Персональне освітнє середовище – як один із трендів сучасної освіти

To meet the needs of the modern information society one must constantly improve the education system. The effectiveness of teaching today’s students fully depends on the implementation and use in the study of modern information and communication technologies, including network services that allow you to create an appropriate pedagogy and technology support base of modern information systems for educational purposes, and effectively organize the electronic learning university environment. An analysis of e-learning environments of modern domestic and foreign universities demonstrates quite a high level of qualitative and quantitative indicators of the implementation of electronic resources for educational purposes. However, despite the relatively high level of organization and content of university portals, the creation and implementation of students‘ personalized e-learning environment, which in turn is based on personalization in a global network, student-centered learning, which acts as a basis for the formation of ICT and key competencies of modern student, is still an open issue. The selfspontaneous creation of personalized e-learning environment does not cover the training needs of students, but is only partially able to satisfy them, as knowledge students cannot improve the quality of both formal and informal learning. This paper focuses on the study of students‘ ICT competencies and their ability to use information and communication technologies to carry out information activities in their professional field. The authors also discuss the results of studies on personalized and adaptive learning, based on consideration of learning styles. Based on a statistical analysis of the pedagogical experiments, some recommendations are suggested for technology training for teachers and students in order to to improve training efficiency

ATHENA Research Book

The ATHENA European University is an alliance of nine Higher Education Institutions with the mission of fostering excellence in research and innovation by facilitating international cooperation. The ATHENA acronym stands for Advanced Technologies in Higher Education Alliance. The partner institutions are from France, Germany, Greece, Italy, Lithuania, Portugal, and Slovenia: the University of Orléans, the University of Siegen, the Hellenic Mediterranean University, the Niccolò Cusano University, the Vilnius Gediminas Technical University, the Polytechnic Institute of Porto, and the University of Maribor. In 2022 institutions from Poland and Spain joined the alliance: the Maria Curie-Skłodowska University and the University of Vigo. This research book presents a selection of the ATHENA university partners' research activities. It incorporates peer-reviewed original articles, reprints and student contributions. The ATHENA Research Book provides a platform that promotes joint and interdisciplinary research projects of both advanced and early-career researchers

Negotiating disciplinary boundaries in engineering problem-solving practice

Includes bibliographical referencesThe impetus for this research is the well-documented current inability of Higher Education to facilitate the level of problem solving required in 21st century engineering practice. The research contends that there is insufficient understanding of the nature of and relationship between the significantly different forms of disciplinary knowledge underpinning engineering practice. Situated in the Sociology of Education, and drawing on the social realist concepts of knowledge structures (Bernstein, 2000) and epistemic relations (Maton, 2014), the research maps the topology of engineering problem-solving practice in order to illuminate how novice problem solvers engage in epistemic code shifting in different industrial contexts. The aim in mapping problem-solving practices from an epistemological perspective is to make an empirical contribution to rethinking the theory/practice relationship in multidisciplinary engineering curricula and pedagogy, particularly at the level of technician. A novel and pragmatic problem-solving model - integrated from a range of disciplines - forms the organising framework for a methodologically pluralist case-study approach. The research design draws on a metaphor from the empirical site (modular automation systems) and sees the analysis of twelve matched cases in three categories. Case-study data consist of questionnaire texts, re-enactment interviews, expert verification interviews, and industry literature. The problem-solving model components (problem solver, problem environment, problem structure and problem-solving process) were analysed using, primarily, the Legitimation Code Theory concept of epistemic relations. This is a Cartesian plane-based instrument describing the nature of and relations between a phenomenon (what) and ways of approaching the phenomenon (how). Data analyses are presented as graphical relational maps of different practitioner knowledge practices in different contexts across three problem solving stages: approach, analysis and synthesis. Key findings demonstrate a symbiotic, structuring relationship between the 'what' and the 'how' of the problem in relation to the problem-solving components. Successful problem solving relies on the recognition of these relationships and the realisation of appropriate practice code conventions, as held to be legitimate both epistemologically and contextually. Successful practitioners engage in explicit code-shifting, generally drawing on a priori physics and mathematics-based knowledge, while acquiring a posteriori context-specific logic-based knowledge. High-achieving practitioners across these disciplinary domains demonstrate iterative code-shifting practices and discursive sensitivity. Recommendations for engineering education include the valuing of disciplinary differences and the acknowledgement of contextual complexity. It is suggested that the nature of engineering mathematics as currently taught and the role of mathematical thinking in enabling successful engineering problem-solving practice be investigated