Formation of the tutor ICT-competence in the process of future teachers’ professional training

The widespread proliferation of information and communication technologies and the task of meeting the sustainable development goals by overcoming the uneven access of the younger generation to information and communication technologies require the presence of the high level of the ICT competence and the ability to carry out tutoring activities in the information society for teachers-to-be. The paper offers the methodological approaches (contents, methods, tools, and technologies) of forming the tutor ICT competence in the process of future teachers’ professional training. The educational content, which aims at building the ICT competence ofteachers as tutors is distributed over the entire period of students’ study at higher educational institutions. During the study of compulsory subjects in the Bachelor program and the "Organization of distance learning in the educational institution" elective discipline in the Master program, students are familiarized with theoretical and methodological aspects of the use of ICT in tutoring. The main method of forming the tutor ICT competence is the portfolio method, in particular, the use of e-portfolio. As the main means of the formation of the tutor ICT competence, computer training programs, e-resources, Internet resources, mobile applications, virtual and augmented reality are determined. E-mail, blogs, social networks, webinars, chats have been used as the technologies of network interaction for forming the tutor ICT competence. In order to identify effective methodological approaches to the formation of the ICT competence of future teachers as tutors, the study has been conducted based on the collection of information by means of questionnaires and statistical processing of the results. The analysis of the results of the pedagogical experiment and comparison of indicators of control and experimental groups before and after the study have shown the effectiveness of the proposed methodological approaches to the formation of the tutor ICT competence. Implementation of these methodological approaches has become possible due to the introduction of information and educational environment with distance learning technologies and information and communication technologies as its main components

Analysis of experience of digital transformation in education in Germany

The article analyzes the experience of digitalization of higher education institutions in Germany. Based on the analysis of scientific papers for the last 10 years, it has been found that the issue of digital transformation in education is important in the German educational discourse. This is indicated by the analysis of search results in Google Trends, Google Scholar, ERIC, Scopus and Web of Science. The detailed analysis of papers for the last 5 years has been made. For this, the criteria have been determined (5-year period of publication, compliance with the field of higher education in Germany, clear indication of ways to implement digital transformation, significant practical contribution and effectiveness). The selected papers have been classified into 5 thematic groups. Significant examples of scientific papers from each thematic group have been analyzed in detail. Based on the analysis, certain ways to improve the digital transformation of Ukrainian higher education institutions have been proposed

Analysis of the state of the art of modern e-learning in higher education in Germany

E-learning as a part of blended learning and a means for implementing distance learning, as well as an independent phenomenon of the modern information society, has been introduced and studied by researchers for several decades. In various countries, the relevance of e-learning and the use of e-learning tools in higher education have increased during the coronavirus pandemic. Different countries have their own approach and experience in using e-learning tools. Therefore, it is advisable to study it both for each country separately and in comparison. In the course of the research, the analysis of scientific publications on the topic of e-learning in higher education in Germany over the last 10 years has been made, which has shown certain changes in the interest in this issue of German scientists. The survey of students and teachers of the University of Konstanz (Germany) has been conducted regarding the use of e-learning tools and their attitude to e-learning. Despite the fact that the results of the analysis of the scientific works of German scientists show a drop in interest in e-learning problems in Germany and a slight rise during the coronavirus pandemic, the results of the survey indicate an unequivocal interest in e-learning tools of teachers. In general, it is possible to state the positive attitude on the part of teachers and uncertainty on the part of students

Realities and prospects of distance learning at higher education institutions of Ukraine

The paper deals with the issue of realities and prospects of distance learning at higher education institutions of Ukraine. Distance learning in Ukraine has been implementing for more than twenty years and distant learning technologies are used at most Ukrainian higher education institutions, but the necessity and feasibility of the introduction and development of remote technology is questionable both to faculty and students. The main purpose of this paper is to synthesize the real state of distance learning in Ukraine and outline its development prospects at higher education institutions of Ukraine. The paper represents the analysis of the survey results of student answers of four classical, pedagogical, maritime and agrotechnological higher education institutions regarding the practical implementation of distance learning in their institutions. The study of the realities of distance learning in the practice of higher education institutions in Ukraine has been conducted among 102 students. The questions concerned student attitude to distance learning, distance learning organisation, advantages and disadvantages of distance learning

