Informal learning as an integral part of e-learning environment of the modern education

In modern society there is a clear trend of increasing the part of informal learning that should be considered to be an indicator of qualitative self-development and competitiveness of the employee in the labour market under current conditions. Because unlike traditional formal learning, it is able to fully take into account the personal needs of people and promotes quick and convenient knowledge, the quality of which depends on the student's ICT and creating a comfortable environment for personal fulfillment of their own activities

Development of Professional Competencies of Information Technology University Teachers: Motivation and Content

The article sets out to analyze the professional competencies on the standard European e-Competence Framework. The survey of information technology teachers of Ukrainian universities concerning the necessity of forming and development of European e-Competence Framework competencies allowed defining the priority areas for training and forming the content component of a model of professional competencies development of information technology university teachers. The proposed model distinguishes stages, factors, and resources for training teachers. Teachers’ attitude to motivation, time and money allocation for professional development was researched. The content component of the development of professional competences of teachers of information technologies is offered. Recommendations for training and advanced training of teachers of information technologies, assessment of the level of development of professional competence, was proposed

Blended learning in practice of e-learning managers training

The Web-based Instruction can open up (re)new opportunities for the development of educational environments. In fact, there is a variety of electronic learning (e-learning)environments that consider and combine different Information and Communication Technologies (ICTs) tools and instructional strategies; nevertheless, blended learning (b-learning) has been considered as “the most common mode of e-learning” in preparing future teachers. The article presents the results of experience teaching of masters Boris Grinchenko Kyiv University in pedagogical pecialties by new specialization ‒ «Management of e-learning». The authors see a great chance in use b-learning to training a new specialists pedagogic, to develop their professional, ICT and specific competences

Scientific component of masters ICT competence in modern university

The article is devoted to a systematic approach to the formation of the ICT competency of masters in the modern university: development and approval of corporate standard identify necessary and sufficient conditions for its software, development of tools for the evaluation of the ICT competency formation of masters and mechanisms for the integration of ICT in education system. An example of one of the ways of forming the ICT competence of masters in the process of scientific activity by training on a specially designed course of study, which can serve as an example of open course in informal learning, and system evaluation of their formation through the use of the University e-learning resources

Pedagogical aspects of cloud computing

Recent progress in computer science in the field of redundancy and protection has led to the sharing of data in many different repositories. Modern infrastructure has made cloud computing safe and reliable, and advancement of such computations radically changes the understanding of the use of resources and services. The materials in this article are connected with the definition of pedagogical possibilities of using cloud computing to provide education on the basis of competence-based approach and monitoring of learners (students)

Open Educational E-environment of modern university. Introduction

This article presents topical issues of open educational e-environment of modern University

From programmed teaching to constructivism and personally-oriented approach to e-learning

This article presents comparative analyses of basic principles of programmed teaching and constructivism, with a view for their subsequent use in creating open learning didactics based on personally-oriented approach. The authors also investigate the claim that in the basis of the two paradigms (constructivism and personal learning) lies the same idea: the humanistic character of education, consideration of individual characteristics, activity-based approach and the student. The assumptions about the increasing efficiency of educational process, based on the ideas of integrative unity of these concepts are justified. Further development is discussed of personally-oriented approach in terms of such interconnected approaches as e-learning, connectionism and combined learning. Simultaneously, programmed teaching is also going through experiencing its renewal phase and in connection with other paradigms can be used effectively and purposefully in education

Attitude to the Digital Learning Environment in Ukrainian Universities

Needs of digital transformation requires specific flexibility from modern universities to ensure the society demands implementation through innovative teaching and IC-technologies. Modern universities create a digital learning environment to support studying activities. This research presents an experts’ estimate of the current condition and perspectives of universities digital studying environments in Ukraine. We verified the theoretical model structure of the university digital studying environments by means of the empirical data factor analysis. We studied the components of the existing learning environment and enabling environment and compared them to the results of our previous research. We proved the digital learning environment theoretical model was correct. We proved that visions of students and teachers correspond to the key trends accelerating higher education technology adoption. We assume the digital learning environment development benefits overcoming significant challenges impeding higher education technology adoption