Universities and other Institutes of Higher Learning

Non

The adoption of open sources within higher education in Europe : a dissemination case study

For some time now, the open-source (OS) phenomenon has been making its presence felt; disrupting the economics of the software industry and, by proxy, the business of education. A combination of the financial pressure Higher Education Institutions (HEIs) find themselves under and the increasing focus on the use of technology to enhance students' learning have encouraged many HEIs to look towards alternative approaches to teaching and learning. Meanwhile, the "OS" has challenged assumptions about how intellectual products are created and protected and has greatly increased the quantity and arguably the quality of educational technologies available to HEIs

A review of the Development Trend of Personalized learning Technologies and its Applications

Personalized learning tailors material and strategy to student requirements, interests, and goals in e-learning. These developments help educational institutions and other organizations to keep up with the fast pace of information technology, communications, and computing power. Studies show that self-adaptive learning and relevant learning information improve study efficiency. Compared to traditional teaching methods, the practice of online education is well in its infancy. On the other hand, the pedagogy and evaluation of students in online courses have a large gap that has to be filled, necessitating significant improvements in e-learning. We call this approach to education "personalized learning," which is a central focus of today's leading online education platforms. Several studies have been conducted on e-learning and personalized learning, but few investigated the development trend of personalized learning technologies and applications. Therefore this study examines the literature to close the gap and promote the development trend for personalized learning technologies and applications in higher education from 2010 to 2021 by analyzing related journal articles. The pivotal studies used inclusion criteria after a search generated 372 complete research articles and reduced them to 146 publications based on their proposed learning domains and research themes. Through carefully reviewing current trends and successes in numerous aspects of personalized learning, this discussion analyzes prospective future research directions in the field of personalized learning

Expansive Framing as Pragmatic Theory for Online and Hybrid Instructional Design

This article explores the complex question of how instruction should be framed (i.e., contextualized). Reports from the US National Research Council reveal a broad consensus among experts that most instruction should be framed with problems, examples, cases, and illustrations. Such framing is assumed to help learners connect new knowledge to broader “real world” knowledge, motivate continued engagement, and ensure that learners can transfer their new knowledge to subsequent contexts. However, different theories of learning lead to different assumptions about when such frames should be introduced and how such frames should be created. This article shows how contemporary situative theories of learning argue that frames should be (a) introduced before instructional content, (b) generated by learners themselves, (c) used to make connections with people, places, topics, and times beyond the boundaries of the course, and (d) used to position learners as authors who hold themselves and their peers accountable for their participation in disciplinary discourse. This expansive approach to framing promises to support engagement with disciplinary content that is productive (i.e., increasingly sophisticated, raising new questions, recognizing confusion, making new connections, etc.) and generative (i.e., supporting transferable learning that is likely to be useful and used in a wide range of subsequent educational, professional, achievement, and personal contexts). A framework called Participatory Learning and Assessment (PLA) is presented that embeds expansively framed engagement within multiple levels of increasing formal assessments. This paper first summarizes PLA as theory-laden design principles. It then presents PLA as fourteen more prescriptive steps that some may find easier to implement and to learn as they go. Examples are presented from several courses from an extended program of design-based research using this approach in online and hybrid secondary, undergraduate, graduate, and technical courses.Indiana University Office of the Vice Provost of Information Technolog

The Impact of Artificial Intelligence on the Evolution of Digital Education: A Comparative Study of OpenAI Text Generation Tools including ChatGPT, Bing Chat, Bard, and Ernie

In the digital era, the integration of artificial intelligence (AI) in education has ushered in transformative changes, redefining teaching methodologies, curriculum planning, and student engagement. This review paper delves deep into the rapidly evolving landscape of digital education by contrasting the capabilities and impact of OpenAI's pioneering text generation tools like Bing Chat, Bard, Ernie with a keen focus on the novel ChatGPT. Grounded in a typology that views education through the lenses of system, process, and result, the paper navigates the multifaceted applications of AI. From decentralizing global education and personalizing curriculums to digitally documenting competence-based outcomes, AI stands at the forefront of educational modernization. Highlighting ChatGPT's meteoric rise to one million users in just five days, the study underscores its role in democratizing education, fostering autodidacticism, and magnifying student engagement. However, with such transformative power comes the potential for misuse, as text-generation tools can inadvertently challenge academic integrity. By juxtaposing the promise and pitfalls of AI in education, this paper advocates for a harmonized synergy between AI tools and the educational community, emphasizing the urgent need for ethical guidelines, pedagogical adaptations, and strategic collaborations

Graduate Catalog, 1994-1995

https://scholar.valpo.edu/gradcatalogs/1022/thumbnail.jp