Development of a chatbot for informing students of the schedule

The article describes the process of developing a chatbot to provide students with information about schedules using the Telegram mobile messenger. During the research, the following tasks have been performed: the analysis of notification systems for their use in the educational process, identification of problems of notifying students about the schedule (dynamic environment, traditional presentation of information, lack of round-the-clock access), substantiation of the choice of mobile technologies and Telegram messenger, determination of the requirements to the software, generalization of the chatbot functioning features, description of the structure, functionality of the program to get information about the schedule using a chatbot. The following tasks have been programmatically implemented: obtaining data from several pages of a spreadsheet (faculty / institute, red / green week, group number, day of the week, period number, discipline name, information about the teacher); presentation of data in a convenient form for the messenger (XML); implementation of the mechanism of convenient presentation of data in the messenger (chatbot). Using Python and the Telegram API, the software has been designed to increase students; immediacy in getting the information about the schedules, minimizing the time spent, and optimizing of planning of student activities and higher education institution functioning

Model of blended learning in higher educational institutions: development, implementation and evaluation

The paper examines the problem of blended learning modeling to ensure high-quality vocational training of specialists-to-be of various profiles at higher education institutions of Ukraine. The purpose of the research is to develop a model of blended learning for higher education institutions and to analyze the results of its implementation in the educational process. It was concluded that there are quite a few approaches to the development and practical implementation of blended learning models. In the paper blended learning is considered as a reasonable combination of the traditional educational process in classrooms with distance learning, students' self-study and the use of digital technologies, which takes place according to a certain scheme. The concepts of "blended learning" and "hybrid learning" as well as several existing models of blended learning are analyzed. The generalized model of blended learning at higher education institutions along with its visual representation has been developed. The implementation of this model allows practitioners to combine different types of educational activities in the process of face-to-face and remote classes in exactly the combination that is necessary to achieve the expected results under the conditions of a specific higher education institution. The results of a survey conducted at Bogdan Khmelnitsky Melitopol State Pedagogical University are given. During the survey attention has been paid to the following aspects: how students understand the essence of blended learning as well as the difference between the use of distance learning elements in the face-to-face learning process and the full application of distance and blended learning technologies during quarantine; students' attitude to traditional, blended and distance learning; how students perceive the educational process organized on the basis of the proposed generalized model of blended learning. In addition, it has been found out which digital technologies are used at universities for the organization of blended learning. In general, according to the results of the survey, the expediency of using the developed model has been confirmed and promising directions of scientific research in the field of blended learning have been determined

Virtual reality in foreign language training at higher educational institutions

The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, highlevel visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up

The impact of psychological and learning training on educational motives and reflective skills of future IT specialists

Nowadays, there are a lot of psychological and pedagogical research aimed to explore students’ individual characteristics and how to take them into account in educational process, as well as to develop new teaching techniques. In this study, we focus on future IT specialists’ internal motivation to continue education and training, internal motivation for professional activity as a software engineer, and reflective skills. We consider the impact of psychological and learning training on educational motivation and reflective skills of university students. We present pedagogical technique which involves motivational training, training exercises, and learning training. In particular, we give a brief description of author’s learning training on “NoSQL databases: MongoDB and ASP.NET MVC”. The results of pedagogical experiment conducted to evaluate efficiency of this technique are presented. In experimental work 405 higher education students majoring in 121 Software Engineering, 122 Computer Science, 123 Computer Engineering took part. Based on statistical processing of empirical data, we made a conclusion about potency of our technique

Virtual reality in foreign language training at higher educational institutions

The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up

Poly[[diaqua[μ5-(R,S)-2-({2-[(1,2-di­carboxyl­atoeth­yl)amino]­eth­yl}amino)­butane­dioato]cobaltate(III)sodium] di­hydrate]

In the asymmetric unit of the title coordination polymer, {[CoNa(C10H12N2O8)(H2O)2]·2H2O}n, the CoII ion is coord­inated in a distorted octa­hedral environment, defined by two N atoms and four carboxyl­ate O atoms. Two CoII ions and two 2-({2-[(1,2-dicarboxyl­atoeth­yl)amino]­eth­yl}amino)­butane­dio­ate (EDDS) ligands form a dimeric complex dianion [Co2(EDDS)2]. These dimeric units are connected via Na+ ions, forming a three-dimensional polymeric structure. In the crystal, the ligand N—H groups and the coordinated and solvent water mol­ecules are involved in inter­molecular N—H⋯O and O—H⋯O hydrogen bonding, reinforcing the three-dimensional polymeric structure